In this article, the author shares his response to James Hartley's "Reflections on 50 years of teaching psychology". The author finds it very interesting to read James Hartley's reflections on the teaching of psychology and he thought it would be worth adding a rather different perspective, while agreeing with Hartley's main conclusions about the relative lack of change in teaching practices. The author's experience is of teaching psychology to teachers, mainly at MEd level and in initial teacher education, but he also taught undergraduate psychologists. It always surprised him how little ideas from education psychology, or even the more general theories of learning, seemed to have influenced psychologists' thinking about the practice of teaching and learning. The problem, as Hartley so clearly pointed out, is that the additional pressures being faced by colleagues in all departments makes it difficult for them to justify the time and effort required to make significant changes in the curriculum or experiment with more innovative ways of teaching. The author suggests that educators have to help students to think and act like professionals and develop a lasting feel for the subject and love of learning, and that can be guided by the relevant research findings.