[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.

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

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.

We need teacher educators who regularly spend a great deal of time in classrooms so they have a deep understanding of where they students will teach.

I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.

Teaching is a very habit-bound endeavor. We're unsettled by the unfamiliar. We're creatures of habit too.