My kids are the best. You should see my kids today.

The other day my kids were just really on it. At lunch we had the best conversation. And at recess they were great. Music was a little rough today but by snack they were so much better. Their spelling today was out of this world! Their parents should be so proud! Admit it. I have done it you have done it if you are a teacher. Teachers often have such a connection with and sense of pride in their students that they refer to them as their !kids." #iven this adoration and emphasis it is no surprise that in education it is a huge temptation to focus on the kids the students all of the time. This temptation however must be thwarted slightly as without an acknowledgement of the importance of the educator and their responsibilities the students are bound to be affected. A large portion of those responsibilities comes in the form of upholding the e$pectations which they agree to uphold as an educator. As a %esleyan student I have agreed to the !&onceptual 'ramework and (ispositions" set forth by the )ducation (epartment and in the future as a teacher in the state of #eorgia I will be e$pected to adhere to the !#eorgia &ode of )thics for )ducators." As such it is important to be thoroughly aware of both sets of guidelines and how they have and will specifically affect me. %esleyan &ollege*s !&onceptual 'ramework and (ispositions" is a document consisting of eight guidelines subdivided into what the candidate !knows " the !skills" the candidate possesses and the !disposition" of the candidate. The first two guidelines are also enclosed in yet another category referring to the subject in which these guidelines fit. 'alling into the !+iberal Arts )ducation" category these two guidelines can be summari,ed as saying the candidate -student teacher. should be knowledgeable and apply that knowledge to her teaching in the fields of fine arts science mathematics social studies and humanities. The second guideline references acknowledgement and implementation of the concept of constructivism in the

classroom. /oth of these guidelines have been crucial to my own lessons in my field e$perience thus far. /eing aware of best practices and using my content area knowledge aided me when placed at both a school known for its success and a school known for its struggles. This clash of environments also heightened my awareness so far as the positive effects of the ideas of student interaction and active engagement as encompassed in the tenets of constructivism. The ne$t four guidelines of set forth by the framework are categori,ed as !0rofessional 1nowledge." They can be summari,ed as follows. The third standard acknowledges the need for candidates to appreciate the development of learners and to plan their units and lesson plans accordingly. I have personally appreciated the impact of learner development in the various classrooms I have been placed in. I have worked with students as young as preschool and as old as fourth grade aged students in a second2third grade classroom at a special needs school. Although I have been in a classroom considered second grade twice and a classroom considered third grade twice the classrooms have all been very different as they housed very different learners at very different social and emotional as well as cognitive levels. This e$perience also relates to the ne$t standard which discusses the importance of a candidates ability to understand diversity and make a place for it in the classroom to the e$tent that it actually becomes embedded in the classroom and the learning within the classroom. 3nlike my own school e$perience my placements in /ibb &ounty have e$posed me to a variety of students from all walks of life. I have seen the richness of authentic learning acknowledging such differences and I have seen the frustration and struggle that some face in trying to accommodate or in choosing not to accommodate. I hope to be a part of a wonderfully diverse classroom in which deeper learning can be appreciated. (ifference in culture often times leads to difference in opinion which can again be a positive learning e$perience or the e$act opposite. The ne$t two standards I believe

go hand in hand in addressing this. The fifth standard references the candidates* need to be adept at creating and implementing and appreciating the value of a classroom management plan that fosters a positive classroom environment. That positive classroom environment of course should be apparent through the presence of positive relationships among the learners and teacher alike. The e$pectation for candidates to establish and promote these relationships is seen in the si$th standard listed on the framework. The last two standards set forth by %esleyan are categori,ed as !)valuation" as they reference the e$pectations the candidate is to meet related to their ability to assess. The first standard does just as one might e$pect4 it refers to the candidates ability to create present and understand the importance of a variety of assessments for the students. The last standard again references the ability to assess but this time in reference to the candidates themselves. The eighth standard can be summari,ed by saying that candidates should know many ways to evaluate themselves and should refine these methods and their practices. 5eflection is also mentioned as the means by which candidates should fuel their revisions. 5eflections have been strongly emphasi,ed and encouraged in my classes at %esleyan. %ithout these reflections the temptation to simply !go through the motions" would have been great in such a busy thriving environment. The re6uirement to reflect after each lesson taught has caused me to adopt the mindset of making note of successes and struggles as I teach. As I have grown more comfortable teaching I find myself more and more able and more eager to monitor myself in addition to the students in my lessons. This semester I made major revisions to a lesson I was teaching in two parts between the parts. I taught the first half of the lesson on 'riday and some components of the lesson simply were not working. 7n Monday I arrived to teach the second half with revisions in hand and my reflections on my mind. The ne$t lesson went so much better it left me

wondering how I could have done anything but reflect and revise. 5eflection is no doubt my favorite means of self2assessing and I plan to keep paper for notes handy as I teach in the future so no great ideas are forgotten. In looking to the future I must progress from the tenets of %esleyan and look to the !#eorgia &ode of )thics for )ducators." The premise of the !#eorgia &ode of )thics for )ducators" is of course the same as %esleyan*s in that it serves to present a model by which educators should measure themselves and adjust accordingly. %here %esleyan*s code could be said to be more dispositional the #eorgia code is more ethical and law based. %hile the standards are not subdivided as were those of the %esleyan framework e$planations follow each basic standard further e$panding upon the nature of the standard. The following standards are as named according to the document entitled !#eorgia &ode of )thics for )ducators" as displayed by #eorgia 0rofessional 8tandards &ommission -9::;.. The first standard refers to legal compliance that is that teachers will uphold the law and lead by e$ample. This is appropriate as teachers serve as models inside the classroom so the addition of outside of the classroom is feasible. &learly this is also a safety measure that is suitable for a child friendly environment. The second standard addresses conduct with students. Again this standard is one that should be e$pected as student safety is of the upmost importance. Teachers should be respectful of students as well as serving as a good influence. This is not possible in an environment of abuse of negligence. Yet another standard for safety comes in the form of the third standard entitled !Alcohol or (rugs." This standard outlines the protocol of all teachers not consuming alcohol or drugs at school related events. &learly this standard references both safety and demonstrating good judgement. 7ne cannot possibly hope to lead by e$ample if they are not in full control of their actions. The fourth standard is about safety as well but it also references an air of morality. The fourth standard

discusses honesty. <onesty is e$pected of teachers both in regards to the students and to themselves. <onesty is of course a good policy for all but the state values this so much so that it re6uires teachers to acknowledge the need in this standard. This also serves to protect the students. 8tandard = is that of monetary concern in that it addresses how teachers handle money of an academic nature. This standard holds teachers to their aforementioned honesty pledge. Teachers are not to mi$ their own funds and money from school related funds nor are they able to solicit students or parents for additional money that is not approved by the state. >ot to be confused with the fifth standard the si$th standard outlines the appropriate way in which teachers might receive gifts from teachers and students. This standard is necessary so as to eliminate any appearance or temptation for bribery as well as to clarify that additional help or coaching must be pre2approved and documented a lesser thought of aspect of this standard that is e6ually significant. )$tra help from teachers might be considered a special privilege that not all students are allotted this could be seen as unfair. 8tandard ? addresses the protection of confidential information as it pertains to students* academic and disciplinary records as well as standardi,ed testing. This standard reinforces that of the previous standard in that it suggests that teachers should not give any students any advantage they do not give to all or that they do not have the authority to give. 8tandard @ seems at first to be out of place among standards with students in mind but upon further thought it is obvious that by abandoning one*s contract one is creating an atmosphere of instability that could negatively affect the students. 8tandard ; again references responsibilities that should not be unfulfilled as the effects would impact students. This standard re6uiring reports of any breaches in the &ode of )thics also again references the safety of students as being held in the upmost regard. 8tandard A: is an all encompassing standard entitled !0rofessional &onduct" which suggests that all teachers should act in a way

such that they do not negatively affect any aspects of the children*s lives. The final standard entitled !Testing" addresses the teacher*s need to administer state mandated tests in accordance with the policies also mandated by the state. As these tests are intended to cultivate success this also makes sense to teachers with their students* best interests in mind. All of these guidelines ultimately seek to attain the same goal. That goal is well rounded responsible respectable educators that are self2aware and morally called to maintain the law of both their institution and state. As a future educator with the best of intentions these guidelines help me to formulate a model for my actions. I am happy to maintain and uphold these standards as I believe they are in place to benefit my students. I plan to do whatever it takes to make sure my students my kids are in a safe and positive environment conducive to support and learning in which they are lead by an outstanding role model they would be proud to call their own.

5eferences #eorgia (epartment of )ducation -9::; 7ctober A=.. #eorgia code of ethics for educators. 5etrieved from www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf.