By contrast, it turns out that great teachers say they love being doubted. They cherish those moments. Great teachers instinctively interpret the doubters as students, and they see this doubting as a sign of an active, inquisitive mind. For great teachers, then, doubting means learning. Conversely, average teachers say they don’t like to be doubted. Their first point of reference is their own competence, not the students’ learning. Being doubted means having their competence challenged, and for them, there is nothing worse.
