You look at the children. The way they come into the room, the way they sit, the way they look at you, all suggest the attitudes they have: toward you, toward school, toward one another, toward themselves. More than anything else you want to have a constructive effect on their attitudes while they're in your care. But what attitudes they have, where these came from, how you really influence them are exasperatingly intangible matters.
You have lots of company. There are about a million American public school teachers, and most of them feel just as you do. This is the report of the work of some fellow teachers in Springfield, Missouri, who spent two years trying to clarify their thinking about these intangibles and to find answers to some of their questions about them. We real-
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