[Students] are also accustomed to having quick access to information. The idea of "storing" data in their heads can seem pointless. I find that they are also much more interested in learning through problem solving and group collaboration than in the past.

Prospective teachers may read about the science of education, but they'll only grasp the art in their early years by seeing it practiced and having it commended to them.

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.

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.

On some level students are essentially the same. They are people with fears and dreams. They laugh and cry over many of the same things. They share an essential humanity as young people always have.hey differ in some significant ways now, too, I believe. They are forced to grapple with complex issues at a much younger age.

[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.

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