Sometimes teachers repeat a lesson plan over and over, and a small innocuous statement grows in intensity with each retelling and each argument with students as the teacher digs in their heels, until it’s ballooned into something silly. I’ve also heard that suction and centrifugal force are a myth.
OK, I understand that you’re trying to make a point to better my understanding of the material you are currently teaching, but now I’m hung up on this weird thing you said. It usually comes down to something “the language to describe this thing is insufficient when expressed this way” but the way they say it is like “this concept is a lie, full stop, no more thinking.”
Maybe they initially wanted to use more definitive statements to make students listen in class or something.
Sometimes teachers repeat a lesson plan over and over, and a small innocuous statement grows in intensity with each retelling and each argument with students as the teacher digs in their heels, until it’s ballooned into something silly. I’ve also heard that suction and centrifugal force are a myth.
OK, I understand that you’re trying to make a point to better my understanding of the material you are currently teaching, but now I’m hung up on this weird thing you said. It usually comes down to something “the language to describe this thing is insufficient when expressed this way” but the way they say it is like “this concept is a lie, full stop, no more thinking.”
Maybe they initially wanted to use more definitive statements to make students listen in class or something.
Yeah, I’ve been on the same page.
Fortunately I haven’t been in a formal classroom setting in years.