There's a good chance you could improve your teaching if you were to:
Using and sharing an effective toolkit for thinking about circuits that allows you to make predictions
Connecting thinking about your toolkit to choices made in assembling circuits on the benchtop
interpreting equations as relationships between physical quantities
giving a physical interpretation to equations
using a range of representations to relate physical quantities (diagrams, words, mathematics, apparatus)
Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.
dash to the formula
using triangles to rearrange equations
relying on rote substitutions into formulae
using an incoherent set of ad-hoc rules and metaphors, each of restricted validity
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.
Prepare for teaching across the topic using these links
topic kitset topic path core ideas (topic) decisions to make (topic) suggestions (for the topic) topic issues
This is a nugget in the TL thread – connect all three threads from any link
Physics Narrative (PN) Teaching & Learning Issues(TL) Teaching Approaches(TA)