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Each of us fails from time to time．If we are wise, we accept these failures as a 1 part of the learning process．But all too often as parents and teachers, we disallow this 2 right to our children．
When I see a child 3 to this kind of pressure, I think of Donnie．
Donnie was my youngest third grader．His 4 of failure kept him from classroom games that other children enjoyed．He 5 answered questions－h(huán)e might be wrong．
I tried my best to build his 6 ．But nothing changed until midterm, when Mary Anne, a student teacher, was assigned(安排)to our classroom．
She was young and pretty, and she loved children．My pupils, Donnie included, 7 her．
One morning, we were working math problems at the chalkboard．Donnie had 8 the problems with painstaking neatness．Pleased with his progress, I 9 the children with Mary Anne and went for art materials．When I returned, Donnie was in 10 ．He’d missed the third problem．
My student teacher looked at me in despair．Suddenly her face 11 ．From the desk we shared, she got a container filled with pencils．
"Look, Donnie," she said, kneeling beside him and gently 12 the tear stained face from his arms．"I’ve got something to 13 you．" She removed the pencils, one at a time, and placed them on his desk．
"See these 14 , Donnie," she continued．"They belong to Mrs．Lindstrom and me．See how the erasers are 15 ?That’s because we make mistakes too．But we erase the mistakes and try again．That’s what you 16 I learn to do, too．"
She kissed him and stood up．"Here," she said, "I’ll leave one of these pencils on 17 desk so you’ll remember that everybody makes mistakes, 18 teachers．" Donnie looked up with love in his eyes and a smile．
The pencil became Donnie’s 19 possession．That, together with Mary Anne’s frequent encouragement, gradually 20 him that it’s all right to make mistakes－as long as you erase them and try again．
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