As learners, we need learning to be relevant to our experiences. Experiences form our education. Although theorist Ernest Hilgard believed that the science of learning had not reached agreement, he identified twenty principles from stimulus-response, motivation, and personality, as well as cognitive theories in which he thought it could be accepted by many different families of theories. He found agreement in Thorndike and Skinner's belief in reinforcement, as well as Gagné's ideas about teacher management of components such as feedback. He stitched the seams of several theories. As I approach the end of my school year, I find myself not only acting as a “theory consumer” (Barth 1990), but also as a “theory creator.” I observe my students in class, examine their work, talk to them and listen to them. This allows me to make sense of my own practices and helps me try to make sense of the state of flow suggested by Hilgard. I recognize that there are many different learning styles and that I need to manage the environment so that I can become a more effective teacher. I like those who theorized before me, I must continue my research because it could lead to a new system of