Reaching Out: Teacher to Students
by Diane Davis

Three years ago the Chapter I aide at the elementary school where I
worked, volunteered to take six little second grade boys that we
suspected were drug-affected children and teach them all day long, for
the last two weeks of school. She was finished with all the program for
her other students, so was able to devote all of her attention to these
six boys, all of whom had been in lots of trouble, both academically and
behaviorally, for most of the school year.
Thelma Valentine was the name of this gifted woman. Without any formal
training about FAS/FAE, she knew instinctively what to do. First of all,
she arranged the boys' desks in a horseshoe fashion. Her desk was
between the two ends of the horseshoe so that the boys would be able to
see her well and vice versa.

Thelma was very clear in letting the boys know her rules, her
expectations, and what the daily routine would be. She informed them
that if one student had to go to the bathroom, they would all go with
him, and that they were to stay together and under her supervision at
recess and at lunchtime.

Academically, she did not push them to do work that was clearly beyond
their comprehension, but she expected them to do what they were capable
of, and to do it well. They were then rewarded with dimestore toys or
treats to eat. When they did especially well, they got to watch a video
and have popcorn.

What Thelma discovered was that the boys were very responsive as long as
she supervised them closely. If she just turned her back for a minute,
however, most of them would not be able to stay on task. They needed her
to keep them "grounded."

Thelma also realized that one of the reasons the boys had so often
gotten into trouble on the playground was because they had no
understanding of game rules. As a result, they would run around
aimlessly and bother other students who were playing. With Thelma
present to explain game rules to them and to help them learn how to play
together, their harassing of other children stopped and they began to
enjoy playing games with each other.

By the end of the two weeks, five of the six boys had made considerable
progress in their academics, behavior, and social skills. They were
smiling and feeling good about themselves, rather than hanging their
heads because once again, they had gotten into trouble. The sixth boy
was often tardy or absent. His family took little interest in his
schoolwork or his emotional well-being, so consequently, he didn't do as
well as the other students.

When school began the following year, four of the six boys returned.
They looked for Thelma but she had transferred to another school. They
told me how much she had taught them, and how well they were going to do
in the coming year because of what they had learned from her. They
sincerely meant what they said - I could see it in their    eyes - but
within two weeks, they were all sliding downhill. They needed the
constant supervision that Thelma had given them, as well as the smaller
sized classroom, the structure, order, and routine, and Thelma's belief
in and love for them.

There are many children like the six boys Thelma taught. We know what
they need from the school system. We owe them the opportunity to learn
in a safe environment that is set up to meet their special needs. The
impact can be very positive and rewarding. We must continue to advocate
for the classrooms these children learn best in, and the teachers who
have the patience, skills, and insight that Thelma had.

(This article is reprinted by permission from a chapter in the book,
Reaching Out to Children with FAS/FAE by Diane Davis. Her book may be
purchased from Prentice Hall for $20 by calling 1-800-288-4745. This is
an excellent resource for teachers, counselors and parents. )