We're teaching a generation of students who've been schooled to produce quick, right answers on demand. They are not comfortable with ambiguity. The implications of that in the long term are discomforting.

I have little interest in a surgeon who says, "I learned that when I was in medical school. Why should I revisit it?" or who says, "I've done that operation the same way for ten years. Don't bother me with new approaches." I see teaching in the same way.

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.

In the field of education, educators know that they leave a lasting impact on their students for better or for worse. Trust is established or diminished in the classroom and very good educators understand that they are fallible. Despite their best efforts, they will not always do the best for each student.

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

In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.

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