Best 39 quotes of Carol Ann Tomlinson on MyQuotes

Accepting both the opportunity and the responsibility evokes a great deal of humility.

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

As a teacher, it is your job to make explicit whatever you though was implicit

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

Assessment is today's means of modifying tomorrow's instruction.

A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.

Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.

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.

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.

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.

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.

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.

In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.

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.

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

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.

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.

It is not so important to have all the answers as to be hungry for them.

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.

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.

Plan to be better today, but don't ever plan to be finished

Readiness is a student’s entry point relative to a particular understanding or skill.

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.

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

[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.

[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.

Teachers craft classrooms that are good matches for their teaching styles as well as for learner needs.

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

The central job of schools is to maximize the capacity of each students.

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.

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.

We can always gain more depth and breadth in our work [as educators]. There are always new discoveries to be made.

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 need teacher educators who are hungry to learn about and implement contemporary approaches to teaching and learning in their own classrooms and who are reflective about their work with their students.

We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

We need to understand where are students are at any point during a unit - in other words, what each student actually knows, understands, and can do at a given time based on the content goals we've established.

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.

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