Page 58 - The Exceptional Harley Fetterman

JUDY K JOHNSON

Sometimes Harley would drop in to Whitney Shumate's classroom
after school while he was waiting for one of his parents to pick him
up. There he would hang out with her—discussing theories about his
favorite characters in Harry Potter and Buffy, The Vampire Slayer. He
initially practiced his debating skills representing the merits of his
personal preference, Spike, over Angel. Whitney gave Harley some
extreme extra credit for turning in a paper defending the merits of
Angel over Spike. The characteristics of a great debater, like Harley,
was to be able to successfully argue both sides of any topic.

Because of the positive relationship that Harley had established
with Whitney Shumate, Harley's request was granted to continue with
her as a pre-advanced placement English teacher in his sophomore
year. He explained to his VI advocate, Carolyn Mason, “I like her, and
I think she likes me, too!”

This class was mostly composed of extremely quiet, shy students.
Harley's personality stood out in class as the best possible form of
positive attitude—class clown. He often used his own blindness as the
brunt of his own jokes. If his teacher commented that students should
“take a look at something” in class, Harley would loudly, comically
respond with mimicked aggravation, “I CAN'T SEE IT.....”
With that announcement clearly heard by the entire class, all the
students, including the shy or awkward, would burst into laughter. He
easily eased any tension hovering within the class.
One particularly shy boy in this class was barely audible whenever
he spoke. He was full of dread in every circumstance. However, after
his experiences and association with Harley's friendship in class, this
boy's personality completely about-faced. Harley's easygoing nature
and fearlessness brought him out of his shell enabling this boy to joke,
laugh, and even speak in front of the class with confidence.
Astute knowledge and articulate writing skills made Harley a star.
Harley was often admired for leading the class in various Socratic
seminars which are group discussions where students help one
another understand issues and values reflected in a shared text.
Students are not to assert their own opinions but practice listening and
finding meaning or common ground in their conversations. Harley's
speech and debate teacher, Brian Alford, recalls that Harley was

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