“What should I copy down? What is he talking about? Is this stuff in the book? What did I just miss? Why isn’t he writing anything on the board?” As the lecture ended, Seth was exhausted, and when he looked down at his notes, he could not read a word that he had just written. This was when Seth had his first panic attack. At first, Seth wrote what he could, but before long, he could not keep up with the quick pace of the lecture because Mr. Wickman stood next to the podium and read notes to students. This was the first time he had experienced a lecture in which the teacher did not write notes on the board (or use transparencies) instead, Mr. Wickman didn’t know was that Seth was lost. Wickman thought to himself, “even the special education kid can keep up with the rest of the class.” When he looked up from his handwritten notes, he noticed that all of the students, even Seth, were recording notes. Wickman nervously fumbled through his notes, often speaking too fast to be understood. As he spoke, students frantically began to record notes, trying to write verbatim what was said. Because it was the first day of the new school year, he chose a topic near and dear to his heart Life in Colonial Williamsburg. Wickman reviewed the requirements for passing his history class with his students and then began his first lesson.
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