Now, as school agents, we can see that historically in this particular niche, many considerable ethical issues that somehow have shaped teaching practices have been dealt with. In this opportunity, I would like you to bring forward to the group’s consideration, those particular matters that have concerned you and the way you have sorted them out.
I would like to tell you something that happened to me when I started working... I was in charge of the first level of English at the University (in the English Education Program). As it was supposed all my classes were taught in English, no spanish was allowed, and of course they could not use dictionaries during the evaluations... Since it is English as a foreign language students need to receive as much input as they may get and the teacher is usually the one that provides it more. In spite of the fact that my students were happy with my classes, most of them failed the sumative evaluations. So I started to be known as the "sweet teacher that fails students". My collegues told me that I had to lower my level and not being so strict because the dean or some members of the University could not agree with that situation (students´ failure. So, I started to save all the written tests of my students just in case I was asked to explain why they were failing my subject... It was not a caprice of mine... Students did not have the level to pass... So, do you think it is fair that we can have that pressure (from school members) of showing why we grade our students in such a way???
ResponderEliminarNormis, From my humble opinion I think, If your work as a teacher is based on your knowledge and you believe that your behavior has been the best for your students, but unfortunately the results were not expected due to the difficulties in the process and because the students were not prepared enough to face this responsibility. Not because you can be stigmatized, no one can criticize your work neither colleagues nor students. On the contrary, it is good to receive constructive criticisms that help you increase with which you can find positive solutions to possible mistakes that you have had. As advice I tell you that not all groups of students respond in the way we want, we must be methodical and mix a little flexibility looking for an equilibrium point. That does not mean that we have to give everything to the students so that they feel comfortable and speak well of us. Let us teach them to learn and to criticize with fundamentals. "Do not give me a fish, show me how to fish"
EliminarI agree with my colleague, undoubtedly we see a case where it is important to know who our students are before starting a formative process, in this way the learning processes must first start with a diagnosis, with which we can identify what Percentage of English and Spanish can be used as students adapt to the training process. As we discussed before, the standards are simply that, standards, parameters that do not take into account the context or reality of our students in some cases, For that reason it is our teaching role to analyse, to plan and then to execute a foreign language program, based on the previous knowledge of the apprentice and after this approach we are be able to to impart new demands and new knowledge.
EliminarUnfortunately, the educational community has suffered strong defeats, which have gradually weakened it (unsuitable salaries, poor service of health institutions, methods of teacher evaluation, poor evaluative processes for promotion in the teaching ladder, etc.). These defeats have fragmented not only the quality of teaching but also the professional ethics of teachers. Currently, the government is concerned with standardizing education and controlling the work of teachers without taking into account the social problems that each educational institution can present. Even teachers spend more time filling out formats than planning classes for their students. Teachers no longer believe in the educational system, do their works to comply with a schedule, missed many qualities of the tutor: teaching, tutoring, and being a friend and counselor to so many students who need it. Although it is true, the education system for good or for bad has changed, we must not allow it to interrupt our teaching work, we think that our work depends in a certain way the future of many of our students. My proposal is focused on three aspects that we must take into account so that our work is not a burden; on the contrary that it becomes a motivation of our lives. First: teachers must manage their time, that is, organize their schedules either to plan their classes, to qualify and rest. Second: The teacher must constantly renew in their teaching methodologies, not all groups of students are equal. Times change, the world changes and therefore we must be up to date with those changes. Finally, if the teacher enriches the way of teaching that will be reflected in their classes and therefore the students will notice that change. Let us give ourselves the opportunity as teachers to continue learning. Let us not close ourselves to knowledge.
ResponderEliminarI think the last point you mention is highly significant, to continue learning and be open to changes and suggestions it is a great strategy to provide good quality in our classes. But in some cases this is almost impossible. There are teachers in the school where I work, who are already (certain age) and refuse to change, even when it is dictated by the government. The Institution is trying to implement the program "Todos a Aprender" from the Ministry of Education, but teachers do not implement the strategies suggested by the tutor of the program.
EliminarNice words Julian ! I agree on many of them . However, It is true the system discourages us many times, but those external factors cannot "fragment " as you wrote, our ethical principles. Otherwise, we will enter the terrain of mediocracy. Our ethics towards the profession comes and it is shaped within ourselves, the context may or may not make our work easier, but priciples must stand tall !!
ResponderEliminarI totally AGREE!!! There will always be difficulties and disappointing situations around our teaching environment... However.. if this is our passion, our "principles must stand tall" (Cano, 2017)
EliminarI would like to consider the concept of being “school agent”. The Oxford dictionary provides more than eight definitions and I do not see one of them that fit with the role of being a teacher. A person that helps others to develop skills, abilities, competences and values related to knowledge. A teacher has a social role, a very complex one. His duties are not only to develop the learning process, are also educating student to participate of the society, produce knowledge and to be part of the nature environment in a responsible manner. However, being a “school agent” looks like being an automata that reproduces all the instructions of text books of principals. I have had a few troubles with this concept because I reuse to put all my creativity away or shape my pedagogical practice according to strict requirements that do not allow me to reflect or t develop my own teaching strategies.
ResponderEliminarWhen I was a pretty young girl, I started to be a teacher and that happened to me. I found out myself, at the age of twenty, being completely unhappy because I worked at a very religious school where I was not a person. I had to be a very rigorous teacher with my students; they could not even laugh inside of the classroom of play a game because it generated noise. My teaching planning had to cover a wild amount of topics and activities. So, I did not enjoy my classes I was depressed, as never before, and considering suicide. I was in a town far from home without my family or friends and my life was on risk. For that reason, I quit my job in the middle of the school year. It was a hard decision but my life was in danger.
I undestand the term "school agent" in a different way Angie. I think "agent" means having the role to promote changes, not an easy task in our context. An school agent
ResponderEliminarhad to be prepared to assume this job, and I am not talking about knowledge or methods. As stated by Seghedin (2014), being a competent professional goes beyond pedagogical handling, it requires higher competences, capabilities, principles, and consciousness of the teaching outcomes.
Seghedin, E. (2014)From the Teachers Professional Ethics to the Personal Professional Responsibility. Acta Didactica Naponcensia,7, 4, 13-22.
Great Point Hernán, I had that consideration according to my sad experience when I started my Teaching practice. I really appreciate the information you have provided me. I am going to read about the topic. Then, We will discuss a little bit more.
EliminarA painful story but I support your decision Ángela. It is better to make decisions on time than to put our lives at risk. If you are not happy with what you do, or in this case with the environment you face, teach or learn, It is better to go away, and look for new opportunities that fit our lifestyle, I consider that is an ethical issue.
ResponderEliminarThank a lot Edison for your support!!! It was a really stressing experience. I agree with you and according to Foucault Ethics is about taking care of yourself as individuals. I made the best decision for sure. Even though, It really affected my students.
EliminarMy friends, according to the topic which is being discussed in this ethical school issue, and taking into consideration your personal and professional opinion in this field of teaching and learning process. We as future and innovative teacher have to return to basic principals of education, and also we have to be passionated teachers for our labour. Therefore, and assuming some information provided by Foucault about ethics, we have to be professional people who assume this teaching and learning process conscious that we have to be neutral people, but awaken to changes of our society, taking this issue of education as serious part of our educative task.It is a question of rethinking the relation between reason and the historical moment in which we live, analyzing as Knet did in his time, the particular historical context that constitutes us, and trying to respond to it. Develop a critical ontology of ourselves.
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