# data[].attributes.body
I have experienced most of these masks in classrooms, but the one I have experienced the most is the mask of being bad. I had a student who was always getting into trouble and honestly didn't care about getting in trouble. He saw it as a way of getting out of his homework and out of class. The other students began to encourage it and enjoyed it when he got in trouble because they thought what he was doing was funny. The teacher never realized that he was doing that to get out of class and away from her. When he got in trouble with the teacher he would keep it up with the attitude and get angry with her when he got caught causing trouble in the classroom. He struggled in the classroom, so his only way to cope and get over it was to be bad and get thrown out of the classroom. GB

# data[].attributes.body
While it may be tempting to consistently throw out the bad student, I will stop and think is this child doing it on purpose. If it becomes a consistent thing then I will call the parents and we will set up a conference to try and figure out why their child is acting up, in a professional manner. I will also personally speak with the child and try to figure out the reasoning behind their attitude. Sitting down with a child who is constantly being bad is honestly the best thing to do because some students do this because they are frustrated at themselves or with their household. Speaking with these so called "bad students" can help them feel included and actually cared for in some sense. They may not get this at home or with friends, showing a student you care can be their best medicine and can help them shape up quickly. GB

# data[].attributes.body
The mask that I have experienced in my classroom is the mask of not caring and the mask of boredom. With this particular student, he is being held back this year, so he does not put a lot of effort into any of his school work. This child always says he is bored and often just lays his head down on his desk and does not do any of his work. RL

# data[].attributes.body
In my future classroom, I will be able to better accomodate this student. I will be able to understand that there is a deeper issue behind this behavior. This student is bored because he is frustrated that he does not know how to do his work. As a future teacher, I will be able to help them more and to find more resources to help this child succeed. RL

# data[].attributes.body
I have experienced some of these masks, but the one I tend to see the most is the mask of ill health. In one of my classrooms, a students would complain to the teacher everyday about an issue with her health. She would intentionally try to hurt herself in PE, so she could go home. This student kept making excuses about how she didn't feel good, or how something on her body was hurting. I've also experienced many students follow behind a student who is actually sick. They believe if they describe the same symptoms to the teacher, they can go home as well. TS

# data[].attributes.body
In my future classroom, I will recognize the students actions and their facial expressions to understand if they're telling the truth, or trying to get out of school. It will also help to contact parents and ask if the child didn't feel good before school. I will help each child who might be facing a mask of boredom, but covering it with the mask of ill health. Talking to students one on one and asking if there is something going on that I could help them with will help me to become a successful teacher, and build a comfortable relationship, with my students. TS

# data[].attributes.body
I have experienced some of these masks within my educational experience as both a student and student teacher. The most common mask I have seen is related to illness. It is common for students who are having difficulties at school to continuously have illnesses or pains. Students will use the nurse as a way to get out of class throughout the day. Another common mask is related to boredom. Students who do not understand tend to sleep or just simply not complete any activities or assignments. There is a child in my placement who fits within this category and is being retained in kindergarten for next year. The mask of the clown is another mask worn by students who are struggling. Throughout my educational experience, the class clown is often known as "trouble." This mask connects with struggling students as teachers label students as "trouble" instead of noticing it as a sign for help. KR.

# data[].attributes.body
It is important to understand these masks and how they relate to each student's learning abilities. Within my future classroom, it is important for students to feel comfortable with me and the learning environment. When students are comfortable, these masks start to be uncovered. In my current placement, I can continue to help students and be cautious to notice masks the students might be wearing. KR

# data[].attributes.body
I have experienced the mask of helplessness with a kindergarten student in my placement this semester. She asks the teacher for assistance for each step of an activity. If the teacher can't reach her, she will not attempt to try until she can receive help. This leaves her behind during most activities and makes it hard for the teacher to measure her academic growth. When she is pushed to try to work on her own, she may begin to cry or say she can't do the task.  I have also experienced the mask of boredom during my time in the classroom. One student exclaims boredom often. The student displays giftedness and masters content well and quickly. His boredom stems from his need for new challenges. -AKH

# data[].attributes.body
I have experienced the mask of helplessness in my placement. The girl constantly ask for help and says she can’t do the task when she actually can. She will always ask for help just to get the attention of myself or the teacher. I have continued to encourage the student to complete the work herself when I know she can. I have worked to guide her in the work to encourage the fact that she can do it herself. I have also experienced the mask of being bored. I have seen multiple students say they are bored because they can’t figure out how to complete the task so they don’t want to do it. This is their way of trying to get out of the work so they don’t actually have to figure out how to do it.

# data[].attributes.body
I can use this knowledge in my placement and future class by being able to identify these masks and develop ways to help these students overcome their masks. I have already started to try different strategies to help encourage these students and help them feel comfortable to be able to do their work. Most of these students are fully capable of the work they just don’t want to do it. The goal as a teacher is to help them overcome these struggles and see that they are very capable of doing the work and being successful in their education

# data[].attributes.body
I can use the understanding of the variety of masks to help classify students who may need more support. Understanding the ways that students mask their insecurities is important for creating strategies to help them. I can use the characteristics of each mask to create behavior management plans that integrate opportunities to provoke confidence in students.

# data[].attributes.body
I have experienced the mask of not caring. I have seen this in my classroom as well as first hand experienced it. In the classroom there is a student who is so smart and knows all of the answers but he does not want to speak out and has even said it doesn't matter/ he does not care to read. This caused the student to not participate and my teacher punishes students who do not speak up or participate in class. Personally I have felt that if I pretend I do not care then I will not feel bad if I do not get the answer right when in reality I do care and want to make a good grade. -ME

# data[].attributes.body
I think knowing the different masks that the students put on helps me as a teacher to meet the needs of those children without them having to tell me how they are feeling. Many students are insecure and either do appear helpless or careless but as the teacher you can reach them and make sure they know their strengths and what they are doing and that can motivate them to do better in the subjects they are not the best in. This is a way you can gather data and create different strategies or plans to handle those students. Meeting the student where they are is how you will change their learning. -ME

# data[].attributes.headline
I have unfortunately experienced a couple of masks during my grade school years. I was considered a "gifted" student. I was above average in a lot of the things I did, and I tend to get overlooked because of this. I can remember my third-grade teacher telling me to do assignments on my own, while other students had partners. Even though I was capable of doing most by myself, I can remember feeling upset because I as well wanted to interact with my peers. Sometimes this made me feel invisible to my teacher. Another mask I wore was the mask of being "bad". I have three older brothers and we all went to a Catholic school where the small talk turned into "loud" talk. One of my brothers caused a lot of trouble in my fifth-grade teacher's classroom, and she knew I was his sibling. She treated me differently from the get-go. I have experienced the mask of perfection in my placement as there is a student who strives for greatness.  He is an overachiever and gets extremely frustrated when things aren't perfect. I have had to talk him through knowing that it's okay to make mistakes. It is not fair to the teacher to assume perfection on every single piece of work he does. -IK 

# data[].attributes.subject
I have unfortunately experienced a couple of masks during my grade school years. I was considered a "gifted" student. I was above average in a lot of the things I did, and I tend to get overlooked because of this. I can remember my third-grade teacher telling me to do assignments on my own, while other students had partners. Even though I was capable of doing most by myself, I can remember feeling upset because I as well wanted to interact with my peers. Sometimes this made me feel invisible to my teacher. Another mask I wore was the mask of being "bad". I have three older brothers and we all went to a Catholic school where the small talk turned into "loud" talk. One of my brothers caused a lot of trouble in my fifth-grade teacher's classroom, and she knew I was his sibling. She treated me differently from the get-go. I have experienced the mask of perfection in my placement as there is a student who strives for greatness.  He is an overachiever and gets extremely frustrated when things aren't perfect. I have had to talk him through knowing that it's okay to make mistakes. It is not fair to the teacher to assume perfection on every single piece of work he does. -IK 

# data[].attributes.headline
I can use this knowledge of being "masked" in my classroom to my benefit. It is important for me as a future teacher to give the same amount of attention and effort to every student. It is my duty to keep an open mind about each student and not make judgements about their family or their experiences. For the students I have in the future, I will reiterate the importance of making mistakes and learning from them. At a young age, it is important for children to recognize that mistakes are a learning process and every single person makes them. I will show an equal amount of time with every student and alter my instruction to take care of every student. -IK

# data[].attributes.subject
I can use this knowledge of being "masked" in my classroom to my benefit. It is important for me as a future teacher to give the same amount of attention and effort to every student. It is my duty to keep an open mind about each student and not make judgements about their family or their experiences. For the students I have in the future, I will reiterate the importance of making mistakes and learning from them. At a young age, it is important for children to recognize that mistakes are a learning process and every single person makes them. I will show an equal amount of time with every student and alter my instruction to take care of every student. -IK

# data[].attributes.body
I did not realize that I was experiencing these "masks" through my school years, and in my placement, until the article pointed out each one. When I was in school, the mask I remember seeing the most was the mask of ill health. Many of my classmates, and sometimes myself, would say we had a head or stomach ache to be excused to the nurse. I cannot speak as to the reasons my classmates did this, but I remember doing it just to escape class for a minute. When I would become bored or overwhelmed, I would ask to go to the nurse to avoid experiencing those feelings. On the other hand, in my placement, I tend to see the mask of being bad. I am aware of a few students who are struggling, and it has become more noticeable that a few of them almost intimidate their seat partners so that they will let them copy their work. This not only prevents the struggling student from notifying the teacher that they are struggling, but it also harms the classroom community and peer relationships. EM

# data[].attributes.body
In my placement and future classroom, this knowledge will help me better understand the actions and emotions of my struggling students. Too often, misbehaving or "lazy" students get written off as "bad". I want to take a moment and work with my student to understand why they are acting in the manner they are. There may be more to the story than what they are outwardly presenting. As teachers, we owe it to our students to give them a chance as we may be the only ones in their lives doing so. I do not want to write off any student without at least attempting to understand their actions. I hope to establish a classroom environment that encourages inclusivity and makes the students feel safe to participate. EM

# data[].attributes.body
After reading this article, I realized I had experienced a few of these masks in my placement, and as a student myself. In my placement I have experienced the mask of activity, mask of the clown, mask of not caring, and the mask of illness. Looking deeper into these masks, I have realized that the mask of activity and the mask of the clown go hand in hand. This one student, imparticular, is constantly standing up and running around the room. While he is up and continuously active, he will purposely fall on the ground or go up to desks and make faces to get a laugh out of his classmates. I feel like reflecting on me as a student, and in my placements, the mask of illness is always present. I recall the same kids in my grade always going home or not coming to school because of a headache or stomach ache. Usually, to miss class because they did not understand what was going on or did not do their homework. I see this same mask in my placement. Students are constantly asking to go to the nurse during reading and math rotations. RE

# data[].attributes.body
Before reading this article, I viewed most of these masks as lazy students or children who just did not like school. After reading it, I can use my understanding of these masks to impact my classroom positively, and I will focus on all children individually and look for these masks. Understanding what to look for will help me recognize children struggling with a learning disability more easily. I will look for these masks and try to catch them early on to help my students be comfortable with themselves and work through these masks. RE

# data[].attributes.headline
Within my placement there are two students whom I believe are showing masks. The first one is a boy who is showing the mask of the clown as mentioned in the prezi. He acts out in class and will yell out loud jokes while they are in rotations or working on an assignment. He is doing this because he is frustrated by the work that was assigned. Instead of completing that work, he tries to get positive attention from other students. One of the other children in my placement class has the mask of super competence. She is in a program for extra help but while she is in the classroom she often proclaims that the tasks and assignments are so easy. They were doing a math lesson on area and she was telling the students in her small group that it was so easy and she could do it fast. However, when I was checking her work she did not know how to do the math. She was using the wrong numbers to find the area. If she asked questions instead of pretending like she knew how to do it she could have been helped while at that station. CL

# data[].attributes.subject
Within my placement there are two students whom I believe are showing masks. The first one is a boy who is showing the mask of the clown as mentioned in the prezi. He acts out in class and will yell out loud jokes while they are in rotations or working on an assignment. He is doing this because he is frustrated by the work that was assigned. Instead of completing that work, he tries to get positive attention from other students. One of the other children in my placement class has the mask of super competence. She is in a program for extra help but while she is in the classroom she often proclaims that the tasks and assignments are so easy. They were doing a math lesson on area and she was telling the students in her small group that it was so easy and she could do it fast. However, when I was checking her work she did not know how to do the math. She was using the wrong numbers to find the area. If she asked questions instead of pretending like she knew how to do it she could have been helped while at that station. CL

# data[].attributes.headline
I think that without the knowledge of masking and the struggles that these children face in the classroom it can be very easy to get frustrated quickly. When trying to manage a classroom with 16-20 students in it the class clown can become a distraction to other students. The over competent one may make other students upset. The one who doesn't care may not be motivated to complete their work or stay on task. By recognizing that these are masks for the children to help hide their insecurities it can help us as teachers have more understanding over their actions. In my placement, I can see which students are putting on masks and spend a little extra time with them or watch them closely to notice if they seem to be struggling on a task or assignment. CL

# data[].attributes.subject
I think that without the knowledge of masking and the struggles that these children face in the classroom it can be very easy to get frustrated quickly. When trying to manage a classroom with 16-20 students in it the class clown can become a distraction to other students. The over competent one may make other students upset. The one who doesn't care may not be motivated to complete their work or stay on task. By recognizing that these are masks for the children to help hide their insecurities it can help us as teachers have more understanding over their actions. In my placement, I can see which students are putting on masks and spend a little extra time with them or watch them closely to notice if they seem to be struggling on a task or assignment. CL

# data[].attributes.body
I have seen many of these masks in my placement this semester. The first major one is the mask of not caring. The first day of placement, I entered the classroom in hopes of students who were eager to learn and grow in their knowledge. Instead, I was hit with students who did not want to do the work given to them, and had little to no attention span. The students would comment and say, "are we almost done," or, "this is taking too long." The next mask that i have seen this far in my placement it the mask of the clown. Many students in the class will do things to catch the attention of other students like throwing paper across the room or saying silly things on the carpet during whole group time. AW

# data[].attributes.body
I believe that I can use this knowledge in my placement and future classroom to be able to identify the masks that each student has. It will allow me to be able to work with each student as an individual to help take the mask off so that they will be able to learn at their full potential. This knowledge will help me to create a welcoming environment in the classroom and better understand each student and their needs. AW

# data[].attributes.body
After reading I realized I have seen these masks all my life. In elementary school I remember classmates who acted in similar ways described. For example, there was a class clown who acted like the mask of the clown. He was always trying to make everyone laugh while doing work, make jokes during lessons, and never seemed to get anything done but entertain the class. I also have noticed these masks in my placements these past semesters. I have had students that break down during assignments. Saying things like, "I can't do this" or "this is too hard". I have also seen students pretend to be sick or have to go to the bathroom whenever a subject they struggle with comes up in class. In these situations the teacher always helped or encouraged the student to try their best. I do remember one time when a student would not do their work or even try simply because they were too afraid to fail. The teacher sat down and did the assignment with her. I can now see she had the mask of helpless. TD

# data[].attributes.body
I can use this knowledge in my placement and future classroom to notice the masks that my students put on. By doing this, I will hopefully be able to help the students take their masks off. I can also use this knowledge to provide the help that each child needs to feel successful in the classroom. I hope to make a space where my students feel comfortable not always being perfect and always know I can give them the tools they need to succeed. This has opened my eyes to the many ways that one may act to hide the fact that they are struggling. I will be using this knowledge to notice masks in the classroom and ultimately help students to remove them. TD

# data[].attributes.body
I've experienced quite a few of these masks but I think the ones that I've seen the most, especially in this placement so far, is the mask of boredom and the mask of helplessness. A lot of my kids don't want to do the lessons that are set out for them and will yawn or just sit there and mess with their iPad until the time is up. I try to encourage students to do what they can and work through small work times before we have to move on but often times it's hard to motivate them. In the mask of helplessness, it's mostly just students who come up and ask for help on different assignments. It's hard to tell when they actually don't understand something versus when they just want someone else to do it for them. I try and help as best as I can without giving them the answers before telling them that I've given them the information and tools they need to succeed and they're going to have to work on it themselves. -EC

# data[].attributes.body
I think that it really just opened my eyes even more to the fact that sometimes kids just need more help than I can give them. I can help as much as I can but when it comes consistent and they don't seem to be learning from these occasions, then I would involve administrators or parents to try and work on a plan for these students. I want to help all of my students to thrive and excel in school so learning about these different ways that they can show they might need some extra one on one time or help outside of the classroom is extremely helpful. -EC

# data[].attributes.body
I have experienced most but mostly the mask of boredom. Often times students get bored when they finish work so it is important to have work and activities to enrich early finishers. I also have experience with students being disrespectful in general when they don’t get their way.

# data[].attributes.body
I can use my knowledge from classes to enrich my classes and try to avoid students using these masks. I will plan for this by including modifications in my lesson plans.