Task 3: Educational Values Educational Values make up who you are and how you act as a teacher. Part 2 of the Standards state: Teachers’ Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a professional position teacher’s Having regard for the need to in accordance with safeguard pupils’ well-being, statutory provisions Showing tolerance of and respect for the rights of others Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. You will be in many situations during your programme where you have to be clear about your educational values. This is often a difficult aspect to understand. This task will help you begin to identify what is important to you as a teacher and a person. Task: investigate the educational values held and promoted by the headteacher/ mentor /class teachers and how these are put into practice in the school: Arrange to talk to the head teacher/class teachers (as appropriate) in your settings. Find out: What are the values promoted by the school that s/he identifies with? How does s/he attempt to embed those values into practice in the day to day life of the school? What helps or hinders him/her to embed these values into their practice? Make notes during the interview (or record with permission) Look for evidence of the values discussed in the school e.g.in policies, displays, resources available, teaching, learning, day to day interactions Make entries in a reflective journal around the following themes: How your own values as a teacher are changing or being reinforced? How can values be shown implicitly or explicitly as a teacher? How are values linked to practice? Further study and reading: Ewens, T. (2014) Reflective Primary Teaching. Northwich: Critical Publishing
Task 3: Educational Values Educational Values make up who you are and how you act as a teacher. Part 2 of the Teachers’ Standards state: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions Showing tolerance of and respect for the rights of others Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. You will be in many situations during your programme where you have to be clear about your educational values. This is often a difficult aspect to understand. This task will help you begin to identify what is important to you as a teacher and a person. Task: investigate the educational values held and promoted by the headteacher/ mentor /class teachers and how these are put into practice in the school: Arrange to talk to the head teacher/class teachers (as appropriate) in your settings. Find out: What are the values promoted by the school that s/he identifies with? How does s/he attempt to embed those values into practice in the day to day life of the school? What helps or hinders him/her to embed these values into their practice? Make notes during the interview (or record with permission) Look for evidence of the values discussed in the school e.g.in policies, displays, resources available, teaching, learning, day to day interactions Make entries in a reflective journal around the following themes: How your own values as a teacher are changing or being reinforced? How can values be shown implicitly or explicitly as a teacher? How are values linked to practice? Further study and reading: Ewens, T. (2014) Reflective Primary Teaching. Northwich: Critical Publishing
Experiential-Placements-and-Tasks-UC-2018.docx