In this issue, Educational Leadership debuts a new column by educator and author Carol Ann Tomlinson. Tomlinson draws on four decades of K–12 teaching—heading programs for both advanced and struggling learners. In this monthly column, "One to Grow On," she will share with early-career teachers her reflections, encouragement, war stories, and suggestions for how to thrive on the teaching journey.

A colleague recently reflected, "Meaningful teaching has to do not only with the skills you acquire, but also with the person you seek to be."

Like many profound thoughts, this one is easy to recall and repeat—and profoundly challenging to enact. In pondering how to guide new teachers, I thought of this colleague's words. The start of a teaching career is one of those rare times in life when we have a chance to consider who we really aspire to be—and to begin anew. Becoming clear about the attributes we aim to live out in the classroom doesn't suggest that we won't make errors. But it makes it more likely that we'll learn from what we do, becoming stronger professionals and people as a result.

Perhaps the most powerful attribute a teacher can attain is respect for students. That's a little different from aspiring to be respected oneself. I know many teachers who seek respect and don't quite get it. I can think of none who've worked consistently to be respectful of students who did not also gain students' respect—and the respect of parents and colleagues.

Respecting students means regarding them with special attention, honoring them, showing consideration toward them, being concerned about them, appreciating them, relating to them, admiring their strengths, and caring for them. Young people are dignified and strengthened by adult respect. The absence of such respect is corrosive.

Cultivate Positive Beliefs

Respect for students is rooted in teachers' beliefs and exhibited through our words and actions. One of the finest teachers I know told me about a colleague who found time each week to stand in the area where the elementary students got off the school bus. She greeted each child with a comment or question and said to herself as each one passed, "There goes another kid who can change the world." No doubt she found it important to turn her attention toward the reason she chose to teach.

Teachers who respect students

• Understand the power of beliefs in ...

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Carol Ann Tomlinson is William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundation, and Policy at the Curry School of Education, University of Virginia in Charlottesville; cat3y@virginia.edu. She is the author, with Marcia B. Imbeau, of Leading and Managing a Differentiated Classroom (ASCD, 2010).