I've noticed a strong tendency in myself to explain too much and go too fast. I resist, but it creeps back up. Probably from years of seeing it done this way as a student. 

You might assume I am talking about the language. To my credit, I would say I limit well the amount of new language that my students hear, especially the first days of class. But what about classroom expectations? Jobs and routines and call-and-responses that keep things rolling and engagement up? I think that if I'm not just as vigilant with these things as I am with the language component, I run a similar risk of losing students.

Do I really think that kids can internalize all the classroom expectations the first day of class? Is it worth my time or theirs to get to all the jobs and rout...

"Knowledge of physics is conscious knowledge; the physicist can expound and articulate it and convey it to others. In contrast, the other two systems [grammar i.e. mental representation, and common sense] are quite unconscious for the most part and beyond the bounds of introspective report. Furthermore, knowledge of physics is qualitatively distinct from the other two cognitive structures in the manner of its acquisition and development. Grammar and common sense are acquired by virtually everyone, effortlessly, rapidly, in a uniform manner, merely by living in a community under minimal conditions of interaction, exposure, and care. [Emphasis Mine]There need be no explicit teaching or training, and when the latter does take place, it has only marginal effects on the final state achieved....