We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

[Students] are exposed to many things the majority of their teachers didn't encounter until much later in their growing up years.

Teaching is a very habit-bound endeavor. We're unsettled by the unfamiliar. We're creatures of habit too.

We have students at the university say on a regular basis, "You're asking us to think and no one has ever done that in school."

In my experience, professionals who are best in any field approach their work with humility. They know that their work is more than just a job. It's an exploration of life. Even on days when they feel most confident, things can go wrong. Sometimes even the good things that happen are a mystery - a surprise. There are always elements outside our control. That's humbling - or should be.

It is not so important to have all the answers as to be hungry for them.

As educators we need to understand that there is no finish line in our work.