Trying to be a guide when you really need to be a sage or vice-versa is like trying to fit a square peg in a round hole. Knowing when to be a guide and when to be a sage is the hallmark of great student-centered teaching and learning (it's an example of conditional knowledge!).
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Answer:
Trying to be a guide when you really need to be a sage or vice-versa is like trying to fit a square peg in a round hole. Knowing when to be a guide and when to be a sage is the hallmark of great student-centered teaching and learning (it's an example of conditional knowledge!).
[00ff00] [Notice][-][ffff00]:go to setting and surrender[-]