I am happy that you are studying math+physics as a hobby. And I will say once again, that you distilled the conceptual parts of EM in the guide very well.
I will also agree with you that many professors don't teach well. I was a physics prof for a few years, and it is difficult to distill stuff well. Not everyone has the skill, passion and the job incentives to do it well. I was lucky enough to be graced with profs who did.
I am glad that you have the passion for this. I will say this though, that once you become a formal teacher (school/university), then it becomes clear to your that your responsibility is not complete until your students have the skills to use the concepts that you are teaching them. Skill here means being able to model actual physical systems and get both the behavior and numbers out. When teaching a course, you have limited contact time with students and students have limited total time to spend on the course. You have to balance teaching conceptual understanding and modelling skills in that time. That balance is extremely difficult to attain, the reasons for which will easily fill a small book.
You can go all in on concepts, and what happens is that within a few months students have completely blanked out on everything, because you need the mathematical framework and have solved difficult problems for things to stick in your brain long term. And conversely teaching only maths is terrible because no one knows and what and why.
I will also agree with you that many professors don't teach well. I was a physics prof for a few years, and it is difficult to distill stuff well. Not everyone has the skill, passion and the job incentives to do it well. I was lucky enough to be graced with profs who did.
I am glad that you have the passion for this. I will say this though, that once you become a formal teacher (school/university), then it becomes clear to your that your responsibility is not complete until your students have the skills to use the concepts that you are teaching them. Skill here means being able to model actual physical systems and get both the behavior and numbers out. When teaching a course, you have limited contact time with students and students have limited total time to spend on the course. You have to balance teaching conceptual understanding and modelling skills in that time. That balance is extremely difficult to attain, the reasons for which will easily fill a small book.
You can go all in on concepts, and what happens is that within a few months students have completely blanked out on everything, because you need the mathematical framework and have solved difficult problems for things to stick in your brain long term. And conversely teaching only maths is terrible because no one knows and what and why.