Running head: ACTING PROFESSIONALLY IN THE CLASSROOM 1

Acting Professionally in the Classroom:

going into their profession, parents know this as they send their children to schools, and the rest

of the community knows this as they appoint such teachers to their positions. What many people

do not know, however, is exactly what these higher moral standards consists of and where they

come from. Such standards come from the Code of Ethics for Educators and are placed in an

educators moral code in order to insure the safety and integrity of both the teacher and the

student.

The Code of Ethics for Educators is passed separately in each state, but consists of

ultimately the same in its morals. The end goal is always to protect students, and to give teachers

a certain moral turpitude to include in their lives. Meaning, these standards are meant to

strengthen a teachers moral compass. The introduction to the Code of Ethics itself states, the

code defines unethical conduct justifying disciplinary sanction and provides guidance for

protecting the health, safety, and general welfare of students and educators (Georgia Code of

Ethics, 2009). Many future teachers, though, may view this as constricting by not allowing them

to live their own lives, or because they may feel they cannot teach in a style they would like;

however, it is important all educators remember these standards are set with only good

intentions. As moral turpitude attempts to evade everything contrary to justice, honesty, or good

morals (Moral Turpitude, 2009), the Code of Ethics does the same in the classroom. The Code

of Ethics of Georgia consists of five parts: an introduction outlining what the Code entails, a

section explaining important definitions, an extensive and informative section containing eleven

standards, a section explaining reporting breaks of the Code of Ethics, and a set of disciplinary

actions if these standards are broken. While all sections of the Code are important in their own
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right, the eleven standards are the most significant parts of the Code. It is these standards that

form the framework of those higher standards teachers must live.

The first of these standards deals with the legal compliance of the teacher. The standard

states, an educator shall abide by the federal, states, and local laws and statutes (Georgia Code

of Ethics, 2009). This means that a teacher must abide by all laws of the government or state.

Yes, it is true that all people must abide by such laws, but an educator risks losing their

certification if they are caught disregarding any laws. A verdict not present in all peoples

professions. This standard should be considered common knowledge though, as it deals again

with moral turpitude, and should not affect a teachers life too harshly. This standard is included

to simply remind teachers they are an example, and to prompt them to make good choices

regarding the law.

The second standard, however, gets more complicated than the first. Standard two deals

with conduct with students, stating, an educator shall always maintain a professional

relationship with all students, both in and outside the classroom (Georgia Code of Ethics, 2009).

One would think this standard, too, would be common knowledge, but it is far easier to break

than one would believe. When a person hears this standard, they may immediately begin to think

of teachers having sexual relationships with students. This is due to higher media coverage, as it

leads to an eye catching and interesting story for ratings. This picture would not be wrong, as the

Code of Ethics states, unethical conduct includes committing any sexual act with a student

(Georgia Code of Ethics, 2009); however, this sub-standards purpose is to stand where legal

compliance can have loop holes. For example, when I was in high school, one of my schools

teachers had a consensual sexual relationship with one of my fellow senior classmates. Since the

student was over the age of eighteen, the relationship was not considered illegal, but due to the
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conduct with students standard he lost his job. This standard is designed to protect the students

by not allowing teachers to take advantage of them in exchange of higher grades or other

requests.

This standard does not stop at sexual relationships however, as it provides other sub-

standards for conduct. This standard also prohibits committing any act of abuse, cruelty toward a

student, or allowing the harassment of a student to continue (Georgia Code of Ethics, 2009). This

is not limited to just not treating your students too harshly, as that should also be a given concept.

This standard is the reason teachers are not allowed to use curse words around students, hug

students too much, or give away political ideals to students. The important part to remember

about these standards are their malleability. I believe that the older students get, the more flexible

this standard becomes. Not the specific ones designed to protect students, such as the sexual

conduct or abuse sub-standards, but the ones pertaining to sociability I think can shift from

student to student. For example, if a teacher sees that a student is generally friendless, and may

be suffering from depression, I believe teachers should not have to hesitate before helping such

student. I have seen teachers turn away homeless students in fear of breaking this rule. I have

seen friends depression spiral out of control while school administrators stood by because they

thought they could do nothing. I believe it is important to follow these codes, but I also believe it

is imperative to challenge them if the circumstances demand a teacher to do so.

The third standard involves alcohol and drugs, stating, an educator shall refrain from the

use of alcohol or illegal or unauthorized drugs during the course of professional practice

(Georgia Code of Ethics, 2009). This does not mean a teacher is not allowed to drink or do drugs

at all, it merely means they cannot do so on school property. This standard also informs teachers

they are not allowed to show up to school or to a school sponsored event while intoxicated.
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While the fourth standard deals with the honesty of the teacher. Standard four states, an

educator shall exemplify honesty and integrity in the course of professional practice (Georgia

Code of Ethics, 2009). This standard explains that educators should be truthful at all times. No

educator is allowed to lie about their professional qualifications, criminal history, college, staff

development credit, degrees, academic award, [or] employment history (Georgia Code of

Ethics, 2009). This is meant to ensure the integrity of schools by warranting the correct

certifications of its teachers. This standard is set to protect the students by guaranteeing that all

educators are qualified and can therefore forward all students education.

The fifth and sixth standards deal with money in the school system. Standard five handles

public funds and property, stating, an educator entrusted with public funds and property shall

honor that trust (Georgia Code of Ethics, 2009). This standard is meant to protect the teachers

and the school system from theft, unlawful money-action, or having to pay from others personal

affairs. The core of this standard is about school funds, stating that it is against the Code of

Ethics to misuse school funds, especially for personal gain. The other sub-standards outline ways

one could misuse these funds. However, this standard could be difficult for an educator to

remember, as accidently mingling ones own money with school funds or accidently leaving

money in an unauthorized classroom also warrants a brake of the standard. It is important that an

educator can refer to standard four in these circumstances, and just be honest at all times they are

dealing with school funds.

Standard six covers a teachers more personal money. It deals with remunerative conduct,

and draws the line between personal gain and professional conduct. The standard says it is

dishonest for a teacher to use their students for an individual advantage (Georgia Code of Ethics,

2009). I believe this standard is another with a thin line and can be easily forgotten about;
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furthermore, I also think this standard is the one that gets broken the most, but is not reported

enough for the statistics to show an influx. The reason I believe this is that I can remember

teachers breaking the rule when I was in school, but I did not know then that it was against the

Code of Ethics. Due to low teacher salary and insufficient school funding, many teachers are

now being forced to ask students and parents for classroom necessities. I actually had my host

teacher tell me the other day she was going to ask parents to bring in toys for the class treasure

chest. Which, there is not anything wrong with asking for donations, but I believe that highlights

a greater problem in our education system. However, when a teacher asks students to bring in

objects for a grade, that is when they are breaking the Code of Ethics. For example, if a teacher

needs pencils for their classroom, they may need to ask students if they can bring pencils in to

donate. This does not break the Code of Ethics unless the teacher tells the students to bring in

pencils for a free 100 in the grade book, or for anything else of the sort. This standard is

intended to protect students because it is unfair to students of lower income, or to students who

simply cannot bring in pencils.

This standard does not stop at classroom items though. The sub-standards go on to

explain how an educator cannot use their time to unfairly benefit other students either. For

example, a teacher is not allowed to tutor a student they currently host in their class for money.

This does not mean they cannot work with students after class, they just cannot do so for a

financial advantage. This is to eliminate any personal bias from the teacher when grading or

within the classroom setting. However, the sub-standard, and the part of the whole Code of

Ethics, I fear I will have the most difficult following is the sub-standard that deals with coaching.

As a softball player, it is only natural from me to want to coach when I am a teacher. Under this

standard, coaches are not permitted to coach or instruct students in their system unless authorized
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under the local board of education (Georgia Code of Ethics, 2009). Meaning, the only time I will

be allowed to coach or instruct my players will be during the schools season. I remember always

wondering why my high school coach was never allowed to form a travel ball team, though we

most played on our own separately. He always told us the only player he could coach was his

own daughter. Now I see that this rule was made to protect other students on the team, because if

he had prepared a team he could have formed unsolicited biases for his players. I think this will

be difficult for me to follow because I remember being that player wishing our school could have

its own team, but I will need to remember the reason the rule was formed.

The next standard is perhaps the one most blatantly setup specially for the students

protection. The seventh standard deals with confidential information, and states that an educator

can only discuss confidential information of a student with said student, the parents of the

student, other teachers who are currently working with the students, and other administers

(Georgia Code of Ethics, 2009). This confidential information can include the students grades,

records, medical history, income, or any other information the student may not want to be made

public (Georgia Code of Ethics, 2009). I believe this is another standard often broken without a

teacher realizing what they are doing. For example, if a teacher simply tells what a student did,

by name, to a person outside school statutes, they have accidently broken this standard.

However, this standard was more chiefly implemented to protect students who could possibly be

harmed if their information was to get spread. Particularly, this standard protects students who

have IEPs, or any type of learning disabilities (Education, 2017). These students may not want

their grades or medical history to be released, due to personal wishes or to avoid bullying, and

this standard ensures their privacy.

terms detailed in their annual contract with their local school board (Georgia Code of Ethics,

2009). This standard ensures the compliance of teachers, detailing their positions of teaching. If

a teacher would to abandoned her contract, they would have the possibility of getting their

certificate revoked. Abonnement of contract entails a teacher who leaves their school, leaves

their class, or a teacher who runs their classroom with gross negligence. For example, a teacher

cannot move in the middle of the school year, because their contract with the school is for all

year. This was created for the sake of the students, and to guarantee them a yearly education. By

not abandoning a contract, a teacher is therefore not abandoning their students. I experienced this

in high school, when one of my teachers was looking to move, but she could not do so until the

next year. I always wondered why that was so because I felt like she should be able to have that

freedom, but now I know that it was because she had to fulfil her contract.

The ninth standard deals with required reporting, and states that a teacher is required all

accounts of child abuse, especially if a child is in immediate danger (Georgia Code of Ethics,

2009). I believe this is the standard that should not, under any circumstances, be broken. There is

no need for a teacher to ever refuse to report an act of child abuse. I believe that if a teacher

suspects a child is in danger, but they are not sure, they should rule on the side of better-safe-

than-sorry and report the child regardless. I also believe that this standard should stretch to

student suffering from depression and anxiety, who may be having suicidal thoughts. Teachers

should be required to report self-harm as quickly as they would report parental abuse. I feel so

strongly because I have witnessed both cases, and I have never been able to understand why the

administration never stepped in to help the students. For example, one of my friends in high

school come from an abusive household, and finally became homeless from running away.
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Lucky, she was able to live with me eventually, but for a while after she would drift from house

to house. The teachers at our school would ask me where she was when she was not at school,

and I always thought that was a horrible way of dealing with the situation. I believed, and still

believe, the teachers had the authority to call someone who could help because she was in

danger. I had another friend who had a mental breakdown her senior year and had to be

withdrawn from school due to mental health. It always shocked me that the teachers acted as

though it was a surprise. She had shown signs of her eventual downfall for years, and I felt as if

those signs were ignored. These experiences are a big reason I want to become a teacher. I plan

to create a positive environment for all of my students (Education, 2017), so that they will also

feel safe to tell me if they truly need my help. I want to be a high school teacher, so cases of

child abuse will be rarer for me (though not extinct so I will still have to keep a sharp eye on my

students), but I will have to be sure to know my students well enough to know when to report the

possibility of self-harm.

The tenth standard states that all teachers must adhere to an average of professional

conduct, stating an educator shall demonstrate conduct that follows generally recognized

professional standards and preserves the dignity and integrity of the teaching profession

(Georgia Code of Ethics, 2009). I believe this is the standard that chases people away from the

teaching profession, and has the potential to scare future teachers. This is the standard that makes

it seem as though a teacher can have no life outside of school, and that they must stop having fun

outside their own home. I think, however, this standard is redundant and should not be included

as everything it details is within the range of all other standards. The main feature of this

standard is that teachers need to act professionally at all times, but there are no standards that do

not also state this with at least subtext. For example, a professional is always honest, does not
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abandon their contract, and does not show to work intoxicated. All three of those examples are

already stated in standard four, eight, and three, respectively.

The last standard deals with testing, and is the latest of all the standards. This standard

has been in the news more lately because of educations current shift to standardized test above

traditional classrooms; therefore, a common mis-conception may be that most teacher cheat in

this area. This standard was created, however, to keep the integrity of these tests from being

tarnished. I believe this standard, too, is redundant, as lying about tests or test scores should fall

under honestly, but the standard had to be added as the number of necessary standardized test

grew. The content of this standard simply states an educator shall administer state-mandated

assessment fairly and ethically (Georgia Code of Ethics, 2009), proving that this standard only

adheres to these standardized tests.

However, since I am coming from an organized and prestigious college such as

Wesleyan, I will already be acclimated to a kind of code of ethics before I begin teaching in my

own classroom. In the Wesleyan Education department, future teachers are given a conceptual

framework on all their syllabi. This framework acts so its own Code of Ethics, detailing to the

students what their expected behavior should be. This addition to our education department is

important for the molding of its students. First, it sets Wesleyan apart from other schools.

Wesleyan has a long history of putting teachers into schools, a trait that initially got me looking

at comeing here. It is this conceptual framework, though, that allows this to happen. The students

are held to higher standards, and therefore preform as such. The conceptual framework, too, acts

as a practice Code of Ethics for Wesleyan students. As students leave Wesleyan, and go out into

their own classrooms, they know that they will be able to adhere to the Code of Ethics because
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they have been practicing for years. They will take the conceptual frameworks, as well as

everything they learned at Wesleyan, and form their own teaching style and methods.

Future teachers must remember that the Code of Ethics is not a jail sentence, and that

their classroom is ultimately theirs. The Code of Ethics was implemented to help, aid, and

protect students and teachers, not to strangle them or scare them away from public schools. Yes,

it may seem unfair at times that teachers must adhere to high standards, especially when they are

getting paid far less than they deserve, but I believe the love of teaching will always prevail.

Teaching is such a noble profession, and a necessary one for the advancement of society, and I

could never imagine doing anything else with my life. That is why my goal is to follow the Code

of Ethics to the best of my ability, so I can help my students to the best of my ability.
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Works Cited

Education. (2017). Wesleyan College. Retrieved February 16, 2017, from

http://www.wesleyancollege.edu/registrar/catalog/Education.cfm

Georgia Code of Ethics for Educators. 2009.

Georgia Code of Ethics for Educators: Moral Turpitude. 2009.