Judicious Professor and Ethics Gathercoal & Gathercoal

Judicious Professor and Ethics

Gathercoal & Gathercoal

Presentation by Paul Gathercoal, Ph.D.California Lutheran University

1. Never demean students.

Humiliating and embarrassing students with “put downs” always has the effect of diminishing their self-worth. Sarcasm meant to be clever, or a disparaging remark flaunting power or intellect, always hurts. Even teasing students about their appearance can be painful. Students need to live in a positive environment in which they feel they have permanent value. A positive sense of self-esteem is not something we necessarily have to give to students; more often, it is what we have to stop taking away from them.


2. Never judge or lecture students on their behavior.Instead, ask questions and listen to the student’s side of the story in order to learn more about the problem. We will always view problems more clearly after hearing the other side, which makes our decision better than if we had not discussed it. As the real problems surface, empower students to make decisions and allow them to choose what they prefer to do about it. Some will decide they are ready to make a change, while others may feel they need more time or help with the matter. This student-centered approach sends to all students a message of professional responsibility, respect for confidentiality, and a willingness to treat each as an individual.


3. Never compare students.

All of us need to feel significant and accepted for who we are. Educators know there are many differences among students, but some fall into the trap of trying to compare these many differences with the hope it will work to motivate the unmotivated. This competitive approach almost always has the opposite effect by discouraging the desired behavior. Students simply want to be judged on their own merits and not be thrust into the shadow of others.


4. Never give students constructive criticism;

always give them reflective feedback. The moment students feel they are being criticized, their thoughts are clouded by arguments defending themselves or feelings of guilt, and therefore they seldom benefit from the constructive information. Reflective feedback, on the other hand, stimulates students’ thinking and discourse is directed toward the heart of the matter by keeping the “teachable moment” viable. There is a considerable difference between “Let me give you some constructive criticism on your project” and “Let me give you some feedback on your project.” Educators who recognize the difference have found one of the important keys to helping students become capable learners.


5. Never demand respect or think it must be earned;learn to give it to your students. By giving it away, it is usually returned to them many times over. Unconditional respect, not unlike unconditional love, can only be given and received. Respect which must be earned would be conditional respect. Learning to give unconditional respect is the pathway to achieving mutual respect.


6. Never fear an apology;

be grateful for a lesson learned. If we say or do something that is wrong, a sincere apology is gratefully accepted and a brief explanation is genuinely appreciated. This is not easy to learn, however, as we feel we are not allowed to make mistakes as educators. But eventually we learn that an apology sends a welcome message to students that they are in the presence of a sincere and honest person. Students need their educators as role models as they learn the art of healing and learning from mistakes.


7. Never accuse students of not trying or ask them to try harder;

always help them try again. Beginning a conversation with accusatory and judgmental statements about a student’s previous effort has the effect of making the student want to try even less. Students experiencing problems want learning situations reinforced with positive educational strategies, not negative experiences that discourage them. Accepting students’ efforts as genuine communicates a message of faith in their ability to learn. This may appear to be a subtle difference, but the students’ reaction to encouragement will be one of renewed effort and interest.


8. Never ask misbehaving students “Why?”;always ask something like “What happened?” or “Would you like to tell me about it.” “Why” points the finger at the person and forces students into a conversation of excuses. The other two responses focus on “what happened” or “it.” Both focus on the events and are away from the person. This avoids defensiveness and leads to conversation about the problem itself. Students are far more likely to open up and talk about what happened than when they feel pressured into trying to explain reasons for what they have done. Students who are talking openly about the problem are students becoming accountable for their actions.


9. Never get into a power struggle.

If a power play is developing, begin by taking your sail out of their wind and anchor yourself with a long tether. With your sail (ego) down, listening to students’ wind will not blow you away; the tether (respect for their opinion) keeps you within reasoning distance. Because power struggles are no-win situations, they can only be resolved privately through an open and honest discourse that eventually leads to mutual respect. Students will know that they are valued when educators are willing to negotiate and share some of their authority. Students rarely continue to defy educators whom they feel are on their side and are willing to listen and work things through.


10. Never flaunt the fact that you are the educator and they are the students.

In most cases students usually know when they have messed up and do not need an authority figure preaching to them about it. All they really need is a simple explanation from an educator who listens and gives them a chance to recover. When educators are sincerely making every effort to help them succeed as students, they will try very hard to help you succeed as an educator.


11. Never become defensive or lose control of your feelings.When pride gets in the way, it has a tendency to diminish our professional qualities and leads us to do and say things we will later regret. Defensive remarks made at the height of emotional tension usually cause embarrassment for everyone. If we begin to feel defensive, they should back off and, as calmly as they can, try to focus on a resolution using words that were devoid of emotional overtones. If we make a mistake, we need to acknowledge the error and apologize. As a result, educators will suffer very little loss of respect, and in some cases, probably gain some.


12. Never use fear and intimidation to control students.

Educators find themselves falling back on this approach when they have run out of workable ideas. Intimidation works only in the short run, and that its long range effects were unpredictable and often gave rise to other problems. Bitter feelings and sullen attitudes developed as students become very inventive in the circuitous ways they try to get back at those who hurt them. We must learn to back away respectfully until they can think of a more student-centered approach to the problem.


13. Never punish the group

for the misbehavior of one of its members. This leads to negative interdependence among the members of the classroom community. More often than not the culprit enjoys watching the group receive punishment and could care less about the others. The innocent, in turn, blame the educator for punishing them unfairly. Retreat as gracefully as you can if you find yourself in this box, and find another way to handle the situation next time.


14. Never act too quickly

with behavioral matters. When we “shoot from the hip” we invariably say and do things we later regret. By coming around the problem and avoiding the “direct hit” approach, errors can be more easily corrected and the opportunity to both save face is frequently the factor that turns the corner. Unless you have had good results in the past or you are certain that what you are doing is going to work, patience, time, and plenty of discussion can be a greater ally than impulsive responses.


15. Never say “If I let you do it, I will have to let everyone else do it.”

Always take into consideration the individual differences among students and their varying situations. Using the excuse of what others may think in response to the educationally appropriate decision should not affect good professional practices. Rules are important for the group’s welfare, but exceptions to the rules can be even more important because they recognize the legitimate differences among members of the group. The group must learn to trust that decisions regarding exceptions will be fair for all as professional judgments are made for individuals caught up in any number of diverse and often complex circumstances.


16. Never say “you will thank me someday”as a rationale for a decision that students perceive as not making sense or having any immediate purpose. Attempting to justify what we are doing by lecturing about its future benefits or disasters somewhere down the road has little effect on students. If responsible behavior had meaning here and now, we do not need to use threats to gain students’ compliance. Motivational strategies and learning opportunities that address a variety of individual needs circumvent the need for lectures. Educators should want to be thanked by their students after each day, as well as some day in the future.


17. Never say “This is easy.”

These three little words, intended to motivate and encourage, often become a monkey on the backs of students who feel insecure about their abilities. Even those who feel secure need feedback that what they are doing is something more than “easy.” We should always be aware that all students do not share our interests nor have our abilities and try to understand the task more from a student’s viewpoint than from their own. Being interested in their difficulties and feelings of success has an immediate effect of bolstering their confidence and feelings of self-worth.


18. Never think that being consistent means treating all students alike.

Consistency in education is providing the professional specialization and skills needed to help each student believe success is possible. Students know they have different personalities and abilities that require various educational strategies in order to meet their many needs and goals. They deeply respect educators who understand that one style of teaching or discipline should not necessarily be applied to everyone. Being consistent, therefore, means meeting each student’s needs. We must listen to and observe all of our students carefully as we learn to appreciate and judiciously manage their individual differences.


Positive Ethical Practices Encourage and model an eagerness for learning and teaching. Model responsible professional behavior. Manifest appropriate personal behaviors. Focus efforts on motivation, encouragement, and building students’

self-esteem. Accept the reality that students behave in ways they truly believe at

that time are in their best interests. Move toward learning goals and avoid performance goals. Develop judicious rules and consequences that accept students as

citizens. Educators should feel challenged by the problems in education and

be proud they are in a position to help students.


Contact Information

Forrest Gathercoal, J.D.Phone (541) 752-4732

Email: [email protected]

Paul Gathercoal, Ph.D.Phone (805) 479-1256

Email: [email protected] or [email protected]

© 2002

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Judicious Professor and Ethics Gathercoal & Gathercoal