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Programming is usually taught by examples.

Clearly, programming courses should teach methods of design and construction, and the selected examples should be such that a gradual development can be nicely demonstrated.

The prudent course is to make an investment in learning, testing and understanding, determine how the new concepts compare to how you now operate and thoughtfully determine how they apply to what you want to achieve in the future.

Programming is one of the most difficult branches of applied mathematics; the poorer mathematicians had better remain pure mathematicians.

Experience teaches slowly, and at the cost of mistakes.

Courses can, and should, incorporate the excitement and fun of programming games, apps or even real digital devices.

We create success or failure on the course primarily by our thoughts.

Beyond basic mathematical aptitude, the difference between good programmers and great programmers is verbal ability.

My being a teacher had a decisive influence on making language and systems as simple as possible so that in my teaching, I could concentrate on the essential issues of programming rather than on details of language and notation.

Most good programmers do programming not because they expect to get paid or get adulation by the public, but because it is fun to program.