Questioning Teaching: An Attempt to Balance Paradox

The more I teach, the more I realize that a teacher’s job is to balance paradox. A teacher has to be comfortable with a degree of mystery and unanswered questions. At any given moment, one student might connect to what is happening in class, and another might be diametrically opposed. When this happens, what are we supposed to do? This is something I’m thinking a lot about these days.

Below are the paradoxical questions that are on my mind. I’d love to hear your thoughts if you feel inclined to tackle them. Although they are written separately, I also acknowledge the web they weave.

  • What happens when the teacher’s concept of what is fair clashes with a student’s concept of what is fair? When the concept of fairness does not relate to the outcome of one’s learning, does fairness have a position in the argument?
  • What is the teacher’s role when 80% of the class is on board with your methodology and 20% has a distinct aversion to it?
  • How can we address different degrees of ambiguity tolerance between students?
  • As a language skills teacher of in-service English teachers, I try to lead by example, but what is my role or approach when there seems to be incongruence between the teacher-trainees’ training experience, and the experience they are going to meet when they go back to class? How can I give them autonomy over their language learning, when they don’t feel they are in a position to do the same for their students?
  • How do we truly know what students need praise from the teacher, and who is motivated by their own effort?
  • What is my role when students have grown up in a culture of comparison and competition, and this clashes with my beliefs about learning? Where do I look for clarity when the answers evade me? What questions do I ask? When do I ask them?

If you have your own paradoxical questions, feel free to add them in the comment section. Maybe together we can help each other embrace the paradox.