Qct Code Of Ethics Case Study Mark And Laurel

The issues in this case study involve Melinda Smith, a veteran special education teacher, Derrick Yate, a student with behavioral disorder, Greg, the school principal, Barba Cole, the school social worker, Mrs. Yates, Derrick’s mom and Mr. Douglas, a general education teacher. Besides being a student with behavioral disorder, Derrick was low achieving and had developed a notorious reputation around school. According to Karen, one of the fifth-grade teachers, “Derrick has terrorized everyone”. Despites all the putdowns on Derrick, Mrs. Smith decides to take on the challenge to straighten his behavior.

It is essential to establish respectful and professional relationships with children and young people in the role of Teaching Assistant. There are certain strategies which enable such a valued and trusted relationship be established. A relationship in which a child trusts and respects their TA and feels comfortable in their company, allows the TA to offer a supportive and caring environment in which the child can learn and develop.

For example, the “respect” students show to their guardian, Miss Emily, is through the feeling of “dread” for when they “fall in her estimation” (44). This suggests that students will do anything to uphold the positive relationship they have with their guardian. Furthermore, the fact those students will immediately try to “do something… to redeem [them]selves” also suggests that the students are willing to do anything to please the guardians (44). However this can be used by the guardians to coerce them into situations that can result in their end. This is done through emotional manipulation from the guardians by telling the students to become good donors and for them to go against this idea would cause the guardians to become disappointed in them. Moreover, the students loyalty towards the guardians is shown in the punishment Marge receives from her classmates for asking Miss Lucy “such a rude question” in regards to if she ever “had a cigarette” (68). This is seen as disrespectful because smoking is regarded as a “horrible” activity (68). Furthermore, to the students, Marge “might as well have asked Miss Lucy had ever attacked anyone with an axe” which portrays the shock and disbelief of the students as well the respect that they hold for their guardian (68). Additionally, the friendship between the students and guardians is

With personal matters it is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others.

Rachel is a new student at Hamilton high school and tends to talk to her peers during this exercise. She then responds to questions even without waiting for approval from the teacher. Though her answers are always on point, her destructive behavior n is frustrating the teacher as such Mr. Smith reprimands her severally by asking her to go the office. Frustrated, Rachel feels the Miss. Smith is unfairly picking on her.

In New Jersey, there are a set of teaching standards that all teachers must follow in their classrooms. Standard 2ii5 states, the teacher understands that learners bring assets [and liabilities] for learning based on their individual experiences, abilities, talents, prior learning, as well as language, culture, family, and community values. On the other hand, standard 3ii2 says, the teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning. In this paper, I will be talking about standards 2ii5 and 3ii2 and how they relate to the novel The Pact. The Pact talks about three young doctors and their journeys in getting there. All three of the

Many individuals expect that parents or guardians feel their children are acknowledged, protected and secured while being taken care by their teachers and it would be impossible for their children to wind up clearly illogically included with his or her own teachers until the point that a case uncover a sixth grade teacher named Mary K. Letourneau have an association with her 12 year old student named Vili Fualaau. Mary Kay Letourneau's case transformed into a parent's most exceedingly dreadful bad dream where guardians feel shaky of their youngsters in school. Wrong connections between the teacher and a student have ended up being a champion among the most surely understood self evident aptitude issues in the present society, in any case, this case has some immense segments that take it to the exceptional. How could something like this can happen?

Miss Tarango is a new teacher who begins her teaching career at the school St Daniels. She’s nice, bubbly, enthusiastic, fun and best of all she good at identifies peoples roles in the class for example bullies like Barry Bagsley. Miss Tarango recognises berry’s role as class bully right from the day she started. After Miss Tarango’s realisation she decides to bring an end to

The Alaska Code of Ethics for teachers contain many points that deal with normative and applied ethics. I drew this conclusion because many of the topics within the code lead to things that explain how things should be done or if situations arise, it explains how they should be handled. These more general ideas provide a framework, which grounds these ethics (Moral Philosophy, 2009). From there the Alaska Code of Ethics spirals down to more specific terms and situations. This is when the code gets into more applied ethics (Moral Philosophy, 2009). The Alaska Code of Ethics seems to speak to the personal values and morals of those for whom they are intended. This can be seen in many of the codes such as, ?The educator may not engage in physical abuse of a student or sexual conduct with a student and shall report to the commission knowledge of such an act by an educator? (Alaska Department of Education & Early Learning, 2000). This is just one example of how Alaska?s code asks educators to abide not only by the professional code of ethics, but to also base their actions and judgments on their personal values and ethics. Teachers, in their responsibility to society, must work in order to not betray that trust (Nelson, Palonsky, & McCarthy, 2010). The knowledge of this responsibility is obvious throughout the Alaska Code of Ethics.

This essay will provide a theoretical understanding of the four ethical frameworks: Consequentialism, Non- Consequentialism, Virtue Ethics and Care Ethics. When applied to a situation these frameworks help teachers to resolve and justify their decision making. The objective is to apply the four frameworks to the scenario Helping Molly, to establish the most ethical course of action. Finally, a recommended course of action will be justification. The overarching ethical issue present within the Helping Molly scenario is the community sponsorship and the alignment with school beliefs and initiatives.

Pidgeon was asked to reflect on his time as headmaster. Pidgeon was energized by taking positions rather than conventional wisdom and contemporary trends. He spoke oh how the “heart of school life was the relationship established between teacher and student” (John Pidgeon). For Mr. Pidgeon, it was teacher and boy. School size, structure, curriculum and administration were all mere variables to be manipulated in a way to that led to the right kind of relationship between the teachers and boys. Mr. Pidgeon would claim not to know what “administration” was, and not to understand what a “headmaster” was. Apart from its original meaning as “head teacher”, Mr. Pidgeon

There is an issue within this scenario that involves respecting diverse child rearing practices. Student teacher Maryam politely asks Hugh and Ahmed to pack up, but Di pulls her aside and lets her know that Ahmed’s cultural practices does not expect him to do so. This becomes an ethical dilemma because Di has implanted a policy that benefits the cultural practices of a single client, while another client’s child suffers from unfair treatment. In the perspective of Di, she focuses more on her teaching profession and integrating the core values of a teacher into her policy (Newman & Pollnitz, 2005). However, In Maryam’s perspective, her personal and professional values come in conflict along with the code of conduct that is put in place by the

Boonjue demonstrated and modeled high level of integrity (e.g. ethical standards of the profession) in all interactions with students, families, colleagues, and the community. (NEPF Professional Standard 3, Indicator 2, Present Performance Level: 3) Evidence: On parent’s night, Boonjue exercised professional judgment and acted in a courteous manner when interacting with students, parents or guardians, staff and the community. Boonjue provide incoming parents on what to expect in his class and provide support for academic deficient

Autum Welch of Stamps, AR, a school teacher, was asked do she have certain things that you have to do on your job. She responded with ‘’ yes’’. When asked do she like her current career she also responded with ‘’yes’’. I then asked Ms. Welch while working as a teacher what things she see the most after a short pause she then replied by saying ‘’Teacher relationship with their teacher after a short pause she then replied with ‘’. She then said the reason why I say student and teacher relationship is because I have relationship with my students to where they feel as if they can ask me anything. I followed this question with as working as a teacher what are some things that you dislike she answered with ‘’paper work I dislike to do all of the

The hypothetical scenario describes a young female student name Brynne. She is a bright, helpful student that received an excellent report in year 7. However, in year 8 she is becoming rude and rebellious in class, but still obtains top marks. To describe and address this scenario the three relevant themes are: