The Silver Necklace
It was the necklace that attracted me to this boy who was hypnotized to the point of distraction. Like Mme. Mathilde Loisel’s penchant for her borrowed diamond necklace, this boy, seated in his chair with his other classmates in a group, focused on his silver chain necklace distracting his peers, not paying attention to this fun activity of building your own robot with lots of cool, fun material. It was a boy’s dream come true; not to this boy at this time with this necklace, however. This matter of the necklace was getting in the way of this boy’s attention.
The substitute teacher was keeping a low profile by hiding at her desk reading a newspaper and giving the practicum teachers ‘valuable experience’ in the 4th grade classroom at classroom at Esperanza Elementary School. The two enthusiastic pre-service teachers presented their activity to the class. Students were engaged, listening intently to their lesson responsibilities. I was compelled to intervene and approached the boy not really knowing how or what I was going to say to help him refocus on his activity. As I asked him about his project, my eyes focused on the shimmer of the silver necklace. It was a beautiful necklace, silver and intricately woven and of good quality, a strong chain. I described this necklace to the boy, surrendering myself to its power, trusting it would give me the next lead, the next script to connect me with this child. I sang its description ending that this was a very expensive necklace and I wouldn’t want anything to happen to it advising the boy to keep it in a safe place, perhaps his pocket which he did. From the Wizard of Oz, I remembered the power of objects connected to one’s life. The Strawman who thought he lacked a brain, was the group’s strategist, rescuing them from danger. Tin Man thought he lacked a heart, but always exhibited deep feelings. Lion, who thought he lacked courage, was most protective of Dorothy. Dorothy provided the leadership, focus and determination to find her way home. The wizard understood the significance of providing each with an object that validated what they already possessed. With wizardly insight, I worked backwards already having the object to connect this boy through it.
I then gave the boy and his group members a challenge. I told them I didn’t think they could work together to come up with a robot because so far only two members of his group were pulling the weight of the other two. And look at the other groups working together. I left. When I returned, the boy showed me a box he pulled from his pocket telling me the chain was inside, safe. Indeed their group had a robot and each was busy with their details before the deadline finish time. I remarked how proud I of was of him and his group and wandered around the room to revel in the other robotic demonstrations.
The substitute was now outside of the class on the cell phone. I wanted to ask her if she saw their robots. But I didn’t. I would have wasted great descriptive words, imagery and enthusiasm. I left the room shimmering in his accomplishment!
Frances Vitali