Saturday, 7 April 2012

5c professional ethics


Having read Reader 5, I understand that there are three types of ethics. Organizational (how we do things), Professional (sometimes know as the ‘code of conduct’) and Personal. I feel that personal ethics present themselves as the most challenging as it is often very difficult to ignore what one believes in so passionately. For example, I would find it impossible to kill an animal, even if it were for someone else’s benefit.

What I do find interesting is how some people who believe themselves to have strong ethics, can find themselves being manipulated in certain environments. Reader 5 mentions the Jade Goody/Shilpa Shetty argument on Big Brother back in 2007. Although the people involved protested that they were not racists, it seems they became a product of their environment. Although they were brought up to know right from wrong, this case suggests that our ethics can be easily changed.

Therefore, there doesn’t seem to be a right and wrong when it comes to personal ethics. It is a very grey area and different people have different perceptions. I was particularly drawn to a line from Plato’s play ‘Theatetus’

whatever in any city is regarded as just and admirable is just and admirable in that city for as long as it is thought to be so”.


This line highlights that really there is no such thing as right and wrong – it is merely what one perceives it to be. 400 years ago it was perfectly acceptable to burn people who did not believe in the same religion as the monarch. These days this seems unimaginable! Though as human beings, there are actions that go beyond ethics or morals and are taken for granted. These include murder, rape and adultery. Most people agree that these examples are things that no human should do to another, whatever the situation. However, there are grey areas when the choice of whether something can be considered right or wrong/ good or bad is left to the individual and some cases, the jury.
Examples of these include: assisted suicide – is it always wrong to help someone end their life if they are living every day in misery and pain?
Theft – is it always wrong to steal if you are starving and have no other means to survive? (possibly applies to other poverty striken countries rather than the UK)  Treason – If people had not fought against the crown in history, we may not be living in a democracy today.

Hobbes, 1651 saw ethics as a necessity in society to prevent everyone doing as they pleased and subsequently leading to an intolerable community. This is still relevant in today’s society and the majority of people adhere to the law, which in the UK, is here to prevent people from harm in some way or another. Nowadays, ethics do not lie as deep as the law. What some people may consider unethical, others may not and without the law to back them up, people find themselves in a position of having to legally tolerate what they believe to be unethical.
For example, I think it is unethical to keep thousands of chickens in a dark room together without being able to spread their wings and having their beaks cut off to prevent them from pecking each other due to living in inhabitable environment.

I was interested in the concept of consequetialism – conducting something unethical for the greater good. Would it be right to torture a terrorist to extract vital information that could save hundreds of lives? I believe so.
I could not, however relate to the second case study of Reader 5. Whilst I can objectively understand the role of the photographer is to observe, the role of a human being is to participate in life and have compassion for others. My ethical stance on this is that it was a terrible, inhumane decision not to help the little girl. Surely there must come a point where you ignore your professional obligations and act on your instinct?

In my profession, I have found myself in situations where my personal and professional ethics have collided. As we live in a diverse country, we can sometimes find ourselves in situations where conflicting ethics and morals come together and do not unite. For example, homosexuality is legally accepted in the UK, but as we know, this does not necessarily mean that every British citizen finds it ethical. At my place of work, I came across someone from the Islamic faith who would not accept homosexuality. To her, her religion and close knit society had brought her up to believe that homosexuality is unethical, regardless of what the law states. She made some very homophobic remarks and this most certainly caused ethical tensions. I was horrified at some of the comments she made regarding homosexuality and she was horrified at some of the remarks that I made regarding her beliefs. People’s views on ethics can lead to not only conflict and tension, but also violence and war. What I learnt from this experience is the importance of professional ethics. These are here to protect the individual in their work place. Of course the law still exists within the work place, but certain ‘codes of conduct’ are essential to the worker and working environment. The outcome of my example was that I was informally disciplined for undermining her faith, and she was disciplined for actually breaking the law due to vocalising homophobic comments.

Reader 5 states that ‘the importance of carrying out functions in a good way was in the Greek’s view, central to contributing to a civil society. This rings true regarding ethics in the work place, as it promotes and implements a civilised working environment. The Reader also notes that some professions now have certain licences in order to function and uphold standards. In schools, the staff can also become members of a union which will act upon any unethical situation that may be imposed upon the staff. This is a similar concept to being a member of ‘equity’ within the entertainment industry.

In conclusion, it is very difficult to determine what is right and wrong due to the individual’s perception and we need laws and codes of conduct to oversee conflicting views.

Friday, 6 April 2012

5b - professional ethics

Having looked through the staff handbook's policies, I can see that all of the potential ethics I considered, are there.
Some that I hadn't considered included : Treating pupils with dignity, building relationships rooted in muteral respect, and at all times observing proper boundaries appropriate to a teacher’s professional position, having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions, not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs and ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
The only practice here that I think is a difficult ethic to follow is the one relating to 'not underminding fundamental British values', due to the fact that Britain is such a diverse country with so many different nationalities, cultures and religions. This follows on to say that other faiths and beliefs that may conflict with British values are not to be expressed in a way that may lead to breaking the law, but I think it is difficult to explain this to young people.
Working in a school, I am often scared to say something that may be taken as a negative comment towards that person's religion. I think additional training on school ethics would be very beneficial.

In my school, we tend to communicate through internal emailing. It has become commonplace for us to use a pupil's initials when writing about them rather than their full name. Sometimes there are other pupils in close proximity when we are writing these emails, and to keep the pupil identity confidential, this has become a regular practice.

We also have a letter that is sent out to all pupils in year 7 that their parents sign to give permission for photos and recordings to be taken of their daughters within the school. If a parent objects, they can then choose whether they would like their daughter to not participate in any photos or if they would like the school to ring them for permission on each different occassion, depending on the objective. Some pupils can not have their photo taken for religious reasons and some prefer not to give permission for their own reasons.


5a - Professional Ethics

There seems to be a lot to consider regarding ethics in a government run school. There are various codes of practice which act as a guide to both staff and pupils.
The pupils, for example must follow the rules which are set out to them, and are in fact written in their individual contact books. These include:

The first time rule - Do what is asked of you the first time, no arguements.
Respecting everyone around you
No swearing
No racist/ homophobic/ sexually oriantated remarks
Safety precautions such as no running in the school.

For staff, I imagine the ethics which apply include:
Following instructions
Being respectful of all members of staff
No racist/ homophobic/sexually orientated remarks
Adhere to the law
Understanding and following the curriculum
Undertaking regular training and observations
Dressing suitiably
Ensuring pupils are following the rules
Abstaining from any known foul play in relation to cheating

I found the last possible ethic which is surely to be applied in my professional practice difficult to write. I have recently found myself in a situation where I have been unsure whether to follow my own ethics or the professional ethics. I was shocked and taken aback by the example featuring the starving little girl and the photogrpaher who did not help her. He followed his professional ethics, which subsequently contributed to his death, when obviously his personal ethics told him to help her. At the risk of losing ones job, it is often very difficult to know what direction to take.

my worries

As I work in a secondary school, I know that I will have to be very mindful when it comes to certain questions. I'm actually a little fearful because I will probably be asking some questions that the school is not keen to be probed on. This particular shcool has recently had an Ofsted report which came back as 'satisfactory' - not the result the head was hoping for. The exam results are improving each year, but there are still plenty of grey areas. Since the previous Ofsted report in 2006, whilst the school was under a different head, it has been a great focus for the school to improve the GCSE results. My inquiry will be looking in to why the arts are not considered to be as relevent as the academic subjects, and my worry is, that at this particular moment in time, that is not the school's concern. I believe they are focussed on getting the best A*-C grades possible, especially in Maths, English and Science. Entrance numbers are becomming lower and lower (partly due to the fact the school is under-going a multi-million pound overhall and it is currently a building site), and as tensions are high at the moment, with the new GCSEs about to start, I don't think the head will welcome my inquiry.
Due to these concerns, I will be conducting my research with my line manager, rather than the head, who is more accommodating. Next month I will be finding out if I am one of the assossiate staff who will be made redundant due to massive cuts. I don't want to be fueling the fire in my direction!!

Thursday, 5 April 2012

why do we need maths article

I am in the process of looking in to 'why' maths is important as a compulsorary school subject. I read this article from 'the guardian', and although it is rather tongue in cheek, I can't help but think that this is another example of why we should have 'numeracy' lessons in schools rather than 'maths' which teach, in my opinion, unnecessary topics (unless you choose to go in to a career that needs simultaneous equations).

 Why do we need maths? Guardian article

academic subjects are favoured

A few weeks ago I was having a conversation with a like-minded colleague about the importance of creative subjects within schools and how it is unfair that these subjects are being removed whilst academic subjects thrive. We were sitting next to one of the maths teachers and as I would have imagined, she was very much all for the continuing battle to improve A*-C grades in Maths, and cared very little for subjects such as drama. She made a good point, that every person in society needs maths to some extent when they leave school. I completely agree. Maths is everywhere. And is relevent in many areas of life and many different careers. What I have personally found however, is that I have never called upon my distant knowledge of trigonometery or pythagarus. Yes, I understand that we all need to learn how to count, know our times tables, even percentages, area and ratio but surely these come under 'numeracy' rather than 'maths'. I find it wrong that every pupil has to have 4-5 maths classes a week. I believe it should be an option to pupils to choose maths if they so desire, and have 'numeracy' as a compulsorary subject.
I think it is just as important that pupils learn to stand up in front of their peers with confidence and good diction- something that is taught in drama classes and is certainly beneficial in most careers.
Having recently sat through year 10 GCSE speaking assessments, I was horrified to witness pupils who refused to stand up in front of the rest of the class, due to a lack in confidence, who could not string a sentence together due to embarrassment and refused to work outside their friendship groups. I believe that we are letting down these young people. By concentrating so hard on A*-C grades in Maths, Science and English, we are not teaching them everyday skills such as speaking in front of a group. We are not teaching them about culture. We are not teaching them to express their thoughts, feelings and experiences.
I would be really interested to hear your thoughts about this
thank you ,
Sarah

Wednesday, 4 April 2012

Back on track

At last, I'm able to blog again! It's Easter holidays so no excuses, I'm back on track!