Two articles in the January 2013 issue address the need for teachers to focus on student learning rather than on what the teacher does (Scoufis, 2013) and make learning the object of inquiry (Cerbin, 2013). A big part of making this happen is reducing or eschewing lecture that is one-directional and one-dimensional. This often means that teachers must overcome many habits, biases, or misconceptions about lecture. Like many (if not most) professors, I began my teaching career as a strictly-by-the-book lecturer and have gradually over time worked through my own limitations and prejudices to incorporate more and more active learning strategies, such as classroom voting (Lesser, 2011) or liberating structures such as 1-2-4-whole (Lipmanowicz & McCandless, 2010).