My outlook on teaching is an extension of my outlook as a learner. One of the most influential moments for me as a student occurred in my junior year of high school. I was struggling in a large public high school, trying to find an academic identity. As long as I could remember I enjoyed a love of language, with a corresponding confidence and fluency. But math was especially difficult for me, until we began to study programming using the Apple IIe. I had a IIe at home, and spent much of my free time reading books on programming, starting with BASIC, but gradually – if fruitlessly –  groping toward machine language. All of this pre-internet era programming was self-taught, and I desperately looked toward my math teacher for mentoring. Mostly, I sought approval of my coding skills from a teacher whose subject area had long excluded me. I sought disciplinary authorization.