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Difference as diversity is the driving force for learning.  If the majority of what we learn takes place without our having to think about it (unconscious), at some point, when there is a need to collect observations (conscious) certain things must occur :reflection, a conversation, and co-construction.  Understanding and learning take place when the conscious and the unconscious agree.  Ideally, diversity in the classroom should be a welcomed inhabitant.  Withholding judgment, in and out of the classroom, is extremely important.  For many, when the emotions and feelings are wounded, the scarring may be immediately felt consciously, buy deeply embedded in the unconsciousness in an attempt to protect or shield.  These emotions and feelings may exhibit themselves at times and in ways which may appear to be inappropriate to others.  As educators, we must be mindful that a classroom is a diverse population, and becomes a disability when there is inhibition.  It becomes an ability when viewed as a support.  The whole can be considered greater than the sum of its parts.                                                                                                                                                                                  Paul tends to tell members of the group what they do well, and suggests that they could possibly look at it another way in order to arrive at a better explanation to a puzzling question.  He conveys to each member of the gtoup that their input is valuable and desired.  The atmosphere of the classroom is open and uninhibited.