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Analysis Of Ethical Dilemmas In Schools

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Analysis of Ethical Dilemmas Inflicted by Schools The topic of public education reform is extremely controversial and difficult to address. Pointing out problems and blaming individuals is much easier than bringing change to solve these ethical dilemmas that have created a nearly irreversible cycle of unenthusiastic students slugging their way through the public-school system. In a well thought out blog post, Alexis Wiggins addressed some of the most basic foundational problems inflicted by the school system upon the students who are forced to attend. Wiggins, a former teacher, based her writing on her experience shadowing two high school students on a typical day in a public school. She was utterly horrified by the expectations each student …show more content…

Wiggins talks about how it is unethical for teachers to expect students to sit quietly and pay attention with little to no interaction involved with the lesson being taught during any given class period. Teachers are forced to constantly nag and bark commands at students to “be quiet” and “pay attention” rather than attempting to keep them intrigued. In her text, Wiggins also talks about how easily frustrated teachers (including herself) become with students from simply asking questions. She wrote that while she was shadowing, students feel like a “nuisance” when they should be feeling welcomed and wanted. (Wiggins, 2014, para.20) When teachers show their frustration toward students who struggle, it takes away their enthusiasm and desire to learn which then prevents them from receiving the education they deserve. Wiggins believes that teachers should empathize with students more and show sarcasm and other forms of demeaning frustration less. (Wiggins, …show more content…

She pointed out that sarcasm and rudeness displayed by the teacher can “shut the door” on the relationship and comfort level between the teacher and student without even meaning to. (Wiggins, 2014, para.24) Showing compassion and holding oneself accountable for these traits could completely alter a student’s learning experience. Taking time out of the teacher’s already limited class period may be an inconvenience, but encouraging students to participate by allowing more time for questions and interactive classroom activities is much more beneficial to a student’s ability to absorb information than constantly badgering them to “be quiet” and “pay attention” as mentioned

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The Constitution The Articles of Confederation was an archetype constitution that created a nation of independent states only loosely connected together by a single congress. The founding fathers deliberately designed a nation with a very feeble central government. There was no judicial branch, no executive branch, there was no coining money, and there was no president. These were all intrinsic weaknesses of the Articles of Confederation that were entrusted to the states, weaknesses that would soon cause another rebellion. It was a confederation rather than a strong union, so in a sense we were playing with the other states on the team

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The teacher poked Hyeyoon in the eye with a freshly sharped pencil. The teacher proceeded to tell the poor girl, “Well, you should have been paying more attention.” This is the one sentence that made me feel terrible for this class. Students shouldn’t be treat so harshly. We, as a student, are there to learn.

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John Taylor Gatto addresses his belief in his article “Against School” that schools have become “laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands.” Students are bored of their teachers, teachers are bored of their students, “who, then, is to blame?” “We all are.” It is our duty as citizens in our society to make sure we are pushing and challenging ourselves every day instead of waiting for another to make it happen for us. The government has become routine enough to allow the few students they believe are capable to continue on their tradition, thus allowing the majority of students fall into useless stereotypes and groups.

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The Game of School: Why We All Play It, How It Hurts Kids, and What It Will Take to Change It by Robert L. Fried is a great tool for identifying challenges in school systems and planning school reform. This book explains in great depth the problems faced by students and educators in schools today and ends with a call to action for solving these problems. Some major concepts that arise frequently throughout the book are time being wasted, students feeling powerless and the prioritization of test scores over authentic learning. Time is wasted by everyone in school and is wasted in various ways, for example students are given busy work and teachers rush through a curriculum while students learn nothing. Students, while they are the most important stakeholders, feel as though they have no control over their education.

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In this view, the teacher must have high expectations for the work of the students. These clearly high expectations can be seen in the teachers’ own words, but more important, I would argue that it is demonstrated by the challenging (requiring deep thinking) tasks that these teachers presented to their students. To be successful students in each of the classes in the book, a student had to work and put in effort. Passivity did not appear to be acceptable in any of these

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This paper explores three contributors to educational ethics and ethical challenges in education. Although each contributor covers a different realm of the educational process, each made a significant advancement in the educational world. Thurgood Marshall proved separate was not educationally equal and that it was unethical to educate students differently based on race alone in the Supreme Court Case of Brown v. Topeka Board of Education (Williams, 2011). Tom Harkin addressed the educational ethics dilemma of educating children with disabilities by introducing a bill to fully fund the Individuals with Disabilities Education Act (IDEA) that would offer free, high quality education that the student is ethically entitled to receive (Murray, 2014).

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We are told that we are the land of the free, but in school we are taken many rights. We’ve been told to put our trust into the government, but only to realize false hopes. We are told to follow the books, but realize that they too are filled with mistakes. We are told to help the school by fundraising to grow our education, but then get fined because it’s illegal to sell during school hours and to strangers. Even though they do their best to educate us, they too are restricted on teaching us too much for it “doesn’t go with the school’s study plan,” we seem to have liberty to know all but at the end we are left empty.

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2. An academically and socially struggling 11-year-old female student, Irina, comes to speak with the school counselor, Mrs. Moon, about her increasing awareness of herself as lesbian. Irina’s parents are conservative Catholics and the culture of the school community is likewise politically conservative. She would like to meet in a group with other gay and lesbian students in the school. As a result of the school’s emphasis on the Common Core, group counseling has been eliminated this year.

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