| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The study is written in a self-descriptive form, which is mainly based on my personal harsh experiences when interacting with the ADHD student, Ming(anonym), in my class. In the past two years, I consider myself to be very thoughtful when being accompany with the hyperactive student. Contrary to the expectation, I can hardly receive her positive reaction which makes me feel frustrated. In the mean while, I will present the consulting journal with the psychological counselor hoping to clarify the issue: Why does a teacher’s good intention of showing her concern to an ADHD student causing a bad interaction and even grievances? In other words, the study is a journal about how an ordinary teacher figure out the proper role she should be in this case, as well as finding her way out when trying very hard but can’t find the approval from the hyperactive student. Under the policy that a hyperactive student can’t be rejected from attending an ordinary class, the case represents the problems、emotional highs and lows an ordinary teacher will go through.
There are five people joined this research including Ming, Ming’s mother, psychological counselor Ms. Jung (anonym), my colleague Mr. Chung (anonym) and me. I collected and classified Ming’s consulting record, learning journal also the researcher’s journal in the past few years. I examined the study’s reliability by interviewed people who join the research using semi-unstructured interview. Followed the timeline, I recorded the series of event including how to be misunderstand by Ming and why did I start t explain how our relationship changed and how much the experience heals me after going through this long and struggle time. The findings according to the research are as followed:
As long as the case goes on, I found the plight in our interaction is because of our familial and environmental differences in family of origin: my high o doubt myself. In the end I tried to find a better way for both of us to get along. Then I will
standards versus Ming’s defective in development, my blest family versus Ming’s sick and penniless, I am full of hopeful versus her dispirited responds.
1. The study also promotes me a better understanding of myself by communicating with people who are meaningful to Ming. I found out that I have to admit my deficiency and frangibility and seeking for help timely. I also realized that sometimes they just need some time to grow up, and all I have to do is learn how to let go and wait patiently.
2. I also figure out some modes which helps me get along with hyperactive students better: provide a room for them to chill down, assistants, guide them to develop their strengths and construct a support group etc.
3. This research also strengthens my determination to be a better inclusive educationist by continuing the advanced studies in guidance, assistance and counseling knowledge area.
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