Begin

There are two things I do when I meet a new student, whether in a group setting or one-on-one. There are two things I do to begin.

1. I have them answer my questions. I give them each a notebook and a pen, and I have them answer five questions. If they only do it once, that’s okay. I still ask that they continue to do it every day.
   
   What is one thing you want to have?
   What is one thing you want to do?
   What is one thing you want to be?
   What is one thing you want to know?
   What is one thing you want to feel?
   
   I give examples of how to answer the prompts. You can say something different every day or the same thing. Nothing is too big or too small. I might say I want an espresso machine (have), I want to ride a motorcycle (do), I want to be a pilot (be, and arguably also do—to fly), I want to be balanced (be), I want to help (do), I want to know about the history of second language education in the U.S. (know), I want to be honest (be), I want to know how to carve wood very well and make things (know), I want to build a house from scratch with logs of wood (do), I want to be happy (be, feel), I want to be at ease (be, feel), I want to feel joy (feel), I want to feel excitement (feel), I want hot chocolate (have), I want to stand on the edge of that tower in Toronto where they let you walk and lean over the edge of the building, all the way at the top (do), I want to go on a walk with friends (do), I want to be fair (be), I want to know how to make a shoe (know), I want to make a pair of shoes (do).
   
   I designed these prompts with specific instructions. The first three are usually to be answered when you first wake up, and the last two, before you go to sleep. In a first meeting, non-adults often end up writing answers immediately.
   
2. I introduce play. At least one form of play. Preferably many, so they have options on any given day.

Conversations I have about academics or a particular subject are little more variable, prone to change. These two things stay the same and they begin all of my educational relationships, no matter the student's age. They are always there when we begin.

*As I learn a student [or students], play may change to incorporate my own prescriptions based on what I've observed.