Teacher Orientation [Teacher Ethics]

Teacher Orientation [Teacher Ethics]

 Preamble:

Indeed, “Teacher ethics” simultaneously raises curiosity and contempt to equal levels in human minds –largely based on who the reader or the listener is. Obviously, the two responses indicate the values that a person holds for teaching as a profession. All stake holders are equally concerned of the issue, though from independent perceptions like what comes under ethics and why ethics to teachers as a clan. Whatever the perception – a neutral disposition is both desirable and essential in ‘recognizng’ the very concept of Teaching and Teacher. The two terms signify the inseparable intimacy between the ‘act’ and the “performer”.

In simpler terms, the process of teaching is a product of the individual, as the mechanics of performance always abide by the immediate requirements for effective communication than by any theoretical procedure to ‘teach’.  Thus, Ethics cannot be an item of choice; it has to be deeply imbibed as a requirement for learning cum teaching-as the two are mutually inclusive and influential. So, the ramifications of T/L, Ethics and Efficacy of the processes stand in smooth confluence. None of the components disturb the ‘harmony’ in the process. When this harmony is disturbed, it is indicative of artificial attempts to T/L. 

Anyone desirous of success as a teacher must lend self to the doctrine of neutrality at all levels of work with a firm devotion for staying atop.

Much of the operative ethics begins with this innate conviction. That brings us to the critical point of establishing the vicissitudes of the elements – ethics, work organization, work execution and timely evaluation of T/L. With no exception, it can be generalized that teacher functions right away attain and sustain the stature of a profession only as long as they adhere to ethics. At this point, it is valid to realize that teaching is a process that should effectively catapult the integral components to bring forth a module that ably helps learning.  The module suggested here is a flexible assemblage totally perfected and personalized by the teacher. There are no prescriptions or descriptions to suggest the ‘how’ of the process, though all such assemblies set the common goal-‘efficacy’.  An endeavour of the type that we are in at the moment requires our conceding that Success is always a matching fruit. Within the ‘labour’ ethics holds the central frame, over which all other components are laid to achieve totality. Obviously, a degree of thoroughness should pervade all our efforts. Thoroughness determines how professional a teacher is; it does create an edge with which an astute teacher forges ahead in style and elegance. While quick progression hinges on healthy components, success emerges from dexterity in daily functioning. 

Why Ethics should get imbued with Teaching?

Of the varied items that constitute ‘effective’ teaching, it is really the ethics in operation that confers respectability, seriousness, utility and totality on to the T/L ensemble. If not anything else, a degree of participation is ‘imposed’ as a moral compulsion on the teacher and the taught. Moralistic compulsions are harder to defy than proclaimed rules and orders issued by any central command.  A sense of solemnity descends such ambience, precluding lackadaisical attitudes in T/L. Greater demand for perfection automatically grips the participants much like how they would behave at the Altar of the Almighty. Therefore, ethics is a way of life in the academy than of any ritualistic display. So, the idea of abiding by ethical practices should get imbued with our daily routine of T/L exercise. With ethical fervour in place, T/L settles for typical functional orderliness. With such a dispensation rooted to healthy dictates, teacher enjoys a higher pedestal of authority without exerting self to make the ambience conducive to learn or transact.

Why it is to be observed?

Any teacher who desires ‘success’ has to muster all items of the ‘wherewithal’ that render grandeur to his/her efforts. After all, ‘success’ is always a multi-component product, requiring the right assembly of ingredients and a process of effort. Please consider the functional dimensions of ‘successful’ teachers you may have come across and note that they had more virtues of functional relevance than you would ever notice among the less successful. Certainly, the ideal teachers impress the young minds by the broad element of ‘dedication’ as their way of life; dedication has its roots in ethics. Unethical approaches do not succeed to the end. Since a cascade of items determines the value of merit to success, the vital ingredients of ‘building up’ standards in our working  to attain  the stature as a teacher assume value.

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