Readiness is a student’s entry point relative to a particular understanding or skill.

A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.

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.

Accepting both the opportunity and the responsibility evokes a great deal of humility.

A gifted teacher has an unfailing eye for magical classrooms & loses sleep over anything less than the highest quality.

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.