You are a student teacher fulfilling the practicum requirements for your teaching certification.
You are a student teacher fulfilling the practicum requirements for your teaching certification. You have been placed at a middle school under the supervision of a PE teacher with 25 years experience. During your initial observations (for the first two weeks) you notice a trend in the way the teacher manages kids with disabilities. Each time an activity is introduced that is not suitable for those particular students, the teacher simply instructs the Education Assistants (the support staff that assist in the education and care of students with special needs) to “just go and do something else for a while!” When he was challenged by an EA regarding a certain activity during your first week of observation, the teacher quite certainly made it known that he is the teacher and that the EAs are “to do what I say!” Accordingly, the EAs do lead the kids with special needs toward other activities. However, you observe the EAs either allow their students to sit and watch the other students engaged in the activity or they engage in rudimentary physical activities that do not satisfy the lesson objectives and/or overall goals for physical education. After the initial observations you begin to lead the class instruction. You intend to include all students in the activities which you plan to modify as needed. Yet, each time you introduce a challenging activity (and the recommended modifications), your supervisor steps in and, again, directs the EAs to “go and do something else for a while!” He takes you aside after one of the classes and explains to you that “including those kids makes it much more difficult for the others to excel. They have to play down to the lowest common denominator rather than be challenged by their peers of equal ability. Besides, most of those kids with problems won’t be playing sports anyway! And if they get hurt … Well, then I have to deal with their parents who want little “Suzy” to be normal when it is clear that she is not!”
Please use the following step-to-step process and answer each sections questions/requirements:
1. Gathering the Facts and Discerning the Dilemma.
It is essential for one to pull out and clarify the facts of the case. Thus, one must discern the knowns and unknowns of the case so that one may be able to clearly discern the ethical dilemma, or competing interests, and prepare the stage for intelligent and careful ethical decision-making. This may be, in many cases, a very difficult part of the assessment as different participants in the case may perceive and/or present facts differently or incorrectly.
2. List the Alternative Courses of Action.
Beyond the facts, it is equally important to articulate as many alternative actions that one may pursue. This is not the place to make judgments on the quality of the alternatives but rather a place to include all possible options no matter how unlikely—the greater the number of possible alternatives, the better the chance one’s list will include some ethically sound alternatives.
3. What are the Ethical Variables that Apply to the Case.
The variables of the case may be presented under the rubric of consequences, commitments, and character. That is, the variables that may guide decision-making may be systematically disseminated in the form of teleological ends, deontological duties, and existential virtues. This is just a simple listing and rationale of norms that relate to the dilemma of the case.
4. Qualifying and Reducing Ethical Principles.
At this point, the dynamic nature of this particular model may be applied to bring the norms listed in step 3 into conversation with the alternatives of step 2. The aim is to render out the unlikely/unethical alternatives and inform a greater understanding of the alternatives that remain, where each norm restricts and clarifies the application of the others so that an alternative action may be pursued with confidence.
5. Rendering Conclusions and Informing Action.
Now it is time to choose the alternative(s) that are most appropriate. Thus the term, “conclusion,” is taken to include both activities, i.e. both judging and choosing. That is, it must be certain that deliberation must not continue indefinitely and a decision for action must be pursued. Each dilemma posed requires a response, and often the results of the action will have both positive and negative outcomes—this should not delay one’s decision but rather orient one’s perspective to accept the limitations of human act and being.
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