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Excerpt from Why We Teach--Chapter 3
By Judith Kauffman Baker--secondary English Teacher
What troubles me about teacher questions, my own as well as those of my colleagues, and the endless barrage of questions in the ever-expanding test culture, is that other people’s questions interrupt a person’s thoughts and define the mental territory a student is allowed to enter. Just as I don’t want to be like my hometown librarian, who was tempted to limit what I could read, I am worried that we teachers constantly interrupt the kids’ own thinking—to the point where thinking becomes subordinate to, often limited to, guessing what the teacher thinks on the topics that the teacher is thinking about.
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