In the school culture, teachers are often caught between sanctioned instructional behavior and their own judgment; governed by legislated edicts, yet not freed by them to nurture their students. The relationship between pedagogic actions and morally acceptable outcomes, between responsibility to the self and to the students, the school, and the community is frequently perceived by reflective teachers to be in flux, confounding their daily judgments and classroom instruction. Through pedagogic judgments, teachers interpret and guide the enactment of their teaching, transforming theoretical constructs into relational understandings and technical concerns into morally expressive actions. Typically, students trust in their teachers' willingness to act in appropriate and equitable ways. Teachers must have an advocative attitude, with empathy for students' capacity to view the subject matter being taught. Inasmuch as students accept the teacher's offer of relationship as authentic, they are able to accept the teacher's presentation of the world, whether of history, math algorithms, or the moral implications of modeled adult classroom behavior. The effects of pedagogic judgment that arise from egocentric, or even casual behavior, may be the most destructive lessons taught. Attending to students requires an expansion to an inclusive, advocative self in the world of outside cause and effects. Inquiry will establish a compelling recognition of the moral in the beliefs, perceptions, reasoning, and actions that are associated with teacher judgment. Pedagogic judgment happens when the moral dimensions of teaching are recognized and the relationship between teacher and student is enabled. (Contains 24 references.) (SM)