Journal question

After reading what your classmates have posted, what new leadership lesson can you take away that can make you a more effective leader outside of this class and in your professional career? Be sure to identify the classmate who inspired your response!

Please write five paragraphs and format it with”introduction-body(3 paragraphs)-conclusion”.

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Student #1 Michael:

“After reviewing the case study, I believe that if I was the high school biology teacher I would take the 3rd course of action: Original project not accepted, resubmit or receive a “0”. If you catch a student copying his or her work, instead of filling them with fear and anxiety when they feel caught of doing something terribly wrong, you should try and turn the moment into a teaching opportunity. By explaining that you understand their desire to get good grades and to accomplish passing high school. But also I would stress the fact that learning information is more important than simply earning a high GPA he or she wants. Copying an assignment may help in the short term, but a failure to learn lesson material is sure to be a problem on final exams and in later grades in the future of schooling.

That’s why I would chose the “Common good theory”. To explain what is good for the individual or like to say to take the bigger picture to see what is good for the community at a large.”

Student #2 Jade:

“Me being in this position, I would choose option 3, to let them resubmit or receive a zero. I believe in this and I am acting with fairness and common good. I think this is the best choice because they are sophomores.What kind of person would I be to ruin a young students life when they are just learning how to cite. some people get citing right off the back, others need a little more time and practice. I believe i am acting with fairness because they are young it would be unfair to not give the students that aren’t quite getting it another chance. Now, if they resubmit it and still have plagiarized even with my help then they receive a zero. I am also acting with common good because if more students are failing than passing then I may need to reevaluate my teaching techniques, or else I will be in jeopardy. Every teacher wants all of their students to pass so if most of them are not its a reflection of me as the teacher. Its better if majority is passing rather than failing.”

Student #3 Kerrina:

“After evaluating the available actions, all four had their distinct ethical merits and consequences, and the decision was not as clear as expected. Determining the right thing to do can be rather nuanced, and varies depending on the influence of personal values. I was reminded of the Ethics of Care philosophy suggested in our week 3 assignment, which holds the feminist viewpoint validating moral decision making based on interpersonal relationships and situations, rather than strict, generalized standards of right and wrong (D’Olimpio 2019). It is easy to imagine how individuals directed by such differing moral compasses might arrive at very different solutions to ethical problems.

Indeed, my initial reaction to the problem was not the action I eventually ended up choosing. I began by evaluating each option by the 6-question guidelines for evaluating the ethics of a decision, developed by the Center for Business Ethics of Bentley College (Dubrin 187). My first instinct was to choose an action that gave some leeway to students involved in plagiarism, sympathizing with the probable stresses they must experience from school, family, social, and financial pressures. However, when considering the questions of is it fair, and who gets hurt, the only action that gave satisfactory answers was action #1.

Although action #1, in which all students involved receive a “0”, was the most difficult and uncomfortable response, I believe it is the correct choice based on multiple ethics theories:

The Fairness Theory states that no one should get special treatment. Applying this concept means it would be inappropriate to allow certain students to disregard instructions and deadlines without punishment. In addition, when considering the Utilitarian Theory, I must act in the interests of the greatest good for the greatest number of people. Making allowances for the small number of students that behaved poorly could create resentment among the majority that submitted their work correctly, and would certainly do nothing to motivate them to continue their good behavior. Since the moral development level of many young, college students is probably closer to the preconventional level, the incentive of reward and punishment is critical in motivating ethical behavior at this stage (Dubrin 183).

Finally, from the standpoint of the Common Good Theory, I must consider what is best for society and the community in general, not just a classroom of students, or even the university. I would be negligent in my responsibilities indeed if I unleashed a generation of future leaders onto the world without properly developing their ethical minds (Dubrin 186). The best tool I have as a teacher is to show the Virtue Ethics Theory in practice, becoming a source of integrity. Standing behind a difficult decision and keeping my promises, despite potential backlash in the form of student and parent complaints, will provide an example of ethical values in action. “

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