A Quote by Nel Noddings

We will not find the solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in the subjects they teach. Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community.
When schools truly become centers of the community, where you have extraordinary teachers, the best teachers, the best principals, great nonprofit partners coming in during the non-school hours to support and do enrichment activities, social services, then those students will beat the odds, will beat poverty, will beat violence in the community, will beat sometimes dysfunctional families, and be productive citizens long term. They will go to college.
Now, we believe that the majority of teachers in America know our system must be reformed, to put students first so that America can compete, that teachers don't teach to become rich or famous. They teach because they love children.
A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.
I have not seen that standardised tests make the profession less attractive, though some principals respond to them in a way that drives the best teachers out of their schools (by over-emphasising test prep in the school curriculum for example). On the other hand, great teachers want benchmarks to measure progress and tests can help with that.
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
We must be willing to pay inspiring math and science teachers, who have high paying alternatives in industry, more to teach and reward students who take more challenging courses in high school.
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
Great teachers and schools expect and nurture quality work and quality performance. Great teachers inspire and demand quality, ever urging their students to higher levels of excellence. They shun mere conformity and expect their students to think and perform to their ever-increasing potential.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.
It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts.
Instead of unfairly demonizing teachers, we should be working with them to find solutions to the problems in our schools and make sure every child gets an outstanding public education.
More than half of my former students teach - elementary and high school, community college and university. I taught them to be passionate about literature and writing, and to attempt to translate that passion to their own students. They are rookie teachers, most likely to be laid off and not rehired, even though they are passionate.
School choice opponents are also dishonest when they speak of saving public schools. A Heritage Foundation survey found that 47 percent of House members and 51 percent of senators with school-age children enrolled them in private schools in 2001. Public school teachers enroll their children in private schools to a much greater extent than the general public, in some cities close to 50 percent.
When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.
When we respect our blood ancestors and our spiritual ancestors, we feel rooted. If we find ways to cherish and develop our spiritual heritage, we will avoid the kind of alienation that is destroying society, and we will become whole again. ... Learning to touch deeply the jewels of our own tradition will allow us to understand and appreciate the values of other traditions, and this will benefit everyone.
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