Slow teaching:

• The goal is to grow as a writer over the long term, rather than to “get the requirements out of the way.”
• As Mountz et al suggest, increased standardization and larger class sizes "reduce grading time. This may hinder creativity and curiosity and diminishes opportunities for meaningful feedback" (p. 1241).
• And as cited by Mountz et al, "the issue is not speed, but control over speed. This [distinction] is important because it changes the crux of the matter from slow to self-determination ober being able to go slow" (p. 1248).