After all, knowledge is much more transient than the processes by which knowledge is amassed. This tension reminds us of the potential vulnerability of teaching. So the first risk involves showing your enthusiasm rather than sticking to the safety and control of an objective, if not clinical, presentation of the material. And of course there is the risk of trying something new in class. In doing so, we often must abandon, at least temporarily, the sense of control that is derived from using something 'tried and true,' either in terms of content or method of presentation.
Instructors distribute themselves widely across the control-risk continuum.
And then there was another instructor who took all his lecture notes home with him each night for fear of losing them or having them stolen. We can view these tensions from a number of different perspectives. They may be seen as nemesis that make teaching frustrating, or the challenges that make it fascinating. At the very least, they provide us with a means for understanding a bit more clearly the sometimes opaque process of teaching. Academic prediction of adult maturity and competence.