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If you want to wear your coat, then you can’t come into the classroom. ’’ The little boy went out to the coatroom and sat there. He stayed there for the entire day. What happened inside this teacher to make her act this way? Was she angry? Fearful? Why did she see this child as an adversary? Her own internal obstacle, whatever it was, kept her from even asking him why he wanted to keep his coat on. If she had been able to reach toward the meaning that this action had for him, she could have begun the process of solving this problem with him.

Go down, right? ’’ I tried to help him even though I knew this was all wrong. He got more and more upset so I finally suggested he stop. ’’ Unfortunately, school experiences like Jasper’s are not uncommon. When children are expected to complete tasks that are not geared to their understanding, they become confused, begin to feel inadequate, begin to doubt their own ability to make sense. In addition, a focus on ‘‘the basics’’ in schools forces a large part of children’s experience aside, especially the social, emotional, and spiritual dimensions of their lives.

I am lucky to own a digital camera, so I took pictures of each of these areas during work time. At our afternoon circle, we talked about what happened in the areas and I took notes. I told the children that I was going to try to write on the computer what we had done so we could post it in our class. The next day a few children illustrated a few key pieces of our book and I assembled it that night: the writing, digital pictures, and student illustrations. We laminated it and posted it on the back of our easel so we could all see each page.

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Adventures of Goody Two Shoes Albany Edition


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