The Value of Leaving Students Feeling Puzzled in Class

This is a scene from a Japanese language class.

I drew a
line under a section
of the textbook text and asked a descriptive question:
“Explain what this means.”

While I was walking around the classroom
as everyone was busily thinking
during group work,

“Teacher! I kind of
understand it in my head,
but I can't put it into words well.”

“It's hard when it comes to writing it down.
I really feel my lack of vocabulary...”

I heard such complaints.
If it were a multiple-choice question, they could answer it, but
when it comes to writing an answer from scratch
on a blank sheet of paper,
the difficulty level skyrockets for the students.

If you make them do it alone,
some students will be helpless
and feel stressed,

but if you make them do it in groups,

they argue back and forth,
saying this and that,
and the discussion heats up,

and the students try to squeeze out sentences
while looking like they are having fun,
yet also looking pained (laughs).

At times like this,
I really think that
“students who read books” are strong.

Books are like a collection of samples
of various expressions,
and the more you read,

the more you can experience,
“Oh yes, this expression is perfect
for describing something like that.”

Actually, in my own head,
I have a vague,
hazy image,
but it's like trying to grasp clouds,
and it's somewhat ambiguous.

At times like that,
when I see words that are
expressed precisely and sharply!!
(calling it moving might be an exaggeration, but)
I feel happy.

The more experience you have like that,
the more your Japanese “writing ability” will grow.

But for that to happen,
there is a major prerequisite:
you need the power to “feel.”

Especially in “expression,” what is needed is,

I want to convey it, but
what should I call this??

that feeling of being puzzled.

Because feeling puzzled is a negative emotion,
we want to avoid it as much as possible, but
this fuzzy sense of conflict is
like an antenna for precise expressionand if it isn't standing up,

you will miss even expressions
that shine like jewels.

The more people experience this
fuzziness,
the more skilled they become as expressors.

So, let's go back to the scene.

“Teacher! I kind of understand it
in my head, but
I can't put it into words well.”

“It's hard when it comes to writing it down.
I'm painfully aware of my poor vocabulary...”

To these complaints from students,
I never give advice.

It is frustrating, isn't it?
It's hard, isn't it?

I empathize, but I just grin.

The analogy might be different, but
hunger is the best seasoningas they say.
It's close to that.

I put the students in a state of starvation
where they are “confused”
and “feeling puzzled.”

In that state,
if a student suddenly comes up with
a precise model answer...

“Whoa! Amazing!”
They instantly become a hero.

It's like someone parched in the desert
taking a sip of water
from a plastic bottle,

and there is a moment where the emotion
of how delicious that single sip of water is
spreads throughout the classroom.

...This is
one of the teacher's “hobbies.”
Truly, this moment is a time of pure pleasure.

So,
today, too, I will drive my students
to be hungry, parched,
and feeling puzzled.

Classes are about
placing a “burden” on students to help them grow.

At that time,
it's fine if they are puzzled,
but not to the point of irritation...
that is the difficult part
that leads to a sense of balance.

Thank you for reading until the end.
Thank you.
I hope this was helpful to you
who read this, even just a little.