Bill Gates posted a blog where he shared reflections on the teachers who shaped him. After reading his experiences with five teachers from grade one through university, I posted this comment: “What’s really important is that all these teachers had a special, unique approach. Though different, they all connect to a belief in learners and a willingness to seek for and experiment with what works for the learner.”
Gates described that these teachers saw his potential (even when it was buried under bad behavior), gave him real responsibilities, let him learn through experience instead of lectures, and created space for him to explore his passions. He added that they taught him how to think about the world and what he might accomplish in it. He described that some of the teachers were demanding, some more playful, and some deeply intellectual.
While their methods were different, beneath the surface, they shared something important—core beliefs about learning and students that guided their teaching. Great teachers, like those who influenced Gates, are both scientists and artists. As scientists, they experiment with different methods, adjusting their approach to what best supports the learner. As artists, they bring passion, creativity, and an intuitive understanding of how to connect with students. Their artistry and science may look different in practice, but their underlying beliefs are quite similar. Here are some key beliefs and examples from Gates’ reflections:
Learning Is a Journey, Not a Fixed Path
A belief that students grow through curiosity and challenge, rather than following a rigid, one-size-fits-all curriculum. They weren’t simply delivering content; they were guiding discovery.
- Fred Wright (Math Teacher): Rather than focusing on memorizing formulas, he made math an exploration, encouraging Gates to solve problems than a set of rigid steps to be followed.
- Chet Laird (Drama Teacher): Laird saw theater as more than memorizing lines and hitting marks on stage. He used drama as a way to help students build confidence and express themselves, ensuring that each student had a personal connection to the material.
High Expectations Fuel Growth
Every teacher Gates mentioned set high standards—not to intimidate, but to inspire. They believed students rise to the challenge when expectations are clear, and support is present.
- Ann Stephens (English Teacher): She didn’t let Gates settle for superficial analysis in his writing. She pushed him to refine his thinking, write with clarity and depth, and engage critically with literature. Her belief in his potential made him work harder.
- Ziz Ozer (History Teacher): Ozer didn’t see history as a set of dates and events to memorize. Instead, he challenged students to think critically perspectives. He made history an ongoing conversation rather than a static subject.
Passion Is Contagious
These teachers loved their subjects, and their enthusiasm made learning come alive. They believed that if a teacher is passionate, students will be, too.
- Fred Wright (Math Teacher): His excitement for numbers wasn’t about getting the right answer—it was about the joy of problem-solving. Gates recalls how Wright made complex mathematical ideas fascinating and engaging.
- Chet Laird (Drama Teacher): His energy and enthusiasm for theater made the stage a place of transformation. He didn’t just teach acting; he infused his students with a sense of possibility and adventure in their performances.
Students Need More Than Just Knowledge—They Need to Discover Themselves
- Blanche Caffiere (Librarian): Gates describes himself as a fourth grader who was energetic, disruptive, and constantly lost in his own thoughts. While teachers and administrators saw him as a problem, Mrs Caffiere saw him as a problem solver. She made him as a library assistant responsible for lost books in the library. Seeing himself as a detective, he came to school early throughout the year to do his job.
- Ann Stephens (English Teacher): She didn’t just teach writing; she taught Gates how to think. By requiring him to articulate his thoughts clearly and persuasively, she helped him develop the communication skills that would serve him throughout his career.
- Ziz Ozer (History Teacher): His classroom wasn’t about rote memorization. Instead, he encouraged students to question, analyze, and connect historical lessons to the present—fostering a lifelong habit of curiosity and inquiry.
While each of these teachers took a different approach, their destination was the same—helping students discover their potential by blending the science of learning with the art of teaching. Some teachers are methodical, some are spontaneous. Some push students with tough questions, others inspire through humor and enthusiasm. But the best teachers—like the ones who shaped Gates—understand that great teaching is about believing in students, adapting to their needs, and bringing learning to life in a way that sticks with them long after they leave the classroom.
Great teaching isn’t about having one perfect approach. It’s about having the courage to experiment and the heart to believe in every student’s potential— both as scientists and artists do. As instructional coaches and instructional leaders in school, the same is true. We need to recognize the teachers we coach as scientists and artists and realize that as coaches we are scientists and artists who need to have similar beliefs:
Teachers are on a learning journey.
Our high expectations fuel growth.
Passion is contagious.
Teachers need to discover themselves.
