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had finished all the actions of the song. Tyler said to jump up and down after Torey suggested for new actions.
When we had finished all the actions, the buses still had not arrived so I asked for suggestions for new actions. Tyler said, “If you’re happy and
you know it, jump up and down.” So we sang a verse using Tyler’s action p. 96.
The students felt happy when they sang the song with some actions. Yet, Sheila did not join to sing the song of “If You’re Happy and You Know It, Clap
Your Hands”, she just stood on the edge of the group. Torey asked for new actions again to kill the silence. It was the first time Sheila spoke up and gave her
idea. All of the children and also Torey were surprised about it. They began to song with the action from Sheila’s idea.
... Again I asked for new actions. From her corner Sheila shyly raised her hand ... To see this little kid─who thus far had never spoken to other
children, who came in with a history of uncooperativeness─standing there with her hand up was a heart stopper.
“Sheila, do you have an idea?” “Turn around?” she said diffidently.
And we sang our song turning around p. 96.
3. Modelling Attitudes, Ways of Approaching Problems, and Behaviour
The class was began with opening, morning discussion, and ended with closing session as usual. The students were asked to write notes or compliment for
their friends at the end of the day. They put the notes in a box. They called it as Kobold’s Box. The notes were read by volunteer in front of the class. Sheila
protested about her notes because Tyler got more notes than her. Torey explained about the reason why. It was about politeness.
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... “How come Tyler gets so many notes?” she asked. “She gets more than anybody else does. Do you give them to her?”
“No, you know that. Everybody writes out notes.” “How come she gets more?” ...
“Well, I considered the matter a moment. For one thing, she’s polite.
When she wants something she asks, and almost says please. And thank you” p. 106.
Sheila thought that there was unfairness in the class, between Torey and the other children. She did not understand about how to be kind or polite or
considerate in order to get more notes for herself. She was never told by anybody. Sheila never heard those words in her environment. Torey told her that saying
those words to a person made the person feel like helping or being with her, because she makes the person feel good.
“I’m sorry, Sheila. I thought you knew.” “I don’t. I can say them if I know you want me to.”
I nodded. “I do. They’re good words to use, because they make other
people feel good. That’s important. People like you better for it.” “Will they tell me I’m a nice girl?”
“It’ll help them see that you are” p. 106.
Sheila began to attend to what others were doing to be kind and considerate. She asked to Torey if she did not understand about something or
situation. Sheila became a nice girl to other people.
4. Demonstrating the Correct Way to Do Something
When Sheila came to the school at the first time, she looked like a crazy little girl. She was untidy with matted hair, hostile eyes, and she smelt bad. Her
clothes were never washed. She also never took a bath. Sheila made the other
