Modelling Attitudes, Ways of Approaching Problems, and Behaviour

45 discussion came from the children’s suggestion. Torey always made sure that everybody in the class had a chance to participate in the discussion. She wanted something would stimulate communication and develop verbal understanding. In the beginning I had brought all the topics in, but after the first month or two the children had their own suggestions and I had not started the discussion in ages p. 19. On that day, the students did not have a topic to be shared. Torey came with a topic based on children’s feeling. It was about somebody who wanted to join a group but no one accepted him or her. Then one by one the students raised their hand and answered the question based on their feelings. “No one has a topic? Well then, I’ve got one: what do you suppose it feels like when you’re new and don’t know anyone, or maybe you just want to be part of a group and no one wants you? How’s that feel inside?” p. 20. 7. Giving Assistance Such as Cue or Hint to Help Children Work on the Edge of Their Current Competence In Torey’s class, the students learned what they wanted to learn. It was based on their desire. They liked to write freely and creatively. The function of the writing was to express their feelings. The children had learned that one place for expression was in the journal. I encouraged a great amount of creative writing in class. The children kept journals in which they recorded what they felt, things that happened to them and other important events in their lives p. 154. The method of the teaching helped the teachers to observe the children feelings. Torey left notes or comments to the children about what they had 46 written. It was an ideal way for teachers to understand more about their students and find out their real characters. They got freedom to write anything they like. Sheila enjoyed the class situation and behaved nicely in the classroom. She was able to finish two or three written assignment without Torey or Anton, instead of destroy the paper. She became able to do two or three written assignment without supervision. Occasionally she would slip back and destroy the paper partway through the assignment or after completing it, especially those that were difficult for her p. 159.

8. Giving Directions to Children’s Action or Behaviour

Lunch time was the important moment for the children and the most dangerous time for the teachers. Sheila had destroyed Mrs. Holmes completely. She did that because Mrs. Holmes yelled at her at lunch time. Immediately, Torey came and picked Sheila up to her room. She asked why she did that. Torey did not want to give such punishment to her. She gave an advice to Sheila’s behavior. “I don’t want to punish you. Mr. Collins did that already. I want a way to make it better for Mrs. Holmes. I want to fix up what happened in there.” “... But what about being sorry? Could you apologize?” p. 128. Torey told Sheila that apologizing could make people feel better because it was a good thing to do. Through Sheila’s action, Torey taught her that she had to apologize to someone who had been hurt by her. Sheila was influenced by Torey’s saying. Sheila and I did go to Mrs. Holmes’ room and Sheila apologized and offered to pick up p. 129