I'm going to commit to finding things that are intellectually taxing that are central to my teaching. It's going to require experimentation to find the right combination, but I think this search itself constitutes a sort of hard practice.
I need to be a lot more aware of the level of my own excitement around activity in comparison to that of the students. I showed one of the shortened videos at the end of the previous class and asked what questions they really wanted to know. They all said they wanted to know where the bird would land, but in all honesty, I think they were being charitable. They didn’t really care that much.
There you have two bloggers who are open and honest about their classroom misadventures. They don't just say to themselves, "Well, if critical feedback comes through my blog, I'm sure I'll be better off for it." They're bloggers who actively seek out that criticism. That isn't easy to do, but a career is way too short to let the Internet's vast store of criticism and insight go to waste.