By Bongsoon Zubay
Addressing the numerous moral concerns that come up day-by-day in class, this quantity is a hands-on consultant for all K-12 practitioners, an exceptional instructing device for getting ready destiny academics, and a vital source for somebody who desires to create a being concerned and supportive institution surroundings.
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Extra info for Creating the Ethical School: A Book of Case Studies
In June, Ms. Chester submitted her end-of-the-year report cards to Mr. Davis for his review. Ms. Chester had put much time and thought into each report card, and her hard work was evident. Mr. Davis, however, suggested revisions on her anecdotal comments, asking Ms. Chester to strengthen her language regarding Mike’s ability. Ms. Chester’s anecdotal comment began, “Mike is a capable math student who shows interest in his work. ” Mr. ” Ms. Chester was surprised and frustrated with this “suggested” revision.
Barnes did not nominate Wilma’s project for the fair. Mr. Barnes thought a lot about the situation during the next several months, but he didn’t talk to anyone else in the school community about it until the end of the year, when he visited Mrs. Simpson again. She hadn’t yet decided how to deal with the situation. Discussion Questions 1. To what extent should teachers feel responsible for seeing clues to abuse? Once teachers believe they have seen such clues, what should they do? 38 Creating the Ethical School 2.
Should that policy then be followed in all cases? How heavily should written policy weigh in decisions of punishment? Can cases exist in which policies should be modified or abandoned? PARENTAL PRESSURE Willy Wiseacre has been a student at Brooklyn Institute since preschool; he is currently a senior in the high school. Willy is a good student, talented artist, and all-around athlete, but his attitude leaves much to be desired. Willy is rude, disruptive in class, and irresponsible. He is late daily and often misses homeroom and the beginning of first-period class.