SCENARIO 1: Mr. Armstrong is a 3rd grade Language Arts teacher at Cold Creek Elementary. He shares students with his teaching partner, Mrs. Long, who teaches Math, Science and Social Studies. These two teachers have been
teaching partners for several years and have shared personal information with each other as it pertains to their work and home life. Recently, Mrs. Long confided in Mr. Armstrong about difficulties she is having with medication she takes for anxiety, and she let him know that she would be missing school to go to a doctor’s appointment for help with the issue.
While Mrs. Long was out for her appointment, Mr. Armstrong told the substitute, who is also a parent of a student who attends Cold Creek Elementary, that Mrs. Long would probably be needing her several more times in the
upcoming weeks, saying specifically that she would be visiting the doctor until she gets her anxiety controlled by her
medications. Mr. Armstrong’s purpose in speaking to the substitute was only to secure her for upcoming days because he prefers to have consistency for the students.
Questions:
1. Identify the behaviors that you believe violate standards in the Educator Code of Ethics.
2. Which standards do you think were violated? Explain your reasoning.
3. What different choices or actions could Mr. Armstrong have made to act in accordance with the code of
ethics?
Scenario 1 Sample Response:
Mr. Armstrong violated the Texas Educator Code of Ethics Standard 2.1 when he shared confidential health information about his colleague, Mrs. Long. Standard 2.1 states “The educator shall not reveal confidential health or personnel
information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.” While Mr. Armstrong’s motives might be good, to secure the substitute so his students have consistency, he should not have
disclosed the health information his teaching partner shared in confidence. He could have alerted the substitute that her services might be needed more in the upcoming days and not shared anything else. By revealing the health information,
Mr. Armstrong violated the code of ethics. If the services of the substitute were going to be needed, Mr. Armstrong could just tell the substitute that they
appreciate how well she works with the kids and hope as opportunities arise, that she can be available. This is the type of response required in both scenarios for Task 1. You must respond to each scenario.
Effective Communication with Parents: Read the scenario in part 2 regarding the parent communication.
Respond to the parent in a paragraph or two. Your response should reflect effective communication skills such as setting
aside judgement and remaining calm. Address the parent’s concerns and assert yourself through your values. Use
professional language, spelling and grammar.
Task 2 Sample Scenario
As a sixth-grade social studies teacher, Mr. Everson knows that students working on group projects is an enjoyable, meaningful way for students to learn content and also learn how to work together on a team. Once a six weeks, students are assigned a group and must complete a group presentation on the content learned that six weeks. He allows students time in class to work on the presentation. The group is graded on the presentation, and also on the individual work done by each team member.
TNT 700.1PBP SAMPLE RESPONSE TASK 1
TNT 700.1PBP SAMPLE RESPONSE TASK 2
Recently, he noticed that one group had two members, Jesse and Liz, who were talking and laughing and playing games
during group time. The other students in the group, Alana and Sam were getting visibly frustrated at having to do all the
work and kept complaining that everyone was not doing their fair share.
After reprimanding Jesse and Liz multiple times, Mr. Everson decided to call both sets of parents to let them know that
the students were behaving inappropriately and not working. Both parents agreed to talk with their children and
expected them to be better. Mr. Everson felt that the issue had been resolved.
The next day, Mr. Everson received the following email from Mrs. Davis, Alana’s parent.
Mr. Everson, I received a phone call from Liz’s mom last night. She told me that you had punished Liz because
Alana complained that Liz wasn’t working. She said you blamed Liz’s poor behavior on Alana and that if Alana hadn’t complained, you probably wouldn’t have even noticed it. I am furious that you would use my child as a
scapegoat for another child’s misbehavior. Alana works very hard to keep good grades, and previously enjoyed your class. I don’t know why you thought you could bring my child into your poor classroom management issues,
but if you were having issues with Liz, I don’t know why you blamed Alana. Was this your way of staying on Liz’s mom’s good side? Everyone knows she is a gossip, and that Liz is always in
Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.
Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.
This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.
To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.
It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.
Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>
