According to the author, prior to a move, their classroom was overflowing with stuff on the walls, on the shelves, under the tables, in the file cabinets, and in the folders upon folders in their computer drive. It wasn't just the author's physical and virtual spaces that were full; their curriculum units were packed with lessons and activities, and the author's units were getting longer and longer - a three-week unit pushed to six, seven, even eight weeks. According to the author, it took two-and-a-half years to weed through their hoarding both at school and at home to make the cross-country move affordable. The relief and freedom the author experienced from this purging was the beginning of finally finding balance, and the process of moving to Maine was like a template for finding clarity. The author finds they are always making a move to revise their curriculum and let go of activities, lessons, even complete units that are not meeting their purpose and the needs of their current students. The author's physical classroom is also streamlined and designed to focus on learning. The author sets a purpose for each day's lesson before creating the learning opportunities, class structure, and activities, and throughout each day they prioritize what is important and take care of that first, not what is urgent, a distraction, or of little value. According to the author, the true measure of the impact of teacher clarity is on how it influences student achievement.