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The idea that different brains might write differing stories about a common event has let me tolerate what I used to think of as lies. I felt angry when I thought I was being lied to. Now I carefully craft my responses to allow for the possibility that the student or colleague is telling the whole truth as they know it. I also feel supported in a story I tell my students. Nothing is true just because Bruce says so. Each listener will need to weigh the evidence. Perhaps new evidence will be needed to resolve a conflict in the story. And if students find, or think of, evidence that proves Bruce wrong in some aspect, then there is celebration. I put on my happiest face and record an extra credit point for that student. What I have not thought of before this is how to celebrate student errors without making them feel bad. My students, for the most part, have been told by some important people in their lives that they are "stupid, lazy, defective, or crazy". They are hurt to the core when they are wrong. Most try to shrug it off; some punish themselves, some shut down for a while. I might try asking for "wrong answers" and see if feelings are kept positive when looking for "wrong" as the right answer. Example: " Why did the water sample from Tom's pond test positive for iron cations? Think of some answers to this question that are as wrong as can be and, if you can, add in the evidence that shows these stories need to be revised!" I will also add much more time to my wait time and find ways that the fast processors can create output without affecting the others ability to continue thinking about it. Perhaps I could have students show me on paper or "slate" what they would say out loud if permitted, and just wait as long as it takes for each one to put some story in writing or sketch form. When asking for "conclusions" I will make it clear that they will not be completely true. I already do this when students record observations that are contrary to reality. As long as their conclusion Regards,