Who defines Morality?

Is it cultural? Is it subjective to religion? Is it God or the Government? or does it cross all borders?

Some say that you cannot legislate morality? Some say that all laws legislate morality?

Morality is doing whats right regardless of what you are told.

I really like this definition:

“The simplest answer is that morality is the human attempt to define what is right and wrong about our actions and thoughts”

 

 

Source:

https://en.wikipedia.org/wiki/Morality

 

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3260 – Chapter of my choice

BROOKFIELD ON TEACHER CREDIBILITY & AUTHENTICITY IN THE SKILLFUL TEACHER

Brookfield discusses Credibility and Authenticity in his chapter four 2006 book. This is the one chapter that has not changed over the years in his new revisions. It goes on to state that students perceive teachers to have credibility if they have skills, knowledge, insight, wisdom, and information that will benefit them considerably. What is Credibility and Authenticity and how does it apply to teachers?

Authentic is what is real and Credibility is what is accepted as real.

Brookfield explains that Credibility and Authenticity are crucial to the teaching profession. The way credibility is judged by a student is if we know our stuff. Are we able to respond to questions in the moment that are clearly unexpected? By doing so you are demonstrating your knowledge and credibility to the students. We can explain to the students why we do what we do because it provides credibility. As a teacher providing a rationale for your actions cannot be overdone.

Now ask yourself does Authenticity matter? Can you have Credibility without Authenticity? I think Authenticity is the real deal and you need credibility to go with authenticity. In an academic setting authenticity is provided when you have full disclosure of what criteria you are using to assess the students. They need to know and understand your agenda. As Brookfield said, teachers will never strike the perfect balance; however, this does not disqualify us as teachers. What we can do is try and keep the balance by using tools such as the Critical Incident Questionnaires (CIQ’s). CIQ’s are a method for finding out how students are experiencing their learning and your teaching. Students need to see that we are honest and helpful.

 

Source: Brookfield, S. (2015). The Skillful Teacher On Technique, Trust, and Responsiveness in the Classroom. (3rd ed.). San Francisco, CA: Wile

 

3260- Life Long Learning as a Professional

Life Long Learning as a Professional

The most valuable asset you will have is in your mind and what you put in to it. To me there is no end to education. Your whole life is learning from the moment you are born to the moment you die is a process of learning. It’s important to recognize that knowledge comes from learning and experience comes from living.

“Anyone who stops learning is old whether at 80 or 20”. _Henry Ford

What does lifelong learning mean? Wikipedia describes it as the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, rather than competitiveness and employability. (Wikipedia)

Professional development benefits everyone as it brings fresh ideas, insights and enthusiasm. When we continue with our professional development we are able to bring that back and pass the information on to our students.

There are many different ways you can take advantage of professional development:

  • Large conferences
  • Workshops
  • Seminars
  • Round table discussions
  • Solo effort
  • Books
  • Articles
  • Magazines
  • University courses
  • College courses
  • Mentoring

When we challenge ourselves to do better we become better teachers.

Currently, I am taking part in courses and workshops. I personally do a lot of reading which includes articles and books. If I could be a permanent student I would. I love learning.

 

 

Source:

https://en.wikipedia.org/wiki/Lifelong_learning

http://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/wz01061.html

Brookfield, S. (2015). The Skillful Teacher On Technique, Trust, and Responsiveness in the Classroom. (3rd ed.). San Francisco, CA: Wile

3260 – Education Related Article

EXPLORING STRATEGIES WHEN THE CLASS CLIMATE INADVERTENTLY THREATENS STUDENTS

The Eberly Center from Carnegie Mellon University wrote an interesting article which talks about the intellectual, social, emotional and physical classroom environment.  The climate can be influenced positively or negatively by many different factors. There are a number of things that teachers can do to provide a supportive respectful and safe environment.

The article recommends the following:

  • Use the first day of class to establish the climate
  • Establish ground rules
  • Reduce anonymity
  • Do not ask individuals to speak out for entire group
  • Avoid differential treatment
  • Acknowledge and draw on diversity
  • Invite feedback
  • Address offensive behaviour
  • Acknowledge emotions
  • Address problems outside of class
  • Provide opportunities to cool off
  • Facilitate active listening
  • Turn discord into a learning opportunity

If you know certain topics will illicit strong feelings talk to your students ahead of time about the emotional aspects of these topics.You can also remind students that the differences of opinion are healthy.

It’s also important to recognize that although teachers cannot control all aspects of a course climate you should still try and maintain an environment that is both intellectually challenging and emotionally supportive.

 

Resource:

http://www.cmu.edu/teaching/solveproblem/strat-unproductive/unproductive-01.html

3260-Lecturing Creatively

There are effective ways to make lectures interesting and interactive.

Brookfield challenges teachers to make lectures “enlivening and critically stimulating”.

Brookfield’s techniques include:

  • Deliberate silence to help encourage reflection
  • Adding a social media component
  • 15 minute lecture and take a break (at least 2 minutes)
  • Use pre and post questions
  • Introduce viewpoints that challenge thought process
  • One of the best ways to assess a lecture is by video taping, or have someone attend for the purpose of assessing you

I would add:

  • Interesting visual aids
  • Case problems
  • Examples and analogies

You should always find ways to improve upon, your own lecturing. Cognitive information can be taught actively using cooperative-learning techniques.

As Bob Pike said, “If you want to shift from lecture-based learning (or lack of it) to participant-centered (with plenty of transfer), then 101 Ways to Make Training Active belongs in your library.”

What makes training active? When training is active the participants do most of the work.

Remember active training takes time:

  • Start on time
  • Give clear instructions
  • Prepare visual information ahead of time
  • Distribute hand outs quickly
  • Do not let discussions go for too long
  • Obtain volunteers swiftly
  • Quicken the pace of activities from time to time
  • Elicit prompt attention

 

References:
Brookfield, S. (2015). The Skillful Teacher On Technique, Trust, and Responsiveness in the Classroom. (3rd ed.). San Francisco, CA: Wiley.

Lawson, K. (1998). The trainer’s handbook. San Francisco, CA: Jossey-Bass/Pfeiffer.