This article illustrates what the author believes to be the role of the teacher in the best case student-teacher dynamic. Teachers are to lead by example and work together with the student through the education process to attain different levels of understanding of both life and subject content. I agree with this point but want to examine one of the examples. The author, Nel Noddings, mentions cheating as a time when the teacher may not be “content to enforce rules – and may even refuse occasionally to do so – but she continually refers to the rules to their ground in caring.” Teachers must be able to evaluate so many situations in their specific contexts and identify different learning opportunities as they arise. This seems to be a difficult task.
As educators, we have a responsibility to remain ethical yet also guide students towards an understanding of what it will take to be a contributing member of our society. If someone is cheating, we have a responsibility to uphold the rules to the institution and to the other students. Students have to learn that their actions have consequences. Teachers must explain why it is in the student’s best interest not to cheat but at the same time, maintain the integrity of the classroom. Actions have consequences and sometimes punishment is necessary in order to teach people what is acceptable and unacceptable behavior. We, as teachers, are teaching more than just a subject but how to be accountable for our actions. We must handle so many different situations with such care so as to not alienate our students and cause them harm while also teaching them responsibility for their actions. Our success depends on how we approach the situation.
Subscribe to:
Post Comments (Atom)
2 comments:
Do you think Noddings would disagree with your statement that cheating should often or mostly be punished?
Possibly, but if the punishment and the subsequent explanation are carried out in a positive way, the teacher can still enhance the moral sense of the student.
Post a Comment