A Great Teacher Doesn't Provide Answers

An Era of Quickly Finding Answers in the Information Age

Today, we live in an era of rapid and constant change. With the advent of computers and smartphones, we can answer nearly any question instantly through a quick search. Whenever curiosity strikes, the internet provides immediate access to answers from top experts across various fields. Thanks to smartphones and the internet, we no longer need to ponder deeply, and we can gather vast amounts of information in a short time.

 

However, while these tools reflexively provide answers, they can become obstacles to deeper thinking. Complex problems often require prolonged reflection and contemplation. Reflexive solutions, such as internet searches, may not always provide the necessary insights. It is crucial to foster critical thinking skills to tackle challenges effectively and develop problem-solving abilities.

[Ken Carter, Source: Naver]

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A Professor Who Gave Quizzes Instead of Lectures

Here’s an interesting anecdote from Harvard University. On the first day of class, a professor walked into the lecture hall and announced the pages students should study before the next class, stating that there would be a quiz. Without offering any instruction, he dismissed the class. At the next session, students who had diligently studied took the quiz. However, as soon as the quiz ended, so did the class. Once again, the professor assigned another set of pages to study for the following quiz. By the third session, after yet another quiz and no lecture, frustration began to mount. The world’s brightest students, who had paid hefty tuition fees, finally asked, “Why aren’t you teaching us? Why are we only taking quizzes?”

 

The professor smiled and replied, “In just two weeks, we’ve already covered half the material for the semester.” He added, “My role is to ignite your curiosity and encourage you to approach learning with fresh perspectives. Without breaking free from conventional molds, you cannot reach the highest levels of success.” The students gradually understood the professor’s deeper intentions and began to reflect on their study habits.

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A Coach Who Focused Only on Basic Fitness

Ken Carter, a former basketball star at Richmond High School in the 1970s, returned to his alma mater as a coach after running a sporting goods store. Richmond, California, was a predominantly low-income, African-American community where many young people dropped out of school and ended up on troubled paths. Carter, faced with rebellious and unruly players, implemented strict discipline. He demanded that his players follow his instructions precisely.

 

Some quit the team in protest, but Carter remained steadfast. Notably, he refrained from teaching basketball skills initially. Instead, he made the players repeatedly perform push-ups and running drills. Frustrated parents even confronted Carter, questioning why he wasn’t teaching basketball properly. Despite the backlash, Carter never wavered.

The Richmond High basketball team, which had a dismal 4-22 record the previous season, experienced a dramatic turnaround. Under Carter’s leadership and emphasis on foundational fitness, the team began winning game after game.

 

Initially resentful of Carter’s methods, the players came to understand the importance of building core strength. Motivated by this realization, they worked harder and eventually won the championship. Carter also emphasized academics, urging players to prioritize their studies alongside their athletic pursuits. Thanks to his mentorship, many players went on to college and built successful careers. Carter’s story became widely celebrated in the U.S. and was later adapted into the film Coach Carter. Carter didn’t simply provide answers or shortcuts. Instead, he enforced rigorous discipline and showed students the processes and outcomes required for success.

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A Teacher Who Gives Only Hints for Math Problems

Imagine a teacher who expertly solves difficult math problems on the board. Students marvel at the teacher’s clear explanations and efficient problem-solving skills. But what do the students truly learn from this? Most likely, they would approach similar problems in the future by rigidly following the formulaic methods taught by the teacher.

 

As they advance to higher levels and face more complex problems, they may struggle without the teacher’s direct guidance. Relying on teachers who always provide answers weakens students’ critical thinking and understanding of the underlying concepts, ultimately diminishing their ability to tackle new problems.

 

Instead of solving problems for students, teachers could observe silently how they approach the task. Are there flaws in their approach? Are there calculation errors? Do they lack knowledge of specific formulas? By identifying such issues, teachers can provide hints that encourage students to find solutions independently. The sense of accomplishment that comes from solving a problem on their own can inspire interest and enjoyment in math.

 

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