Alexis didn't like being told what to do. When the teacher gave directions, he often did things his own way instead, just to see if he could.
Every Friday, the teacher picked one student to be class helper for the week: leading the line, handing out papers, choosing the game at recess. She always picked someone who'd listened well that week.
Alexis wanted the job. He liked being first in line. He liked choosing the game. But he never got picked.
One Friday, he watched another student get picked again. She always did exactly what the teacher asked, the first time, without arguing about it.
The next week, Alexis decided to try something different. When the teacher said, "Line up for lunch," he lined up right away instead of finishing his drawing first.
When she said, "Put your books away," he did it the first time she asked.
It didn't feel like losing anything. He noticed the line moved faster. Nobody had to ask him twice.
On Friday, the teacher looked around the room. "Alexis," she said, "you can be this week's helper."
Alexis smiled. He got to lead the line and choose the game at recess, the two things he'd wanted the whole time.
He noticed something else, too. Nobody had told him what to draw during free time, or what book to read that afternoon. Cooperating with the class routine hadn't taken away the parts of his day that were actually his to choose.