No, really :).
I have been pondering teaching. Class this semester is (as least to me!) going really well: I have a critical mass of students who are unafraid to speak up and who are willing to suggest tangents to which material may be related. The material is largely prepared and those parts which are not, I have the pile of sources assembled (read: have not been up until a.m. the night before class!) And I have not (yet?) lost the high from being 'on stage' in front of the class. On the flip side, the class is not so big as to be unmanageable; I know the names of most of the regular contributors. I'm really enjoying teaching, and the vibes coming back are positive.
* class participation is a part of the grade; but there are still a significant number of folks sitting at the back, not taking part. I plan to note the consequences of that quite explicitly next class
* too much diversion. I hope that being able to tie the class content to concrete examples helps it to stick and make sense, but I have to be careful not to get too far off-track. For instance, we've been discussing feeding control pathways; I think it's appropriate for the class to spend a moment thinking about the concept of actual hunger - foreign to them - but not for the whole class to be devoted to global food politics :-). [Which is a danger in part because I would enjoy such a class-long digression!]
* speed. I know from some of the post-class questions that some folks in class are having a hard time keeping up. That's another reason for the frequent question pauses and parenthetical material: allows folks to catch up and consolidate. But teaching to such a large ability curve is always going to be tough here. I'll keep working on the right balance. But I'm still unwilling to give handouts that even come close to substituting for class presence. Any advice?