In a class accustomed to finding correct answers quickly, the teacher wanted more room for questions. Students received a short text and examined its assumptions. Some found the task unclear because they did not know the expected answer. Others liked the possibility of several reasonable interpretations. The teacher explained that the aim was not to make all answers equally good. Students had to justify interpretations and show which passages supported them. Conversations gradually became more precise. A student could change their mind without this being seen as defeat. Yet another challenge arose: fast, confident speakers easily received most attention. The teacher therefore allowed individual notes before discussion. This made more perspectives available. The experience showed an open task also needs clear boundaries. Without them, freedom may mainly benefit those already familiar with discussion rules. With justification and thinking time, questions can become a learning tool rather than merely an opportunity to display who is most used to speaking.