Ethics In Education Chapter 2

Chapter 2 discussed several educational philosophies and approaches to ethical decision making. One of the lessons I found most salient came in the discussion of the search for the meaning of life. Rebore pointed out that “it can be devastating to realize that making a difference often has nothing to do with learning in the traditional sense and everything to do with trying to motivate students simply to come to school” (2014, p. 33). When I began my career in education, I was under the misconception that I would plan my lessons according to the standards and that was all I would need to teach. I didn’t realize that, before I could begin with Standard 1.1, I would need to get my students’ attention and gain their trust. Without the foundation

As a prospective administrator I believe it is important to instill these 4 R’s into the minds of the teachers under me. Students and teachers must have a mutual respect that is earned, not commanded. They must also form those positive relationships that motivate students to not only come to school, but also to do well when they get there. Teachers must teach students their expectations and hold them accountable for their actions. And finally, the content they teach must be rigorous as to challenge the students to be their best. As an administrator I would need to stress the importance of these values and demonstrate them in my own leadership as well. I would help my staff determine how to motivate those students to want to be in their classes and do their best. I truly believe the success of a school starts from the top and I agree with Rebore in his assessment that an administrator’s professional career really is devoted to actualizing human

After six first days of school, I have realized that before I pass out the text books, I need to form that important bond and determine what motivates my students to come to school. I instill in them that they are just as important to the class as I am and when they are gone, we all miss out. They miss class and we miss their participation. I need my students to know that my class is a safe place where they are accepted and cared about. Rebore’s words also made me realize that there is very little “traditional learning” that takes place in my classes. My students are not traditional so why should my teaching be? Often times I will rearrange the lesson in order to focus on what is happening in the world around us instead. This unconventional teaching practice motivates my students to come to my class because they know that what they learn will be relevant to their