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What Kind of Educator are You?

Are you principled, ethical, or both? Everyone makes decisions and behaves according to his or her own set of guiding principles and a personal code of ethics. As an educator, you are certainly aware that your behavior and decisions affect and act as a model for your students. Naturally, it is important for you to know what triggers them and evaluate whether or not you wish your students to do so in kind.

When one acts solely on one’s own personal principles, he or she implements absolute rules in every given situation. Such an educator, for example, commonly begins sentences with words like “always” and “never” when discussing rules of the classroom, a syllabus, or codes of conduct. Regardless of the circumstances, an educator that acts on what he or she sees as personal laws applies them absolutely and in every situation. This type of educator does not normally explain the reasons for the rules, but emphasizes the penalties for breaking them and rewards for abiding by them.

When one acts solely on personal ethics, one applies a general philosophy or philosophies of living to each situation as it comes along and considers the conditions and circumstances surround it. Such an educator is more likely to begin most sentences with words like “usually” and “normally” when discussing rules of the classroom, a syllabus, or codes of conduct. Such an educator applies a general, guidelines to each situation and bases decisions on the whole ethical picture in each case. Moreover, this educator would explain the underlying ethical reasons for classroom rules. For example,

To better understand the practical difference in these attitudinal and decision making styles, consider the following scenario:

In a certain classroom there is a policy of no talking between students except where specifically requested by the teacher, as in the case of a group project.

One student is caught talking to another student out of turn while the teacher is at the board writing out an assignment.

As a teacher acting solely on principle, he or she would discipline and/or penalize the talking student based on whatever classroom rules dictated without hesitation. This would be true no matter what excuse or reason was given by the student. No more would be said, except perhaps the teacher would remind the rest of the class about the absolute rules regarding talking (No talking between students without permission during class. Chatting with classmates was to be reserved for recess or lunch time. If you need to speak, raise your hand, and so on.)

As a teacher acting solely based on ethics, he or she would identify the talking student, remind him or her about the No Talking rule, and ask why the rule was broken. If the student had a good reason and credibility based on past behavior (“I thought my classmate looked sick and I asked if he or she was ok”), the teacher might forego any punishment, address the need of the ailing student, and then remind the rest of the class about the reasons for the general No Talking rule.

A teacher, who is committed to act on both principles and ethics, would ask the talking student of the No Talking rule, and ask why the rule was broken. If the student had a good reason and credibility based on past behavior (“I thought my classmate looked sick and I asked if he or she was ok”), the teacher might reinforce this behavior, noting the student’s altruism, address the need of the ailing student, but enforce a reduced version of the expected disciplinary action or penalty as well. In this case, the teacher involved would be highlighting and teaching the importance of abiding by the rules in force in a given situation, but also recognizing and applauding the kindness and humanity of the student’s action.

Where do you fit in? It is a good idea to periodically evaluate what “makes one tick,” to explore what usually motivates one’s decisions both within and outside of the classroom. It is important to think about the diverse and unpredictable situations your students will face in the future, and how you will ready them to make decisions and act upon them. Imagine for a moment a future world in which the decision makers evaluate issues on whatever basis it is that you are teaching by example in your classroom. Think about the fact that your students are the heirs of the future not only of the nation, but the world. Define and if need be adjust your attitude and decision making process accordingly, so you can celebrate the legacy you will leave behind.

By Rosanna Pittella PhD

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