My model for setting classroom expectations is a green giant. No, not the jolly green one of vegetable fame, but the playful, disruptive, yet effective Green Knight of the 14th-century romance Gawain and the Green Knight. The scenario unfolds like this: Until his arrival, King Arthur’s court seems disengaged. Arthur is described as boyish; in fact, he is refusing to eat until he has been entertained. He wants a story—fantastical ones are best—or some marvelous feat. Into this scene comes the Green Knight, and within only a few stanzas manages to discipline the rowdy king, awaken his sleeping men, and draw out the reluctant Gawain (who appears more inclined to rest upon his reputation for being the best in the class rather than undertake new challenges). Gigantic, well-dressed, and well-equipped, not to mention green, the Green Knight seems to be exactly what the king had been wishing for—a magical solution to his boredom.
