I discovered this book years ago when I was just starting my student teaching. Each time I stood in front of the class, one young boy in the front row would climb under his desk. After a variety of attempts to earn his trust, it was this book at read-aloud that finally broke the ice.
Author Louis Sachar weaves a beautiful narrative of how 5th grade Bradley Chalkers (a kid with “serious behavior problems”) finds redemption, hope, and ultimate success with the help of the new school counselor. That counselor happened to be petite, young, and always smiling: a bit like the very-young-version of me at the time.
Day-after-day of read aloud and slowly, but steadily, 3rd grade Adam returned to his seat. The first day he peered at me from under the desk, the next he leaned out from the side. By the middle of the book, he’d kneel with his arms on the chair (half in/half out). As I finished the last lines, I was pleased to see Adam actually sitting in his seat and (surprise, of all surprises) soon allowing me to speak directly to him without retreating.
By the end of the term, Adam was assigned to a small math group with which I worked daily. He rushed to sit beside me by then, but was still cautious and guarded against any small correction. One day, when I was being observed by the school principal, Adam (who thought the principal was there to observe him) was jittery as ever. Following the observation, the principal complimented me for working so well with such a “difficult student.” But the truth was: looking at Bradley (…. I mean Adam) I no longer saw “difficult” at all. I saw scared. I saw frightened. I saw potential. I like to think that just that small change in perception made a difference in both our lives.
Author Louis Sachar weaves a beautiful narrative of how 5th grade Bradley Chalkers (a kid with “serious behavior problems”) finds redemption, hope, and ultimate success with the help of the new school counselor. That counselor happened to be petite, young, and always smiling: a bit like the very-young-version of me at the time.
Day-after-day of read aloud and slowly, but steadily, 3rd grade Adam returned to his seat. The first day he peered at me from under the desk, the next he leaned out from the side. By the middle of the book, he’d kneel with his arms on the chair (half in/half out). As I finished the last lines, I was pleased to see Adam actually sitting in his seat and (surprise, of all surprises) soon allowing me to speak directly to him without retreating.
By the end of the term, Adam was assigned to a small math group with which I worked daily. He rushed to sit beside me by then, but was still cautious and guarded against any small correction. One day, when I was being observed by the school principal, Adam (who thought the principal was there to observe him) was jittery as ever. Following the observation, the principal complimented me for working so well with such a “difficult student.” But the truth was: looking at Bradley (…. I mean Adam) I no longer saw “difficult” at all. I saw scared. I saw frightened. I saw potential. I like to think that just that small change in perception made a difference in both our lives.
From the book jacket:
“Give me a dollar or I’ll spit on you!”
That’s Bradley Chalkers for you. He’s the oldest kid in the fifth grade. He tells enormous lies. He picks fights with girls, and the teachers
say he has “serious behavior problems.” No one likes him –
except Carla, the new school counselor. She thinks Bradley is
sensitive and generous, and she enjoys his far-fetched stories.
Carla knows that Bradley can change, if only he weren’t afraid to try.”
That’s Bradley Chalkers for you. He’s the oldest kid in the fifth grade. He tells enormous lies. He picks fights with girls, and the teachers
say he has “serious behavior problems.” No one likes him –
except Carla, the new school counselor. She thinks Bradley is
sensitive and generous, and she enjoys his far-fetched stories.
Carla knows that Bradley can change, if only he weren’t afraid to try.”
Websites with story relate activities: