National College Of Teaching And Leadership
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
National College Of Teaching And Leadership
Our educational institutions should be on guard to any loose ends that bad teachers give when they misbehave. That is why there were changes made to the National College of Teaching and Leadership (NCTL) regarding teacher misconduct. “Strict new guidelines say any sexual misconduct should lead to teachers being banned from teaching” (“Misconduct Guidelines for Teachers Tightened” 1). This means that there should be a clear distinction of the advice where teachers are to avoid a kind of sexual misconduct because they will be banned from teaching. What is best about this revision of the law was that it is not just ending the serious sexual misconduct, but even for the minor teacher misbehavior. All throughout the world, Educational systems should be as vigilant as any organization should be. “High standards are expected of all teachers, and when making decisions panels should always take into account the need to maintain high levels of public confidence in the profession (1)”. Teachers are a constant in school, and should uphold all the good things that society requires and dictates.
A corrupt teacher is a bad teacher. In Russia, “The police were informed that the teacher of one of Petrozavodsk colleges made the students pay (him) for getting good examination marks for quite a long time (State News Service 1). In these, the educational institution that is connected to the teacher has been tainted. Such actuations not only question the credibility of that teacher to teach, but also for the whole institution where he works at is also affected by such situations. Fortunately, the result of the investigation was that “Operational investigations have confirmed the information given – the suspect was caught red-handed when taking another bribe” (1). Those who are members of the organization of the educational institution should be always in search of truth at all cost, even if that would cost for the bad teacher’s dismissal. Universities must understand how important their actions are regarding the matter. Although it is their duty to take care of their employees, they should not love what is wrong. So the wise organization always investigates and does not trust a mere saying in convicting a criminal, especially if they are the teachers. That way, everything will be in its proper order. This kind of investigation should be well practiced, because it helps eliminate bad teachers using proper and legal ways.
“THE LAW OF UNINTENDED CONSEQUENCES comes in many forms, which is the point of the so-called ancient Chinese curse: May you get what you wish for” A less dramatic way of expressing this sentiment is to acknowledge that we learn more from our failures than from our successes” (The Humanist 1). True enough, although the idea of success is unforgettable for almost everybody we also rarely forget the times where we fail. Same situation should always go for educational institutions. We all know that it is impossible to predict the future; a hen cannot say whether her egg will be the bad egg or not, and yet she still lays them. When academic organization made the wrong decision of hiring a bad teacher, the signs beforehand should not be forgotten. How the teacher before the university was knew he or she was a bad teacher? Surely, there will always be the telltale signs about it. In any case, a bad teacher will always be a bad teacher. In the end, the institution must make its act against it, in order to protect the rights and ensure that students are still in good hands.
Although it represents a small portion of classroom experience, student resistance can substantially alter a classroom environment or even disrupt a whole class (qtd. in Zhang, et. al 2). Resistance only happens when there is something that is not agreed upon between two or more parties; in this case, teacher vs. students. In the study, the authors tried to find any correlation and link of the resistance to teacher misconduct and misbehavior. The result was positive, and that students are well affected by the way their teachers misbehave (1). The relationship between teachers and students should be harmonious. To have a good relationship between one another means bigger possibilities in learning compared than having no good ties with the students. As depicted in the study, instead of doing homework or learning peacefully, students then waste their time and energy resisting their bad teachers. Truly, a bad teacher really does have an effect to the learning process of every student, as much as how good teachers affect them in another way.
Teachers are generally treated as every student’s second parent. That is why the amount of respect is high and infallible. Teachers then are expected to know, and by that we mean that they know better than to fool around in front of the students. Teachers who misbehave: Molest, abuse either physically, mentally or verbally, commit crimes to their students are unforgivable. Of all people in the society, we expect better than that about them. We look up to them that is why to hear them doing bad things is devastating and disturbing as well. We are entrusting not just the student’s future, but also the future of our society through the student’s career into every teacher’s hand. We expect that with their help, we get to change from something better. But we cannot achieve any of that, if we are to give the students to bad teachers. That is why it is necessary that all teachers are well chosen, and for the bad teachers to be removed in every educational institution. That is the only way we can help our students while they learn how to take care of the society’s need in the future.
Works Cited
“College teacher arrested for bribery by department for prevention of economic crimes in karelia.” States News Service 14 Jan. 2011. Academic OneFile. Web. 25 June 2014. <http://go.galegroup.com/ps/i.do?id=GALE%7CA247167558&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=c56cf43a98ade5ed71c7b6962bcfe7f9>.
“MISCONDUCT GUIDELINES FOR TEACHERS TIGHTENED.” States News Service 17 Jan. 2014. Academic OneFile. Web. 25 June 2014. <http://go.galegroup.com/ps/i.do?id=GALE%7CA355848951&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=56aa82406717ebb521bf57efb5ab6841>.
Silverman, Herb. “Bad/good teachers.” The Humanist May-June 2009: 39+. Academic OneFile. Web. 25 June 2014. <http://go.galegroup.com/ps/i.do?id=GALE%7CA198932384&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=b42a7849dba318537231047cc01795e9>.
Zhang, Qin1, Jibiao2 Zhang, and Ana-Alyse1 Castelluccio. “A Cross-Cultural Investigation Of Student Resistance In College Classrooms: The Effects Of Teacher Misbehaviors And Credibility.” Communication Quarterly 59.4 (2011): 450-464. Education Full Text (H.W. Wilson). Web. 25 June 2014.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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