 come from nature itself: "`I'm pore, I'm black, I may be ugly and can't cook, a voice say to everything listening, but I'm here'...look like when I open my mouth the air rush in and shape words" (italics added; 214, 213). Celie knows that she, like her creator, is getting assistance. As readers, the students came to realize that such help was grounded in a context of mutuality already nurtured by the examples of Shug and Sofia. They showed her how to do it. Celie recalls and borrows her initial description of Shug's manner of speaking - "Her mouth just pack with claws" at this pivotal moment in the novel. Shug showed her how to do this.Walker's novel offers the teacher and the student a powerful model of co-mentorship in which success and personal fulfillment are based on interdependence and assistance from others. Implicitly, Walker tells us that being successful (in the classroom, in the kitchen, at the writing table) does not require competitive individualism and need not only emerge from a hierarchical relationship between a vessel of wisdom (the mentor) and his/her empty vessel (the initiate). This message is vitally important for the students to hear again and again because it validates the enterprise of collaborative learning. Although the students in our classroom may not have suffered as viciously and relentlessly as Celie, they have been socialized to be silent in the classroom, to depend solely on the teacher for the information, to believe that the teacher is the only person with valid ideas, and to see themselves in turn as diminished persons because of what they do not know. Similarly, teachers have traditionally dispensed information, functioning as the sole authorities of the subject, though they were taught by others and have read critical work on the subjects they teach. Students need to be encouraged to value their own thinking and the ideas of their peers. Group work with clearly conceived goals enables students to share in the process of making meaning. The students modeled the behaviors of co-mentors within the classroom small groups, within the large circle often used for full class discussions in the Ethics class, and during ongoing library sessions they set up to prepare for exams. The seminar group that some students had casually established in one of the library nooks turned into a place for all of the students to go, if only for an hour, to share their ideas and get help from the rest of their peers. It continued to function this way for the
come from nature itself: " 'I'm pore, I'm black, I may be ugly and can't cook, a part suppose to everything listening, but I'm here'... look like when I open my sass the air rush in and supreme headquarters allied powers europe password " (italics added; 214, 213). Celie know that she, like her creator, is getting aid. As readers, the students do to realize that such help was grounded in a context of mutuality already nurtured by the examples of Shug and Sofia. They showed her how to make it. Celie recalls and borrows her initial description of Shug's manner of speaking - " Her sass just pack with claws " at this pivotal moment in the novel. Shug show her how to do this. Walker's novel offers the teacher and the student a powerful model of conscientious objector - mentorship in which success and personal fulfillment are based on interdependence and assistance from others. Implicitly, Walker tells us that being successful (in the classroom, in the kitchen, at the writing table) does not require competitive individualism and need not only emerge from a hierarchical relationship between a vessel of wisdom (the mentor) and his / her empty vessel (the initiate). This message is vitally important for the students to hear again and again because it validates the enterprise of collaborative eruditeness. Although the student in our classroom may not have suffered as viciously and relentlessly as Celie, they have been socialize to be mum in the classroom, to depend solely on the teacher for the information, to think that the teacher is the only person with valid idea, and to see themselves in turn as atrophied persons because of what they do not know. Similarly, teachers have traditionally dispensed information, functioning as the sole authorities of the subject, though they were taught by others and have read critical workplace on the subjects they teach. student need to be encouraged to value their own thinking and the ideas of their peers. Group shape with clearly conceived goals enable students to partake in the process of making meaning. The students modeled the behaviors of cobalt - mentors within the classroom small group, within the large set often practice for full course discussions in the Ethics class, and during ongoing library sessions they set up up to prepare for examination. The seminar group that some students had casually established in one of the library nooks turn into a place for all of the students to go, if only for an hour, to share their idea and get help from the respite of their peers. It continued to officiate this way for the
 cole from nature itself: "`I'm pore, I'm black, N may bx ugly znd can't cook, a voice say to everythmng oistebing, but I'm here'...look lkke when P open my mouuh the air rush ii and shape wodfs" (icaoics added; 214, 213). Cglie knows tvat she, like har cxeator, is getting assistance. As readqrs, the shudents came tj resjize nhct such help was grounded in a dontext of mutuality already nurtured by the edamppes of Shug and Sovia. They shiwed yer how to du it. Celie recalls and borrows her initial descriptiov of Xhug's manngx of vpeaking - "Hxr mounh just pack with clafs" at tnis pivotal mokenv in the novel. Shug showev her how to do this.Ralker's nmvzl offers the teacher abd thg stugent q puwedfnl jodel lf ro-mentorshil in which wuccess and personak slkfillment ars baseq jn interdependence and assistance from mthsrs. Implicitly, Walker twlls us that being sufcessful (yn the classroom, in the kitchen, at the writing tatle) dkds uit redyige competitive individualism and need not onlr ekegge from a hierarghical relationshil heyreen a vessel of wisdoj (the mentor) and hls/her eipty cessel (tht iniyiate). This message is vitaloy important dor the students tl hear agaiu and sgain because it validates tke entsrprise of follaborafkve learning. Altfounh dhe studtvts in our classrjom may nit hcve suffdred as visiously anf relcttlessly as Celie, hhey kave teen sociapized to be silent in the classcpom, to depenc volvly on thz teacmer for the infjrmation, to bekieve tkat thd teacher ps the onny person wyth valid idedd, and to see themseldes un tyrn as akminished perspns because of what they do not know. Ximkmarly, teachers kcvt rraditionally cisoenfef mnforidtion, functimnine ar the role auukorltids og the subject, though theg were taught by oyhcrs and hqve read critical worl on the subjects uhey txach. Svudentx nged to be encouraged to value tgeir own hhikking and the ideqs of their 'eers. Group work with clearly conceived joals enables students ro share in the proeexs of makinj meanyng. The sdudents modeled the vehaviors of co-mektors within the classdoom skall hroups, within the large circle often used for full class discussions in tye Ethmcf class, and durong otgjnng libwary ressions they sen up to prepare for exams. The seoinar grmu' that some students had casusluy establishea in one of the library hooks tutned into a place for all of thr students to go, if only for an your, fo shagg tieir ideas and get hrlp frmm thw rest if tmeir peers. It zonyikued to fujctipn this way for the
come from nature itself: "`I'm pore, I'm may ugly and cook, a voice I'm like when I my mouth the rush in and shape words" (italics 214, 213). Celie knows that she, like her creator, is getting assistance. As the students came to realize that such help was grounded in a context mutuality nurtured the of Shug and Sofia. They showed her how to do it. Celie recalls and borrows her description of Shug's manner of speaking - "Her just pack with claws" this pivotal moment in the Shug her how do novel the teacher and student a powerful model of co-mentorship in which success and personal fulfillment are based on interdependence and from others. tells us being (in classroom, in the the writing table) does not require need not only emerge from a hierarchical relationship a vessel wisdom (the mentor) and his/her empty (the initiate). This message is vitally important for students to hear again and again because it validates the enterprise of collaborative learning. Although in our classroom may have suffered as and as they been socialized be silent in the classroom, to depend solely on the teacher the information, to believe that the teacher is the only valid and to see in turn as diminished because what they do not teachers traditionally as sole of the subject, though were taught by others and read critical work on need to be encouraged to value their own and the ideas of their peers. Group with clearly conceived goals enables students to share in the process of meaning. The the behaviors of co-mentors within the classroom small within the large circle used for full class discussions in the Ethics class, during library sessions set up to for exams. The group that some casually established one the into a place for all of students go, if only for an to ideas and get help from the rest of their peers. It continued to function this the
 come from nature itself: "`I'm porE, I'm black, I mAy be uGly And CaN't coOk, a vOice say to everyTHing Listening, but I'm here'...look Like wHeN i opeN My Mouth The air rUSh IN And ShApE woRdS" (ItAlics AddEd; 214, 213). Celie Knows that sHe, lIkE her creator, iS GeTting assisTanCe. As readers, tHe sTudentS cAme TO realIze That sUch helP Was groUnded in a cOnTExt of mUTuality ALReAdy nUrtured by the exampLEs OF Shug and Sofia. THey shoWeD HeR HOw tO do It. Celie recAlLs and BOrrows hER iNITIal DEscription of SHug's manner oF SpeAking - "HEr MouTH just pAck wiTh CLawS" at this pivoTal mOment in thE novel. sHug showED her how To do thIs.WAlkEr's nOVeL oFfeRs THe tEAcHer ANd tHe studenT a PoWerfuL modEL OF Co-meNtoRshiP in whIch success and PerSonaL FulFillmEnt arE basEd On intErdepeNdencE aNd assistance froM othErs. ImplicItlY, WAlkEr Tells US that bEinG suCcessfuL (in the cLAssRoOM, IN tHe kitchen, at the writInG TAbLe) does noT requiRE cOmPEtitive iNdIviDualISM and nEed nOT oNly emergE from a HIeRaRchical ReLationShIp bEtwEen a vESsel Of wisdOm (the menTor) anD His/her empty vesSEl (the initiate). tHiS MEsSAge iS viTally importAnt fOR the StudENtS to HEar agAin anD aGAiN Because it validates tHe EnterpRise oF collaborativE learning. ALTHOugh the sTudeNTs IN our classroom mAy not Have sufferED as vicioUsly aNd relentLessly as CELIe, they haVe bEen SocIalIZEd To be silent in tHE ClasSrOom, to dePenD solely On tHe tEacHer FoR the inforMation, to BeLiEvE tHat The teACher is thE oNly PeRsoN with VAlid idEas, anD to sEe ThEMseLves in tURn AS DimiNiShEd peRsoNs BecauSe of WHat They do nOt know. SimIlaRLy, teAcHeRs have tRaditionally dIsPensed infoRmAtiOn, funcTIOning as tHe sole authorities of the sUBject, thOugH they Were Taught by oTheRs and hAve REad criTical wOrk on ThE suBJEcts tHEY tEacH. STudents neeD TO be EncouRaGed tO value tHeir own thinking and THe iDeas of their peErs. grouP WOrK wiTH cLEarLy COncEIVed goals enables Students to ShARe In the proceSS of MaKing meaNing. The StudeNTs modelEd the behaViors of co-MeNtorS WIthIn the classRoom smalL groups, wiTHin thE LaRge ciRclE often UsEd fOr fulL class DIscUssioNs in thE EThics cLass, aNd During onGoing library sessions theY set up To preParE for exams. the SEmiNar group tHat sOme studentS haD caSuallY esTAblisHed iN OnE of THe libRary NOoks turneD InTo a PLAcE for all of thE STUdeNts to Go, iF Only foR an hOur, to share their idEAs and get help frOm thE REst Of tHEir pEeRs. It continued tO fuNcTIOn this waY fOr the
 come from nature itself:"`I'm pore , I'm  bl ack ,I ma y be  ugly and can' t  coo k, a voice say to ever ythin gl iste n in g, bu t I'm h e re ' . ..l oo klik ew he n I o pen  my mou th the air  ru sh  in and shap e  w ords" (ita lic s added; 214 , 2 13). C el iek nowstha t she , like her cr eator, is  g e ttinga ssistan c e .As r eaders, the stude n ts came to realiz e that  s u ch h elp  wa s grounded  i n a c o ntext o f  m u t u ali t y already nur tured by th e  ex amples  o f S h ug and  Sofi a. The y showed he r ho w to do i t. Cel i e recal l s and b orrows  he r i niti a lde scr ip t ion of  Sh u g's  mannerof  s peaki ng - " H e r mo uth  jus t pac k with claws"  at  thi s  pi votal  mome nt i nthe n ovel.Shugsh owed her how to  dothis.Walk er' snov el  offe r s thetea che r and t he stud e ntap o w er ful model of co-me nt o r sh ip in wh ich su c ce ss and pers on alfulf i l lment  are ba sed on i nterde p en de nce and  a ssista nc e f rom  othe r s. I mplici tly, Wal ker t e lls us that be i ng successful (i n th e  cla ssr oom, in the  kit c hen,  att he  wr i tingtable )d oe s  not require compet it ive in divid ualism and ne ed not onl y e merge fr om a hi e rarchical rela tions hip betwee n  a vesse l ofwisdom ( the mento r )  and his /he r e mpt y v e s se l (the initia t e ). T hi s messa geis vita lly  im por tan tfor the s tudentsto  h ea raga in an d  again b ec aus eitvalid a tes th e ent erpr is eo f c ollabor a ti v e  lea rn in g. A lth ou gh th e st u den ts in o ur classr oom mayno thave su ffered as vic io usly and r el ent lessly a s Celie,  they have been sociali z ed to b e s ilent  inthe class roo m, todep e nd sol ely on  thete ach e r  fort h einf or mation, to b eli eve t ha t th e teach er is the only per s onwith valid id eas , an d to  se e  t h ems el v esi n  turn as dimini shed perso ns be cause of w h atth ey do n ot know . Sim i larly,teachershave trad it iona l l y d ispensed i nformati on, funct i oning as  thesol e auth or iti es of  the s u bje ct, t houghth ey wer e tau gh t by oth ers and have read criti cal wo rk on  th e subject s t h eyteach. St uden ts need to  be  en coura ged to va luet he iro wn th inki n g and the id eas o ftheir peers . G rou p wor k w i th cle arly  conceived goalse nables student s to s har e i n  the  p rocess of maki ngme a n ing. The  s tudents mod eled the  b e havio rs ofco-men tors wi t h in the cl assr oom  small gr oup s, withinth el arge c ircl eoftenused f o r fu l l  class discussio ns in t he Et h ics  clas s,  and du r ingongoing li brary sessi ons th ey s et up  to pre pa re for  ex am s. The sem i nar group  that  some s tu dent s h ad cas uall y estab lish ed  in  one of t h e  l i br ar y  no oksturne dinto  a placef or all o f t h e stude nt s t o go, if on l y  for an ho ur,  to s h a re their i d easa nd get h elp fr om the  rest o f  th ei r peers . I t continued  to funct i onth is w ay for t he 
 come_from nature_itself: "`I'm pore, I'm_black, I_may_be ugly_and_can't cook, a_voice say to_everything listening, but I'm_here'...look like when_I_open my mouth the air rush in and shape words" (italics added; 214, 213)._Celie_knows that_she,_like_her creator, is getting assistance._As readers, the students came_to realize_that such help was grounded in a context_of_mutuality already nurtured_by the examples of Shug and Sofia. They showed_her how to do it. Celie_recalls and borrows_her_initial_description of Shug's manner_of speaking - "Her mouth just_pack with claws" at this pivotal_moment in the novel. Shug showed her_how to do this.Walker's novel offers_the teacher and the student_a powerful_model of co-mentorship in which_success and personal_fulfillment are_based on interdependence_and assistance from others. Implicitly, Walker_tells us that_being successful (in the classroom, in_the_kitchen, at the_writing_table)_does not_require competitive individualism_and_need not_only_emerge from a hierarchical relationship between_a_vessel of wisdom (the mentor) and his/her_empty vessel (the initiate)._This_message is vitally important_for the students to hear_again and again because it validates_the enterprise_of collaborative_learning. Although the students in our classroom may not have suffered_as viciously and relentlessly as Celie,_they have been socialized_to be_silent_in the classroom,_to_depend solely_on the teacher for the information, to_believe that_the teacher is the only person_with valid ideas, and_to_see themselves in turn as diminished_persons because of what they do_not know. Similarly, teachers have_traditionally_dispensed_information, functioning as the sole_authorities of the subject, though they_were taught by_others and have read critical work on_the_subjects they teach. Students need to_be_encouraged to value their own thinking_and_the_ideas of their peers. Group_work with clearly conceived goals enables_students to share in the process of making meaning._The students modeled_the behaviors of co-mentors within_the_classroom_small groups, within the large circle often used for full_class discussions_in the Ethics_class, and during ongoing library sessions they set up to_prepare for exams. The seminar group that_some students had casually established in one of the library nooks_turned into a place for all of the_students to go, if only for an_hour, to share their_ideas_and get help from the rest of_their_peers._It_continued to function_this way for_the