We have students at the university say on a regular basis, "You're asking us to think and no one has ever done that in school."

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.

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.

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

Important element is deeply understanding our curriculum. Most teachers know what they're going to cover this week or this term. Few of us can specify precisely what students should know, understand, and be able to do as a result of any particular learning experience or set of learning experiences. Without that specificity, alignment between content, assessment, and instruction is weak.

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.

Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.