Using Students Implicitly Communicate Their Ethical Perspective

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 authors realize ethics are not limited to in scope, but are all encompassing in every decision we make. According to the text, individuals often convince themselves to abuse positions by justifying their actions based on the significance of the deed (Mackenzie, 2010). Acting ethically is not associated with degrees of behavior, but focuses on what is right and what is wrong. In the ethical world, there is no common medium that justifies using resources for personal use. Regardless of how some perceive the situation, the use of resources for personal gain depletes the material in the school, either monetarily or through depreciation. According the the Association of American Educators, “a professional educator should not use institutional

As a future teacher, it will be part of my job to increase my students’ moral reasoning. Moral reasoning deals with how individuals think about moral issues. Lawrence Kohlberg developed stages of moral reasoning which researchers use to assess an individual. According to Steinberg (2014), the adults in an adolescent’s life can impact their moral development. Therefore, as their teacher, I will conduct activities in my classroom, such as Collaborative Reasoning, Think-Pair-Share, a line activity, and an online discussion board, which will foster my students’ moral development. In addition, I will monitor my students’ growth by conducting a pre-assessment as well as a final assessment. Through my classroom activities, I expect my students to

Many students come to school without a solid moral and ethical foundation because it has not been a priority at home. The lack thereof must not be used as an excuse. Educators must assume the responsibility to be effective caregivers, moral models, and ethical mentors. Successful character education is an integral part of a school’s culture, most effective when the virtues are integrated into the academic curriculum (Dean, 2014).

The teachers’ purpose is to put students’ needs first before themselves. Enforced by the Alberta Teachers’ Association (ATA), all teachers and education students in Alberta must follow the professionalism code of conduct. By “stipulat[ing] minimum standards,” this regulates the profession as a set of guidelines on ethics to teaching. (ATA, 2015) Using ethos, pathos and logos, the code of conduct discusses how the teacher takes on – to a degree – an authoritative role while having shared values about colleagues and students as they know their restrictions in their profession. Based on an abstract of an article by Elizabeth Campbell, (2000) the ATA Code of Professional Conduct serves to increase awareness of the profession while maintaining limitations.

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.

Indeed, as Cummings et al. (2007) observe, “teachers should be able to make sound moral judgments, look beyond their own self-interest and take a broad view of morality that considers the perspectives of all students who represent diverse racial, ethnic and cultural backgrounds” (p. 67). Moreover, “the teacher’s level of moral reasoning affects students’ perceptions of moral atmosphere of the classroom and… teachers with higher moral reasoning are more likely to motivate student learning and healthy social development than teachers with lower moral reason” (Cummings, Dyas, Maddux & Kochman, 2001, p. 145). Further, “teachers who reason at lower levels are not effective teacher mentors, they negatively and inaccurately evaluate student teachers who function at higher levels, and they take a singular approach to instruction” (Cummings et al., 2007, p. 69). It follows that teaching, and by extension educational leadership, should require advanced moral reasoning ability; however, research indicates that this is not the

Ethics concerning responsibility is a duty to follow morally correct avenues that lead to positive outcomes of well-being and prosperity. In our personal life, responsibility may be to our families, but in the sense of society and the educational duties of our institutions, the strength within ethical responsibility includes informed decisions, respect for others welfare and investment towards innovative measures to secure the financial integrity of its infrastructure. The power and strength behind moral responsibility can account for learning that colleges and universities are expected to exercise responsibility appropriate to their position and delegated authorities. Responsibility empowers the involvement of the school’s stakeholders both

To meet the needs of students in the facility setting and prepare them for success, a teacher must emphasize and embody pro-social character values including integrity, compassion, tolerance, and hard work. The vast majority of students in these settings have found themselves there due to a lack of appropriate role models, resulting in anti-social behaviors. I believe that my success in these settings, which is demonstrated by several awards listed on my résumé and my promotion to teacher after two months in a paraprofessional position, is due in part to my strength of character and ability to encourage its development in others. Additionally, because character-building is such an integral part of my job, the values that represent a morally responsible adult have become even more engrained into my decision-making process both personally and professionally.

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.

They have the responsibility to teach effective ethical education. “Professors teach students about morality by the ways in which they grade tests,structure assignments, and respond to student complaints.” Professors use their own behavior to affect students ethics. By through the fairness of the exams and grades. Education is different from the past to the future. It need to be changed no the teaching ways but it still need to keep the moral education.However,sometimes the ethics teaching need technology to achieve.“Far from making us stupid,these technologies are the only things that will keep us smart.”(Pinker,221) The modern society ’s future in connected with the technology.Using the Internet in the correct ways make life effective and is convenient for students to form the new moral thinking. When professors have classes in the universities, using technology product like PPT or video is more effective and direct to show the moral things. Professors also can use some programs to mark the exams in addition it can reduce the error rate. When professors talk about cheating or stolen, students can know the bad affects of losing the ethical education.In addition, universities should provide ethical education through professors’ behavior.

“Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct of a person or the members of a profession” ( Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with many daily problems that face educators, but there are ways to handle situations that are better then others.

Teaching is known as one of the noble professions as it involves reading, understanding, attracting and cultivating minds of especially young that would make the good citizens of a country. Thus teachers play a vital role in the society in moulding students to survive in the society as good people. This is why soft skills have to be practiced by every teacher teaching students as these skills are personality driven skills needed by a teacher to enhance the ability to interact effectively with learners, other teachers and other professionals. To be successful in their profession, teachers need to practice and follow ethics with students, other teachers and other professionals in the school or college environment. Ethics

Recently, the threat of terrorism and a series of unpredictable, aggressive events, for instance, the terroristic attacks in England and the current gunfire in Las Vegas, have rekindled the interest in ethics. Academy Award-winning actor Edward James Olmos once said, “Education is the vaccine for violence” (Rock, 2010, 61). Indeed, education has been championed as the solution to many of the problems society is facing today. Many deem that not only does education enhance knowledge and understanding, it also teaches new skills, and imparts values and wisdom in how one should lead his or her life. While I do agree to the extent that education only plays a supporting role in inculcating morality into students, there are three other significant drivers in shaping one’s ethical principles. In this essay, I will expound on my opinion that, parenting, religious and cultural beliefs, as well as one's social interactions, are the more crucial parts in one’s ethical development.

Flash forward to the progress report due mid-semester, I did not have any answers but I did gain lots of insight and a variety of perspectives were brought to my attention. I found myself pursuing a different realization every week. Towards the end of the semester, this project became less about my and more about how teaching and our current education system expressed similar faults. This paper will briefly touch base on my journey to realizing the greater ethical issues expressed in the larger social network: the school system.