You are a qualified teacher, successful and experienced. Of course, experience is a good thing; but it produces a conundrum in terms of development. The better you get at something, on a day-to-day basis, the more embedded it becomes. This is a problem teachers often meet when they begin to mentor other teachers, or to supervise trainees. They have to make their own practice explicit; they have to explain why they do certain things that, in all probability, they are hardly aware of. I remember trying to explain to my daughter, who was learning to drive, exactly how I changed gear – exactly when I moved each foot in relation to the other. I’ve changed gear quite successfully a few million times, but I couldn’t tell her precisely how I did it.