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2004). The big picture: Education is everybody’s business. Alexandria, VA: ASCD. Phenix, P. (1964). Realms of meaning. New York: McGraw-Hill. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD. , & Burns, D. (2001). The Parallel Curriculum Model: A design to develop high potential and challenge high ability learners.

Curriculum that brings soul to the music doesn’t neglect the details of content. It helps students see a reason for these details and makes them memorable, useful, and transferable. Such curriculum is fundamental to the jazz of teaching and learning. But, as shown by our colleague who could create a stellar curriculum but faltered in implementing it, curriculum is not enough. Teaching as Jazz Connecting with Students as the Reason for Jazz Connections with students drive the jazz of teaching. It’s far more fulfilling to listen for and respond to the multiple rhythms that students bring into the classroom than to see students as essentially interchangeable and unknowable.

Great Expectations It is naïve to think there could be an easy answer to all our student motivation problems. But one thing is clear: Young people are more likely to invest their energy in pursuit of what they view to be an achievable dream than in what they sense is futility. That’s why students need continuous encouragement and hope from schools—so they can believe in their futures and themselves. Every day as students leave our classrooms we need to ask ourselves two questions: As a result of today’s experience, will these students be more or less confident that their futures are bright?

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