Example of Metaphor:
Kendyland by Ken L.

In the game KENDYLAND, the game pieces represent students; the players of Kendyland, guiding those students are teachers. The students move forward (and only forward) across the Game Board of Education; their goal is to finish -- but not necessarily to finish first. The movement of the students relies partially on the roll of the dice, because much of what happens to the student in life is determined by change, and is beyond the control of the teacher. The dice are rolled two at a time and the higher number is chosen, for even in chance, we are given options -- a comforting thought.

1. 1. In Kendyland, the student moves only forward, for it is the nature of humankind to need to grow, to learn and to succeed. Of course, the student/game piece also needs the participation of the player/teacher, for it is also the nature of humankind to want acceptance and approval.
2. Since children have a right to safety, nurturing and guidance: a) there is a teacher guide on the board; b) the only spots from which a student might fall are padded.
3. Personality is partially nature, which is why each game piece is different. However, it is also largely nurture, which is why the teacher/player is able to guide it. Our actions suggest that we believe personality to be determined more by nurture than nature, otherwise, why would we try to guide, to model new behaviors and habits to children who have already "inherited" their respective unchangeable actions?
4. Sometimes a child is so set on playing the game without following the rules, that the teacher feels alienated and bound to force the issue to bend participation. When this fails, it is tempting to stop the game and remove the game piece from the board. This is not allowed. Other means of solving the problem must be brought into play.
5. The Game Board of Education has four different beginning paths, each easier to perceive for some children and very difficult for others, based on their learning and thinking styles and ways of perceiving life. For example, the linear path is straight, logical and organized with limited distractions. One path leads straight into wilderness, and is stimulating, exciting, challenging and sometimes requires the person to carve out steps to proceed.
6. The teacher/player cannot change the student game piece The student can be guided and the teacher and other players may model options and point out opportunities, even making them seem attractive, but if a game piece is going to change, it will have to change itself.
7. We all learn instinctively albeit by different methods (which is why the Game Board of Education has four different beginning paths). Students can be supported, and given assistance to move ahead. In fact, some student may offer to share part of their die steps with another, so the two can cooperate and share the journey.
8. The teacher's responsibility is to guide the game piece down the board as enjoyable as possible. It is the teacher's right and responsibility to prevent any student game piece from knocking any other game piece off the board and to protect the journey of each game piece accordingly. Should a teacher/player inadvertently mislead or knock off a game piece, he or she will be allowed to correct the mistake and be more careful for the rest of the time. If a teacher should purposely waylay a student game piece, then that teacher is out of the game.
9. Punishment or losing a turn shall only be used to give the student the opportunity to examine behavior and alter it as necessary to improve game play. No student will lose ground that has been gained. If losing a turn does not help the student improve play then other options should be explored, including offering a different path or support in getting through the hard places.
10. Some students may cheat because they want to seem like a better player because they don't understand the rules, or for unforeseen reasons beyond the scope of the game. Those playing the game, at the behest of the teacher must model ethical behavior and help the student go back and regain ground in a legitimate manner. At times like these, the journey may seem so difficult that the student needs a piggy back ride part of the way back and strong lights to enhance the necessary steps forward. At no time will the student be left in the dark.