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In Battambang’s central square stands a statue of Ta Dambong, a figure whose legend captures something I’ve been wrestling with this year. The story goes that he was a peasant who rose to become a protector of his people, wielding a magical stick to defeat the king and rule the land. But power corrupted him, and he began using that same stick to oppress those he he saw as a potential threat. Eventually, he threw his magical stick at the king’s son, who came to confront him. It missed, and he lost it forever. Powerless, he left and never returned. The name Battambang literally means “The Lost Stick.”

Tomorrow marks our last day in Siem Reap, and I’m trying to process what feels like sensory overload in the best possible way. Cambodia has been a constant series of moments that make me stop and think, “Wait, is this real?”

There’s something transformative about passing through the gates here in Cambodia. Whether it’s the ancient causeway leading to Angkor Thom, flanked by rows of stone guardians, or the simple wooden entrance to a village home, these thresholds seem to invite a shift in perspective, an opening of the mind and heart to what lies ahead.

The hassle is real. The expense is significant. The environmental impact weighs on me. So why am I sitting here in Phnom Penh right now, jet-lagged and completely energized at the same time?

When a colleague teaching an intro to technology course approached me about her students’ interest in learning about AI and asked if I could teach it, I was excited. I developed a five-session unit centered around business development with an AI co-founder. What I discovered surprised me, and has implications for how we might think about preparing students for an AI-integrated future.

We tend to see failure as an endpoint: a closed door, a dead end, a signal to turn around and try something else. For much of my life, that’s exactly how I viewed it too. A failure meant I wasn’t good enough, smart enough, or disciplined enough. It was a judgment, not just on what I did, but on who I was. Over time, however, I’ve discovered something unexpected. Failure has often been my most reliable compass, pointing me toward paths I might never have discovered otherwise — paths that felt more like me and brought real joy into my life.

Every time I show other teachers how I’m using AI in my classroom, I can see anxiety flash across some faces. It usually happens right after they witness an AI-facilitated student conversation that shows surprising depth, personalization, and responsiveness. Sometimes they come right out and say it: “If AI can do this, what’s left for me?”

Every teacher has to figure out who they are and how they best interact with students. For me, looking back after 23 years in the classroom, that journey quickly led to a realization: young people get a lot of empty praise. When everything is celebrated at the highest level, genuine feedback becomes meaningless or expected. That approach simply doesn’t work for me in terms of both personality and educational philosophy, and I don’t think it works for my students, either.

My mental health toolkit includes meditation, journaling, a bit of exercise, and — every day, almost without fail — about 45 minutes with a brutally difficult card-based video game called Slay the Spire. What started as a pandemic coping mechanism has evolved into an essential ritual that’s now woven into the fabric of my life.

Lately, I’ve been noticing how much emotional stress technology places on people across all demographics. Technology increasingly shifts burdens onto users by design, creating anxiety and exclusion—particularly for those less comfortable navigating digital spaces, and I believe that it’s time to recognize and reverse this trend.