Palmer discusses six paradoxes of pedagogical design (pp.73-83). Choose one to focus on. Share examples of teaching environments you have experienced where this paradox is honored. Have you ever been in a classroom where only half of the paradox was honored while the other half was ignored? Describe what that classroom was like.

I chose the paradox number 3: "The space should invite the voice of the individual and the voice of the group."

Some examples of teaching environments where I have experienced this paradox honored: Classrooms where students have the opportunity to express their feelings, emotions, concerns, and ideas both individually and in groups. At the same time while they expressed, they also have the opportunity to be listened. The enforcement of this paradox requires a high level of consciousness to apply it correctly. 

Since the space of teaching and learning involves listening to the individual voice and the voice of the groups, the main task of the teacher is to create the conditions for students to develop that skill. As an example in a discussion group they cannot make a decision if one of its members disagrees. In that way, the group also learns to hear the voice of individuals carefully. 

In an environment where this paradox is applied students learn to express themselves through their own thoughts and listen to others. 

Personally I have been in a classroom where only half of this paradox was honored and the other half was ignored. The teacher was conducting a debate on a particular topic and he formed groups to develop the activity. We had to choose a leader who expressed the ideas around the group, the problem was that the leader was not listening to the opinions from all individuals; and then, he wanted to influence us to think like his opinion. At the time of the decision making the leader ignored all comments and agreements and because of established rules all the other team members were silent. 

The feelings that the students experienced were frustration, lack of motivation, and they lost interest in the activity. Thus the paradox was broken in that space.