- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Moral Education and the Need for Teacher Preparation
To be effective in facilitating the development of moral reasoning, the teacher must (a) have knowledge of the child's current stage of moral reasoning, (b) match the child's stage by communicating at the stage directly above, (c) focus on reasoning, and (d) help the child experience the type of conflict that leads to awareness of the greater adequacy of the next stage (Hersh, R. H., & Mutterer, M. 1975 p.67).
I believe that as important as it is to have the experience in teaching practice; it is just as crucial to have the knowledge background of theory. While a child will have learned a set of values and morals within the family home setting, he or she will also learn new or similar sets of rules in the school. In my opinion, I would consider the educational institution as a home away from home as the child spends a majority of their day in a classroom setting. For this reason, the teacher should understand how to communicate and reason with children at different ages as they will think differently and therefore rationalize differently. As the environment is ever-changing for the child, there are many factors that will influence their way of thinking. Whether it is culture, television/movies, video games or even viewing adults as role-models, it is the teacher’s responsibility while the child is in school to help guide their understanding of right and wrong. It is the child’s ability to think and reflect with this guidance that allows them to make better judgements as they grow within society.
L.L.
Reference: Hersh, R. H., & Mutterer, M. (1975). Moral education and the need for teacher
preparation. In J. Cholvat et al. (Eds.), Values Education: Theory, Practice, Problems,
Prospects (pp. 65-69). Waterloo: Wilfrid Laurier University Press.
I believe that as important as it is to have the experience in teaching practice; it is just as crucial to have the knowledge background of theory. While a child will have learned a set of values and morals within the family home setting, he or she will also learn new or similar sets of rules in the school. In my opinion, I would consider the educational institution as a home away from home as the child spends a majority of their day in a classroom setting. For this reason, the teacher should understand how to communicate and reason with children at different ages as they will think differently and therefore rationalize differently. As the environment is ever-changing for the child, there are many factors that will influence their way of thinking. Whether it is culture, television/movies, video games or even viewing adults as role-models, it is the teacher’s responsibility while the child is in school to help guide their understanding of right and wrong. It is the child’s ability to think and reflect with this guidance that allows them to make better judgements as they grow within society.
L.L.
Reference: Hersh, R. H., & Mutterer, M. (1975). Moral education and the need for teacher
preparation. In J. Cholvat et al. (Eds.), Values Education: Theory, Practice, Problems,
Prospects (pp. 65-69). Waterloo: Wilfrid Laurier University Press.