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.

We can always gain more depth and breadth in our work [as educators]. There are always new discoveries to be made.

Sometimes educators suffer from the "I already do that" syndrome. In those cases, we feel inadequate if we admit we have a distance to go as learners of our craft.

As a teacher, it is your job to make explicit whatever you though was implicit

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

The best educators I have met never stop asking questions. Some of them have taught for forty years and continue to be energized by new possibilities.

On some level students are essentially the same. They are people with fears and dreams. They laugh and cry over many of the same things. They share an essential humanity as young people always have.hey differ in some significant ways now, too, I believe. They are forced to grapple with complex issues at a much younger age.