The I Can Can
By Chick Moorman

As Donna Sherry's fourth grade class entered their classroom one Monday morning, they found a huge orange garbage can in the front of the room. The students' interest was immediately aroused and one asked, “Do you plan on having a lot of garbage this week?” Since the interested was high, Donna used that moment to inform them that the so-called garbage can was to become their “I Can Can.”

She presented them with a handout that contained a large picture of a garbage can with empty area in the middle. Their task was to write in the middle of the paper garbage can a goal they had accomplished or something they could do now that they couldn't do before the school year began. They were then asked to add their individual contribution to the I Can Can which occupied a place of prominence in the front of their room. Adding names was optional. The goal was to fill the ”I Can Can” to overflowing with things the fourth graders could do.

The “I Can” statements were read aloud during line-up time, settling-down time after lunch or at the end of the week. Donna noticed almost immediately that the “I Cans” took on a predominated subject oriented flavor. “I can do subtraction problems.” “I can find any state on the map.” “I can read a book in one week.”

“The emphasis on content related “cans” bothered me somewhat,” she said, “because I try to instill in my class that school subjects are not the only things in life.” So about three weeks into the project Donna modified the directions. One day she assigned her students to fill out an “I Can” paper writing something they could do with their hands. A few days later they were challenged to write something they could do with their voices. Another time they were asked to record something they could do with their eyes.

“My class really enjoyed doing this,” she revealed. “Plus, they also like it when I put my thoughts, goals and accomplishments into our special can.”

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Donna feels the “I Can Can” experience is a great way for each student to see her/himself in a more positive light. It also helps them to see others the same way. Several weeks into the activity, most students are now decorating their papers and many are identifying themselves. They also are seeing that there are many things they can do that are not related to math, penmanship or spelling.

Following are a few examples of what some of her fourth graders can do.

Eyes
I can see all the beautiful things God has made.
I can see others with my eyes.
I can close my eyes.
I can see a ball coming at me and when it hits me I can see stars.
I can see trees (drew a picture).

Hands 
I can clap.
I can walk on my hands.
I can stir a cake.
I can play the guitar.
I can feel.
I can make puppets.
I can feed my dog.
I can pick someone up who fell down.

Voice
I can whisper.
I can yell very loud.
I can say how pretty you look.
I can talk to my friends.
I can thank God for my blessings.
I can talk to the plants.
I can disguise my voice.

Fourth graders in Donna Sherry's classroom are learning about all the things they can do. That's because the have a teacher who CAN see beyond subject matter and teaches from the heart.