(not actively participating) . "The system encourages incredible (vocabulary)," Glanz said. "In most classes one sits and listens. A teacher, whose role is activity, simply cannot understand the passivity of the student's role," she said. "When I taught," Glanz recalled, "my mind was going constantly—figuring out how to best present an idea, thinking about whom to call on, whom to draw out, whom to shut up; how to get students involved, how to make my point clearer, how to respond; when to be funny, when serious. As a student, I experienced little of this. Everything was done to me."