I have a tendency to intervene. You know, that's the typical thing of a faculty member, especially if you think they might be leaning towards the wrong answer. You have a tendency, like, you know, "Give me the pen, and I'll do this for you." So I do that less now. I listen. I intervene only if I see that the team cannot solve the problem. I learned this from P.K.Imbrie mostly. He was very good when the students would come and say, "We don't understand this." And he would say, "Have you asked your team members? No? Well, go back." And the problem is that students feel really uncomfortable in this situation, because they want you to give them the answers. So I only intervene when I see that the team is just in a hole. They cannot solve the answer, and they are frustrated to the point that the learning now is going to be affected. That is the point that I try to intervene.

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