This article narrates a critical classroom incident between the author, as an English teacher, and her student, Rob, and discusses how this incident reflected the flaws in her teaching practices and what she did to correct it. The author shares that one of the consequences of this incident was that she began to understand that her aspiration to be a "learner centered" teacher was not necessarily reflected in some of her "teacher centered" practices. As a result, she has been led to reposition her teaching so it would be purposefully influenced by and responsive to student learning.