Ethical responsibility of teachers
Module 1 of this unit asks ethical questions around teaching situations. I found the questions very challenging and thought provoking and I enjoyed the ethical dilemmas answering the questions. The mock scenarios gave me time to consider my options, and I am thankful for the time to reflect because my final responses were very different to my initial thoughts. In a situation with a student I may not have the luxury of time to analyse my response.
The AITSL Standards draw on teacher ethics directly, through 7.1 Meet professional ethics and responsibilities (p. 13), and indirectly with responsibilities that are required of teachers where a broad ethical standard is expected, 4.4 Maintain student safety (pp. 7-8), 7.2 Comply with legislative, administrative and organisational requirements, 7.3 Engage with parents/carers (p. 13). Further to that teachers must understand that ethics can be culturally specific, with that in mind I would suggest that 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (p. 1) would challenge established ethics.
Teachers’ critical incidents: Ethical dilemmas in teaching practice by Orly Shapira-Lishchinsky (2011) demonstrates the many ways a teacher can be challenged ethically. She also describes the many ways a teacher can be caught in the middle between conflicting needs and desired outcomes, the teacher and parent, teacher and principle, teacher and student (2011, p. 649). The results of her study are in line with the ethical dilemmas that I am concerned about facing when I begin my teaching experience. I want to be a teacher that is approachable, caring and fun, but I also want to be respected, effective and in charge, Shapira-Lishchinsky calls this a tension between ‘the caring climate and the formal climate’ (p. 648) or ‘solidarity and authority’ (p. 649).
The teachers interviewed in her study have reflected on certain experiences they have had during their teaching career. A couple of teachers have regretted avoiding confrontational situations that resulted in damaged the student/teacher relationship (pp. 652-653). Another example that would have challenged my ethics is dealing with disruptive students, the teacher’s responses were mixed, one gave them a chance and they improved (p. 652) the other was let down (pp. 652-653). I would be inclined to trust the student, because I truly believe that the school environment is good for students to help challenging social behaviour, but the over riding question is, what effect does that have on the rest of the class?
Teacher ethics is complicated and can have drastic effects on your career, your student’s lives or your school and community. Teachers are in a vulnerable position and I must prepare myself for the inevitable and unenviable position of an ethical dilemma by reflecting on past experience, my own and my colleagues.
Reference List
Australian Institute for Teaching and School Leadership. (2013). AITSL Australian Professional Standards for Teachers. Retrieved September 10, 2014, from Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Melbourne Declaration on Educational Goals for Young Australians. (2008).
Richardson, S. (2010). From novice to learning manager (Chapter 2). In B. A. Knight, & D. Lynch, Applied learning management: new approaches for the new millennium (pp. 7-21). Frenches Forrest, NSW, Australia: Pearson Australia.
Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice. Teaching and Teaching Education , 27, 648-656.
Strong, J. (2002). Effective teaching: what does it all mean? (Chapter 7). In Qualities of Effective Teachers (pp. 61-65). Alexandria, Va.: Association for Supervision and Curriculum Development.
Tosey, D. P. (2006). Bateson's Levels Of Learning: a Framework For Transformative Learning? University of Surrey, Centre for Management Learning & Development.
Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell, Victoria: ACER Press.
Module 1 of this unit asks ethical questions around teaching situations. I found the questions very challenging and thought provoking and I enjoyed the ethical dilemmas answering the questions. The mock scenarios gave me time to consider my options, and I am thankful for the time to reflect because my final responses were very different to my initial thoughts. In a situation with a student I may not have the luxury of time to analyse my response.
The AITSL Standards draw on teacher ethics directly, through 7.1 Meet professional ethics and responsibilities (p. 13), and indirectly with responsibilities that are required of teachers where a broad ethical standard is expected, 4.4 Maintain student safety (pp. 7-8), 7.2 Comply with legislative, administrative and organisational requirements, 7.3 Engage with parents/carers (p. 13). Further to that teachers must understand that ethics can be culturally specific, with that in mind I would suggest that 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (p. 1) would challenge established ethics.
Teachers’ critical incidents: Ethical dilemmas in teaching practice by Orly Shapira-Lishchinsky (2011) demonstrates the many ways a teacher can be challenged ethically. She also describes the many ways a teacher can be caught in the middle between conflicting needs and desired outcomes, the teacher and parent, teacher and principle, teacher and student (2011, p. 649). The results of her study are in line with the ethical dilemmas that I am concerned about facing when I begin my teaching experience. I want to be a teacher that is approachable, caring and fun, but I also want to be respected, effective and in charge, Shapira-Lishchinsky calls this a tension between ‘the caring climate and the formal climate’ (p. 648) or ‘solidarity and authority’ (p. 649).
The teachers interviewed in her study have reflected on certain experiences they have had during their teaching career. A couple of teachers have regretted avoiding confrontational situations that resulted in damaged the student/teacher relationship (pp. 652-653). Another example that would have challenged my ethics is dealing with disruptive students, the teacher’s responses were mixed, one gave them a chance and they improved (p. 652) the other was let down (pp. 652-653). I would be inclined to trust the student, because I truly believe that the school environment is good for students to help challenging social behaviour, but the over riding question is, what effect does that have on the rest of the class?
Teacher ethics is complicated and can have drastic effects on your career, your student’s lives or your school and community. Teachers are in a vulnerable position and I must prepare myself for the inevitable and unenviable position of an ethical dilemma by reflecting on past experience, my own and my colleagues.
Reference List
Australian Institute for Teaching and School Leadership. (2013). AITSL Australian Professional Standards for Teachers. Retrieved September 10, 2014, from Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Melbourne Declaration on Educational Goals for Young Australians. (2008).
Richardson, S. (2010). From novice to learning manager (Chapter 2). In B. A. Knight, & D. Lynch, Applied learning management: new approaches for the new millennium (pp. 7-21). Frenches Forrest, NSW, Australia: Pearson Australia.
Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice. Teaching and Teaching Education , 27, 648-656.
Strong, J. (2002). Effective teaching: what does it all mean? (Chapter 7). In Qualities of Effective Teachers (pp. 61-65). Alexandria, Va.: Association for Supervision and Curriculum Development.
Tosey, D. P. (2006). Bateson's Levels Of Learning: a Framework For Transformative Learning? University of Surrey, Centre for Management Learning & Development.
Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell, Victoria: ACER Press.