"When the students in school find out that one of their peers has passed away, they want to “gather as much information as they could about the news” (Hart & Garza, 2013, p. 305). They want to know all of the facts like when, where, how, and why it happened. Students want to try to understand what their peer was going through and what they did to deserve it. When students are eventually told the situation and everything that had happened to their peer, they start behaving differently. Researchers that were tracking how students reacted to the death of their peer, had noticed that “students were pretending it didn’t happen, but you can see despair, panic, and anguish in their faces” (Hart & Garza, 2013, p. 307). These reactions were completely expected, but it began to fear the teachers of these students. The teachers felt like it was their place to do something about the emotions the students were feeling. They were the only ones who knew all of the students, and feel like it was part of their job to get them through it. In “Death of a Student” it was written that “the teachers had a tough time getting the students to do anything in class… they just sat there” (Judson & Benjamin, 2, p. 199). The students were reminiscing about all the memories they had with their peer, and they could not get it off their minds. Whether they were good or bad memories, they just want to have them back. They found it hard to believe that they would now have to end the school year without their peer, who used to be there everyday."
Connection
This paragraph from my research paper connected to my project strictly while I was telling the students about Sejla, and teaching them about pulmonary hypertension. The students told me about siblings and friends they have who knew Sejla, and how everything they said about her was positive. They always knew her to be someone who "loved school, and was always smiling." Mr. Fuller told me how when he told his class (the same one that Sejla was supposed to be in), about what happened, they all wanted to know how it happened and why it happened. The same thing happened with the students I taught, they wanted to know the cause of pulmonary hypertension, and made upset faces when I told them there's no cause, it's just really really rare. They were really interested with learning about it and were shocked that it could happen to kids at a young age. What broke my heart was when some kids asked me if they also had the disease, because they were experiencing similar symptoms to those of the pulmonary hypertension ones. I assured them that those were just typical, and that having trouble sometimes was not a sign of anything serious.
Personally, I am the same way. While I was writing my research paper, I was agreeing to many of the things I had found that other kids felt, because even though I have not lost a classmate, I don't know what I would do if I did. Writing my paper taught me that kids can feel hard emotions and they all deal with it differently, and it takes different times for everyone to heal.
During the times I taught at Naylor, I kept in mind my research paper. When the kids were misbehaving and not focusing, I was wondering if it was because something that was going on at home, a death or an illness, so I tried to be as gentle as I could. You never know what someone is going through, and especially with kids, it's hard to tell. They don't even know how to react to bad news properly, so why make it any worse?
Connection
This paragraph from my research paper connected to my project strictly while I was telling the students about Sejla, and teaching them about pulmonary hypertension. The students told me about siblings and friends they have who knew Sejla, and how everything they said about her was positive. They always knew her to be someone who "loved school, and was always smiling." Mr. Fuller told me how when he told his class (the same one that Sejla was supposed to be in), about what happened, they all wanted to know how it happened and why it happened. The same thing happened with the students I taught, they wanted to know the cause of pulmonary hypertension, and made upset faces when I told them there's no cause, it's just really really rare. They were really interested with learning about it and were shocked that it could happen to kids at a young age. What broke my heart was when some kids asked me if they also had the disease, because they were experiencing similar symptoms to those of the pulmonary hypertension ones. I assured them that those were just typical, and that having trouble sometimes was not a sign of anything serious.
Personally, I am the same way. While I was writing my research paper, I was agreeing to many of the things I had found that other kids felt, because even though I have not lost a classmate, I don't know what I would do if I did. Writing my paper taught me that kids can feel hard emotions and they all deal with it differently, and it takes different times for everyone to heal.
During the times I taught at Naylor, I kept in mind my research paper. When the kids were misbehaving and not focusing, I was wondering if it was because something that was going on at home, a death or an illness, so I tried to be as gentle as I could. You never know what someone is going through, and especially with kids, it's hard to tell. They don't even know how to react to bad news properly, so why make it any worse?
final_draft_capstone_research_paper.docx | |
File Size: | 29 kb |
File Type: | docx |