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.

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

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

Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.

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.

[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.

The high stakes test culture runs almost totally counter to what we know about how people learn. It causes us to engage in professional malpractice on a regular basis.