Ethics in the Classroom

Ethics in the Classroom

Introduction

            Classroom ethics explains principles and guidelines necessary to create a safe learning environment for students. Some of the expectations for classroom ethics include respect among students and rights of individuals to have their own opinions and views among others. In most occasions, the ethics of the classroom facilitates creation of a free environment whereby students can express their ideas. Thus, teachers should maintain a respectful environment for all students. Although some educators do not respect ideas of students, the classroom ethics talks about feelings and opinions of students. Most importantly, the classroom should foster cooperation and interactive session amongst different students (Mahoney 101). Regardless of their different disciplines, students have a responsibility to uphold ethics in the classroom. Ethical guidelines in classroom practices foster growth and development of students to their adulthood. Students can benefit from ethics both in and outside of the classroom setting. Faculty members should come up with appropriate frameworks and policies to encourage ethical development among students.  Education of students on ethical issues and polices is crucial in shaping their behavior on how they conduct their class sessions. The paper will discuss the concept of ethics in the classroom, as well as its implications for the students’ growth and development.

Ethical Frameworks and Theories

Various ethical frameworks and discussion points have been used to develop the capacity of making informed judgments on classroom ethics. (Airasian 12) proposes that education and self-regulation relate to ethics guidelines that can be reviewed in the code of ethics. (Sims 122) suggests that implementation of appropriate ethics in the classrooms enhances application of ethical frameworks limiting specific behaviors and actions. By limiting specific behaviors, ethical frameworks create appropriate learning experience for students.

In addition, (Mahoney 88) provides that when teachers are engaged in teaching preparation practices, they are exposed to universal ethical codes and principles in the teaching practice. The practices help teachers to deal with all pupils fairly, promoting equality. Classic theories identify continued efforts made by people to come up with innovative solutions for handling various ethical issues. Many researchers propose that incorporation of moral philosophies in ethical concepts helps people with ethical decision-making, as well as improving critical thinking skills. Common classic ethical theories include utilitarianism and deontology. Thus, the ethics in classroom should follow moral provisions disclosed within significant classical theories.

There is potential harm emanating from unethical and immoral teaching practices in the classroom, including different forms of anxiety and stress. Thus, the teacher-student relationship is a major element in promoting ethics in the classroom. Teachers should maintain interaction with students in order to create mutual respect and trust. Such actions could have appropriate positive implications relating to the student’s performance.  This way, students would be more focused and attentive when listening to their teachers with a view to achieving better grades.  Formulation of relevant ethics guidelines in the classroom is complex (Airasian 56). Teachers need to use significant research proposals to handle ethical concerns in the society. Most importantly, educators are required to recognize complexities of creating rules and regulations based on their own teaching experience. For instance, a teacher could use appropriate test preparation materials acceptable by the school policies. (Elliot 102) has sufficient evidence showing how unethical teachers have faced sever punishments over unacceptable actions in the classroom, including sexual engagement with students. As a result, different literature sources and ethical frameworks emphasize the need to promote ethics in the classroom.

            Ethical dimensions in the classroom are also guided based on teaching practices adopted by tutors. Actions of students and tutors should be focused on doing right things. For instance, teachers evaluate students using discussed topics and lessons. Most importantly, exam papers should be graded and returned to students. It facilitates increased integrity of the evaluation of students. There have been some allegations relating to peculiar educators who grade examinations using racism, money, and sexual favors (Sims 102). Teacher should also follow appropriate guidelines on such issues as plagiarism and cheating in the classroom. Plagiarism is a criminal offence that presupposes stealing of other author’s ideas without proper citation.

Classroom settings should provide appropriate knowledge on how to avoid plagiarism and other unethical practices. Ethical guidelines in the classroom should discourage such bad actions and activities. Another major concern in the classroom is the use of technology. Today, most students have access to the internet and smart phones in the classroom. Teachers should ensure that all laptops and smart phones are used for educational purposes. If students use the technology for other purposes, it would be deemed unethical. Similarly, teachers should design innovative teaching lectures and discussions with account for modern technologies. Instructors have multiple responsibilities in promoting ethics in the classroom (Mahoney 198).

Ethics Relating to Educators in the Classroom

Moreover, educators are required to maintain the highest level of ethics and integrity in the classroom. There are two main principles of ethics for educators relating to the rights of the both students and educators in the classroom. Educators have to create a good learning climate for students to maximize their potential. Thus, educators usually act in line with the ethics principles and standards. Educators should understand that children have a right to access quality education free from interruption. The ethics seeks to expose the conduct of teachers during class sessions. They must promote learning through commitment and interactive teaching styles.  The first principle relates to the ethical conduct with respect to students (Elliot 67).

Educators should accept the role and responsibility of teaching students without any coercion. Thus, they should maintain character qualities and standards to evaluate effects of their actions. It is generally accepted that parents are primary educators for children. Educators are required to promote civic virtues among students, including teaching integrity, loyalty, diligence, and cooperation among others. Educators should understand the public trust to educate students for the overall benefit of the community (Sims 111). Some ethical regulations for educators in the classroom include preservation of confidential information of students, promotion of health and safety of students, presentation of actual facts without any bias in the classroom, and just resolution of all class problems.

            The second ethical principle relates to the performance and practices of educators. Educators are accountable for their classroom performance and should strive to enhance their competence. They should seek to uphold dignity to demonstrate their personal integrity since they have accepted their roles and responsibilities based on their professional qualities and conditions stated in their employment contract.  In terms of classroom performance, educators are also expected to promote mental health, as well as physical and social growth of children necessary to improve classroom performance.  It is also important for educators to comply with school polices and other relevant regulations (Sims 135).  Ethics Research Paper Writing Service. Educators are also expected to maintain honesty in terms of all resources allocated for use in the classroom. For example, any funds budgeted for classroom activities should be used appropriately. Teachers should not use institutional privileges for their personal interests.  

Ethics in a Multicultural Classroom

            With the increased diversity, ethics in the classroom should accommodate multicultural backgrounds of students, including their races, cultures, and ethnic communities among others. Students should be made aware of the diversity and cross-cultural differences. This approach seeks to incorporate moral values into classroom approaches that appreciate existing differences, as well as set up a standard of the classroom behavior. Schools should increase public awareness on challenges faced in the classroom with diverse students (Mahoney 35). Unethical actions are the most common among American students, hence proving a need for strict regulations and limitations to curb the vice. Most business schools have been instrumental in promoting ethics in the classroom. Such progress can be evaluated by their curriculum that fosters ethical learning in the classroom. 

            In addition, this approach integrates ethical guidelines into various courses offered, for instance, allowing the class materials to include some notes relating to ethical compliance and regulations. Based on the multicultural concept, ethics in the classroom can be identified as actions and choices required to reflect people’s values. Presence of different student cultures would bring about different interpretations of ethical behaviors (Airasian 55). Some ethical guidelines focus on particular contexts, while others apply to extensive cultural norms. In a classroom setting, the number of  international students stands at 30 per cent. Considering demographic changes, the ethics programs should incorporate shared values and beliefs of students. Such actions make it simple for diverse students to opt for appropriate ethical choices.

In order to improve ethics in the multicultural classroom, two significant courses can be undertaken by teachers. The first one is a training course that comprises appropriate guidelines on making ethical decisions. Teachers should be able to train students on the classroom ethics needed to overcome cultural barriers. Training instructions should be simple in order to enhance understanding. The second course is the ethics seminar that involves a detailed discussion and analysis of issues affecting ethical behaviors of diverse students (Elliot 245). Such class also facilitates interactive discussion of various options and possible ethical outcomes. It is significant for supporting implementation of ethical teaching practices in the classroom. Moreover, educators should be aware of the global understanding of ethics in the classroom. Awareness provides a comprehensive understanding of cultural issues affecting classroom performance. Teachers should also learn how to deal with students from different cultures.

Conclusion

            The ethics in the classroom identifies acceptable principles and values relied on in the process of developing a safe learning environment for all students. It fosters student’s compliance and focus on doing right things in the classroom. Educators and faculty members play a significant role in setting up educational policies and programs that promote improved ethical behavior in the classroom. Apart from the contemporary understanding of ethics, classic theories explain how ethics can be integrated with moral aspects in the society. Today, classic theories have created innovate strategies appropriate for resolving ethical issues in the classroom setting. They imply that teachers have a moral obligation to uphold ethics in the classroom. The ethical guidelines developed by educators seek to limit certain actions and behaviors among students. Different ethical dimensions have facilitated the change of teaching practices in order to accommodate students’ ethical concerns in the classroom. Moreover, existing multicultural settings in most classrooms call for proper understanding of the diversity.

 

Works Cited

Airasian, Peter. Assessment in the classroom: A concise approach. Boston, MA: McGraw-Hill Company. 2005. Print.

Elliot, Deni. Ethics in the first person: A guide to teaching and learning practical ethics. Lanham, MD: Rowman & Littlefield. 2007. Print.

Mahoney, Dan. Ethics in the classroom: Bridging the gap between theory and practice. New York, NY: Rowman & Littlefield Education.2008. Print.

Sims, R. Ronald. Teaching business ethics for effective learning. Westport, CT: Greenwood Publishing Group.2002. Print