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Each of us fails from time to time. If we are wise, we accept these failures as a 36 part of the learning process. But all too often as parents and teachers we 37 this same right to our children.
When I see a child 38 from this kind of pressure, I think of Donnie.
Donnie was my youngest third-grader. His 39 of failure kept him from classroom games that other children enjoyed. He 40 answered questions — he was afraid he might be wrong. I tried my best to build his 41 . But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, all 42 her very much.
One morning, we were working on math problems at the chalkboard. Donnie had 43 the problems with pains-taking tidiness. Pleased with his progress, I 44 the children with Mary Anne and went for art materials. When I returned, Donnie was in 45 . He’d missed the third problem.
My student teacher looked at me in despair. Suddenly her face 46 . From the desk we shared, she got a container filled with pencils.
“Look, Donnie,” she said, kneeling beside him and gently 47 the tear-stained (弄脏的) face from his arms. “I’ve got something to 48 you.” She removed the pencils, one at a time, and placed them on his desk.
“See these 49 , Donnie,” she continued. “They belong to Mrs. Lindstrom and me. See how the erasers are 50 ? That’s because we make mistakes too. But we erase the mistakes and try again. That’s what you 51 learn to do, too.”
She kissed him and stood up. “Here,” she said, “I’ll leave one of these pencils on 52 desk so you’ll remember that everybody makes mistakes, 53 teachers.” Donnie looked up with love in his eyes and a smile.
The 54 became Donnie’s prized possession. That, together with Mary Anne’s frequent encouragement, gradually 55 him that it’s all right to make mistakes — as long as you erase them and try again.
36.A.sm
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