VALUES AND ETHICS IN DECISION-MAKING

Decisions have to be made based on informed judgment. Educational leaders will benefit from understanding how values and ethics can help inform such decisions.

VALUES are important for determining our sense of who we are. It develops overtime and influenced by family, education, peers and whole range of experiences both GOOD and BAD

Values differ whether in intensity with which we hold our values or the way we prioritize them And this difference can lead to DISPUTE, DISAGREEMENT AND OUTRIGHT CONFLICT

Right versus right values are at the heart of most difficult choices in life and work situation. While there are numerous situations, most part, more easily people than right they more easily discernible, dealt with by honest, wellare right versus right situations. versus wrong are, for the and therefore intentioned The most

difficult choices faced by leaders are so difficult precisely because each side is firmly rooted in core values

We live in a multicultural and pluralistic society- there is NO one set of agreed prevailing values. One of the functions of ethics in the society is to enable us to enter into dialogue with others about the appropriateness of human decisions and actions.

Theories and principles do not offer total solution, ensuing ethical conflict we are left to rely on skills of wise which can be learned and formed through experience

therefore in reasoning,

ASSERTIVE DISCIPLINE

Underlying premise of assertiveness model is RIGHT of the teacher to TEACH and RIGHT to expect students to obey.

Assertive discipline wants the teacher to anticipate that students will break rules - So plan ahead! ESTABLISHING A DISCIPLINE PLAN 1. ESTABLISH RULES THAT MUST BE FOLLOWED AT ALL TIMES 2. DEVELOP SUPPORTIVE FEEDBACK 3. DEVELOP CORRECTIVE ACTIONS

Strengths is emphasis on a teachers clearness in her directions and expectations

assertiveness and

Weakness use of uniform plan for all students and low priority for communicating and understanding students behavior

COOPERATIVE DISCIPLINE

Albert/dreikurss and adlers social theory the central motivation of all humans is to belong and be accepted by others.

When a student is unsuccessful in obtaining social acceptance, a pattern misbehavior begins.

of

ATTENTION - Student who seeks attention should not receive it when he acts out POWER Student who wishes to possess power should not be able to engage the teacher in a struggle. Teacher should attempt to remove the issue of power altogether

REVENGE - Student who feels hurt and wishes to retaliate must be handled in a caring and affectionate manner HELPLESSNESS Student shows Teacher mush child that she is inadequacy is the most discouraged exercise great patience and attempt to show the capable

DISCIPLINE WITH DIGNITY The writers of discipline with dignity are concerned about not destroying the motivation of a student thru discipline actions The prevention dimension 1. Be aware of self 2. Be aware of the students 3. Express genuine feelings

4. 4. Become knowledgeable about alternative theories 5. 5. Establish social contracts 6. 6. Implement social contracts 7. 7. Reduce stress The Action Dimension 9 principles of implementing a consequence 1. Be consistent 2. Simply state rule and consequence 3. Use power of proximity 4. 4. Make direct eye contact 5. 5. Use a soft voice 6. 6. Catch a student being good 7. 7. Dont embarrass student in front of the class 8. 8. Be firm and anger free 9. 9. Do not accept excuses, bargaining or whining The Resolution Dimension chronic rule-breaking student 1. Positive student confrontation strategies 2. Family intervention process 3. Comprehensive social contract