I come into class and students have already set up the desks in a circle. I take my place, as much as a participant as the teacher, and, on cue, each of us in turn shares their mispar nokhehut, a number from one to ten that captures our presence at that moment. I take mental note of those whose number is particularly low or unusually high or very different than the previous week. In the course of a minute or two, I have my hand on the pulse of the class and how much they are present with me. I share my number with them so that they can measure my presence as well.
