Ethical Teacher.

Context and Setting:

In the afternoon, lesson observation by Visiting Tutor, which was a whole class
visual art lesson in the designated art and craft space in the classroom. The
students in the class are all high needs Special Education students.
Description of Interaction and responses.
Making sand clay with the students, and reached the part where they had to put
their handprint into the clay so as to make an impression. One of the students
refused to do this and was ready to leave the table without even trying. I gently
encouraged her to try but she point blank refused. When I bought out the paua
shell for the other class members to decorate their hand prints with, the student
tried to grab them. I then firmly stated that she was not allowed to use them as
they were for the other students who had put their handprints on the clay. After
some moaning and whining, the student fulfilled the learning intentions, and
finished her piece so that she could use the paua shell to decorate with.
Reflection on the coherence between the action taken and who I want
to be as an educator:
Every interaction with students are different and can bring out either positive or
negative responses, this is the case with Special Needs Students as well. The
main issue here was the attempt of something unknown, for the student, and her
ability to persevere in that circumstance. My reaction of gentle persuasion and
the consequence of not completing the task (using the paua) were acceptable;
as this was part of teaching and modelling positive which are widely accepted
in society and encourage learners to apply them and critically appreciate their
significance. (NZEC Ethics, Standard 3, 2016). Standard 3 of the New Zealand
Teachers Code of Ethics is concerned with preparing the students for life in
society, and perseverance is part of being a successful citizen.
Ethical Teacher:
In reading many different articles about what is ethical behaviour, I have come
across a reading by Michael Lynch (2011). He describes the characteristics of an
ethical teacher as a person who has; empathy, knowledge, reasoning and
appreciation for moral considerations, courage and interpersonal skills. This
description paired with the Education Council of New Zealands Ethical mandate
for teaching, creates a strong moral and ethical stage that teachers have to
stand on. As teaching professionals, constant reflection on all that we do, act,
say and how we respond is necessary; so we can model the best moral and
ethical behaviour so as to create a template of behaviour for our younger
generation (Clarke, 2004).
My response to this student came under the umbrella of, care, love,
responsibility and my obligation to promote the value of perseverance that will
enable her to be as successful as she can be, outside the classroom. The gentle

encouragement to continue in the task, seeing the reward of a beautifully

completed artwork at the end of it, and to try something new (risk taking) will
enable her to use her confidence within the community and working situations.

Clark, J. (2004). The ethics of teaching and the teaching of ethics. New Zealand
Journal of Teachers, 1(2), 8084. Retrieved from
http://www.teacherswork.ac.nz/journal/volume1_issue2/clark.pdf
Code of ethics for Certificated teachers. (2016). Retrieved from
https://educationcouncil.org.nz/content/code-of-ethics-certificatedteachers-0
Lynch, M. (2011) Characteristics of ethical teaching. Retrieved from
https://www.gemslearninggateway.com/EducationNews/Pages/Characteristi
csofEthicalTeaching-.aspx