36

　　.

　　One day, I entered Donna’s classroom, took a seat in the back of the room and

　　37

　　. All the students were working

　　38

　　a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no

　　39

　　of stopping. I walked down the row and found

　　40

　　was writing sentences, describing things they couldn’t do.

　　By this time the activity aroused my

　　41

　　, so I decided to check with the teacher to see what was going on

　　42

　　I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to

　　43

　　.

　　After another ten minutes, the students were

　　44

　　to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna

　　45

　　hers. She put the lid on the box, tucked it under her arm and headed out the door.   Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to

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