Normally I'd have a few items to analyze about the semester. But this was the smoothest semester I can recall. Even with a crazy plan for Calculus, here we are and I don't feel particularly exhausted. Why? If you total the number of hours I've spent actively teaching or working on some aspect of teaching (curriculum and big idea thoughts in the summer, primarily) you get a number that's pretty close to 10,000. That magic number where not only is there confidence in what you're doing, but you know whatever you come up with is going to work out pretty well. A corner has been turned.

A curve like this is a good illustration for students. My Calculus kids are always beside themselves with how difficult the material seems. It just comes down to reps. They're a few thousand hours shy of the turn. I tell them this, it seems to help. Not that I'd ever want to be on their side of the turn again, but still.

The bigger question, is there another steep climb in the future? Am I safe to just coast for the remaining 20 some years? I know there are still parts of my practice I can improve upon, but what's the scale of improvement necessary? Once you solve big questions like assessment, room arrangement, and day-to-day procedures, what are the other challenges?

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AuthorJonathan Claydon