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Though it seems different on the surface, in that I received corrections on papers or in math that seemed to more specifically address the problems, I don't think my experience was substantively different from the one that Mori described.
Though many teachers feel that circling every problem in an essay or in a math problem set is going to be helpful, it obviously doesn't help a great deal. And the idea that there is always a correct answer and generally one correct way to get there really mirrors the approach in the Japanese system. It was rare in my experience that a teacher would take the time and effort to really explain what we could do better or ask challenging questions instead of just pointing out what was wrong and taking off points.
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