Carol Ann Tomlinson Quotes
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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.
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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.
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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.
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It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.
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Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.
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[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.
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It is not so important to have all the answers as to be hungry for them.
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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.
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A gifted teacher has an unfailing eye for magical classrooms & loses sleep over anything less than the highest quality.
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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.
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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."
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I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.
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We aren't quite sure what we're trying to differentiate, and therefore can't quite see how to do it other than giving some students more to cover and some less. That rarely works.
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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.
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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.
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[Students] are exposed to many things the majority of their teachers didn't encounter until much later in their growing up years.
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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.
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[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.
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In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.