As you tailor the resources in this chapter to your own setting, you will likely do so with the understanding that strategies are important but not completely sufficient to create learning environments where students have a positive attitude toward learning. Teaching well is technically, psychologically, and culturally complex. For teachers as well as students, a positive attitude toward learning is influenced by how we see ourselves as learners, cultural beings, and community members in relation to curriculum and instruction. A positive attitude toward new ideas that push us to do things a bit differently than we might prefer requires a tolerance for doubt and humility. This is one of the reasons why the first condition, establishing inclusion, works in concert with the second, developing a positive attitude. The environment must be safe for everyone—teachers and students—to take risks and persevere until new learning feels confident. However, even when we are equipped with years of teaching experience and wonderful memories of the moments that mattered to a young learner, teaching is demanding and it can seem easier to justify detachment than to experiment in ways that might be relevant to others but are outside of our own comfort zone. Although research and experience can help, the genesis of many of our best instructional practices is listening carefully to students.