Research Articles

Moral Obligation of a Teacher

a. 25 Moral Obligations of a teacher

b. 10 Moral Obligations of a teacher

c. 9. Moral Obligations of a teacher

 

25 MORAL OBLIGATION OF A TEACHER

1. Self-concept and self-esteem. The early childhood teacher understands the development of self-concept and self-esteem in young children and can create a learning environment that provides opportunities for children to develop a sense of achievement and competence.

The early childhood teacher is aware of factors that
contribute to the development of self-concept in
young children and uses children's behaviors to
assess feelings about self. The teacher knows how
to create a learning environment that fosters the
development of a healthy self-concept, a realistic
self-image, and positive self-esteem by providing
children with opportunities to think about who they
are and to gain an appreciation of their own
uniqueness. The teacher ensures that all children
have opportunities to experience success, to
recognize their own accomplishments, to develop
pride in their work, and to appreciate the value of
their family language, culture, and heritage.

2. Self-discipline and autonomy. The early childhood teacher understands the process of emerging self-discipline and knows how to provide learning experiences and environments that promote the development of children's autonomy, including those that offer opportunities for applying decision-making, self-assessment, and self-help skills.

The early childhood teacher knows how self-
discipline and autonomy develop in young children,
has appropriate expectations with regard to
children's behaviors in these areas, recognizes
signs that a child may be experiencing problems in
relation to self-discipline or autonomy, and knows
how to foster the growth of all children in these
areas. The teacher models and encourages
behaviors related to the development of self-
control (e.g., controlling impulses) and self-
reliance. The teacher recognizes and models
decision-making strategies for young children and
ensures that children have opportunities to make
decisions that are meaningful to them across a
variety of contexts (e.g., in determining the
materials and activities that will be used in learning
centers, in choosing their centers and determining
the amount of time they will spend in each one, in
helping decide what topics will be addressed through
thematic units, classroom projects, and learning centers).

3. Social development. The early childhood teacher understands young children's social development and is able to build a classroom culture that fosters trust, caring, cooperation, responsibility, and leadership.

The early childhood teacher recognizes factors
and processes that contribute to the development of
positive social behaviors in young children, has
appropriate expectations for young children's social
behaviors, recognizes indications that a child may
be experiencing problems in this area, and knows
how to take steps to address problems (including
through the use of other professionals inside
and outside the school). The teacher creates a
classroom culture that allows children to experience
positive, supportive interactions with adults and peers
and ensures that children have opportunities to acquire
skills for building and maintaining friendships and
to develop a sense of belonging to a group. The teacher
uses a variety of strategies to facilitate the social
development of all children (e.g., providing opportunities
to participate in classroom activities as both leaders
and followers providing opportunities for
collaborative learning experiences).

4. Promoting an understanding of diversity. The early childhood teacher understands how young children develop an awareness of similarities and differences among individuals and groups, and can provide learning experiences that promote young children's appreciation and respect for all individuals and groups.

The early childhood teacher recognizes factors,
processes, and issues related to young children's
awareness of and response to the diversity
around them (e.g., in terms of culture, family
structure, special needs, socioeconomic diversity,
lifestyle). The teacher knows how to select and use
various types of resources and activities (including
multicultural and nonsexist materials and
activities) to create a classroom environment that
fosters recognition of and appreciation for the
uniqueness of all people and applies developmentally
appropriate strategies in varied and meaningful contexts
to provide children with opportunities to learn
about and demonstrate respect for individuals
and groups different from themselves.

DOMAIN II—FOSTERING LANGUAGE DEVELOPMENT

5. Receptive language . The early childhood teacher understands the development of young children's receptive language development and knows how to provide experiential learning activities that enhance receptive language and complement learning in other areas.

The early childhood teacher recognizes how
receptive language development relates to young
children's overall communicative development.
The teacher knows how to create a language-rich
environment that is based on meaningful, concrete
experiences and that encourages active listening
in varied contexts (i.e., in one-on-one, small-group,
and whole-class settings). The teacher ensures
that students have opportunities to develop a
comprehensive range of receptive language skills
(e.g., using a speaker's voice tone and nonverbal
cues to aid in comprehending oral messages,
asking questions for clarification of oral messages,
following directions, participating in discussions).
By reading aloud from a wide variety of children's
books and engaging in storytelling, the teacher
enhances children's receptive language skills and
helps them develop an appreciation for the nature
of stories and for sound devices such
as repetition, rhyme, and rhythm.

6. Expressive language . The early childhood teacher understands expressive language development in young children and knows how to provide a classroom environment that encourages young children to use oral language to express needs, feelings, and ideas.

The early childhood teacher knows how expressive
language develops in young children, is aware of
factors and processes that affect oral language
development, has appropriate expectations regarding
young children's oral language abilities, and
recognizes signs that a child may be experiencing
difficulties in oral communication. The teacher
responds effectively to the oral language needs of
individual children and creates an experience-based
classroom environment that encourages the
development of all children's oral expression by providing
opportunities for participation in conversation with
children and adults (e.g., working on projects, creating
and maintaining physical space and a variety of
props in a classroom atmosphere that facilitates
sociodramatic play) and by encouraging the use
of oral expression for a variety of purposes that
are meaningful to children's everyday lives (e.g.,
in relation to playing with peers, getting needs met,
sharing ideas and opinions, responding to stories
and poems read aloud, expressing curiosity).

7. Emergent literacy . The early childhood teacher understands processes related to emergent literacy and can use this understanding to develop a classroom culture that fosters a positive disposition toward literacy and encourages the emergence of literacy.

The early childhood teacher knows how literacy
emerges and recognizes factors and conditions that
contribute to emergent literacy in young children.
The teacher creates a print-rich environment that
offers young children real-life and meaningful
opportunities to develop skills, knowledge, and positive
attitudes related to emergent literacy (e.g., associating
print with spoken language, recognizing that reading
has value and can bring pleasure) and to interact
with print in varied and meaningful contexts (e.g.,
listening to and retelling stories, engaging in
"writing," developing a familiarity with
meaningful environmental print).

8. Language development in native speakers of other languages. The early childhood teacher understands how having a home language other than standard English affects English language development and knows how to use young children's diverse linguistic and cultural backgrounds to facilitate their English language development, as well as to enhance all children's awareness of the diversity of languages and cultures.

The early childhood teacher recognizes factors
and issues affecting the classroom experiences
of young children with a home language other
than standard English and creates a classroom
environment in which the home language of each
student is regarded with respect and the natural
propensity of all children for acquiring language
is fostered. The teacher uses a wide range of
strategies and activities to build a language-rich
environment that encourages young children to
recognize and learn the vocabulary, grammar,
and conversational cues (e.g., gestures, eye contact,
intonation) needed to communicate effectively in a
variety of cultural and situational contexts and
that promotes children's understanding of and
appreciation for similarities and differences among
languages and cultures. The teacher understands
basic processes of second-language development
(e.g., the "silent period"), recognizes the importance of
encouraging continued development of children's skills
in their first language, and uses skills developed in the first
language to promote second-language acquisition.

9. Visual arts. The early childhood teacher understands the role of the visual arts in the overall development of young children, knows how children's art develops, and can apply this knowledge to create an environment that provides young children with a wide range of experiences in the visual arts.

The early childhood teacher recognizes factors and
processes that contribute to young children's appreciation
of and engagement with the visual arts. The teacher is familiar
with concepts and skills necessary for young children
to create and respond to artworks and understands the
visual arts as a medium through which young children
may view their world, explore ideas about the world, and
express personal thoughts and feelings. The teacher
uses the visual arts to help children achieve desired
outcomes in various domains (e.g., using leaves in an
art project to expand awareness of natural and
human environments, using finger painting to encourage
individual expression and improve motor control,
making a collage to gain familiarity with geometric
shapes in the environment) and creates an
environment that offers children a wide range of
developmentally appropriate opportunities to enhance
their creation of artworks and their appreciation
of works by a variety of artists.

10. Music. The early childhood teacher understands the role of music in the overall development of young children, knows how musical development occurs, and can apply this knowledge to create an environment that provides young children with a wide range of musical experiences.

The early childhood teacher recognizes factors and
processes that contribute to young children's
appreciation of and engagement with music and is
familiar with concepts and skills necessary for young
children to produce, listen to, and respond to music.
The teacher encourages self-expression through music
and promotes children's musical appreciation (e.g.,
by using various methods to help them explore sounds
and sound patterns). The teacher uses music to enhance
learning in other domains (e.g., using hand motions
with a song to increase body awareness, identifying patterns
in music to aid in pattern recognition in math, using music
to foster language development) and creates an environment
that offers children a wide range of developmentally
appropriate opportunities to enhance their skill and
their motivation in relation to music response and creation.

11. Creative drama and theatre appreciation. The early childhood teacher understands the role of creative drama and theatre appreciation in the early childhood classroom and knows how to use dramatic play to promote overall development and individual expression in a variety of meaningful contexts.

The early childhood teacher recognizes factors and
processes that contribute to young children's appreciation
of and engagement with dramatic forms. The teacher is
familiar with basic skills and techniques associated with
drama-related activities (e.g., role playing, puppetry,
sensory awareness activities). The teacher provides students
with opportunities to participate in and attend appropriate
dramatic activities designed for young children and to participate
in a wide range of dramatic play activities that promote their
creativity and aesthetic appreciation, as well as their knowledge
and skills in various domains (e.g., in terms of developing empathy,
understanding and appreciating literature, using body and voice
effectively, exploring healthy ways to express feelings).

12. Motor skills and perceptual awareness. The early childhood teacher understands the development of gross-motor, fine-motor, and perceptual awareness skills in young children and can apply this knowledge to create an environment that provides young children with a wide range of experiences for promoting development in these areas.

The early childhood teacher knows how gross-motor,
fine-motor, and perceptual awareness skills develop
in young children and has appropriate expectations
regarding children's skills and abilities in these areas.
The teacher is aware of the wide range of skill levels
that characterize young children in relation to gross-motor,
fine-motor, and perceptual awareness skills, and knows
how to create a classroom and outdoor environment that
fosters all children's ongoing development in these areas
through the provision of a variety of developmentally
appropriate experiences and activities (e.g., daily
opportunities to use large muscles for activities such as
running, jumping, and throwing; varied opportunities to
develop fine-motor skills through the use of materials such
as pegboards and beads).

13. Personal health and safety. The early childhood teacher understands young children's needs related to personal health and safety and knows how to provide children with opportunities to learn about and apply personal health and safety practices.

The early childhood teacher knows how factors in the home and at school affect young children's health and safety, creates an environment that fosters the development of health- and safety-related skills and attitudes, and is aware of resources outside the classroom for promoting health and safety. The teacher is familiar with principles and practices of personal health and safety that are developmentally appropriate for young children and provides children with opportunities to become aware of and to practice behaviors that promote their own health and safety (e.g., exercising, making healthy food choices, engaging in basic practices of personal hygiene, recognizing and avoiding common hazards in a child's immediate environment).

14. Cognitive development. The early childhood teacher understands the cognitive development of young children and knows how to create a classroom environment that provides children with opportunities to develop a wide range of cognitive skills and abilities.

The early childhood teacher recognizes factors and processes that contribute to young children's cognitive development, has appropriate expectations regarding young children's cognitive abilities, and recognizes the different learning/thinking styles of young children. The teacher creates a learning environment that addresses children's particular needs and that provides all children with a wide variety of meaningful and developmentally appropriate opportunities to enhance their cognitive development.

15. Interdisciplinary connections/instruction. The early childhood teacher understands interrelationships among the content areas, recognizes skills and concepts that may be applied across the curriculum, and can use this knowledge to enhance children's thinking and their ability to understand the world.

The early childhood teacher recognizes skills and processes that may be applied across the curriculum and creates a classroom environment in which children are encouraged to use and explore these skills and processes in varied and meaningful contexts (e.g., applying the processes of comparing and contrasting within contexts related to explorations within mathematics, science, social studies, and the arts). The teacher also enhances children's understanding of phenomena in their world by integrating content and ideas across the curriculum in ways that encourage them to make connections (e.g., by relating the unfamiliar to the familiar) and explore interrelationships (e.g., by planning a variety of learning experiences related to a theme or project, such as a study of the sea in which children experiment with objects that sink and float, classify shells by given attributes, identify work and play activities related to the sea, imitate movements of sea creatures, create sea collages).

16. Mathematical understanding/concepts. The early childhood teacher understands how the development of mathematical concepts promotes young children's thinking skills and knows how instructional methods involving the use of various types of thinking (e.g., exploration, discovery learning, problem solving) can enhance children's mathematical understanding.

The early childhood teacher recognizes that young children's general thinking skills can be enhanced through opportunities to apply basic mathematical concepts and, alternatively, that children's development of mathematical concepts is facilitated through opportunities to apply general thinking skills. The teacher knows how to create a classroom environment that includes manipulative and encourages emergent numeracy by offering children opportunities to engage in and reflect upon varied, meaningful, and concrete learning experiences (e.g., passing out napkins at snack time to match objects in one-to-one correspondence, constructing structures using blocks and other manipulative to gain experience with nonstandard measurement).

17. Social studies concepts and principles. The early childhood teacher knows how to promote children's cognitive development and their understanding of their world through active exploration of social studies concepts and principles.

The early childhood teacher encourages social understanding and personal and social responsibility by providing children with developmentally appropriate learning experiences designed to facilitate their exploration and understanding of social interactions (e.g., by helping children explore ways in which people can help and learn from each other). The teacher promotes children's understanding of the people and places that are part of their social environment and fosters an appreciation of and respect for human diversity (e.g., by making "family maps," by sending home a family history questionnaire).

18. Science concepts and processes. The early childhood teacher knows how to promote children's cognitive development and their understanding of their world through active, hands-on exploration of science concepts and processes.

The early childhood teacher recognizes how young children's natural curiosity about their world may be used to help them develop understandings related to science and scientific thinking, an appreciation of nature, and an awareness of environmental issues. The teacher nurtures children's natural curiosity by encouraging them to explore and make discoveries about their world (e.g., by using their senses to gain information about their environment, drawing conclusions and predicting outcomes based on their own experiences and observations). The teacher encourages all children to view themselves as competent scientific explorers and promotes children's ability to think scientifically (e.g., by helping them carefully observe and describe objects and phenomena, providing opportunities to apply skills such as classifying and ordering).

 

19. Child development as an integrated process. The early childhood teacher understands child development as an integrated process in which development in any one area may affect development in other areas and can use this understanding to provide learning opportunities that enhance development of the whole child.

The early childhood teacher is aware that a young child's development is a complex, continuous, and uneven process involving all facets of the child's experiences. The teacher's understanding of how children learn includes a recognition that all development is emerging and related to the situational factors of heredity, background, and experience, and that less than optimal conditions in one area of development can adversely affect children's development in another area (e.g., recognizing the effects of self-esteem on social and intellectual development). The teacher knows how to create a learning environment based on child choice in which activities that take advantage of children's strengths and interests are used to enhance development across domains (e.g., in an appropriate setting, playing with blocks may promote fine-motor skills and eye-hand coordination, sorting and problem-solving skills, communication skills, etc.).

20. Factors affecting development. The early childhood teacher understands how specific factors may affect individuals in one or more developmental domains and can provide learning experiences and environments that respond to the individual needs of all children.

The early childhood teacher is aware of the ways in which specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life, nutritional and physical status) can affect patterns and needs related to young children's development in one or more domains. The teacher recognizes signs that individual children may have particular needs in one or more areas of development, applies procedures for using areas of strength to address needs, and creates a classroom environment that offers children who have special needs and exceptionalities varied and meaningful contexts within which to meet their needs and enhance their overall development.

21. Assessment. The early childhood teacher understands how to use a variety of assessment strategies to monitor young children's progress in achieving outcomes and to plan learning activities in all domains.

The early childhood teacher recognizes the importance of ongoing assessment in the early childhood classroom and uses knowledge of human development in assessing young children and recognizing the various aspects of emergent development. The teacher knows how and when to implement a variety of assessment strategies (e.g., anecdotal records, teacher observations of play and structured tasks, portfolio assessments, child self-assessments, parental observations of the child outside the school environment) and ensures that assessment instruments selected are appropriate for their intended purpose. The teacher is able to interpret assessment information and can apply assessment information in establishing appropriate learner outcomes and in providing learning activities that build upon what each child already knows and can do.

 

22. Structuring the learning environment. The early childhood teacher understands how to structure space and time to create safe, stimulating, and developmentally appropriate indoor and outdoor learning environments.

The early childhood teacher knows how to structure the physical environment, plan learning areas, and schedule activities to create a smoothly functioning, balanced (e.g., large-group versus small-group activities, active versus quiet activities), and developmentally appropriate learning environment. The teacher plans large blocks of time during which play is initiated and directed by children and supported by the teacher and many types of individual and small-group activities take place simultaneously. The teacher understands how physical, social, and emotional dimensions of young children's development affect decisions about structuring the indoor and outdoor learning environments and recognizes effective strategies for promoting children's development in all domains by encouraging creativity, curiosity, and purposeful exploration.

23. Group management. The early childhood teacher understands how to use developmentally appropriate group management strategies to provide an atmosphere that enhances learning.

The early childhood teacher is aware of factors, processes, and issues related to group management in an early childhood classroom, and can use this knowledge to create a positive and productive learning environment in which children are cooperative, responsible, and respectful of others. The teacher recognizes effective strategies for managing routines and transitions and for establishing and maintaining developmentally appropriate standards of behavior, and applies these strategies in varied contexts to enhance children's learning and overall development.

24. School–home relationships. The early childhood teacher knows how to establish and maintain strong school–home relationships and can work effectively with primary caregivers to address young children's needs and promote their development in all domains.

The early childhood teacher recognizes primary caregivers as partners in the process of promoting children's development and can establish a climate of trust with primary caregivers from diverse backgrounds. The teacher knows how to establish contact with primary caregivers, to communicate effectively with them about their child's progress and needs, and to recognize and overcome barriers to communication. The teacher creates a classroom culture in which primary caregivers are encouraged to be active participants and recognizes constructive ways to involve primary caregivers in educational planning, in classroom activities, and in their child's learning at home.

25. Materials and resources. The early childhood teacher understands how various types of materials and resources, including current technology, can be used in early childhood classrooms to support learning in all domains for all children.

The early childhood teacher is familiar with a wide variety of materials and resources (including current technology) for promoting all children's ability to achieve desired outcomes in all domains. The teacher understands the importance of making available concrete and manipulative materials and resources for children with a wide range of developmental interests and abilities and recognizes the advantages and limitations of types of materials and resources within early childhood education contexts. The teacher knows how to select and develop materials that are safe, nonbiased, nonsexist, and developmentally appropriate, and can evaluate the effectiveness of different materials and resources for meeting specified learner needs and goals.

10 MORAL OBLIGATIONS OF A TEACHER

1. Learn from others.
         Listen to more experienced mentors. Observe how they handle disruptive situations. Watch how they diffuse a tense situation. 

• Expect great things to happen.
  Be excited about your work each day. A child’s first teacher is often the one he or she remembers the most. You could be that person in the life of the children you teach.
• Learn to be flexible.
  Although young children need a consistent schedule, allow for the unexpected. What if snow starts falling? Or, a bulldozer is working nearby? Or, a helicopter hovers overhead? Make use of these teachable moments.
• Leave personal problems at home.
  Begin each day with a warm, friendly greeting for each child who enters your program. Tuck personal problems away until later. A smile reassures parents that you will care for their child until they return.
• Maintain a clean, safe environment.
  at any time? Is your program one in which you would want your own child to spend the day? Look around. Make a list of potential hazards. Prevention could keep an accident from happening.
• Respect individual differences in each child.
  Realize that each child has a different learning style. Some children learn the best in a visual mode, such as watching a demonstration. Others learn in an auditory mode, such as listening to instruction. Still others learn best in a kinesthetic style which includes using the hands to feel, touch, and explore. Research shows that teachers usually teach in the mode in which they learn best. Evaluate each child and find his or her best learning style.
• Develop a primary bonding process.
  David P. Weikart, President and Founder of the High/Scope Educational Research Foundation recommends bonding with the children in your care. Some of your children may be from homeless shelters or dysfunctional families. They may exhibit aggressive behavior, signs of withdrawal, or disruptive conduct. Realize that a structured environment, consistent daily routine, and shared control between adult and child are critical to the distressed child to take ownership of their learning.
• Never stop learning.
  Keep an open mind. Read recent reports on child care. Visit other programs to discover techniques you could incorporate. Check for personal development classes for infants, toddlers, and preschoolers in your area. Consider finishing a degree or take refresher courses at a local college.
• Attend professional meetings.
  Being an active member of a professional organization provides you with a network of like-minded individuals. Working alone, you cannot make many changes. But collectively, your voice can make a difference. You’ll become familiar with laws that affect your program, standards, developmentally appropriate curriculum, suggestions for hiring and dismissal of employees, pay scales, benefits, keeping records, plus numerous other items vital to the success of a child care program.
• Establish a trusting relationship with partners.
  Choosing the right child care program is of vital importance to parents. What are people saying about your program throughout your community? Is your staff one that welcomes parents? Are children excited about coming each morning? Do parents feel their child is in a safe environment? Think about these questions and list ways you can improve.

9 MORAL OBLIGATIONS OF A TEACHER

1. Listen to children. Really listen. Physically get down on the child's level. Establish eye contact. Ask questions. Remember what you've heard.    
2. Set high but reasonable standards. If standards are stated as rules, keep them short, specific, and positive. Example: Walk indoors; or wear a paint shirt at the easel.    
3. Explain why. Tell Jason why he cannot swing and slash the air with a wooden ruler. Example: I am worried that your friends might get hurt with the ruler. Please use it to measure.    
4. Negotiate a reasonable solution. Solutions should enable the child to fulfill his or her goals whenever possible. Example: Max wants to help Sam work a puzzle, but Sam wants to do it alone. Help Sam explain his point of view and ask if he would tell Max when he is finished using the puzzle.    
5. Ask. Never jump to conclusions about the motives behind a child's behavior. Give the child a chance to explain. We all deserve a hearing or chance to tell our side. Example: Kathy, why are you pulling the chair out from under Rachel?    
6. Offer real choices. Children should be able to select the centers and activities in which they wish to participate.  They may be given choices about which story to have read, whether they want carrots or celery for snack, or which friend to sit beside during group meetings. Sometimes choices need to be limited to acceptable options only. Example: You may hammer at the workbench or you may work at another center. If you choose to hammer then you must wear goggles to be safe. Do you choose the workbench and goggles or do you choose another center?    
7. Value  ideas and opinions. Ask, "What do you think of that?" Story times may offer many opportunities for children to express their thoughts as they discuss story characters and events. Children can also be asked their opinions about daily happenings in casual conversations.    
8. Encourage independence. Provide materials and supplies where children can get to them on their own. Encourage children to try to take care of their own self-help needs. Resist the temptation to do those small but important tasks for children. A child can button his or her own paint shirt, zip his or her own coat (after you get it started), put his or her art work in his or her own school bag, and write as much of his or her own name on paintings as possible.    
9. Use redirection. Redirection and diversion are particularly effective with the very young. Example: The caregiver might entice the child to become interested in a different activity or suggest trying the same activity with a variation. When using redirection and diversion the caregiver might spend a few minutes playing with the child to move play in a more positive direction.