Looking back, I can without a doubt acknowledge that what has emerged most significantly from my early experiences in teaching is the idea that the most important measure of my pedagogical practice is the degree to which it has persisted in evolving.
I used to believe that the only alternative to structure was chaos
I used to believe winning was material
I used to believe in quantitative acknowledgement of learning and data-driven assessment
I used to believe that ambiguity was the enemy
I used to believe that learning could be bottled and finite
