Nel Noddings Quotes

Having been an educator for so many years I know that all a good teacher can do is set a context, raise questions or enter into a kind of a dialogic relationship with their students.

To be a teacher in the right sense is to be a learner. I am not a teacher, only a fellow student.

I feel good about the four years I coached at St. John's. It's a special place to me. My kids go there. I met my wife there.

You can make people laugh, but having them really want to hear what you have to say, that takes trust and time.

One of the biggest reasons that teachers have trouble with student-centered learning is that they have to give over a level of control to the kids. And, when you do that, you can have chaos, or you can have high levels of learning. Often, teachers are afraid of the chaos.

Look at an interview as an organic part of building a relationship.

You need time to build relationships with subjects to win their trust.

I'm really excited about the prospect of deepening what is already a really strong relationship that I have with the people of Broward.

I still speak with David Silva. We have a personal relationship, and we talk about personal things, but we've not got into football that much.

The teachers I've learned the most from, didn't think they were teaching me; they just thought we were friends.

It is cheering to note that [Martin] Luther (1524) did not see why schools should not be fun as well: "Now since the young must leap and jump, or have something to do, because they have a natural desire for it which should not be restrained (for it is not well to check them in everything) why should we not provide for them such schools, and lay before them such studies?

Connections are made slowly, sometimes they grow underground.

Good teachers join self and subject and students in the fabric of life.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

A friend whom you have been gaining during your whole life, you ought not to be displeased with in a moment. A stone is many years becoming a ruby - take care that you do not destroy it in an instant against another stone.

We think it's about little techniques and tricks, but techniques only take you so far. We need teachers who care about kids, who care about what they teach, and who can communicate with kids.

I do not enlighten those who are not eager to learn, nor arouse those who are not anxious to give an explanation themselves. If I have presented one corner of the square and they cannot come back to me with the other three, I should not go over the points again.

Even though Kate had only known Hale for a little more than two years, she had seen him in a lot of situations.

The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.

Now is the only time. How we relate to it creates the future.

Learn that the present hour alone is man's.

His friends were those of his own blood or those whom he had known the longest; his affections, like ivy, were the growth of time, they implied no aptness in the object.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

It is not time or opportunity that is to determine intimacy;—it is disposition alone. Seven years would be insufficient to make some people acquainted with each other, and seven days are more than enough for others.

In all teaching there must be a fusion of authority as an adult providing a stable framework for the children in one's care, and humility as another human being ready to educate an equal who may turn out to be a superior.