A Mundane Sort of Exchange

This is a common scene--in LS, MS, and US--but it happened right in front of me this morning:

two teachers, spending their planning period discussing how best to reach one student, a student who may not have an unbroken history of academic success, who may (therefore) resist the usual methods, who may (therefore) require a teacher to improvise, but also who could be standing on the threshold of a sense of intellectual competence that, for that student, that child, that person, is new and could mean so much.

Submitted byClint C. – Faculty / Staff, Parent