Swim today.  You know how not all workouts feel glorious?

This one did feel wonderful.  I had my groove on.  Other than counting laps, I didn’t think about anything while I was swimming.  Usually I work out stuff I’m going to write, or try to chew on a problem to see if I can solve it.  Today, because I’m teaching a class in Word, I had to get my swim in quite early in the morning.  I don’t think my brain had turned on yet, even if the sun was up.

I shared a lane with a guy who likes to do pullups on the starting blocks at the end of every few laps.  I notice that’s a popular thing for some swimmers to do.  Tempted to try it to see if I can.  With the support of starting half in the water, it might be possible.  And fun, if I manage it.  I doubt I’ll make that much of a part of my swimming routine, though, other than variety.

I had a good class yesterday.  The students were interested and involved.  God, I love it when that happens.  I suspect part of it was that I really like that particular class  (Advanced Excel).   It’s moderately geeky, and there’s more room to play and explore than with the other classes.

What was really nice was that I think I’ve convinced one of my students to experiment more.  Every time he’d ask, “What’ll happen if I do <foo>?”  I’d reply, “Try it.”

Sometimes it was because I didn’t know, honestly.  But sometimes it was because I really like to get my students into the habit of exploring.

Today I’m teaching Intermediate Word.  For me, it’s not as exciting a class.  I mean, I like it well enough, and it’s a nice change from endlessly teaching Excel (which is the bulk of what I do for teaching).  But it’s kind of routine unless I get a group for whom the material is somehow exciting.   Then it’s a lot of fun, but that’s true of any class.

‘Course, any teacher will now tell me that figuring out a way to generate excitement and enthusiasm up front is the way to go with this.  And they’d be right!  There are some games I sometimes come up with that even the adults like.  I’ve used one where every time I misuse a term and a student spots it, they get a point.  Believe it or not, this gets them paying attention.  You’d think it wouldn’t but it does.  I came up with it one day when I taught after being up all night in the hospital with a child.  It was for me to stay focused, but it generated some interest for the class, and the mutual focus wound up making it an excellent class.