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Ms. Cross sits at her desk going over 

assignments from the previous day and she 

could not help but recollect about her past 

students. One in particular, stood out in her 

mind and that student was Daniel Smith. It 

was Ms. Cross’s first year of teaching 

kindergarten in the Covington County School 

District. She had an amazingly, well-behaved 

class that she knew would grow and excel in 

life; however, there was one student that 

stood out in her mind and it was not for being 

well-behaved. 

Daniel Smith, she remembers, was always so 

disruptive in class although he did excellent on 

homework assignments and tests. He would 

distract the other students from learning by 

constantly moving in his seat, shouting out 

impulsively and getting up without permission. 

She knew that something was off about the 

boy; however she did not know what it was 

exactly; she knew that his home life was ok.

 One day during a teacher’s workshop, the 

guest speaker, Mrs. A. Thomas, was discussing 

learning disabilities, such as, Attention 

Deficient Disorder and Attention Deficient 

Hyperactive Disorder. As the speaker was 

going over the symptoms of these disorders 

she could not help but think about Daniel 

Smith when she was going over ADHD 

symptoms. After the workshop, she went to 

Mrs. Thomas, whom happens to be a specialist 

in the field, more questions about ADHD. They 

spoke about the different symptoms, Mrs. 

Thomas asked has she spoken to the parents 

about her assumption and Ms. Cross said no. 

Mrs. Thomas said to do more research on 

ADHD and then have a parent conference with 

their county’s specialist present. Ms. Cross 

agreed and as soon as she got home began 

researching Attention Deficient Hyperactive 

Disorder. The following day, she is about to 

release her students for recess, she 

immediately notices how Daniel is about to run 

to the door in excitement. She tells Daniel to 

remain in his seat and she notices that his 

hopping in his seat; she dismiss them for 

recess and she begins documenting his 

behavioral disruptions and what has happening 

prior to that interruption.

At the end of the day, she asks Daniel to her 

desk and gave him a letter and told him to 

give it to his parents once he got home. The 

following week, she spoke with Mr. and Mrs. 

Smith and they came up with a plan to help 

Daniel improve behavioral wise in class.

Ms. Cross begins to rearrange her whole lesson 

so that it would involve her students in the 

class lesson. She begins creating activities that 

would capture her students, and more 

importantly Daniel’s, attention. She notices 

that Daniel becomes less disruptive in the 

classroom and she notices that the activities 

would calm down his hyperactivity immensely 

and at the end of the year Ms. Cross happily 

passed Daniel Smith to the first grade. She 

notes that she will never forget Daniel Smith.

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