Give teacher and the students should respect one

Give Chapter a titleWhen one is discussing the ethical classroom,it is important to firstly understand whatCM1  is meant by the word ethical or ethics. What does one mean bythis? Well, taking the word ethics, this can be defined as ”standards ofbehavior” (Personal Finance Society 2016) and also ”conforming to acceptstandards of conduct” (Webster 2017).

It can be said that ethics ”comes fromsociety and collective beliefs and values of its citizens” (Bellisario 2017).Values and morals are categorized as two words that fall under the word ethics.Values ”help us to know what is more important and what is less importantwhich helps to guide us when making decisions” (Futterman 2015). Nevertheless,morals are inclined to be broad. They are principles we impose on each othereither in the home or in the classroom. ”We judge others by their moralsrather than their values” (Futterman 2015). Ethics can also be classified, asstated by Futterman, as a division of moral philosophy and it involves”defending and recommending concepts of right and wrong conduct” (Futterman2015). Weinstein believesthat there are ”five basic principles of ethics that are common to allfaiths” (Weinstein 2017).

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These include to be loving, to be fair, to respectothers, to do no harm and to make things better. It is important to rememberthat these values are classified as cross-cultural they are accepted among allgroups. ”These values are cross-cultural and expected among all groups ofpeople” (Weinstein 2017).

Weinstein believes that these values should also gopast the partitions of protection or sanctuary and also that these valuesshould be taught and expected in the homes of students and the classrooms too.Focusing on these five basic principles, which are common to all faiths, Weinsteinbelieves that ”hurting others is unavoidable and that it is important tominimize that hurt” (Weinstein 2017). By making things better, one should knowthat difference between hurting and helping. In an ethical classroom, studentsand the teacher should ”be part of a community where people trust oneanother” (Weinstein 2017). In an ethical classroom, relating to Weinstein’sfive basic principles, the teacher and the students should respect one anotherin their differences, either being of a difference race or coming from acultural background. The teacher should always be fair in how they punish astudent in the ethical classroom. The teacher should not favourite students.

Beloving, Weinstein believe that this is ”having compassion for others” (Weinstein2017). Similar toWeinstein’s five basic principles, James Banks discusses the five dimensions ofmulticultural education. Banks developed the ”five dimensions of multiculturaleducation to help educators see that content integration is important” (Banks1998). The fist dimension is known as content integration and the second isknown as knowledge construction. Banks states that ”the knowledge constructionprocess moves to a different level because here teachers help students tounderstand, investigate and determine the implicit cultural assumptions andframes of reference and perspectives of the discipline they’re teaching”(Banks 1998).

The third dimension focused on is called equality pedagogy, whereBanks states that ”here teachers change their methods to enable kids fromdiverse racial groups and both genders to achieve” (Banks 1998). The fourthdimension is known as prejudice reduction. Here, Banks believes that ”allteachers should work to reduce prejudice in the classroom” (Banks 1998). Thefifth and final dimension is ”empowering school culture and social culture”(Banks 1998) where Banks discusses to look at not just the individualclassrooms but ”at total school culture to see how to make it more equitable.In Banks work, it is discusses about how these five dimensions of multiculturaleducation will help to create a society where many individuals will take part indemocratic institutions and to work to make it a more balanced society. I thinkthis is important because it also would link in to creating an ethicalclassroom with students who are from different cultural backgrounds.  ETHOS states that ethics ”is the foundationof our human relationship to ourselves and the world around us and the purposeand role of ethics has always been the preservation of human being as a person,human dignity, and the conditions for leading a good life as it protects andnurtures humanity of our existence, both in ourselves and in others around us,and practice of dialogue is essential” (ETHOS 2014).

It is believed thatethics can be related to almost everything as ethics can be described anestablished rules that are accepted by and supported by a group of individuals. Secondly, one must be able to understand whatthe term ethical classroom means, before one can create an ethical classroom.”An ethical classroom is a place where you and your students will look forwardto being everyday, a place of peace, a place of learning and a place ofpersonal and spiritual growth” (Pittella and Rotstein 2017). An ethicalclassroom can be described as a classroom environment where the students andthe teacher are looking forward to being everyday. It is a place that ispeaceful and, of course, a place of learning with both spiritual and personalgrowth.  It was also stated that ”theethical classroom, like a good home, is ideally a place for learning, sharing,trust, nurturing, personal and spiritual growth and peace” (Pittella andRotstein 2017).

Classrooms that create such feelings surrounded by those whoflourish ”are built around a consciousness and respect of ethical concepts”(Pittella and Rotstein 2017). As a teacher, by encouraging ethical behavior tostudents in the class it affects the students’ insights of how other studentsaround them are acting or behaving. In society today, there are many influencesthat students in school can take on board to be, to them, morally correct wherein fact they can be morally wrong. As a teacher, we need to insure thatstudents in the classroom are learning ethically in a safe, fair and funenvironment and it is vital to ensure the clear understanding of moral rightand wrong. Pittella and Rotstein state that supporting beams of a teachersethical classroom are beneficence, veracity, sense of self, justice, andnon-maleficence ”beneficence (goodness), veracity (truth), sense of self andnon-maleficence (the responsibility to do no harm) are the supporting beams ofan ethical classroom” (Pittella and Rotstein 2017).

”Ethics and ethical behavior are noless prevalent or important in education” (Futterman 2012). When creating anethical classroom, there should be concentration on the student’s knowledge,abilities and their skills. When creating an ethical classroom, one shouldchallenge students to grow, develop and learn. Vincent Prohaska, who holds aPhD in educational psychology in University of Chicago, states that ”creatinga climate of ethical behavior begins when instructors design courses to improvestudents knowledge, skills and abilities this courses should challenge studentsto learn, grow and develop” (Prohaska 2012).

 One can say thatit is extremely important in encouraging ethical conduct in a classroom andthat by doing this, it leads to successful teaching. Regan believes that”encouraging ethical conduct in the classroom is critical to successfulteaching” (Regan 2012). It is very important to teach a correct and ethicalbehavior in a classroom. Regan believe that ”ethical conduct requires thateveryone in the classroom practice respect and well being as a centralmotivation for learning” (Regan 2012). In terms of an ethical classroom, ateacher can create a classroom community. One that is anticipated to behaveappropriately in such a way that the student will expect other classmates tobehave also, in the same respectable manner. This is simple but at the same time,it is also powerful in creating a policy upon which the teacher and thestudents in the classroom can strongly undertake and accomplish objectives eachday. ”Classroom practices are about more than school rules” (Pittella andRotstein 2017).

One could agree with this statement. Every classroom will havea set of rules, for example a teacher may use a class contract, or basic rulesof the school for example no running in the halls, no pushing and no chewinggum. However, in an ethical classroom, the teacher should go past the rules tothe fundamental explanations why certain actions are essential for the greatergood of all students. Pittella and Rotstein give an example of this. ”Nopushing could be translated to ”we do not touch one another without permissionand never in a way that could cause harm” (Pittella and Rotstein 2017). Eachdecided instruction or policy for daily communications in ones classroomencompasses life lessons that teachers’ students will hold onto.  Every subject inthe classroom can be improved when the teacher includes ethical implementation.

For example, in the subject English, a reading lesson that had previouslyconcentrated on appropriate literature according to age, characters, themes andvocabulary words will all take a new explanation in your ethical classroom.This can be done age appropriately to facilitate to any teachers classroomgroup. A deliberation assisted by the teacher can help students to recognizewhen and where within the reading material ethics ideas and linguistics arefound. These lessons can offer students more than just knowledge, but also foodfor thought. In an ethical classroom, students can leave with ”stimulation ofthe mind, practical skills and the knowledge of ethical language and ideas thatwill transcend their lives” (Pittella and Rotstein 2017). The Code ofProfessional Conduct for Teachers, developed by the teaching council in 2012,it takes into consideration the other external factors that come into playwithin this profession such as parents’ involvement, availability of resources,economic and societal factors, and implementation of new legislation. The Codeis the standard to which all professionals registered with the Teaching Councilmust adhere. This Code guides the teacher and instructs them on how to navigateto job both appropriately and professionally.

Four main points of the Code arecrucial components of being a teacher, as only by upholding all four of thesevirtues can a teacher be an ethical educator of students. These four pointslink in with what is involved in creating an ethical classroom, or whatcreating an ethical classroom means. The Code emphasis that firstly, forteacher to have an ethical classroom they should have respect for variousdifferent spiritual, cultural and political values. ”Teachers uphold humandignity and promote equality and emotional and cognitive development” (TheTeaching Council 2012). Secondly, teachers should care of the pupils in theirclassroom.

”Teachers practice is motivated by the best interests of thepupils/students entrusted to their care” (The Teaching Council 2012). Thirdly,teachers should show integrity through their commitment to their work and totheir responsibility. ”Teachers exercise integrity through their professional commitments,responsibilities and actions” (The Teaching Council 2012).

Lastly, teachersshould inspire trust in their students and their parents, colleagues and thewider public. ”Teachers relationships with pupils/students, colleagues,parents, school management and the public are based on trust” (The TeachingCouncil 2012). One can agree that these four key points that are mentioned arecritical in creating an ethical classroom.  Looking at theETHOS project, this is an advocate for moral education at pre-primary andprimary levels as research has shown that it is at these levels are the mostimportant phases in which to indicate development of respect for others,tolerance, interculturality, compassion, amongst others. In terms of ethicaleducation, this ”encompasses a wide variety of topics and approaches and hasto be sensitive to its multi-dimensional and deep anthropological nature”(ETHOS 2014). ETHOS targets educators and offers lifelong learningopportunities focused on ethical education. Various different intelligences aretaken into account by ETHOS. For example: verbal/linguistic,logical/mathematical, visual/spatial, musical/rhythmic, bodily/kinesthetic,naturalist, intrapersonal, interpersonal and existential are all listed asidentifiers of the various different intelligences that are taken intoconsideration when discussing creating an ethical classroom for students.

Thisresearch will focus on the ethical classroom and how one creates a successfulethical classroom with students who are from different cultural backgrounds. Dothe known strategies to create an ethical classroom work and apply to studentswho are from different cultural backgrounds? As one can say that variousstudents with different cultural backgrounds in a classroom shape perceptionsand behavior.                      Reference List Banks, J., A. (1998) Educating Citizens in a multicultural society, ”The Fivedimensions of multicultural education”.  Bellisario, D., P.

(2017) Where do Ethics come from? online,available: accessed 19/12/17.  ETHOS (2014) A Manual for Teachers and Educators to Support the development ofEducational Materials and tools for Ethical Education.   Futterman, L.

(2017) Beyond the classroom: the ethical importance of ethics in education online,available: accessed 20/12/17. Pittella, R., Rotstein. P.

(2017) Creating an ethical classroom online,available: accessed 19/12/17. Prohaska, V. (2012) Encouraging students’ ethical behavior online, available: -behaviour.

org accessed 20/12/17.  Regan, M. (2012) Modeling ethical conduct in the classroom online, available: accessed 20/12/17. Personal Finance Society (2016) What does being ethical mean online,available: accessed 19/12/17.

 The Teaching Council (2012) Code of professional conduct for teachers, 2nd.Ed.  Webster, M. (2012) Ethics Definition online, available: accessed: 19/12/17.

 Weinstein, A. (2017) Ethics in the classroom: what you need to know online, available:

com/magazine/article/cheating-ethics/ accessed: 19/12/17.        CM1Title? 

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