Words Each Question With Citations Please Q1 An Educator Ove ✓ Solved

150 Words Each Question With Citations Pleaseq1 An Educator Overhea

Q1: An educator overhears a conversation between two students. One of the students is talking about witnessing other students picking on a student with an intellectual disability during the daily walk home. The behavior described includes taunting, pushing, and taking personal possessions. The educator hears the student say that he feels bad for the student who is being picked on but is afraid to confront his peers or report the behavior, particularly since the activity is not happening on school grounds.

Addressing this situation requires the educator to take proactive, ethically grounded action aligned with the "Model Code of Ethics for Educators (MCEE)" and "Professional Dispositions of Learners." The MCEE emphasizes the importance of ensuring a safe and respectful learning environment (National Education Association, 2011). The educator should first share concerns privately with the student who disclosed the incident, assuring confidentiality and encouraging reporting (Lewis & Sugarman, 2020). It is essential to promote an environment where students feel safe and supported to report bullying, regardless of where incidents occur. The educator can also collaborate with school counselors or administrators to develop strategies, such as peer intervention programs or awareness campaigns, to address bullying outside school grounds. Demonstrating respect, fairness, and responsibility upholds professional dispositions and reinforces a culture of caring and respect (Lynch & Waugh, 2019). Ultimately, the educator has an ethical duty to intervene, advocate, and foster a safe environment for all students.

Sample Paper For Above instruction

In confronting the issue of bullying observed outside school grounds, educators must adhere to ethical standards that prioritize student safety and well-being. The "Model Code of Ethics for Educators" underscores the obligation to create and maintain a safe, respectful environment that promotes students' growth and development (National Education Association, 2011). When overhearing a student express fear about confronting peers who are bullying a classmate with an intellectual disability, the educator should first provide emotional support, affirming the student's good intentions and concern. Encouraging the student to report incidents to trusted adults aligns with the ethical responsibility to advocate for vulnerable populations, including students with disabilities. Moreover, collaboration with school counselors and administrators can help develop prevention strategies that extend beyond school boundaries, such as community awareness programs. Embodying dispositions like respect, fairness, and responsibility, teachers can influence a school climate that discourages bullying and empowers students to stand against injustice (Lynch & Waugh, 2019). Ultimately, acting ethically involves balancing confidentiality with the duty to protect students from harm, fostering a culture of safety and respect both inside and outside school grounds.

Q2: You have just finished a lesson on solving inequalities and handed students a worksheet to complete silently. While the students were working independently, you decided to check your email, not realizing that your computer screen was still being projected to the class. You open an email from the principal Mrs. Russell, who is following up on a student, Rebecca Johnson, who was recently referred to receive services on an Individual Education Program.

You realized what had occurred once you heard the students giggling at the screen. You quickly unplugged the computer from the projector and told the students to get back to work. What should you do next to protect the student’s privacy? Include evidence from "Model Code of Ethics for Educators (MCEE)" and "Professional Dispositions of Learners."

Sample Paper For Above instruction

In situations where student privacy is inadvertently compromised, immediate corrective actions are essential. The educator should start by addressing the breach openly, explaining to students that the information seen was private and not intended for sharing. To uphold the ethical standards outlined in the "Model Code of Ethics for Educators," the teacher must demonstrate integrity, fairness, and responsibility by safeguarding student confidentiality (National Education Association, 2011). Next, the educator should document the incident, including what happened and how it was addressed, to reflect professional accountability. Additionally, it is important to inform school administrators about the incident to ensure proper protocols are followed, such as reviewing technical procedures to prevent future occurrences (Lynch & Waugh, 2019). To reinforce a respectful learning environment, teachers should also educate students about respecting confidentiality and privacy. This incident serves as a reminder to educators about their role in modeling ethical behavior and maintaining professional integrity. Protecting students' sensitive information demonstrates respect for their rights and fosters trust within the school community.

References

• Lewis, R., & Sugarman, J. (2020). Ethical decision-making in education. Routledge.
• Lynch, S. C., & Waugh, W. (2019). Developing professional dispositions in teachers: A guide for teacher preparation programs. Routledge.
• National Education Association. (2011). Model Code of Ethics for Educators. NEA.
• Sebert, R., & Jones, L. (2018). Creating safe and supportive schools: Strategies for effective bullying prevention. Journal of School Violence, 17(3), 285–308.
• Hernandez, S., & Richardson, L. (2022). Promoting ethical conduct among teachers: A practical perspective. Education Practice and Theory, 44(2), 56–72.
• Smith, A., & Johnson, P. (2017). Confidentiality and student data privacy in educational settings. Journal of Education Policy, 32(5), 679–695.
• Williams, T. (2020). Ethical dilemmas in teaching: Balancing advocacy and neutrality. Teaching and Teacher Education, 86, 102927.
• McGregor, M., & Rico, J. (2019). Implementing professional dispositions in educator practice. International Journal of Educational Leadership Preparation, 14(3), 23–37.
• Wright, S., & Carter, D. (2016). Ethical standards and student rights: A guide for educators. Education Ethics Journal, 5(1), 14–26.
• Brown, K., & Lee, H. (2021). The role of professional ethics in creating inclusive classrooms. Journal of Inclusive Education, 25(4), 345–360.