Learning Outcome #3: Demonstrate good moral character
It is important to understand that moral character can mean
two things: As a teacher I should demonstrate good moral character through the
way I act with the students and my colleagues to the way I dress. Or, how I
design my instruction through ways of thinking about ethics and helping the
students grapple with using critical inquiry in pursuit of ethics through an
exploration of morality in reading and writing. Both are important in the
teaching world; however, we are here to further educate our students by
modeling good life choices and critical thinking.
It is essential that teachers display exemplary moral character, after all, throughout the course of the year we become a model in their eyes. Dressing professionally is only the beginning, and a small part of character at that. Creating positive relationships with colleagues and administration show the students the importance of collaboration and the optimism it brings to the lives of the people involved.
In the classroom and even outside the classroom, it is essential to build bonds with each and every student. It is untrue to say that as a teacher we will reach every single student we have, but there is still that possibility, so reaching out to every student is significant. Likewise, it is important to maintain authority when developing these relationships; this builds respect and eventual good moral character for both the student, and the teacher. Expanding their good moral character, the students are expected to listen in class, participate in class, follow directions, complete assignments, and attend class. Creating a positive and comforting environment for the students will enrich these aspects of moral character within the students.
Becoming interested in the students’ lives initiates one of the simplest ways of demonstrating good moral character. At my placement in Tully high school, I found it easy to connect with the seniors. My first day there, I made sure to begin with questions of interest, and because we all found a way to connect, the comfort level had already risen, proving that setting the tone of the classroom as soon as you walk in the door can create a community based classroom or vice versa. I found that starting the class off with a quote that could be linked to their lives and the texts being read was a fundamental way of addressing good moral character without saying the words. Most of the quotes focused on coming of age, adulthood, friendship, loyalty, honesty, stories, and other experiences that we all face. These kinds of objectives get the students excited about the rest of the lesson; they would read the quote, write about it, talk with a partner, and then share out to the class. Sometimes the discussions were so important that they would over-ride the lesson planned out. The students were not only pulling from their own personal experiences, but also connecting their lives to the novel or texts. Of course, when arriving at the rest of the lesson, I would always turn back to the quote, so they would have an understanding of the relation at hand.
Through reading and writing the students explored their own morality. One of the essays I had the students write was titled: If I Were Drafted. As a narrative essay I asked the students to put themselves in the place of Tim O’Brien when he received his draft notice. What would they decide to do? Would they go to war, or would they attempt to escape? Who would they console? Etc. Through this essay and the use of critical inquiry, many students said they would go to war. Numerous reasons were: Because I don’t want to disappoint my family, because I don’t want to be a coward, because I don’t want to be afraid anymore etc. If we dig deeper into these responses, they are using compelling critical inquiry in the pursuit of their own ethics and identities.
Building a community in the classroom, like I said before, is key to structuring good moral character through the gain of respect and trust from the students. Walking into my second placement I discovered that no matter what school you are attending there are always judgments made about students. I decided to come with an open mind and give every student a chance. One student, I was told, hated female teachers. It took me a couple weeks, but eventually we built our own relationship. She now participates in class, says hi to me every day, and even comes into 10th period to do her homework and talk about her life. We developed and made progress in our relationship; it is clear that she comes in 10th period because she feels safe with me, and finds a certain comfort within the classroom. She is just one example, but forming good relationships with all my students begins with simple gestures like saying hi to every student that walks into my classroom or asking them how their day is going or how their weekend was. These signs show that I support my students and care about their lives and education, which displays another aspect of what good moral character looks like.
If I Were Drafted Writing Assignment
Student Essay Examples
Class Night
It is essential that teachers display exemplary moral character, after all, throughout the course of the year we become a model in their eyes. Dressing professionally is only the beginning, and a small part of character at that. Creating positive relationships with colleagues and administration show the students the importance of collaboration and the optimism it brings to the lives of the people involved.
In the classroom and even outside the classroom, it is essential to build bonds with each and every student. It is untrue to say that as a teacher we will reach every single student we have, but there is still that possibility, so reaching out to every student is significant. Likewise, it is important to maintain authority when developing these relationships; this builds respect and eventual good moral character for both the student, and the teacher. Expanding their good moral character, the students are expected to listen in class, participate in class, follow directions, complete assignments, and attend class. Creating a positive and comforting environment for the students will enrich these aspects of moral character within the students.
Becoming interested in the students’ lives initiates one of the simplest ways of demonstrating good moral character. At my placement in Tully high school, I found it easy to connect with the seniors. My first day there, I made sure to begin with questions of interest, and because we all found a way to connect, the comfort level had already risen, proving that setting the tone of the classroom as soon as you walk in the door can create a community based classroom or vice versa. I found that starting the class off with a quote that could be linked to their lives and the texts being read was a fundamental way of addressing good moral character without saying the words. Most of the quotes focused on coming of age, adulthood, friendship, loyalty, honesty, stories, and other experiences that we all face. These kinds of objectives get the students excited about the rest of the lesson; they would read the quote, write about it, talk with a partner, and then share out to the class. Sometimes the discussions were so important that they would over-ride the lesson planned out. The students were not only pulling from their own personal experiences, but also connecting their lives to the novel or texts. Of course, when arriving at the rest of the lesson, I would always turn back to the quote, so they would have an understanding of the relation at hand.
Through reading and writing the students explored their own morality. One of the essays I had the students write was titled: If I Were Drafted. As a narrative essay I asked the students to put themselves in the place of Tim O’Brien when he received his draft notice. What would they decide to do? Would they go to war, or would they attempt to escape? Who would they console? Etc. Through this essay and the use of critical inquiry, many students said they would go to war. Numerous reasons were: Because I don’t want to disappoint my family, because I don’t want to be a coward, because I don’t want to be afraid anymore etc. If we dig deeper into these responses, they are using compelling critical inquiry in the pursuit of their own ethics and identities.
Building a community in the classroom, like I said before, is key to structuring good moral character through the gain of respect and trust from the students. Walking into my second placement I discovered that no matter what school you are attending there are always judgments made about students. I decided to come with an open mind and give every student a chance. One student, I was told, hated female teachers. It took me a couple weeks, but eventually we built our own relationship. She now participates in class, says hi to me every day, and even comes into 10th period to do her homework and talk about her life. We developed and made progress in our relationship; it is clear that she comes in 10th period because she feels safe with me, and finds a certain comfort within the classroom. She is just one example, but forming good relationships with all my students begins with simple gestures like saying hi to every student that walks into my classroom or asking them how their day is going or how their weekend was. These signs show that I support my students and care about their lives and education, which displays another aspect of what good moral character looks like.
If I Were Drafted Writing Assignment
Student Essay Examples
Class Night