Moral T2P Broken Down and Case Study T2P: Week 4

Statement 1:
If (decision): the teacher makes expectations clear and models moral behavior and embeds these dispositions
Context: in instruction in their classroom,
Then: the class will feel more comfortable and will be encouraged to become students of a higher moral character over time in the class. This may also be applied outside the class if no other oppositional dispositions are learned in their experiences (by teachers, peers, family, etc.) outside of class.
Because: They will want to meet the set expectations and will have learned the expressed morals through observation, repetition/procedure, and moral judgment.
Evidence: David Hansen suggests that students build their moral character over time as a teacher imparts their values on the class, not even purposefully but because they truly feel particular values are important.
Moral Implication: This means that a teacher must have personal values to begin with and cannot impart values that are not that important to them onto their students. If a conflict arises in class, the teacher must be consistent with their moral appraisal of the situation(s) so students do not un-learn these morals as soon as conflicts arise.

Statement 2:
If: If a teacher empowers her students to take initiative and does not act as the sole source of information in their classroom,
Then: the students will learn how to find the answers to things they do not know
Because: they are want to discover and be proactive in their learning process.
Evidence: In Vicki Davis' video example, her pedagogy inspires students to seek answers to things they do not know without interrupting class or looking to her as the sole provider of information. This allows them to develop questions and know where to look to find the answers which lessens the impact of the teacher and empowers the students as the ultimate explorer
Context: in the classroom and outside of the classroom, wherever their their learning experience can be enhanced.
Moral Implication: By setting up curriculum in an open forum to be explored and discovered and for the teacher and learner to be mutually enhanced, we are enabling students to become open-minded, innovative and enthusiastic citizens of the world.

Pedagogical Language: In italics

Today, in class, GNA made an effort to correct her mistakes in time management and stepped back in noticing that we lacked pedagogical language in our blogs, so we had a lesson on theory to practice statements and how they should be written and broken down. We spent the morning going over this along with self-determination. We watched an example of a specific teacher's pedagogy (Linda Davis) and thought of examples in a round-robin discussion while relating it to the big ideas of self-determination: autonomy, competence, and relatedness. Later in the day, we worked on our presentations that our triad groups created on one of the six theorists from last week. We reviewed them and then presented each of which we only got through five, adding to our spreadsheets to organize our thoughts and ideas. GNA was more conscientious of time this week to make sure that we had enough time at the end to finish our blogs as last week some of us had difficulty doing these tasks outside of class by a specified deadline. This is an example of being adaptive and taking into consideration the process in the classroom and how students are responding.

Statement 3:
If: a teacher is notices a flaw in their instruction (i.e. time management),
Then: it should be addressed directly to the class as a flaw on their part and corrected in the future,
Because: students will also learn from the experience and know it is alright to make mistakes. Students often feel uncomfortable making mistakes in class, saying the wrong thing, but
Evidence: Hansen would feel this is an example of the teacher modeling how to accept responsibility for a mistake and correct it for future classes.
Moral Implication: We need to let students explore and discover while letting them feel free to make mistakes and not be ashamed.
Context: This type of open atmosphere is created and demonstrated by the teacher in an environment of tolerance and a class without fear of embarrassment or failing.

Learning Theorists Spreadsheet