Why the teacher who keeps a question jar deserves more attention
Field notes on the people, places, and systems that keep things moving.
Why this is happening
Teaching fewer tools can produce more capability. Mastery of a small set creates the confidence to approach a larger one.
It helps to start with what did not change. The underlying need behind the teacher who keeps a question jar is old, even when the tools and language around it are new.
“A good question is a durable teaching tool.”
The details that matter
A second chance works best when it is not treated as a second-best option. Dignity is part of the course design.
The strongest version of the teacher who keeps a question jar leaves room for the person who arrives late, the one who is unsure, and the one who has done it before.
What to keep in mind
A good question can do more work than a clear answer. It leaves the learner with something to carry into the next room.
A useful habit for the months ahead is to keep asking who is not in the room. The answer often explains where the next problem will surface.
The point of looking closely at the teacher who keeps a question jar is not to arrive at a verdict. It is to notice the choices that were hiding in plain sight.