Common Values Of Ethics In The Code Of Conduct

Within all this, it is essential that the teacher establishes and maintains professional boundaries. These can be varied and quite different, depending on the context, the environment and the group or individual being taught, for example, a teacher teaching young children would have a different set of boundaries than a football coach coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protection

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.

The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important. In order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following

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:

Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's Code of Practice (2008) which outlines the behaviours expected of teachers.

Code of conduct: Code of conduct is a set of rules and guidelines for pupils so they understand how they should behave in school and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it.

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

There are five propositions that the National Board for Professional Teacher Standards has listed, which are Proposition 1: Teachers are Committed to Students and Their Learning, Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students, Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning, Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience, and Proposition 5: Teachers are Members of Learning Communities. The five propositions are similar to the code of ethics that are set up for teachers. The first proposition discusses the commitment that teachers are to have for their students learning. It’s main focus is that the student are treated equally and they are given the chance to learn. The National Board for Professional Teacher Standards (1987) stated “They believe all students can learn”. This statement is very crucial for teachers to understand, because if we give up on our students they will eventually give up on themselves. Proposition two discusses how teachers must know their content and how to deliver their content. Knowing your content is a must when you are a teacher, but if you don’t know how to deliver the information to your students you are back at square one. This proposition wants the teachers to be a master of the concepts being taught, and understand the information on a real-world basis. Also the teacher must be able to fill the gap of

Explain how your personal code of conduct aligns with the Australian Professional Standards for Teachers (graduate career stage): My personal code of conduct aligns with the Australian Professional Standards for Teachers (graduate career stage) as it covers aspects of Standard Four: Create and Maintain Safe and Supportive Learning Environments, Standard Six: Engage in Professional Learning and Standard Seven: Engage Professionally with Colleagues, Parents/Carers and the Community. Standard Four outlines the importance of providing an environment where students feel safe, comfortable and supported. Standard 4.3 and Standard 4.4 align with all of the headings in the personal code of conduct as it is evident in the commitment to building honest, respectful, sensitive, supportive and professional interactions with everyone. As well as working cooperatively and collaboratively with everyone to provide a safe, comfortable and supportive environment for everybody.

However, the issue of ground rules within the Teaching Codes of Conduct and Practice for Registered Teachers can produce ethical dilemmas such as

This is a reflection on the constructivist ideology in many ways. First, my teaching philosophy reflects a more constructivist ideology in that it contradicts a more “traditional” style of teaching, where the instructor is the keeper of the knowledge, controlling the timing and the reveal of information to students. One in class example that supports this is that I do not hold traditional lectures where I speak and students take notes. Another way that I believe my teaching philosophy supports the constructivist ideology is that a lot of the work I do in my classroom occurs “behind the scenes,” as I develop projects and lessons that connect to key concepts in biology and life science. Duffy and Cunningham discuss the PBL method in which problems are presented to students to generate “real problems” that contain “concepts and principles relevant to the content domain” (p. 23). I have implemented a variety of PBLs in both my seventh and tenth grade classrooms. They are a lot of work to implement the first time around, and it would be much easier to use a direct instruction style like the lecture method described above. One successful PBL that I used this year started with the question “How dirty is our school?” and lead seventh grade students on an investigation on the properties of bacteria, their cellular composition, and bacterial cell colonization based on different areas of inquiry in the school. Students collaborated, wrote a formal lab report, and presented their data to the rest of the student body as we held a mini-conference. One of the key components of the PBL process is developing two lists: what we know, and what we need to know. These lists guide research related to content and are completely generated by students. For example, some

Further, Brooks and Brooks (1993), urged constructivist practices of posing problems of relevance to learners, “structure learning around big ideas..., seek and value students’ points of view,” adapt the curriculum to the learner, and “assess student learning in the context of teaching.” (Singh, et al, 2012 p. 201) Constructivist teachers respond to student questions and ideas with additional questions, plausible contradictions, requests for explanations of students’ thinking, and with placement of responsibility on the student for assessing the efficacy of their own efforts. (Singh, et al., 2012, p. 201) In addition, “the teacher is a guide, facilitator, and co explorer who encourage learners to question, challenge and formulate their own ideas, opinions and conclusions.” (Citot, 2009; Cannelle & Reif, 1994; Ismat, 1998; Richardson, 1997;

Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even

In a constructivist classroom the teacher is perceived as one of the learners who is more experienced and acts like a ‘guide’ to enable the students to explore some new fields of knowledge. She or he may imply some cognitive strategies to make the lessons more appealing and interesting. The teacher teaches the students how to make accurate analogies, how to make appropriate conclusions or solve different problems. According to Brooks and Brooks (2001) the teacher tries to understand the way learners’ brains work, and she or he leads them to construct and combine the newly-gained knowledge with what students already know from the previous