Got ya covered: pershmail.substack.com/p/triangular...

And on the personal front a story of mine got rejected and it made me wonder whether I still have faith in the story, and I think I do, but faith is wavering.

In other literary news this book is very short and very good. (Reminds me of Labatut and Red Plenty.) In the afterward Sjon describes coming up with new rules for each book, which I found very interesting.

In particular I'm not dismissive of teaching the "why" but I think the "why" we should care about teaching is how the case in front of us connects to general principles.

I wouldn't characterize myself as dismissing conceptual understanding. I'd say this post argues that what matters most is teaching useful general principles and that everything else we care about that is called "conceptual" flows from there.

First, hey Bryan!!

Anyway, I find this vague (e.g. "one hallmark") and not really actionable for me in the classroom. Also it isn't obvious how a "why" would support procedural knowledge so it feels like teaching some separate unrelated thing.

I also hate on EdReports, some of you might like that.

pershmail.substack.com/p/understand...

Oh no

I mean this is so tough, the sleep deprivation part of babies always left me delirious and desperate. Maybe start with a good bedtime routine with as much crying as you both can tolerate? Maybe spouse gets an hour off? The middle of the night stuff might work itself out.

Or maybe Fahrenheit works well somewhere where it gets really cold?

Congrats!! Are you guys comfortable with sleep training or nah? Not that it always sticks with 4.5 month olds. (Our youngest was hard to put back to sleep and in many ways at age 5 still isn't amazing at it.)

How old's the baby?