When I was growing up, I assumed that my teachers knew everything, including all of the “right answers.” Now that I’ve been a teacher for 15 years, I know this simply isn’t true. In fact, some of the most powerful learning in my middle school science classroom has happened when I’ve pretended to NOT know the “right answer.” That’s when students take the lead and start to offer up their own ideas, share their experiences, and make powerful connections—sometimes amazing ones that I would never have thought of.
