IS

IS:
none of my colleagues IS,
not are

(concerned with the effects
of an old educational mind-set,
old curricula, obsolete pedagogies
etc).

Like Spitzer et al
I see the error of
ways after I've
committed them.

And usually let it be,
figuring I'm modeling
trial and error and
erroring & not cap-
stone perfection

("it is finished"
over
all done
complete
per-fictioned
per-fashioned
per-fected
perfect!).

The process is the product
I claim: not the product.

I'm sometimes sensitive to
"agreement" errors, however,
and take time to rectify this one
-- maybe from embarrassment:
that I don't know any better.

I know better, damnit.