- 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
"Teachers tell children what to do, evaluate children's behavior, structure classroom seating arrangements, group children utilizing spurious criteria and engage in classroom management which often implies very definite value and moral judgments" (Cholvat, 1975, p. 65)
I believe that teachers not only help students with their intellectual development but also with their moral development as well. Teaching students about honesty, responsibilities, and respect for others are all part of moral education. Teachers will tell a student things such as sharing with classmates, being nice to everyone and treat people the way you want to be treated, they will tell them it is wrong to take things from classmates or from the school; these are all part of moral education in my opinion. It is good that teachers does tell students these values, since a student should be taught certain moral values at a young age, they should be taught the difference between right and wrong and what value to be use at what point in time. A moral education would give young children the foundation to help them make judgment as they encounter various obstacles in their life. A teacher's role is not only that of an intellectual educator, but also as moral educator, students tend to look up to teachers and what teachers think is right and wrong. Moral education is the responsibilities of parents of the students, but teachers should contribute and reenforce the moral virtues to further strengthen their importance in the lives of the students. Moral education is a part of intellectual education.
p.h
Reference:
Nucci, L. P. (2001). Chapter 10: Fostering the moral self. In Education in the Moral Domain (pp. 196-214). Cambridge: Cambridge University Press.
I believe that teachers not only help students with their intellectual development but also with their moral development as well. Teaching students about honesty, responsibilities, and respect for others are all part of moral education. Teachers will tell a student things such as sharing with classmates, being nice to everyone and treat people the way you want to be treated, they will tell them it is wrong to take things from classmates or from the school; these are all part of moral education in my opinion. It is good that teachers does tell students these values, since a student should be taught certain moral values at a young age, they should be taught the difference between right and wrong and what value to be use at what point in time. A moral education would give young children the foundation to help them make judgment as they encounter various obstacles in their life. A teacher's role is not only that of an intellectual educator, but also as moral educator, students tend to look up to teachers and what teachers think is right and wrong. Moral education is the responsibilities of parents of the students, but teachers should contribute and reenforce the moral virtues to further strengthen their importance in the lives of the students. Moral education is a part of intellectual education.
p.h
Reference:
Nucci, L. P. (2001). Chapter 10: Fostering the moral self. In Education in the Moral Domain (pp. 196-214). Cambridge: Cambridge University Press.