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

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

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.

[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.

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

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