Some who support [more] coercive strategies assume that children will run wild if they are not controlled. However, the children for whom this is true typically turn out to be those accustomed to being controlled— those who are not trusted, given explanations, encouraged to think for themselves, helped to develop and internalize good values, and so on. Control breeds the need for more control, which is used to justify the use of control.

Children learn how to make good decisions by making decisions, not by following directions.

Trying to be number one and trying to do a task well are two different things.

Each time I visit such a classroom, where the teacher is more interested in creating a democratic community than in maintaining her position of authority, I’m convinced all over again that moving away from consequences and rewards isn’t just realistic - it’s the best way to help kids grow into good learners and good people.

People will typically be more enthusiastic where they feel a sense of belonging and see themselves as part of a community than they will in a workplace in which each person is left to his own devices

In outstanding classrooms, teachers do more listening than talking, and students do more talking than listening. Terrific teachers often have teeth marks on their tongues.

If unconditional love and genuine enthusiasm are present, praise isn't necessary. If they're absent, praise won't help.