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morality in classroom interaction, Team 3 Cyntia Abigail Garcia Izaguirre…
morality in classroom interaction
searching for the moral in classroom discourse
the eight categories of moral influence
teaching morality
teachers exhorting children to behave in particular ways,
posters with motivational slogans, and so on
morality of teaching
they are the ways in which the processes of education in general, and the actions of teachers in particular
send subtle, implicit moral messages in and of themselves
jackson et. al. proposed three categories
curricular substructures
Assumption of truthfulness
Assupmtion of worthwhileness
Conditions that make interactions between teachers and students possible.
expressive morality
teachers may experience cross cultural crashes
even when teachers have different moral views they must respect their students
teachers must try to find the best possible way of expressing their beliefs
classroom rules
include rules of conduct such as how to ask
questions or participate in classroom events.
"the moral life of schools"
a 2.5-year study involving intensive observation and analysis of classroom interaction
a variety of public and private schools and focusing on the teacher’s role as moral agent
by Philip Jackson, Robert Boostrom and David Hansen
Dilema of voice in the classroom
teachers must respect students right to be silent
Teachers must encourage students to speak their minds
It is important to try to create a valence between silence and participation
moral in language classrooms
all aspects in a classroom have some kind of moral significance
There is no set coding
the meaning is dependent on the specific student-teacher relationship
moral values can also be found in the curriculm
values in the textbook
there can be many examples of values set in a textbook
teachers must decide if the right values are being portrayed
if the values are inappropiate a teacher can choose to skip those activities in the book
Morality in phonetics
received pronunciation
different accents
Language varieties are not value neutral
Different varieties in english are highly value
"which english should we teach?"
less amount of variation
which form of english do we value to make it "standard"
which one is the one our students need and are interested in?
Process-product debate
Process approach
encourage
express
ideas
emotions
Product approach
expectations
no freedom
The teacher and the institution
teacher as individual
teacher as representative of the institution
autonomy is usually mitigated by the institution
teacher-student relation
support
help
interaction
Team 3
Cyntia Abigail Garcia Izaguirre
Liliana Veronica Aguilar Castillo
Andres Ulises Ortega garcia