ABSTRACT
She decided to take time to summarize some of what she had learned from her visits thus far. Some things she felt she understood, but there were others that were unclear-like how one really acquires flow, learns to shut down the distracting influence of Self 1, and provide creative responses to the changing conditions of the classroom. These surely, she thought, were important questions that would need to be answered before she could write her story. To try to recall what she had learned so far, she decided to jot down the most vivid impressions made by each of the teachers with whom she had talked. The task was not easy, since many of her discussions were about topics with which she had little familiarity. They were, she thought, perspectives-or ways of thinking-that could not be easily described in the conventional language of teaching. She even thought to herself that maybe that was why it was so difficult to be an effective teacher-one had to go beyond convention to acquire a perspective or attitude that could adapt the strategies and techniques of teaching to your own classroom. Slowly, her list took shape. She jotted down each idea she could remember alongside the teacher from whom she had heard it.
