Lots of talk right now about students dissatisfied with online teaching. While those voices shouldn’t be ignored, I’ve also already had three students (of thirty) in my fall hybrid class specifically ask to take it fully online.

Is my brain mush right now because grading is hard? Or is grading hard right now because my brain is mush?

Teaching a summer class that includes fundamentals of computer hardware. Peak so far was this morning, when a student came in excited that she’d been able to follow along watching someone replace a server motherboard.

Repeatedly stopping this afternoon to jot down notes for next offering of a particular course. Not sure if this makes me a good prof (thinking ahead) or a bad prof (I’m supposed to be grading)

Today I get to teach about copyright and fair use in class, which is basically an excuse to watch YouTube videos and discuss whether they meet fair use or not.

I recently had students modify a “life simulation” as an exercise in examining the values embedded in games, and their collective rage that choosing to read a book increases the “loneliness” score is so satisfying.

Question I just asked some colleagues re: teaching a subject I know something about but have never been formally trained in: “How do you turn 100s of Stack Exchange searches into a syllabus?”

I think the hardest part of teaching is figuring out how to explain something you don’t remember not knowing how to do to someone who currently doesn’t know how to do it.