My beloved teacher in senior secondary school had a law that I enjoyed. When we asked a query that was germane to the content being imparted, that they did not know the solution to, she would have us all transcribe down the question as an extra mark for our schoolwork. If we did not have schoolwork that day, she would offer us an extra mark on the subsequent writing. The only guidelines were that you had to respond it in your own words and elucidate where you originate the answer. Which destined that, even if you recognized it off of the top of your head, you would have to look it up someplace for accuracy.

There were queries that she made the value more, contingent on how hard-hitting they were. And some valued only half a point. Nonetheless, all of our queries, even the ones she did not know the answers to, were abruptly binding and definite an answer. Nonentity had to take part, however, those of us that did get additional praise for it. And if you questioned a query that she measured difficult to answer, you would get an extra point for making the class contemplate. There were even eras when we deliberated on concrete philosophies and we would have to write a reply to a supposed trial. The more effort it would include for us, the more credit we acknowledged.

I recall asking a query about ethics (it was an English class and pertinent to the book we were understanding) and I said somewhat about how our intellect of morals seems very indecisive. She had everybody who sought to write at least half a page about the trolley delinquent. I wrote 5 pages and I still ponder about the trolley delinquent on an everyday basis.

It is fine not to know things and to impulse students to learn things on their own. Nonetheless, they will never do it if there is not a reward for it. Students do the whole thing by questioning “is it value my time” as most of them do not have a lot of that. So, your job as a teacher is to style it value their time.