Bound Roots

Hannah shared the story of helping her mother with the plants and tried to draw an analogy to bound roots in language. She said the bound root in language cannot grow like the bound roots of a potted plant because it needs a prefix or a suffix. Potted plants roots need space and soil. Her tutor encouraged her to keep making such connections to learning from other parts of her life, as it helps her hang on to the meaning of new learning as well. Hannah was kind of inspired by this connection she had come up with.

Strange

Tess had always felt that she was strange, because of the way others reacted to her. She had difficulty making and keeping friends, because of her perception of how they saw her. Tess just wanted to have good friends, but always seemed to be outside the popular kids and isolated from the relationships that seemed to mean anything at school. She kept these feelings to herself putting on a strong front despite her perceived weaknesses.

Enduring

Shawna understood in running what it meant to endure, to keep going, to be steadfast till the end. She just did not have same endurance in school. Her reading was slow, and laborious. It was a drudgery with seemingly no purpose. Just the opposite of her running. This conflict was difficult for Shawna to manage, she tried everything to bring her reading up to speed. But it was not like running where a change in pace or strategy could make a difference fairly quickly. All the things she tried seemed to make no real difference; this made Shawna furious and anxious about herself.

Letter

As the school year progressed, Denver became more and more dissatisfied with his performance on tests and homework. He wanted so for it to match his abilities with the times where he can show his skills hands-on. At one-point Denver decided there was something wrong with him, and he began to investigate the source of his difficulties. He started reading about reading differences, and one term kept being used to describe this problem. The word was dyslexia. Denver asked his parents about dyslexia, and they agreed it was not familiar to either of them.

Confused

Well, a week went by, and Grace had watched the video several times a day every day. After the third time she could watch without crying, and after the fifth time, she could be less critical of her movements. By the end of the week, Grace had watched it and just enjoyed the artful beauty of the dance, not even thinking about herself. She grew in her confidence and assurance that she could perform. Shelly called her near the end of the week and asked how she was feeling. Grace and Shelly had a nice chat and agreed to meet for practice, the next day.