There is no end to the material available to teachers and teacher educators on topics related to the techniques of teaching. However, there is very little that connects the theories of education and the challenges of daily teaching practice in the classroom. These facts lead to the following questions: "What are the basics of teaching?" and "How do teachers transform the techniques of teaching and the mandates of legislated curriculum into relationships with children that enable them to learn to read and write and get along with one another?". Here, the author helps readers understand the relationship between the perception of our senses and the thinking that makes it possible for teachers and children to learn within a pedagogical relationship. It is this discussion of the senses, of sensibility, that leads to an intentional play on word meaning. This book provides classroom stories, insights offered by teachers and children, and the discourses of philosophy, literature, and educational theory in a style that imitates the recursive character of classroom experiences and connects in relationships of creative tension. Teachers' actions, interactions, and words are interpreted as expressions of professional and personal knowledge; a knowledge that is formed through an embodied awareness of their daily relationships with children, parents, and curriculum. This book is for all teachers and teacher educators.