In this instance, the children leave the classroom thinking that they had fun playing in the sandtray and observing the glass blower. This form of teaching is higly artistic and very valuable in mantaining children's levels of intrinsic motivation, but as seen in the example, the fault of the teacher was that she failed to appropriately evaluate the experience. Indeed, many teachers using this form of teaching fail to communicate to students exactly what they have learned. Sometimes they also fail to annotate students' specific achievements, thus causing this form of teaching to be greatly devalued. Teachers committed to this very student-centered, constructivist form of teaching should always create evaluative experiences as part of the expressive activity.
Students have a right to know what they have achieved and what they have gained from the experience.
The expertise and jobs of the teacher in planning expressive activities that will lead to expressive outcomes are multi-leveled. In this form of teaching the teacher acts as a master orchestrator, devising and planning trigger activities that have the potential to lead in many directions and to many different or unique learning processes and experiences. This method of teaching and curriculum development is the most artistic and complex form of teaching. In the example of the sand tray, the teacher knows that letter recognition and reproduction are baseline essential skills for her students. She also knows that in order to achieve the cognitive and physical functions related to her trigger exercise students must be physically and developmental ready.