Don't Blame The Student: A Reflection of Shalaby's "Troublemakers"

 Don't Blame The Student: A Reflection of Shalaby's "Troublemakers"

By April Federico

    In Troublemakers, Victoria Shalaby uses a research method called "portraiture" to offer a compassionate, human-centered look at four children: Zora, Lucas, Sean, and Marcus, who have been labeled as "problem kids" by their schools. Rather than focusing only on classroom behavior, Shalaby observes them in their homes and communities as well, highlighting their strengths and positive qualities outside of school. Zora and Lucas attend a mostly white, affluent suburban school, showing that so-called “troublemaking” isn’t just an urban issue but can emerge anywhere rigid school systems clash with students’ needs. 



    Sean and Marcus attend a racially and economically diverse urban school, where their experiences demonstrate how disciplinary systems shaped by the "supremacy of whiteness" can disproportionately punish students of color. Shalaby presents these children as "miners’ canaries," meaning their resistance signals deeper problems in the school environment. Reading this reminds me of my TESL 501 class and how we learned about ways students can meaningfully engage with their identities and share where they come from. In the MLL classes that I’m observing at Sarah Dyer Barnes Elementary School in Johnston, the older students are doing the exact same thing: representing their identities. It also makes me think of my first day ever teaching, when I had the class draw superheroes, allowing each student to celebrate their own superpower, whether it was related to a disability or a special interest. Anthony, in particular, reminds me of my former student Logan, who could only talk about dinosaurs and the "D-Rex" from Jurassic, yet it was through those interests that we were able to connect and create learning opportunities. For example, because Logan was so good at science, he wound up advancing up an entire grade level, from second grade to third grade.I also remember my former student, Badhir, who loved sweets and birthday cakes. So, when we were learning about the letter “L,” I made sure to include lollipops in my lesson planning. 


    Rather than blaming students, the book encourages educators to rethink classrooms in ways that prioritize freedom, creativity, and the right to push back against unfair or harmful conditions, reinforcing the importance of seeing students as whole, complex individuals. As teachers, we have a responsibility to recognize the “superpowers” of each student and to increase positive reinforcement. It’s also imperative that we take the time to understand each one of these students. I’ve said this before and I’ll say it again, but without the proper training, we cannot be well-equipped to deal with students who have underlying problems.


Here is a fantastic resource to help students who might be struggling: Teach For The Heart. This link also emphasizes the failing education system.


Comments

  1. KTApril 1, 2026 at 10:40 AM

    Hi April, it is so important as educators to understand students individually, and not collectively. When we take the time to get to know each student and understand their circumstances, we can better assist them to be the best they can in school.

    ReplyDelete
  2. Zach FulfordApril 1, 2026 at 5:16 PM

    Hi April,
    Love this post! While it's well-known that being able to connect with your students through their interests is important in the world of education, it doesn't make it any less true. Showing your students that no one should be subject to isolation or scrutiny helps to build a trusting environment for not just your present students, but also all of your future students.

    ReplyDelete

Post a Comment

Popular posts from this blog

Unearned Advantages: The Provocative Argument of Allan Johnson's "Privilege, Power, and Difference"

Image
Unearned Advantages: The Provocative Argument of Allan Johnson's "Privilege, Power, and Difference" April Federico      Allan Johnson argues that James Baldwin once came up with a rather provocative idea that the idea of “race” does not exist, only our perceptions of race do. In fact, Johnson points to Baldwin’s idea of social reality which he defines as “most of what we experience as ‘real’ is a cultural creation, even though we don’t experience it that way” (Johnson 21). The differences in skin color obviously exist. At the same time, so do labels, no matter which country you go to. And following what we discussed on the first day of class, it is astonishing and simultaneously appalling how much influence America has on the whole world, all the way down to the societal differences.      Privilege is also a topic in this chapter of Allan Johnson’s Privilege, Power, and Difference. In fact, it is the whole point of the text. What struck a chord of truth was...
Read more

What is Normal? "Questioning Customs" By Khan

Image
What is Normal? "Questioning Customs" By Khan April Federico        One quote from the clip of "Class Dismissed" was "you're going to school to take your place." And by “place,” the narrator meant society. I remember when I was in eighth grade, the very first thing we talked about in Mrs. McConnell’s English class was about being an individual in society, and little did I know that would be an imperative topic for that whole year. That whole year I was persecuted by peers and teachers for being different. Teachers, especially my math teacher, told me, even when I was vigorously taking notes, came up to my desk and said “you need to put more effort into things, all you do is just sit there.” I was hoping she’d come to my desk to tell me I was doing a good job. But no.  This would be an example of Horace Mann’s “broken model” of the education system, as outlined by Khan. Mann’s model emphasized social cohesion and the creation of a “common citizen" ...
Read more

"What is Neurodiversity?" by Caroline Miller | Viewing Neurodiversity As An "Asset"

Image
 "What is Neurodiversity?" By Caroline Miller | Viewing Neurodiversity As An  "Asset" By April Federico     Based on the article from the Child Mind Institute, the neurodiversity movement reframes neurological differences not as deficits to be cured , but as valuable variations of the human experience. This perspective strongly resonates with my own experience working in special education, where I witnessed firsthand that many students labeled as “behind” or “difficult” were often some of the most creative, insightful, and innovative thinkers in the classroom when given the right support. The argument that neurodiversity is an asset rather than a setback rests on three primary ideas: inherent cognitive strengths, the importance of inclusive environments, and the development of a strength-based identity.      Rather than viewing conditions such as ADHD or autism as purely restrictive, the neurodiversity framework emphasizes the unique cognitive adv...
Read more