ABSTRACT
There is something about a good teacher that simply takes one’s breath away. The fi rst thing one notices is the quality of the engagements. Kids are involved in thoughtful literature discussions, writing about critical life issues, and inquiring into topics of signifi cance to them personally and socially. The second thing one notices is the quality of the relationships. Not only the relationship that the teacher has with the children, but the relationship that the children have with each other and with the topics they are studying. Curriculum reforms typically put their major emphasis on changing instruction. While the quality of an engagement is directly linked to the quality of the relationships which develop, we know that unless relationships change, nothing much, curriculum-wise, has changed. Instead we simply “run the course” as educators until the next curriculum reform effort comes along.
