Legal and Ethical Implications for Classroom Management Essay Example for Free

Legal and Ethical Implications for Classroom Management Essay Today’s classrooms are more dynamic than ever before. Educational needs of students are changing at breakneck speeds, along with the demands being placed on their teachers. There are associated legal and ethical implications that are evolving as rapidly as the technology that is driving a lot of the change. In order to have a chance to meet the needs of students and legal/ethical obligations, educators must have well developed classroom management techniques. These can get tricky quite often and require balancing the increasingly diverse needs of many different people. To be an effective teacher today is extremely difficult for these reasons. This essay will examine some of the current issues that teachers are exposed to in today’s classrooms by summarizing four journal articles and responding to them. The specific issues will be free speech and what it means in a school setting, cell phones in classrooms, bullying (specifically of students with disabilities), and gender specific dress codes. Freedom of Speech The issue addressed in the first article summary is freedom of speech and how it is interpreted in a public school setting in relation to the distribution of religious materials. This is really not a new topic of debate. Current precedents have been set in court cases dating as far back as1969 and the Tinker vs. Desmoines case. In that case, the court decision reads that, in order to prohibit any students’ expression of opinion, the school must provide evidence to support the fact that the actions being suppressed would be significantly disruptive (Essex, 2006). Because it is an issue of ongoing debate there are cases still being heard all over the country. This article is specifically in response to a case in the New York Supreme Court, where a student was prohibited from distributing religious fliers on school property. The question is, why was the student prevented from expressing her opinion in the first place. According to Essex (2006), one of the requirements placed on schools is that they remain viewpoint neutral. This means that if the literature was suppressed because it was religious in nature, the suppression violated her First Amendment rights, even in the school setting. In all court cases, the real message has been that schools are responsible for making sure parents and students are aware that the schools are merely sending messages indiscriminately from religious and non-secular sources and that they are not in support of any of them (Essex, 2006). Really the essence of the article is that sound policies must be in place, well documented, and consistently followed for a school to be able to regulate what a student says or distributes and there must be no endorsement of any particular ideas from any group or student. Cell phones The next topic of discussion is cell phones in classrooms. The article being summarized is entitled The Only Thing We Have to Fear is†¦120 Characters. In this article, Kevin Thomas and Christy McGee (2012) make arguments for the use of cellphones in classrooms in spite of the fact that 69% have banned them. This paper responds to the many reasons for disallowing their use, and then it goes on to highlight some ideas about why cell phones should be used as educational tools. Both sides of the discussion certainly make valid points. If 69% schools have taken students cell phones away, there must be some reasons. Thomas Mcgee (2012) identified and responded to four commonly offered rationales, including misuse for cheating, replacing Standard English with textese, sexting, and cyberbulling. It seems rather obvious that these are negative side effects of the technology, however there are also positive results that can be attributed to the use of cell phones. Today, they are relatively affordable and powerful miniature computers. When used properly, the possibilities for better use of time are astonishing. According to Thomas and McGee (2012), teachers need to be modeling appropriate behavior with their portable electronic devices and taking advantage of the benefits because the technology is not the cause of the problems. The problems being associated with cell phones all existed in some form, long before modern technology. Thomas Diamates (2010) reports that courts have supported schools in their efforts to ban cell phone use as long as the school follow established procedures. Bullying The third topic has to do with bullying, specifically students with disabilities. These students stand out in the classroom, as they are â€Å"different† and so they are subjects of increased abuse from fellow students (Eckes and Gibbs, 2012). Schools and teachers have an obligation to provide students with disabilities a free appropriate public education (FAPE) in the least restrictive environment according to the Individuals with Disabilities Education Act (2004). This paper looks at the findings in several court cases to establish what is required of teachers in situations where students with disabilities are being bullied. What this article shows is that there are an increasing number of suits against school where disabled children are being bullied. The interpretation of what is considered an appropriate education, and whether or not the school took proper preventative/disciplinary steps in light of the bullying are the reasons for these suits. The findings of this study provide evidence that the courts will generally side with schools that have taken and documented actions to alleviate the harassment. In Brown vs. Monroe County Board of Education (1999), the Supreme Court ruled that for a school to be liable, it must receive federal funds, it must have been aware of and acted â€Å"deliberately indifferent† to the harassment, and the bullying must have been severe enough to deprive educational opportunity (Eckes and Gibbs, 2012). Basically, schools must make an adequate effort to alleviate the harassment in order to limit their liability, and this has been upheld by the courts in cases like Werth v. Board of Directors (2007), and Biggs v. Board of Education (2002). Dress codes The last article on the list takes a look at how and why public schools can or cannot implement gender based dress codes. Proponents of dress codes list reasons including less distractions, less pressure to dress right, safety, and lower cost to families. Opponents say that dress codes take away students expressive rights, which are already severely limited in school settings. In this particular case, Ceara Sturgis had her picture and name removed from her senior yearbook because she is a lesbian who was more comfortable wearing the school prescribed male outfit. The current question is whether or not this is in violation of her civil liberties. Historically the courts have upheld the rights of schools to implement dress codes with very few exceptions. In Blau v. Fort Thomas Public School District (2005), a father brought suit against the school for violating 1st and 14th amendment rights with their dress code. The court found no violation of rights since â€Å"it is not related to suppression of the content of expression, it furthers a substantial government interest, and it does not burden substantially more speech than is necessary to further that interest† (Dowling-Sender, p. 34, 2005). On the other side of the coin, in United States vs. Virginia (1996), schools were required to show a â€Å"legitimate and important† reason for any gender based restrictions (Smith, 2012). In Ceara’s case, the school is going to have to show that it meets all these criteria, and the outcome has some potentially far reaching consequences. What all this means is that teaching in todays classrooms must be dynamic. Teachers need to be aware of their ever-changing legal and ethical obligations as educators. Decisions must be based on sound judgment and carefully documented observations. Teachers, students, and parents must work together and communicate with each other to create the best possible learning environment for everyone.

Isaac Asimovs Foundation - Validity of Science Fiction Essay examples

Isaac Asimov's Foundation and the trilogy named after it represent a pinnacle in science fiction. Science fiction lovers from every walk of life have joined together to praise Asimov and Foundation. Furthermore, this series has been awarded the first Hugo Award for Best Science Fiction Series. Not before or since the publication of Foundation has this award been given. Despite this recognition, the mainstream literary critics ignore works of science fiction as candidates for more prestigious awards. Instead, science fiction is often dismissed as technology-dependent literature, immature in character development, theme, and structure. A large portion of the literary world still levels a sniff and a scoff toward Foundation and indeed the entire genre of science fiction. Asimov's Foundation can be seen as an archetype demonstrating the validity of science fiction and refuting these criticisms. It is argued that the writings of Asimov are the foundation upon which much of science fiction is built upon. From the outset Asimov maintained a strong faith in the genre, believing that its status will be enhanced with time. "If enough people read science fiction or are, at least, sufficiently influenced by people who read science fiction" he wrote, "enough of the population may come to accept change†¦."(Asimov 4) Several differences between Foundation, and therefore science fiction exemplified by Foundation, and the other divisions of literature must be considered before judging the genre. First, a whole different approach must be taken before judgment. Foundation deals with a nearly limitless range of possibilities. Therefore, the mind must be adapted to put aside incredulity and disbelief. Secondly, Foundation deals with event... ...elope into unknown territory. This constitutes change. Historically, change is slow to come. The negative and judgmental reactions to Foundation and science fiction come from those who resist change, however unfounded their criticism may be. Science fiction is the one branch of literature that accepts the fact of change, the inevitability of change. Without the initial assumption that there will be change, there is no such thing as science fiction, for nothing is science fiction unless it includes events played out against a social or physical background significantly different from our own.(Asimov 4) In our view, science fiction, particularly as represented by such works as Asimov's Foundation, is a valid form of literature, and time will see it through. Works Cited: Asimov, Isaac. Foundation and Empire. Garden City, NY: Double Day & Company,. 1952.

Emily Dickinson – Death Is a Dialogue

â€Å"Death is a Dialogue† and â€Å"If I Can Stop One Heart from Breaking† Analysis of Effective Poetry Of the two poems both written by Emily Dickinson, â€Å"Death is a Dialogue† and â€Å"If I Can Stop One Heart from Breaking†, the first is one that a qualified reader would say is a good poem and the second is one a qualified reader would call a bad poem. The second poem possesses one of the three varieties of inferior poetry. Alternatively, â€Å"Death is a Dialogue† possesses poetic devices that establish it as a superior work of literature. First, both poems have a similar central purpose. In â€Å"Death is a Dialogue†, the central purpose is to convey a perspective about the spirit and the afterlife. In â€Å"If I Can Stop One Heart from Breaking†, the central purpose is that by helping others, life becomes purposeful. However, the first poem is superior to the second poem. The first poem depicts the human spirit as something that is immortal. The first poem has more poetical merit than the second poem in the use of imagery, symbolism, and personification. The poem is structured as a dialogue alongside a combination of personification and apostrophe. Used together, these literary devices give â€Å"life† and immediacy to the language of the poem as seen in Dickinson’s first poem. The reader is provoked to think of abstract concepts of ‘Death’ and ‘the Spirit’ as thinking, feeling, and speaking like human beings. The use of personification is found in the second and third lines: â€Å"’Dissolve† says Death – The Spirit â€Å"Sir / I have another Trust† –â€Å". Death’ and ‘the Spirit’ are also personified physically, as found in line two of stanza two: â€Å"The Spirit turns away†. The combination of these poetic devices creates a subtle but creative ironic tone. Since the poem depicts a dialogue between nonhuman entities that are in disagreement about the immorality of ‘the Spirit’, personifying them gives them the qualit ies of life that suggests that the soul is immortal. The last two lines of the second stanza are symbolic and open to interpretation. By leaving the most difficult concepts of the poem until the end is an effective way of engaging the reader because the purpose of the poem cannot be fully achieved without interpreting these lines. This also works effectively because the framework of the poem provides enough information to consider how the last two lines achieve the poem’s purpose. For example, the contradictory tone of the framework creates a dramatic reading experience. It transits between resilience and fear, where ‘the Spirit’ portrays resilience, for example, in the last line of stanza one: â€Å"’I have another Trust† – â€Å" (p 223). In the last two lines of stanza two, â€Å"Just laying off for evidence / An Overcoat of Clay† (p 223), is highly symbolic and achieves the purpose of the poem because imaging the spirit taking off an â€Å"Overcoat of Clay† creatively shows that it is immortal; the only buried part of him is his â€Å"overcoat†. â€Å"Overcoat† is an effective use of connotation as it conjures a strong mental image of ‘the Spirit’ proving his immortality. By comparison, â€Å"If I Can Stop One Heart from Breaking†, is an inferior poem. The poem is didactic and uses simple language that is not subject to interpretation, leaving a dull reading experience. Its message is clear, but how the poem attempts to achieve its message is poorly done. For example, the rhythm of the poem does not contribute to the purpose of the poem because it only gives the poem a superficial and catchy tone that an unqualified reader would find appealing and poetic. Rhyme is used for its own sake. A good example of this is in the first and third lines where the words â€Å"breaking† and â€Å"aching† are used. The lack of literary devices such as personification and connotation leave a poem that has only face value with no incentive or encouragement to observe beyond the literal meaning of the words. It is purely didactic in that its primary purpose is to preach or teach; a good poem would achieve this purpose by being subtle. This poem would be appealing to unqualified or beginner readers whom are looking for a wholesome truth dressed up in pretty words. Ultimately, the poem leaves the reader with a sermon and lacking both creativity and originality. It presents an inspirational theme, but does not leave a qualified reader with a feeling of inspiration. Overall, this is a bad poem because it uses literary devices that are superficial, such as rhyming. As well, there is a lack of literary devices which otherwise could accomplish the poem’s purpose (to make it inspirational on a higher level). For example, the reader is not provoked to think about any larger or hidden meaning in the poem. Unlike â€Å"Death is a Dialogue† which provokes both insight to a larger meaning beyond its face value, this poem’s flaws largely outweigh any positive features a good poem would have.

Energy of a Tossed Ball - 768 Words

Energy of a Tossed Ball Project PURPOSE: The purpose for the students of the Energy of a Tossed Ball Lab involved learning how to measure the change in kinetic and potential energies as a ball moves in free fall. Since there is no frictional forces working on the ball the total energy will remain constant and the students will see how the total energy of the ball changes during free fall. HYPOTHESIS: 1. The ball has potential energy while momentarily at rest at the top of the path. 2. The ball contains kinetic energy while in motion near the bottom of its path. 3. Kinetic energy VS. Time Kinetic energy VS. Time Velocity VS. Time Velocity VS. Time†¦show more content†¦The ball loses potential energy on its way down. 6. 7. The kinetic graph was correct as my hypothesis. My potential graph did not start in the same position as my data graph. 9. 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