ABSTRACT
Great teaching includes being a facilitator, not the source of all knowledge. Some students take a prompt and run with it, while others wait for me to push them forward every step of the way. I wonder what makes some students self-starters and how I can help other students advance to gain that confidence. Because I am a self-starter myself, I believed I needed to do some work to understand students who were not like me. Thus, in this chapter, I explore: How can I learn more about the patterns of behavior that I notice in my classroom? I draw on a student survey and my teaching reflections on my classroom as data sources.
