[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.

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

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."

In my experience, professionals who are best in any field approach their work with humility. They know that their work is more than just a job. It's an exploration of life. Even on days when they feel most confident, things can go wrong. Sometimes even the good things that happen are a mystery - a surprise. There are always elements outside our control. That's humbling - or should be.

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.

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.

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.