Friday, November 17, 2006

When I stop to consider the kind of thinking that goes on in my classroom each day, I sometimes find it a bit overwhelming. It’s astonishing to realize, for instance, that each of the 12 students who are in my classroom at any one time is thinking a brand new thought each moment. It may be a similar thought to one he or she had before, but fundamentally it’s an utterly new-born idea in the present moment. All around my big table fresh insights are constantly bubbling up. If I do the numbers, the situation becomes even more amazing. I have 40 students overall, each of whom is in my room experiencing new inspirations for about 3,000 seconds per day, which means that roughly 120,000 mint-condition thoughts are produced in my room each day. Multiply that out by the 180 school days and you get approximately 21,000,000 – the number of fresh insights generated in Room 2 each year. The best analogy I can think of for this is a fountain, one that never ceases and -- even more fascinating -- has no apparent source. For if I attempt to discover the origin of all these thoughts in my classroom, I only come up with more thoughts. There seems to be no “bottom” to this mental fountain, no starting place from whence these flashes of perception ceaselessly arise. Hard as it is to comprehend, each day in my room there is an infinite springing-up of thoughts, an endless gushing and surging of ideas. It’s an astounding phenomenon, one that I am blessed to be a part of.

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