One of the greatest challenges we teachers have is to love our charges for who they were created to be. regardless of our own personal leanings or situations. Some of those young personalities come to us with well-developed senses of respect and thoughtfulness. They may mess up occasionally, but they still understand the importance of putting their own impulses and emotions aside in regard to others’ needs and well-being.

Other children have limited to no concept of healthy boundaries. The persistent drive to violate other people’s rights to space, safety, and success can manifest itself in many ways. Sometimes it’s physical, such as unwanted gestures of affection, rough play, or even intentional harm. It could also be psycho-emotional, as displayed by defiance, insults, and threats. Regardless of where a child lies on this continuum, a teacher dedicated to the craft will search relentlessly for ways to embrace each child unconditionally. Only then can they guide the child through the process of healthy mental and emotional development.

This chapter is dedicated to all those moments in which I had to remind myself of this reality. These children tested limits continually, often because they had no established concept of limits in their lives outside of school. Grabbing the proverbial hand and dragging them along would have been an exercise in futility. Instead, I had to learn to bring myself to where they were and walk alongside them on their journey.

In these moments, it was imperitive that I find the humor in each scenario in order to continue loving the child. Sometimes I could express my mirth in front of the child. Other times, I had to desperately bite my tongue. Regardless, these moments serve to remind me that we all have some growing to do. (And to give a big thank-you to parents who loved me despite my own best efforts!)

• So…..during kinder today, I was walking a particularly problematic boy through a game. As he found himself enjoying the activity, he turned to me and said, “Miss Hooper, you’re making me crazy!”
  “Trust me, honey. I’m exerting very little effort.”
  
  
• Evidence File #10548 that the brain-to-mouth filter is learned, not innate:
  “Miss Hooper, I’m growing. I’m almost as tall as your boobies!”
  Now, precede that epiphany with a visual of the classic grab-and-honk maneuver.