This article looks at how time might be viewed differently in the classroom, drawing on the philosophy of Gilles Deleuze in order to frame the exploration. It asks how teachers might become more attuned to difference, uncertainty and possibility in their classrooms and questions the wisdom of viewing the learning process in linear ways. The article draws on two examples of classroom practice--one a lesson observation and the other a lesson with a child struggling with his concept of self as a poor speller. It asks how those experiences might be differently viewed and acted upon if the teacher works as an artisan rather than as an architect.