He was hard at work in the back of the class and, ok, it wasn’t on an assignment, but at least it meant that for a few blessed minutes of class he wasn’t pacing, wasn’t calling out, wasn’t asking to go to the bathroom, to the Resource Room, to get water. And eventually I could tell he was listening to the audiobook – even though his back was to me and he was hunched over the desk, scribbling. I hadn’t actually had any pedagogical goal in mind when I’d asked him to test the markers; I just wanted a little quiet. I think he might have, too.
So when class ended and he gave me a sheet full of drawings, I was calm enough to be kind of tickled. He described each one. I told him – sincerely – that I wished I could put it on the classroom wall, but that probably the blood and (water) gun would be inappropriate, even though things weren’t as bad as they looked out of context. He agreed, glanced down for a moment, then brightened, “You should hang it on your refrigerator.”
So I did. Photo for evidence. I can’t wait to show him tomorrow.
Persistence and Pedagogy 
Amanda, I love the refrigerator art. I think you may have stumbled onto a writing idea for that student: How to draw refrigerator art and test markers. Seriously. He’s clearly interested in both. And now I have an idea for the art MS students make for me when I sun. Another idea: Have the student write an artist’s statement and museum style placards for his art.
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Yes!
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I’m looking forward to the follow up slice of how he responds when you show him the photo! Also, these two lines say so much: “I just wanted a little quiet. I think he might have, too.” Caring teacher and markers for the win!
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Amanda, I love this story! You gave your student space to create and express himself and look at the result! I love that he suggested you hang his art on your refrigerator! That is trust and care!
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This is great. I am so glad you shared it.
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