Deborah Loewenberg Ball, on being less helpful:
In other words, we need to help teachers know how, when you help too much, you've actually made the problem into a different problem. But how do you help enough so that the problem is do-able? It's sort of the interaction between the task and learning how to question and being aware of what your questions are doing to the task. I think we've all had the experience of giving so much structure and help that the problem becomes a simple routine problem when it wasn't originally.