Week 28 - Influence of law and ethics in practice


WEEK 28 – INFLUENCE OF LAW AND ETHICS IN PRACTICE

WHAT
Cheating using an electronic device as an aid.
I had a year 10 student who missed an assessment (in class test) as she was absent from school. The grade for this test would be recorded on Kamar as a final mark for the topic but not for any formal NZQA assessments. I set her up at a desk outside the classroom which is common practise in this scenario. I explained to her that it was a closed book assessment and she had the hour to complete it. I left her to it and continued to teach my class. When I checked on her during the lesson I discovered that she was using her phone to check up some answers.  I was faced with an ethical dilemma of how to deal with this situation.

SO WHAT
Hall (2001) framework.
Which stakeholders should be given priority? Why?
The stakeholders I needed to consider were:
  • ·         The student I caught cheating.
  • ·         The other students in the class who sat the test and didn’t cheat.
  • ·         The parents of the student.

 I needed to ensure that I took some action with the student concerned so that she understood what she had done was wrong and that if she did this again in an NCEA or university exam the stakes would be higher and she would have more to lose. I needed to ensure that the mark she was given was fair on other students and I wanted to ensure that I communicated with her parents what had happened.
What restrictions are there to your actions?
I must ensure that I approached this is an open and transparent manner so that the outcome was fair for all.
Which courses of action are possible?
 I could have chosen either to:
  • ·         Ignore the situation
  • ·         Ask her to give me her phone and let her finish the test with a warning this was not the correct thing to do.
  • ·         Talk to her about it not being the correct thing to do and stop her sitting the test, not give her a grade for the unit of work and contact home.

How should the courses of action be implemented?
I chose to stop her completing the test. I didn’t give her a grade for this unit of work. I spoke to her about cheating and the long term impacts that could have for her if she had done this in a more formal examination. I also contacted home via email to explain what had happened.

NOW WHAT
The actions are relevant to the Code of professional responsibility in the following ways:
I had to show a commitment to the teaching profession by demonstrating a high standard of professional behaviour and integrity.
I showed a commitment to learners by promoting the wellbeing of the learner and protecting them from harm. I took a long term view of this hoping that is she could understand the severity of cheating it might stop her considering doing it in a situation where the stakes were higher.
I also showed a commitment to Families and whanau by engaging them in their children’s learning. I wanted to ensure that they understood what had happened and backed me up with the message I was giving.

REFERENCES
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794
Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/file...
Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers
Lisa Catherine Ehrich , Megan Kimber , Jan Millwater & Neil Cranston (2011) Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

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