I'm asking this because I've always wondered whether one of my approaches to teaching (particularly science) is appropriate, even though it seems effective. I have a tendency to pretend I don't know about something, and that I'm curious as to what it might be. For example, I'll see a shadow behind me and act like I'm scared, as if I don't know what it actually is. The children would then be eager to tell me that it's only my shadow. I like to say things like 'but surely...' to correct misconceptions, such as 'but surely the moon is a light source because it's lit up right?' The problem is, it doesn't look good to children if I don't know what it is (even though I do really). The children should really see me as 'knowing everything' right? I know it's a strange question, but does anyone else do this in their teaching? I know scientific enquiry is about investigating, exploring etc and I feel if I'm doing it with them they'll be more engaged, and I have seen this happen. I'm a trainee teacher by the way!