Goldfish C 2010 Bruce L. Greene The Goldfish I call it the 25-year test. What, if anything, you experienced as a high school student remains meaningful 25 years later? For a teacher, it’s the same as asking did I make a difference or impact anyone in a positive way? My arrogance as a beginning teacher took the form of cognitive certainty. My approach would meet standards and requirements, but it would also be visceral. My students would feel something. Though I was hardly teaching in an age of apathy, many students were far too apathetic. Yet many relied on a set of assumptions about what my social science classes would be like based on every other one they’d had. Like many beginning teachers, I too was taken by that romantic notion of a teacher, usually sitting atop a student desk, tossing out incisive questions to enraptured students as easily as feeding pigeons. The onlooker can see the critical thinking skills being developed flawlessly by one of the best teachers ever to write on a chalkboard. That vision is nonsense. Move on, there is work to be done. My nomination for the 25-year test is a lesson I shared with a