Chapter 7
Our book talks about never working harder than your students. Have we found ways to do this? Is it a reality when I leave the school building at the end of the day that I have found a way to put this theme to work? How are we working smarter?

The age old issue of how much homework is too much will always be there. In our system, it has been addressed that we value quality over quantity. It helps with mastery, but also in not having to grade 150 assignments of 50 problems. How much is the right amount?

Chapter 5
Page 127 - Do we provide information for the simple purpose of Johnny giving us feedback on a test or do we use this teaching and assessment to guide our instruction? How do we get "effective feedback"? Our principles tell us that master teachers use every assignment and grade as feedback for both themselves and the students. Students need direct feedback in a timely manner. How do we get them to share ownership? A big part of maturity is teaching students that failure happens and how do we learn from it? How better to learn from mistakes than to retake an assessment? Failure should promote responsibility

Chapter 4
Main principle in Chapter 4 is how we can help our students be successful in a positive way. How do we address students with different learning styles and needs on a daily basis? We are all faced with students who"get it" and those who "don't". With the revolving door of 150+ students, how do I assess my teaching and the students grasping "Why the earth is round"