Article on teacher and student dating issues. Science and Education Publishing.



Article on teacher and student dating issues

Article on teacher and student dating issues

This ERIC digest will address two components related to the moral and ethical preparation of teachers. First it will consider issues related to the identification and assessment of professional education, and then it will address foundations and specific models for the preservice training of teachers of character.

Not only does she already have a contract from the rural district in which she was born and raised, she is also bilingual. Irma wants to live in the community and teach in the elementary school in which she was taught.

She has a natural rapport with children and a positive personality. As the student teaching semester progresses, Irma's Master Teacher Mrs. Baxter grows increasingly uncomfortable. Irma is enrolled in a full set of courses during the student teaching semester and works hours a week.

Her relationship wit her boyfriend is serious and takes additional time. Because of this busy schedule, it is difficult for Irma and Mrs. Baxter to meet to discuss the classroom curriculum and review teaching plans. Baxter offers to meet with Irma before class, at 7: Meetings between the two are sporadic. Baxter has noticed other behaviors that bother her about Irma. For example, she has observed that on the playground Irma watches the students, but does not actively interact with them.

In the computer room, Irma searches the web, but does not help the children. She has asked Irma to prepare a theme unit and has given her time at school to prepare. But it is now three days before the unit is to begin and there are no plans and Irma has not discussed the unit with Mrs. Baxter feels that perhaps Irma is just "putting in time" because she knows she has a job waiting and the other facets of her life--her class work, her job, her boyfriend--have taken precedence.

Irma's performance as a professional-in-training is inadequate. She's involved in many activities and has interests that compete with her professional preparation. Though Irma has potential, her behavior is "unprofessional" or even "professionally unethical.

Rather, they violate principles of professional ethics that should be part of her professional preparation. If professional ethics concerns, "those norms, values, and principles that should govern the professional conduct of teacher A teacher's first moral obligation is to provide excellent instruction. Teachers with a high level of moral professionalism have a deep obligation to help students learn.

According to Wynne , teachers with that sense of obligation demonstrate their moral professionalism by: Each component is clearly defined, and educational goals, teaching strategies and assessment methods can be derived from those definitions.

It involved being aware of the different lines of action and how each line of action affects the parties concerned. It involves knowing cause-consequent chains of events in the real world, and empathy and role-taking abilities. It requires adults to make moral judgments about complex human activities.

Training strategies which lend themselves to enhancing moral sensitivity may include role-playing exercises to sensitize pre-service teachers to professional dilemmas like the one that began this essay and related strategies to make professionals aware that their actions affect others. In addition, moral judgment training strategies might include the direct teaching of criteria for making professional moral judgments in cases involving informed consent, paternalism or breaches of confidentiality.

For this component, reference should be made to the specific descriptions of prescribed actions found in professional codes of ethics. Moral motivation training might include profession-specific service activities, and the study of professional moral exemplars i. Issues related to the moral and professional ethical education of teachers are the focus for several book-length treatments e.

It would seem that this is developing into an area of greater interest to the profession. For example, Aristotle trans. Hence, it is no small matter whether one habit or another is inculcated in us from early childhood; on the contrary, it makes Clearly, the business world expects a basic understanding and practice of ethical behavior from its workers as they enter the workforce.

David Berliner and Bruce Biddle, in their book "The Manufactured Crisis" , report data collected from personnel directors of major industries. These employers were asked to list the five most important and the five least important skills needed by their employees. The surveys suggest that the habits and motivation of workers are more important to employers than the technical skills workers bring to their jobs.

The authors conclude, " Professionals in education need objective knowledge about how children form a basic sense of right and wrong and what schools can do to reinforce appropriate development. William Damon, author of "Greater Expectations" , provides that foundation. He describes research that children thrive on accomplishment, not on empty self-esteem message. They do not become overburdened by reasonable pressures related to worthwhile activities, including demanding homework.

They are tough and resilient and are motivated to learn through both extrinsic inducements e. But they need the guidance that can best be provided by able, caring, concerned adults.

Daniel Goleman, author of the highly acclaimed book "Emotional Intelligence" , has documented the effects of positive and counter-productive child-rearing practices that result in either positive or anti-social behaviors.

Many of these practices are related to teaching. Such at-risk behaviors as impulsiveness and belligerency, stubbornness and indecisiveness, overreaction to irritation, and inability to put off gratification are learned, and interfere with social and educational success, with what Goleman calls "mental clarity.

These include a strong cultural work ethic, temperance, and the ability to cope with frustrations, optimism and empathy. An appropriate classroom environment can enhance these positive dispositions in children if teachers receive appropriate training. It is no accident that some schools are more adept at addressing the moral development of their students. Better schools plan for virtue. The curriculum contains references to virtuous acts, and students are recognized and rewarded for virtuous behaviors.

There is good communication between teachers and parents. However, the report identified three university teacher education programs offering students the knowledge and professional skills to integrate character education into classroom practices p.

Each will be described here. Character education is a theme running through Boston University's School of Education teacher preparation program. As a culminating experience, students develop and present lessons at Boston's Museum of Fine Arts to groups of middle school students.

The purpose of this experience according to the instructor, Steven Tiner, is to offer "future teachers a pedagogically reflective engagement with texts and other artifacts fundamental to American culture" p. Other classes include character education themes, and the School of Education formally inducts students into the profession at a special ceremony.

California State University, Fresno. Since , the Kremen School of Education and Human Development, like Boston University, has formally inducted students into the teaching profession. Students begin the induction session with a discussion of an ethical dilemma and end the session with a choral recitation of the Educators' Affirmation, a pledge adapted from Tinger's work at Boston University.

All student teacher supervisors meet regularly to discuss ethical issues that confront them as they supervise student teachers, often writing their own dilemmas for group discussions. The Kremen School's mission and vision statements attend to the professional ethical responsibilities of its students, and the School sponsors a yearly Conference on Character and Civil Education now in its 20th year for its student teachers.

At that conference both faculty and community members present moral dilemmas from their professional work for discussion with students.

Character education is the clear theme of that conference, as well as the work of several education-program cohorts. In one cohort, Early Childhood Education, faculty have initiated a long-term research project assessing students as they enter and exit the program, and influsing the curriculum with activities that enhance character and moral development.

Francis has always included attention to values, ethics, and service. Character education is part of both the formal curriculum and the ethos of the College of Education. Several education classes examine moral development and ethics and the responsibilities of teachers as character educators while school-and-campus-wide programs habituate students to service and community involvement.

Service learning projects are required in students' cultural diversity courses. Philosophical writings and psychological research exist to provide guidance, and exemplary university training programs, provide beginning models of practice. Overwhelmingly deans and administrators of teacher education programs agree that core values can and should be taught in our schools. It's now up to the profession to ensure broader and deeper implementation.

Journal articles EJ should be available at most research libraries; most documents ED are available in microfiche collections at more than locations. A perspective on research in moral education. Educational Researchers, 28 4 , The relationships of character education and academic achievement in elementary schools. Journal of Research in Character Education, 1 1 , Myths, fraud and the attack on America's public schools.

Practices of teacher educators committed to characters. Examples from teacher education programs emphasizing character development. Overcoming the cultur of indulgence in America's homes and schools. The moral dimensions of teaching. The public purpose of educationn and schooling. The Psychology of moral development: Essays on moral development. Ethics in teacher education: Are we accountable for our product? National Education Assoociation n.

Code of ethics of the education profession. Retrieved June 12, from http: Professional standards for the accreditation of schools, colleges and departments of education.

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What Teachers ACTUALLY Think About Their Students



Article on teacher and student dating issues

This ERIC digest will address two components related to the moral and ethical preparation of teachers. First it will consider issues related to the identification and assessment of professional education, and then it will address foundations and specific models for the preservice training of teachers of character. Not only does she already have a contract from the rural district in which she was born and raised, she is also bilingual.

Irma wants to live in the community and teach in the elementary school in which she was taught. She has a natural rapport with children and a positive personality. As the student teaching semester progresses, Irma's Master Teacher Mrs. Baxter grows increasingly uncomfortable.

Irma is enrolled in a full set of courses during the student teaching semester and works hours a week. Her relationship wit her boyfriend is serious and takes additional time. Because of this busy schedule, it is difficult for Irma and Mrs. Baxter to meet to discuss the classroom curriculum and review teaching plans.

Baxter offers to meet with Irma before class, at 7: Meetings between the two are sporadic. Baxter has noticed other behaviors that bother her about Irma.

For example, she has observed that on the playground Irma watches the students, but does not actively interact with them. In the computer room, Irma searches the web, but does not help the children. She has asked Irma to prepare a theme unit and has given her time at school to prepare. But it is now three days before the unit is to begin and there are no plans and Irma has not discussed the unit with Mrs.

Baxter feels that perhaps Irma is just "putting in time" because she knows she has a job waiting and the other facets of her life--her class work, her job, her boyfriend--have taken precedence.

Irma's performance as a professional-in-training is inadequate. She's involved in many activities and has interests that compete with her professional preparation. Though Irma has potential, her behavior is "unprofessional" or even "professionally unethical.

Rather, they violate principles of professional ethics that should be part of her professional preparation. If professional ethics concerns, "those norms, values, and principles that should govern the professional conduct of teacher A teacher's first moral obligation is to provide excellent instruction.

Teachers with a high level of moral professionalism have a deep obligation to help students learn. According to Wynne , teachers with that sense of obligation demonstrate their moral professionalism by: Each component is clearly defined, and educational goals, teaching strategies and assessment methods can be derived from those definitions.

It involved being aware of the different lines of action and how each line of action affects the parties concerned. It involves knowing cause-consequent chains of events in the real world, and empathy and role-taking abilities. It requires adults to make moral judgments about complex human activities. Training strategies which lend themselves to enhancing moral sensitivity may include role-playing exercises to sensitize pre-service teachers to professional dilemmas like the one that began this essay and related strategies to make professionals aware that their actions affect others.

In addition, moral judgment training strategies might include the direct teaching of criteria for making professional moral judgments in cases involving informed consent, paternalism or breaches of confidentiality. For this component, reference should be made to the specific descriptions of prescribed actions found in professional codes of ethics. Moral motivation training might include profession-specific service activities, and the study of professional moral exemplars i.

Issues related to the moral and professional ethical education of teachers are the focus for several book-length treatments e. It would seem that this is developing into an area of greater interest to the profession. For example, Aristotle trans. Hence, it is no small matter whether one habit or another is inculcated in us from early childhood; on the contrary, it makes Clearly, the business world expects a basic understanding and practice of ethical behavior from its workers as they enter the workforce.

David Berliner and Bruce Biddle, in their book "The Manufactured Crisis" , report data collected from personnel directors of major industries. These employers were asked to list the five most important and the five least important skills needed by their employees. The surveys suggest that the habits and motivation of workers are more important to employers than the technical skills workers bring to their jobs. The authors conclude, " Professionals in education need objective knowledge about how children form a basic sense of right and wrong and what schools can do to reinforce appropriate development.

William Damon, author of "Greater Expectations" , provides that foundation. He describes research that children thrive on accomplishment, not on empty self-esteem message.

They do not become overburdened by reasonable pressures related to worthwhile activities, including demanding homework. They are tough and resilient and are motivated to learn through both extrinsic inducements e.

But they need the guidance that can best be provided by able, caring, concerned adults. Daniel Goleman, author of the highly acclaimed book "Emotional Intelligence" , has documented the effects of positive and counter-productive child-rearing practices that result in either positive or anti-social behaviors.

Many of these practices are related to teaching. Such at-risk behaviors as impulsiveness and belligerency, stubbornness and indecisiveness, overreaction to irritation, and inability to put off gratification are learned, and interfere with social and educational success, with what Goleman calls "mental clarity. These include a strong cultural work ethic, temperance, and the ability to cope with frustrations, optimism and empathy. An appropriate classroom environment can enhance these positive dispositions in children if teachers receive appropriate training.

It is no accident that some schools are more adept at addressing the moral development of their students. Better schools plan for virtue. The curriculum contains references to virtuous acts, and students are recognized and rewarded for virtuous behaviors. There is good communication between teachers and parents. However, the report identified three university teacher education programs offering students the knowledge and professional skills to integrate character education into classroom practices p.

Each will be described here. Character education is a theme running through Boston University's School of Education teacher preparation program.

As a culminating experience, students develop and present lessons at Boston's Museum of Fine Arts to groups of middle school students. The purpose of this experience according to the instructor, Steven Tiner, is to offer "future teachers a pedagogically reflective engagement with texts and other artifacts fundamental to American culture" p. Other classes include character education themes, and the School of Education formally inducts students into the profession at a special ceremony.

California State University, Fresno. Since , the Kremen School of Education and Human Development, like Boston University, has formally inducted students into the teaching profession. Students begin the induction session with a discussion of an ethical dilemma and end the session with a choral recitation of the Educators' Affirmation, a pledge adapted from Tinger's work at Boston University.

All student teacher supervisors meet regularly to discuss ethical issues that confront them as they supervise student teachers, often writing their own dilemmas for group discussions. The Kremen School's mission and vision statements attend to the professional ethical responsibilities of its students, and the School sponsors a yearly Conference on Character and Civil Education now in its 20th year for its student teachers. At that conference both faculty and community members present moral dilemmas from their professional work for discussion with students.

Character education is the clear theme of that conference, as well as the work of several education-program cohorts. In one cohort, Early Childhood Education, faculty have initiated a long-term research project assessing students as they enter and exit the program, and influsing the curriculum with activities that enhance character and moral development.

Francis has always included attention to values, ethics, and service. Character education is part of both the formal curriculum and the ethos of the College of Education. Several education classes examine moral development and ethics and the responsibilities of teachers as character educators while school-and-campus-wide programs habituate students to service and community involvement.

Service learning projects are required in students' cultural diversity courses. Philosophical writings and psychological research exist to provide guidance, and exemplary university training programs, provide beginning models of practice.

Overwhelmingly deans and administrators of teacher education programs agree that core values can and should be taught in our schools. It's now up to the profession to ensure broader and deeper implementation. Journal articles EJ should be available at most research libraries; most documents ED are available in microfiche collections at more than locations.

A perspective on research in moral education. Educational Researchers, 28 4 , The relationships of character education and academic achievement in elementary schools.

Journal of Research in Character Education, 1 1 , Myths, fraud and the attack on America's public schools. Practices of teacher educators committed to characters. Examples from teacher education programs emphasizing character development.

Overcoming the cultur of indulgence in America's homes and schools. The moral dimensions of teaching. The public purpose of educationn and schooling. The Psychology of moral development: Essays on moral development. Ethics in teacher education: Are we accountable for our product?

National Education Assoociation n. Code of ethics of the education profession. Retrieved June 12, from http: Professional standards for the accreditation of schools, colleges and departments of education.

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2 Comments

  1. Are you telling them to do one thing, yet you model quite different behavior? It is felt that longer duration of teacher preparation will provide enough time and opportunity for self- study, reflection and engagement with teachers, students, classrooms and pedagogic activities that is essential for developing professionalism in teachers. What are the factors contributing to positive teacher-student relationships?

  2. Hence, the concept points to a dialogic perspective through which tensions are equated, closely examined and sometimes attenuated or overcome, ranging in intensity, being problematic or difficult to varying degrees, creative and strategic or even limited by situational constraints [ 15 ]. Ethics for professionals in education: Using a phenomenological perspective also facilitated our attempt to answer the more specific questions we asked of our data:

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