The Ethical Teacher

This artifact consisted in developing an essay addressing the three key areas in the role of the teacher: effective communication with a variety of constituents; consistent application of the Code of Ethics and Principles of Professional Conduct in professional and personal conduct; and clear comprehension of the grounds and procedures

Chapter 1 talks about, What is ethics? Why is important to study ethics? and the most important; Can ethics be taught? Some people say that ideas or types of knowledge can be taught, but ethical behavior cannot be taught because it is a matter of individual choice.In the other hand the philosopher Plato thought that ethics could be taught, but some people argue that ethics is learned by personal experiences. Ethics is a branch of philosophy it is also called moral philosophy.Which can be defined as values or principles supported by an individual or a group of people. The purpose to study ethics is because every person have a different view of what is morality right or wrong. The philosophical study of ethics points to defend or support our

By the same token, the Policies of Professional Conduct and the Codes of Ethics have an emotional impact on the day-to-day activities of all teachers. My goal with this study is to review and condense

Just as significant as being caring and being a model of morality, Mrs. Flowers also had a passion for ethics. A poster on the wall of her classroom read, “Do the Right Thing, Even if Nobody is Watching.” This phrase was powerful, and Mrs. Flowers referred to it often, encouraging her students to follow this advice when they were tempted by academic dishonesty, and also to follow it in their peer relationships. Character education, with an emphasis on ethics, was integrated seamlessly into Mrs. Flowers instruction, and more often than not, her students learned to make smart decisions and use good

On the contrary, engagement is being an active listener and participant of the class; there are no wrong answers when it comes to sharing one’s opinion. By expressing one’s view with their peers, it provides a new perspective for them to view the problem at hand. At the same time, being responsible is taking education into your own hands; with every action and decision, there will be responsibility that comes with it. An AP level setting was never meant to be easy, but practice makes perfect. Together, these principles constitute an AP English ethical classroom suitable for

Rather than accentuating rules or their consequences, virtue ethics focuses upon one’s individual character and morality (Hooft, 2014). If Mark is to display integrity, he should exhibit neutrality towards Laurel by setting professional boundaries. However, in order to display courage, Mark should ask Omar for advice. He too, should contact Laurel’s mother in order to discuss the topics she has brought up. By displaying integrity and courage, Mark would be upholding the qualities of a ‘good teacher’ by working in reference to the Teachers’ Code of Professional Practice (Department of Education and Training,

In their paper “Spielraum and Teaching,” Roth, Lawless, and Masciotra claim that the concept of reflection-in-action, as articulated by Donald Schon (1983, 1987), is only minimally applicable to teaching. Teachers must be “present” to their students, and the unfolding teaching situation in a way that leaves little room for one-the-spot reflection. In this review of their paper, we acknowledge that the authors make important points about the need or flexibility and responsiveness in teaching. However, we argue that Schon’s concept of reflection-in-action is indeed relevant to the practice of teaching. Not only are teachers capable of extensive reflection while they teach, such reflection is essential if they are to make the adjustments required by attentive teaching.

annotation 5 Bowell, T. & Kemp, G., (2015;2014;). Critical thinking: A concise guide (Fourth ed.). New York; London: Routledge. doi:10.4324/9781315772035 Bowell and Kemp (2014/2015) examines the different types of technique used to validate an argument presented. Exploring the formal fallacies that have an inappropriate connection between the premises and conclusion, to the

Can Ethic Be Taught? I found the ‘Can Ethic Be Taught?’ more attracting to read. Ethics is something that everyone should have to be able to live with other people peacefully. Ethics is what differentiate human beings from animals, those who have got ethics in them and find it as an avoidable tool in life. Such people interact in a friendly way. They know what they are expected to do in the best way possible. On the other hand, they are aware of the limits of the activities they do and thus handle them to fit the set limits in terms of rules and regulations.

Performance Assessment Task #1 Northcentral Technical College Into to Ethics: Theory and App Stacy Schmidt Can Ethics be Taught? There is a belief that one’s own personal ethics are formed by the approximate age of 18. Research has found that belief to not be true. Ethics develops from childhood to young adulthood. The development is a process that comes from social interactions. It has been known that ethics can be taught and taught at any age. It is almost like a development in ethical aspects. Ethics can be taught throughout a person’s life. There is no age limit when learning to be ethical stops. There have been adults even that enroll in a moral development program and gain more moral reasoning.

There are several different concepts surrounding the topic of education but most problematic is in regards to the aims of education within society. With several aims proposed by educational philosophers there is confusion surrounding what education is for and which type of education best suits the individual. Lewis (2015) posed that education promotes student learning and potential as well as fostering of community and self esteem within a school environment. Overall education is the defining product of good citizens in contemporary society, with diverse cultures, social norms and political standpoints. Liberal, vocational and wellbeing education will be discussed throughout arguing that a combined approach to education is most relevant within modern society. The ethical obligations for teachers within education will also be discussed.

Reflective Assessment Paper on Learning Theory Week 1 Assignment Brittany Lavender Arkansas State University Theories of Instruction Reflective Assessment on Learning Theory Learning Theory It is the duty of the educator to prepare students to live lives of quality and purpose. Intellectually, a life of quality involves being reasonable, adept, and thoughtful, and enables people to be good citizens of their community. Skills that will prepare students to live such a life include the ability to reason carefully, to think agilely, and to reflect deeply. These skills are attained best when students evaluate how others express their thinking and precisely what thinking is expressed. The students themselves attempt to express substantive ideas in clear and convincing ways. The teacher is foremost a model of that which is taught, which obligates the teacher to live that life of quality and purpose. As a model, the teacher is therefore able to act as a guide for others, serving occasionally as a source of knowledge but mostly as one who points the way for fellow explorers.

The importance of reflective teaching “Be a reflective teacher. Honestly look at what you do from time to time. Evaluate the purpose of your role as a teacher.” (Robert John Meenham, 2011)

There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.

My Ideal Teacher When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of