Today I had an interesting experience while teaching my biochemistry class. I had students write the Krebs cycle on their digital whiteboards while keeping track of the specific carbons in the cycle intermediates. The point of this exercise was to have students understand how biochemists study metabolic pathways and to practice writing the chemistry of the cycle. To initiate the exercise, I explained the biochemical logic of the first reaction. After that, I let them go because we had already spent a lecture discussing the reactions. This produced a fairly lively classroom with students trying to understand the flow of both carbons and energy through the cycle. While they worked, I walked around commenting here and there as needed or when I saw a misconception arising. Clearly, learning was happening. But the weird thing was . . . I didn't feel like I was teaching.