Once upon a time there were two little boys.
Both were young, sensitive and vulnerable; they were just starting school.
The first little boy came in like a whirling dervish. All that natural energy had been infused with anger. He was furious and could barely contain it. Yet he longed for connection, he wanted and needed friends. We’ll call him Peter.
Peter’s father was a totalitarian influence in his young life. Peter had been told that he was just wrong, in every way.
How does one make friends and find peaceful connection with others when at core level one feels bad?
Utilizing the violence to which he had been exposed, Peter lashed out at everyone. And yet, he was accessing his emotions and I met him on this plane. The language of emotion is universal, it transcends mundane expression.
While Peter often raged, he also laughed and smiled, his eyes shone with hope.
We worked through boundaries, gradually navigating the new environment together. The older boys acted as Peter’s guides. They never hit back, they stood strong and made it known that violence was not our language.
Peter wanted to be like the big boys. He carried a whole menagerie of dinosaur models under his arms and requested their participation in project work. If Peter reacted to internal frustration, I was there in a heartbeat, and we worked through those feelings without disrupting the class industry.
Often, Peter would come up to me and brightly, if a little tentatively, ask:
‘Am I a good boy?’
The answer was yes, always yes.
Within the daily waves of activity and lulling calm, Peter began to harmonize his energy to that of his environment. He laughed, he engaged wholeheartedly, we were there for him; he balled his fists and roared, he wailed and cried with full abandon, we were there for him.
In contrast, Paul cautiously entered the classroom.
He was more than quiet, he was subdued. Friends were not his first priority, he viewed everyone with suspicion.
Paul spoke eloquently, he had command of language. Already he had built a high, invisible wall around himself.
Paul’s father was traditional, yet gentle. His mother, however, was not. She was a tiny, slight woman devoid of maternal warmth.
The classroom became a place where Paul felt safe to push the boundaries of his upbringing. He had a thirst for knowledge and a keen intellectual intelligence soon shone out. Paul liked the work, yet he had great difficulty in concentrating on one task at a time.
Often, Paul would challenge my words and I understood where that came from. He tested and rebuffed even the most mundane observation. The other children looked at him quizzically.
Paul longed to do art, yet he feared the mess.
Within the industry of art time, when children moved around to collect their requirements, Paul continually flinched and shook.
Once, when I came up behind him to return a child friendly scissors to its rightful place, he shuddered. And I understood.
Paul never asked me if he was a good boy. He did not laugh, rarely smiled and often spoke harsh words to his fellow students.
Paul was bereft of joy and hope.
Sometimes I noticed him watching me move around the classroom and when I met his gaze, it was filled with pain.
I wish that I could have done more for them, yet I know that I did my best. I gave them all that I had. I believed in them and still do.
I send them love; it’s all I can do. I send them love and will do this till the end of my days.
Both were young, sensitive and vulnerable; they were just starting school.
The first little boy came in like a whirling dervish. All that natural energy had been infused with anger. He was furious and could barely contain it. Yet he longed for connection, he wanted and needed friends. We’ll call him Peter.
Peter’s father was a totalitarian influence in his young life. Peter had been told that he was just wrong, in every way.
How does one make friends and find peaceful connection with others when at core level one feels bad?
Utilizing the violence to which he had been exposed, Peter lashed out at everyone. And yet, he was accessing his emotions and I met him on this plane. The language of emotion is universal, it transcends mundane expression.
While Peter often raged, he also laughed and smiled, his eyes shone with hope.
We worked through boundaries, gradually navigating the new environment together. The older boys acted as Peter’s guides. They never hit back, they stood strong and made it known that violence was not our language.
Peter wanted to be like the big boys. He carried a whole menagerie of dinosaur models under his arms and requested their participation in project work. If Peter reacted to internal frustration, I was there in a heartbeat, and we worked through those feelings without disrupting the class industry.
Often, Peter would come up to me and brightly, if a little tentatively, ask:
‘Am I a good boy?’
The answer was yes, always yes.
Within the daily waves of activity and lulling calm, Peter began to harmonize his energy to that of his environment. He laughed, he engaged wholeheartedly, we were there for him; he balled his fists and roared, he wailed and cried with full abandon, we were there for him.
In contrast, Paul cautiously entered the classroom.
He was more than quiet, he was subdued. Friends were not his first priority, he viewed everyone with suspicion.
Paul spoke eloquently, he had command of language. Already he had built a high, invisible wall around himself.
Paul’s father was traditional, yet gentle. His mother, however, was not. She was a tiny, slight woman devoid of maternal warmth.
The classroom became a place where Paul felt safe to push the boundaries of his upbringing. He had a thirst for knowledge and a keen intellectual intelligence soon shone out. Paul liked the work, yet he had great difficulty in concentrating on one task at a time.
Often, Paul would challenge my words and I understood where that came from. He tested and rebuffed even the most mundane observation. The other children looked at him quizzically.
Paul longed to do art, yet he feared the mess.
Within the industry of art time, when children moved around to collect their requirements, Paul continually flinched and shook.
Once, when I came up behind him to return a child friendly scissors to its rightful place, he shuddered. And I understood.
Paul never asked me if he was a good boy. He did not laugh, rarely smiled and often spoke harsh words to his fellow students.
Paul was bereft of joy and hope.
Sometimes I noticed him watching me move around the classroom and when I met his gaze, it was filled with pain.
I wish that I could have done more for them, yet I know that I did my best. I gave them all that I had. I believed in them and still do.
I send them love; it’s all I can do. I send them love and will do this till the end of my days.