Ethical standards are intended to guide us in carrying out responsibilities we have to the different groups with whom we interact.” (p 320).
“Reflection should never stop, because conscious reflection on values is perhaps the cornerstone of the ethics of teaching.” (p. 327) Svinicki & McKeachie’s chapter 22 is title The ethics of teaching. It examines ethics from the standpoint of a forum for discussion and food for thought, rather than offering specific answers to the ethical quandaries. A wide range of dilemmas are presented, from not being properly prepared to teach to sexual misconduct. Of course, the educators surveyed reported that sexual harassment and sexual relationships with students was a clear violation. However, the more “admonitory norms”, as they are referred to by the authors, create more confusion for some. For example, advisement neglect, inadequate communication, and undermining colleagues were issues that did not create as strong a reaction as some of the more inviolable. These were issues of negativism, inattentive planning, moral turpitude, particularistic grading, personal disregard, uncommunicated course details, and uncooperative cynicism. (p. 321) The authors outlined responsibilities that educators have towards students, including the right of the student to think critically and freely, even if not in alignment with the instructor. The responsibility of the teacher must include coming to class fully prepared, just as we ask our students to do, and staying current in our teaching and research methods. Demonstrating respect for students, both in and out of the classroom is also stressed. This includes being sensitive to student’s emotional needs and considerate of their vulnerability in the relationship which may be construed as an imbalance of power. Confidentiality, honest and fair evaluation, and avoidance of discrimination are considered. The chapter concludes with six strategies to assist educators in dealing with ethical dilemmas. These are autonomy, nonmalfeasance, beneficence, justice, fidelity and acting consciously. These are put forth as guidelines, while acknowledging there is no one right or easy answer. My interpretation of the ethical guidelines is matched with those educators who participated in the research studies cited. However, I had not previously considered some of these issues as being under the ethics umbrella. For example, coming to class unprepared was something I did not do, but until reading this I did not understand was unethical. In hindsight this seems obvious. Not giving students your best effort is a disservice to them, and thus unethical. Students have a right to well prepared and current instruction. The idea of offering special treatment to some students because of their friendly relationship with the teacher also came to mind. It’s tempting to offer extra time and extra chances to students that you like, but this opportunity should be offered to all, not just some, or to none at all. This being said, I believe we should differentiate based on the needs of the students. If a student works more slowly than others, but is giving their best, shouldn’t they be afforded more time? If a student with a sick child asks for a small extension on an assignment, shouldn’t it be given over a student who just didn’t attempt the work until it was past due? I think you have to look at each circumstance and consider each student, dealing respectfully with each on an individual basis. Comments are closed.
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