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I actually think the distinction between a "good" answer and a useful one is crucial — if kids were thinking deeply & sharing courageously, they'd often say things that would confuse teachers, require more dialogue, force the teacher to google something or sketch something outhttps://twitter.com/webdevMason/status/1086691869067825154 …
these useful answers are neither in the interests of the kid — who typically wants the attention of the full class on them for the shortest feasible duration — or in the interests of the teacher, who wants to believe that (s)he is brilliantly installing fully crystalized concepts
agreed — tough (impossible?) to do in larger class room settings unfortunately
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