At a barracks in Seville, in the middle of the courtyard of that barracks was a small bench. Next to the small bench, a soldier stood guard. No one knew why the bench had to be guarded. It was guarded around the clock—every day, every night, and from one generation of officers to the next, the order was passed on and the soldiers obeyed it. No one expressed any doubts or every asked why. If that’s how it was done, there had to be a reason.
And so it continued until someone, some general or colonel, wanted to look at the original order. He had to rummage through all the files. After a good bit of poking around, he found the answer. Thirty-one years, two months and four days ago, an officer had ordered a guard to be stationed beside a small bench, which had just been painted, so that no one would think of sitting on wet paint (1992, 64).
Valuing the Thinking of Our Students
The students were sitting on the floor closely clustered around Ms. T who was reading, What Do You Do With an Idea by Kobi Yamada. Teachers and students were equipped with Post-it Notes, clipboards, and pencils. Conceptually, this book is quite difficult; however, what this book does do it push kids to question. In a nutshell, it is about a boy who has an idea that follows him around and grows and grows as the boy’s confidence grows until one day when…(read the book :-))
The students’ questions were exploding out of the room. As Ms. T read, students wrote and drew pictures of their questions, teachers scribed, and everyone turned and talked about their thinking. All thoughts were valued, and the students' thinking showed us their understanding, misconceptions, and overall comprehension.
When kids ask questions, they immediately want to answer them. They are fully invested in the reading process. So, Theresa masterfully then asked the students to discuss these questions in small groups.
Why is the idea following him?