My experiences have been shaped my beliefs through teaching essential elements of moral and academic knowledge that attribute to students intellectual agility and democratic habits. They have assisted students in sharpening their skills, including the ability to defend and articulate their positions and evaluate and enlist different point of view in the society. Thus, students are not a passive recipient of knowledge but active co-creators in their learning process. My experiences will further provide avenues of discovery and exploration that leads to lively discussions that foster productive exchange of ideas in the society. Students will be able to learn about themselves by engaging with the world by giving back to the community.
Since most schools are culturally diverse, the moral obligations that teachers should have in honoring students moral varied social and cultural traditions, background and traditions is by engaging students in ways that are linguistically and culturally appropriate. When requesting students to explore topics of personal or social identity, teachers should ensure they provide a safe space where the student is seen, cared for, and respected. It is also important for students to get opportunities where they can learn from each others perspectives and experiences. For teachers to create such a learning environment, they need to draw on students understanding to develop the curriculum. Moreover, teachers can show they appreciate students cultures and traditions by, for example, learning how to pronounce each students name or interacting with their families. Teachers also need to invest more in constructing a curriculum that revolves around individual narratives or incorporate personal-based responses into the study of texts. At the community level, they should understand neighborhood demographics, concerns, conflicts, strengths, and challenges because, just like the students, these dynamics change frequently. Teachers should conduct further research that increases their knowledge of cultural activities and features that are commonly found in their students families. In addition to articles and texts concerning culture education, teachers can get more information from community leaders from the different cultural groups. This allows educators to make a precise evaluation of the available data, and avoid misunderstandings. When disciplining students, teachers should also take note of certain practices that would result in emotional scars to children. They should be aware of disciplinary activities that, according to the students culture, are traumatic or demeaning.
Being a professional educator who is ethical means ethics is a critical element in teaching and is essential in a teachers professional and personal life. The moral stance of a teacher determines the manner in which students are assessed and instructed. Ethics sets clear principles and expectations that inspire professional excellence and guide educators in their profession. Ethics also plays an essential role in the way teachers should interact with administrators, colleagues, students and the entire society. Being a professional educator who is fair means the teacher is ethically devoted to upholding equality or motivated through concepts of justice. Fairness can be communicated through the culture of respect and caring, which the teacher develops and implement in his interactions and decision making with students. Teachers should care because they have a universal respect for their profession and human life and believe in ethical principles that assist in their professional judgment. Besides having exemplars of moral standards, educators should model ethical principles throughout their pedagogy.
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