Source note: Original paired practice texts on boredom in education. Both passages start from the idea that boredom can signal something important about attention and learning, but neither treats that premise as self-explanatory. Passage A develops it into a case for redesigning dull tasks, arguing that teachers should redesign dull tasks because boredom often reveals that work lacks purpose or challenge. Passage B develops it into a case for letting boredom support patience, arguing that teachers should sometimes let students sit with boredom because constant stimulation can weaken patience and reflection. Which comparison of the passages about boredom in education avoids overstating the agreement while correctly describing the disagreement?