Ale Palma

5-4-3-2-1 Activity

5-What are five key things you have learned about the module material? Cite your source(s).

1. Something I learned from the Teacher’s rights website in findlaw, is that teachers cannot be terminated from their position
without a reason or a fair hearing. Meaning they need to be given the opportunity to defend their case. I thought most/all
jobs were “at will” and this is the first time I see that reason is necessary.

2. From chapter 8 of Introduction to teaching: School Law: Ethical and legal influences on teaching” I learned that laws are mostly
Generalized and part of the legal responsibilities of teachers is to intervene in fights on a playground, maintain order at school,
or stop horseplay. This was new information to me because I always thought they were being nosy or bossy, and not necessarily
That it was their responsibility.

3. From chapter 8 it mentions that ““The law tells teachers what they can do (their rights) and what they must do
(their responsibilities); however, laws don’t tell us what we should do.” I learned the difference between legal and
ethical influences on the teaching profession, and why both are important for professional conduct because law is broad
and we must use our ethics and judgment to make certain decisions.

4. In Page 264 of chapter 8 it mentions a case “Morrison v. State Board of Education, 1969). Where he was judged based on his
sexuality being “immoral” just because some people believe being homosexual is nor moral and they should not work with kids.
However it’s a very controversial topic and the resolution was that the word “immoral” was too broad and there was no evidence
that his behavior affected his teaching. From this I learned that opinions or beliefs do not matter as long as it doesn’t interfere with
teaching.

5. In page 261 of Chapter 8 “Introduction to Teaching” I learned that teachers follow the principle of “Loco Parentis” which
means that they basically become the legal parent of the child while under their supervision, and that they’d be responsible
for any injury of the child. They could even face a liability lawsuit from the parent. I think this is a huge responsibility.

4. Analyze FOUR specific quotes you found relevant/interesting in the module readings?
Type the quote word-for-word and then explain what it means and why you find it relevant.
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5-4-3-2-1 Activity

Quote: “This means students have the right to express their religious beliefs, but schools cannot promote any particular faith.” from
the website about students rights. https://www.findlaw.com/education/student-rights.html

Analysis: I find this relevant because I’m also taking a religious study class and we have discussed case studies where
students state a wrong answer to a test that makes zero sense, then try to defend it saying god said that was the right
answer. According to this law it implies that such behavior is excusable and I’m wondering where it crosses the line of
unacceptable.

Quote: “The First Amendment guarantees citizens freedom of speech, and we want our students to understand and appreciate this
right as they prepare to be responsible citizens. Do they retain this right when they enter schools? The answer is yes, but within
limits: They have the right to express themselves in schools provided doing so doesn’t interfere with learning.” (Page 272) Chapter
8: School law: ethical and legal influences on teaching.

Analysis: The quote invites to explore the complexities and controversies of free speech in schools, and to understand
the roles and responsibilities of different stakeholders in the educational process. It also encourages readers to respect
and appreciate diverse perspectives and opinions, and to engage in civil dialogue and debate.

Quote: States also influence education by passing laws regulating teachers’ qualifications, working conditions, and legal rights. For example,
all states require a bachelor’s degree to teach, and many are now requiring a major in an academic area. (Page 254). Chapter 8: School law:
ethical and legal influences on teaching.

Analysis: This quote shows the diversity and variation of state laws regarding teachers’ qualifications, working conditions,
and legal rights, which may affect the quality and equity of education across different states and districts. It highlights
the role and responsibility of state departments of education in establishing and enforcing standards for teacher
licensure, which is a legal requirement for teaching in public schools and it emphasizes the importance of teacher
preparation and professional development, as well as the academic background and expertise of teachers, for ensuring
effective instruction and student learning.
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5-4-3-2-1 Activity

Quote: “The law also forbids the official use of religious symbols in schools. For example, the courts ruled that a 2-by-3-foot
portrait of Jesus Christ displayed in the hallway next to the principal’s office was unconstitutional” (Page 267) Chapter 8: School
law: ethical and legal influences on teaching.

Analysis: Shows the legal principle of separation of church and state, which prohibits the government from endorsing or
promoting any particular religion or religion in general in public institutions, such as schools. And it Raises the question
of how to balance the respect for diverse religious views and practices with the maintenance of a neutral and secular
educational environment, where students and teachers can learn and teach without feeling coerced or excluded by
religious symbols or messages.

3: What are THREE questions that you have after reading the material?
1. What would exactly happen if a
teacher gets accused of teaching
or influencing religion upon their
students? Does that deserve jail
time or is it a fine?
2. Why do some teachers focus so
much in the ethics part of their job
and not much on the material? I’ve
had teachers who go on and on
about life lessons and though I
end up loving them as teachers, I
don’t actually learn anything from
the curriculum.
3. How could we fix the property
taxes difference in school
fundings? Since poor communities
will have less taxes (therefore less
fundings), and richer communities
more funding (Better schools). Is
there any way the state could
collect and divide equally around
schools?

2: Describe TWO connections to you personally or society at large.

1. I think the biggest connection I could think of was from
the religion aspect, because as a religious person myself
and having grown up in a very religious third world
country I do remember teachers in schools trying to
influence us in the belief of a god. They used to
persuade us to not “cheat” or behave accordingly
because a god was watching us. I actually find it
2. A connection I can definitely make is from my volunteer
class at church. As I’ve mentioned before I’m a primary
teacher. I only have the kids for about an hour each
Sunday, but I find it fascinating that though it’s not a legal
or professional job the kids are basically under my
responsibility. I only teach 7 kids and I have a partner to
teach, but as a 24 year old with no kids it seems like a
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5-4-3-2-1 Activity

fascinating how one little thing as a picture in an office huge thing to be liable for that many kids.
could be seen as unconstitutional which I actually agree
that it should be kept separate.

1: Find one image, article, video, audio clip that relates to the module material and embed it in this space:

Chapter 4: Schools in the United States – Foundations of American Education: A Critical Lens (pressbooks.pub)

Now explain how it is relevant to the module and why you chose it:

As I was trying to find Chapter 4: The Politics of American Education (Since though I have both books, this one seems to be
completely different from our books), I came across this website that talks about financing of schools, the models of schools and
governing structures in schools. I found it relevant because it shows the differences from public (federal funded) schools and how
they have to follow constitutional laws and private (self funded) and how they are able to teach according to their preference things
such as religion, or boarding schools, etc.