ETHICS

Ethics

Ethics

Throughout my time at University of Connecticut's School of Education, through field experience, and lessons in EDCI 3000, I have learned a lot about myself as a future teacher. I have learned to recognize the characteristics of an admirable teacher. Through my reading of Teaching Towards Freedom by William Ayers, I have learned the importance of freedom and democracy and its role toward the decisions we make as teachers. I've come to realize the various resources that I have to bring to the classroom, as well as the many resources I still hope to attain before entering the classroom in a few short years. I've also come to recognize the resources my students bring, as individuals and as a community, to the classroom as well. This essay will review these themes as well as my continued growth as a future teacher, as I strive to establish my own philosophy of education.

Many times over, I have been asked to consider what it means to be a “good teacher.” In this assessment, I have considered physical, mental, and emotional attributes that contribute to a positive, effective learning environment in order to define what it means to be a good teacher. Throughout my experiences in the School of Education, this opinion has changed, several times, and the traits that I recognize as important have shifted. However, I still maintain a basic overview in defining what it means to be a good teacher. William Ayers writes in the first chapter of his book Teaching Toward Freedom: “Think of the teacher who extends the hand of possibility. Whoever you are, wherever you've been, whatever you've done, this teacher invites transformation—there is still something more” (Ayers 2). As I take in these powerful words, I think to our first discussion in EDCI 3000. The objective of this particular meeting was to identify the traits of admirable teachers, and throughout our discussion I realized that the epitome of admirable teachers was sitting right in front of me. I had the honor of sharing this discussion with Peter Dart, a middle school Science teacher who had been personally invited to join us. This man, though I spent but a short hour with him, enhanced and clarified my understanding of what it takes to be an admirable teacher. He was enthusiastic, not only about his own subject area, his own classes, and his own students, but also about being able to share his experiences with us. He taught me a valuable lesson about teaching as our discussion drifted toward No Child Left Behind, and its affects on teaching today. When he told us how, instead of reacting negatively towards this growing issue in teaching, he appreciated what it had done for him I initially had trouble understanding. But then he said this: “I'm excited that someone has finally challenged me to reach my full potential as a teacher.” I was blown away. And so after this discussion, I redefined the traits I found important in an admirable ...