Lesson 1: Difference between Morals

and Ethics

 Both deals with right and wrong; however, moral is narrower than ethics
because it is just concerned with right and wrong.
 Moral is subjective and internally formed as part of the habit or developed
because of one’s belief in something being right or wrong.
 Ethics is broader and objective because it is a set or moral principles or
values externally prescribed or accepted by a group of professional
teachers. Usually it means conformance with established standards of
behavior or the Code of Ethics for Professional Teachers.
 Lesson 2. Conflicts between Morals
 and Ethics
Teachers personal conviction is spanking misbehaving
learners as an effective way to discipline, but the
Code of Ethics for Professional Teachers abhors
corporal punishment.

 Eg.
Teacher John enforces a classroom policy that
whoever among the learners makes noise or
misbehaves will sit in the so-called “hot seat” chair
located near the chalkboard. A learner misbehaves
and the rule was enforced causing the learner to look
and feel foolish in front of his/her classmates. Is this
case considered corporal punishment? Why?
 Morality of Teaching and Ethics of
Morality of Teaching refers to the teacher’s personal
 Teaching
values or general principles of right and wrong. It is a
subjective behavior based on personal belief,
conviction or religious perspective.

 Ethics of Teaching refers to the application of

principles of right and wrong in the professional
practice. This is usually based on a code of conduct
like the Code of Ethics for Professional Teachers which
lays the shared principles of right and wrong in the
practice of the teaching profession.
Virtue, Morals, Values and Character

 Virtue is a socially desired quality of a person like

cleanliness, frugality, patience. It is a society or
space specific as it is generally accepted behavior of
people in a given society.

 Morals are more serious than virtue because it has

ethical bearing; failure to follow morals leads to a
heavier punishment to include permanent inclusion
from the group.
 Value
is the perceived worth of something or
something that one holds important.

 Character is something that an individual

possesses, which is developed out of his/her
virtue, morals and values. It is something distinct
to an individual even when no one is watching.

 The
end goal of teaching is to educate for
character.
Exercise: Get a Partner

 What values should teachers possess to become a model and a great

teacher. List 5 and justify why they are essential in teaching. Use the
No. template
Essential
below.Value Importance in Teaching

5
 Lesson 3. Moral and Ethical Sense in
Teaching
 Teachingas a form of human act, always entails
moral decision. Teachers act with knowledge,
freedom and voluntariness.

 Knowledge means being conscious of what one does

while freedom means having choices and making
free decisions.

 Voluntariness
means carrying out deliberately or
purposely one’s choice based on his/her judgment.
 Any decision a teacher makes is a moral act.

 Teaching is a moral enterprise because

educating young people fundamentally and
inevitably moral in nature. The mission of
teaching which is changing the lives of the
learners for the better is inherently moral.
 Moral Dimension of Teaching
 Ethical Dimension of Teaching acc to Sanger (2007)

a. Teachers as moral agents – “agent” means someone who makes things happen.
Teachers make the character development of learners happen; teachers as individual
persons cannot be separated from their professions. Thus, there must be congruence
between professional and personal values of teachers.

Question: How would you compare teaching with other profession as a moral agent?
 b.Teachers have moral purpose – Purpose means goals,
reason and intention ; teachers have moral intention or
goal.

 The educational mission of teaching which is developing

and transforming learners to become the best persons is
inherently moral.

 Teachers are not only called to practice virtuously but to

model, inspire, and morally obliged to inculcate moral
virtues of conduct to their learners.
 Having moral purpose means creating greater impact on
the lives of the learners both formally and informally
 1987 Constitution, Article XIV , Section 3 (2)
stated:
 They [all educational institutions/teachers] shall

inculcate patriotism and nationalism, foster love of

humanity, respect for human rights, appreciation
of the role of national heroes in the historical
development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal
discipline, encourage critical and creative thinking,
 c.Teachers have the moral authority of practice -
Why do learners follow their teachers? Where do the
teachers’ authority, power and influence come
from?

 Teachers have the moral authority of practice by

virtue of being professional teachers and by being
subject or knowledge experts.

 Asprofessional teachers, they are legitimated to tell

learners what they have to do.
 They instruct, guide, counsel and discipline learners because they assume adult and
matured role in the classroom.

 As content area expert, they decide and determine the learning of the learners. They
show competence and expertise in their subject matter because this is something they
have acquired from their formal and tough training in college.

 In practicing this authority, teachers make moral choices. They determine the right thing
that learners must do and the essential knowledge they need to transmit to them.
 Give Your Reaction…Discuss with your
 group..
While you were expounding your lesson on the Bill of rights, one of
your female learners asks what her rights are and she proceeds to
narrate how she was sexually molested by her teachers who
happens to be your colleague. While you gently urge the learner
to approach you after the class to discuss the matter more
confidentially, there is no stopping her and she tells the whole story
of abuse and harassment. You know that bringing the the learner
to file a criminal complaint would in effect be inducing the learner
to refer the matter to higher authorities may mean the dismissal of a
colleague, and urging cause the prosecution of a colleague. On
the other hand, you care and feel very sympathetic to your learner
who was his victim.

 How do you proceed with this case?

 What was your basis for making your decision?
 Kinds of Authority of Teachers (acc to
Bruzzelli and Johnson 2001 cited in

Tamayao, 2019) in the classroom - This refers to the
a. Being an authority
teachers’ ability to direct action within the classroom.

 They are vested with institutional power in telling what

learners must do and in making judgements whether to
punish or reward them.

 This authority emanates from the professional authority of

teachers as teachers or surrogate parents of minor children
or second parents.
Kinds of Authority of Teachers (acc to
Bruzzelli and Johnson 2001 cited in
Tamayao, 2019)

 B. Being in authority in the classroom. This refers to the

teachers’ status as the possessor and transmitter of
values and forms of knowledge, sometimes referred
to as knowledge or content authority.

 Teachers are not just authority figures, they are also

authorized to pass on some forms of legitimated
knowledge to the youngsters. This happens because
they assume expertise in the subject they teach.
 Being in authority in the classroom.

 They
have the power and authority in discerning
what learners must learn, perform and
demonstrate through the teaching and learning
process.

 They decide on the topics to be stressed in class,

including the methods of teaching and customize
or personalize their lessons, which is reflective of
their depth and breadth of knowledge and
 Essential Values in Teaching
 A. Care – This includes compassion and acceptance
for the uniqueness of the learners and developing
their potentials based on their differences. Learners
who feel cared by their learners become more
understanding and compassionate to others.

 B.Trust– This is showing confidence which removes

apprehension and fear of something or someone.
Trusting teachers are those who show confidence in
others and are secured in with what they know and
do.
 Essential Values in Teaching
 C. Respect – This means showing high regards and value for the worth of someone or
something. As teachers are entrusted to care for the youngsters, they are expected to
respect the dignity of their learners and consider their emotional well being and cognitive
development.
 Respect is the glue that binds good relationships and this holds true in a teacher-learner
relationship.

 D. Integrity – consistency of the teachers’ character in and out of school and in their
personal and public life. Teachers will always encounter ethical problems and they need
to exercise self-control and restraint in making their choice.
 Essential Values in Teaching
 E. Fairness - the absence of bias, prejudices and discrimination. Teachers must treat their
learners fairly and judiciously. They must not judge them for who they are rather they must
be treated as human beings possessing equal rights and dignity.

 F. Responsibility – taking accountability for one’s actions and making possible the
fulfillment of one’s duties. They are those who come prepared in class and take the
obligation to deliver the expectations of their profession. They also take accountability
for the positive or negative consequences of their actions because this is the result of
their choices.
Teaching Morally and Teaching
Morality (Fenstermacher, 2009)

 Teaching morally means instructing in a manner that is consistent with

general notions of what is good or right, that is conducting oneself in a
way that has moral value. The teacher epitomizes a good or righteous
person, living the values, morals and ethics he/she teaches.

 Teaching morality means conveying and downloading to learners what is

good or right. It is promoting and advocating awareness of what is right
and wrong. The teacher provides another person the means of becoming
a good or righteous person but not necessarily living it.
 MORAL ISSUES IN TEACHING
 1. Can virtue be taught? Or caught?

 2. What topic or subject matter can be reasonably taught

to learners?

 3. What makes an appropriate and moral teacher-learner

relationship?

 4. To what extent should teachers care for a learner?

 5. Are teachers just teachers or considered moral persons

and moral professionals?
Question

 Teacher Mariel personally disagrees with one

policy of her school.

As a moral person and a moral

professional, what shall she do to
solve the issue?

Unique Ethical Demands in Teaching
1. The learners are the clients of teachers - Teachers serve as models because they are
expected to show moral maturity. As matured individuals, the public expects them to
display moral virtues.

 2. Teachers are expected to model what it takes to be an educated person- As

professionals, teachers ought to walk their talk. They must behave to be emulated by
learners.

 3. Teaching is basically a public action – Teaching is a form of public service. As a public

undertaking, the standard for professional teaching must stress its ethical nature.
 Contd … Teaching is basically a public action
 To do this, a collective action is needed where all teachers consensually
join efforts in promoting morals and ethics. Teachers have to develop a
shared institutional context of the value, virtue, morals and character
among the learners.

 Q… Loafing is a misconduct done by teachers or government employees

when they do their personal shopping during office hours. Why do you
think this act is considered unethical among teachers?
 Ways to Teach Morals and Ethics to
Learners
 1.
Teachers have to make morals and values as
a “way of life”

 2.
Teachers must make the learners understand
why people believe and die for what they
believe

 3. Teachers must teach the idea of empathy