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The author, who was an observer for a year in another teacher's classroom, offers a reflection on the unfolding relationship between a teacher's unique philosophy and a child's growth. Detailing both the gradual uncovering of the child's questions and the careful response of the teacher who sees progress where others might see only continued stubbornness and misbehavior,the author emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn.
Kathe Jervis (Tue,) studied this question.