important belief that I hold about teaching. At the moment to which he is referring, we were writing, as a group, a set of guidelines on how to teach Socratically using the online curricula we were building for high schools. We were, in essence, writing an instruction manual for teachers on how to teach in a ne

complain that no students come to see them during their office hours. That isn’t a problem with us here. How did we teach Professor Carter to mentor Socratically? It wasn’t trivial to do, but it didn’t take that long either. Once a teacher gets the idea that his job is not telling but helping, he gets into the