Accepting students for who they are— as opposed to for what they do— is integrally related to the idea of teaching the whole child. That connection is worth highlighting because the phrase “whole child” is sometimes interpreted to mean “more than academics,” which suggests a fragmented education. The point isn’t just to meet a student’s emotional needs with this activity, her physical needs with that activity, her social needs with something else, and so on. Rather, it is an integrated self to whom we respond. It is a whole person whom we value. And to do so in any way that matters is to accept children unconditionally, even (perhaps especially) when they screw up or fall short.
Quote ID: 00467
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