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The good "teacher" paradox goes something like this. The less you know about the lesson's eventual output the better you are as an educator. What do I mean by this? If you have structured a class, lesson, or unit where the students are expected to create content, construct knowledge, ask questions, challenge the norm, or take a new angle you (the teacher) will often not have the answer. If I allow my students to frame their own learning on a topic, if I give them autonomy, if I give allow them to produce their own questions on a topic, I might not know the answer. I do not hold the answer sheet to their own thinking. In effect, I have to answer their own questions with them. This may in fact be why some teachers have a hard time making class student centered. Real student learning often leaves you scrambling for an answer or trying to figure out a problem WITH the student. It can be troubling to not be "prepared" to instantly know the answer to a student question. But at the same time this is why I love teaching---I get to learn and be challenged all day long. I am always on my toes. Do I always know the outcome? No, but I think that is something good teachers accept as a good lesson and good "teaching".
This epiphany of the good "teacher" paradox came to me as I subbed for the math teacher all last week. As she was gone, I was expected to teach 8th grade math all week (a truly terrifying endeavor for a history teacher). But the teacher left a truly awesome project where they needed to design a carnival game based on probability. Even if I would have spent all weekend reviewing probability, I wouldn't have canned answers to a worksheet. In fact, the opposite was true. I had no way of anticipating what they would come up with. All week I had the attitude that I was going to learn with them and that we were going to challenge ourselves. With every problem they threw at me I had to go back and relearn probability. It was tough at first, but when I "got it", wow did we have fun. I may have not had the best content or pedagogical knowledge, but I was a darn good math teacher last week. Thus is the good "teacher" paradox: The less you know the better you are?