Some things change, some things stay the same. The National Education Association (NEA) adopted a code of ethics in 1975 (Strike & Soltis 2009, p. viii). While this code still upholds many concerns that educators face today, it is important to make sure that a code of ethics is a breathing document. It must adapt and change with the changing of time. Strike and Soltis (2009) reference the code of ethics quite regularly throughout the entire book. It is first introduced in full at the beginning of the book. Looking over the code, it is important to remember that much has changed since it was first adopted. While all of the code still applies, it is necessary to add to the code to make it acceptable for the twenty-first century.
Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.
The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:
The conflict of this story discusses the battle between Mrs. Mallard's conscience and how she should feel about her husband’s death. A normal person would feel grief for a loved one's death, but in "The Story of an Hour", Mrs. Mallard been paralyzed and does not know how to feel about it. This has been because she’s been imprisoned by her husband. When he died in a train accident she was free of him. The "joy that kills" at the end of the short story may refer to that. The elixir of life symbolizes the very essence of what life is. At first her sister and her friend didn’t knew how to tell her, because of her heart condition. When the news of the death of her husband reach her, she starts to see
The first standard I selected, Georgia Code Standard 2, explains how educators are to act around students. More specifically, this standard declares “An educator shall always maintain a profession relationship with all students, both in and outside the classroom”. I found this standard to be important because it lays the foundation for the other standard. I believe that if an educator maintains a professional relationship with students, the other standard listed in the Code of Ethics will naturally happen. I found it especially important that educators must remain professional
A Framework for Understanding Poverty by Ruby K. Payne builds a model for combating poverty by tackling it at the earliest level of perpetuation-in schools. Schools, Payne advocates, should be the first line of defense against encroaching poverty and also the most effective weapon to beat it back. Unlike most economic tools, schools should be fine-tuned and deployed according to strict frameworks. Payne identifies two types of poverty and list eight resources which makes one a candidate. The thrust is thus primarily on how to deal with poverty in schools and how to equip the students with tools and education
I was surprised to believe that as a whole, a significant portion of students came from low-income families, experienced homelessness at some point, were hungry, or suffered from trauma. For one student to experience any of these problems requires a number of resources for a school, but when the majority of students are facing these issues, schools need to be particularly well equipped. Adding to this the fact that Chicago public schools are seriously underfunded, this is a tragedy. Schools are forced to cut social workers, psychologists, and clinicians from their services and ultimately, students are left without help. In my Introduction to Poverty Studies class, we learned that in order to alleviate systemic poverty, part of the solution lies in focusing on children and providing them all the resources so that can be as well equipped for life as possible. Much of this responsibility falls on public schools, but without funds, this task is
The state budget cuts have also taken a toll to both teachers and parents’ pocketbooks. According to (Kloberdanz-Modesto, 2011) “As parents have quickly learned from this year’s long donation list and increased frequency of car washes and bake sales, it really may take a village to run the local school.” I have experienced firsthand for the past five years how much the donation lists have increased. From only having to purchase school supplies for my son, I now also purchase supplies for the classroom just to ensure my child has all the tools he would need in order to get his education. When my son first started school, I remember his school supply list requested only for a couple of pencils, erasers, and color pencils. Now his list has contains his personal school supplies and donations of hand sanitizer, paper towels, computer paper, lined paper, packs of pencils, packs of erasers, white board markers, and the list goes on. I honestly do not mind, but what about the other parents who cannot afford it? Just this previous year I got close with a parent whose child was also in my son’s class. I remember her asking if I would mind for her to purchase the “not so expensive items” from the list because she was tight on funds. I could see in her facial expression that she was embarrassed to ask the question, but without adequate financing what are we to do as parents to ensure our children receive the tools they need for their education? We dig into
With poverty comes a certain attitude, in higher up communities the children and parents are more respectful towards their teacher, education itself is respected; however, in poverty stricken areas the children are at home alone, or running the streets, the parents are usually too busy working to worry about how their child is doing in school. Districts also have the same attitude, schools in upper class neighborhoods have the essentials; such as, running hot water in the gymnasium, and showers that actually work, new books and just the overall approach to the education, of its students is superior. Compared to that of lower class, neighborhoods the essentials are overlooked for instance, classrooms are in need of repair, as well as the bathrooms and gymnasiums. Their books are torn, and outdated, and their approach to education has been to just make it through the
The children who live in poverty tend to do worse in school than other students. When they are in school and at home they are not concerned about what the teacher is teaching but about where their next meal is coming from. They do not get the help they need at home because their parents are at work and they have to take care of their siblings. If the child has a learning disability they do not get the proper help or even know about it because they do not have the money to get someone who can teach the child how to perform well with this disability. . They will get placed in a classroom where instead of the teacher teaching them, they call them stupid and don 't teach them anything. They also tend to hate the teacher because they are downgrading them.In the movie freedom writers it tells the story of a school who had a class just for underprivileged children. They hated the teacher when she came because they felt like she was just like they other teachers. When they saw that she actually cared they began to listen to what she was teaching. The schools they attend are low funded school. These schools underpaid teachers and make them feel like they don 't have to teach to their full potential. They books the children receive are torn, have missing pages, and are so old they have outdated information.
For example, Decatur Public Schools system, was short on money a few years ago, so they had to cut teachers, and get rid of some subjects that students really enjoyed. A reason we may have been short on money, is because students get free lunch, or because students don’t have to pay for a lot of things that we do, and I feel that instead of people losing jobs, or cutting subjects, that maybe students should have to pay for lunch, or maybe they should pay for bacn instruments, simple stuff like
Students who come from an impoverished family will struggle. The factors that Barton has addressed in these pages are just a drop in the bucket. Many of these students come to us dealing with things we could never imagine having to deal with. As educators, we need to make sure we are standing in the gap for those kids on a daily basis.
As a tutor, I have seen the workings Stockton public schools, and compared to what I learned at their age, these students are lacking a proper education. For example, my third grade student, who is learning to multiply, is battling with addition. Meanwhile, my first grade student strains to read simple phonics. It is unfair to see children forced to receive a minimal education because of where they live in and their parents’ financial status. Therefore, my dream is to enhance the curriculum in public school systems within cities that face socioeconomic adversity. I aspire to equate the educational benefits between private and public school systems. Money should never impede a person’s path to education, and it’s unjust that it plays as a contributing
The Code of Ethics for the Education Profession shows the goal of all educators and make available values and standards on how to judge conduct. Educators expectations are to accept responsibility and support the notion that all children have the right to an education free of discrimination, prejudice thinking, and inequity.
The Code of Ethics is absolutely essential for every education major to have a strong understanding of. This code presents the main rules and regulations that apply to future teachers to ensure the best behavior and actions possible, inside and outside of the classroom. It is a clear guide of unethical activities that teachers may never indulge in without risking suspension, revocation, denial, or reprimand of any teaching certificate. The code is broken down into eleven different standards which are easy for educators to understand and abide by.