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.

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.

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

When challenge and skills are in balance the activity is its own reward

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.

Teachers craft classrooms that are good matches for their teaching styles as well as for learner needs.

[Students] often have a "We can figure this out - don't just tell us" attitude. In that way, they can be less patient with "traditional" approaches to teaching.