Report: Addressing an Unethical Issue Faced in the Classroom Setting

This report examines an unethical issue faced by a teacher in a classroom, focusing on student disrespect, disobedience, and rudeness. The author identifies these behaviors as disruptive to the learning environment and outlines their negative impacts on teaching effectiveness and student development. The report details specific examples of disrespectful conduct, such as students refusing instructions and challenging the teacher, which are considered unethical and unacceptable. To address these issues, the teacher implemented curricular-based programs, including holistic social programs and topics on self-discipline and self-control, to help students understand the importance of proper attitudes and values. The conclusion emphasizes the need for teachers to maintain classroom discipline and order to ensure a conducive learning environment and highlights the importance of ethical behavior in the classroom setting.

Running Head: Unethical Issue In class 1
Report on an unethical issue in class
Name
Professor
Institution
Course
Date

Unethical Issue In Class 2
Introduction
Unethical issues are behaviors that break explicit rules and those that infringe implicit standards
or expectation. Educators encounter various wrong concerns in the course of their work with
students. Some of the most unethical behavior are disrespecting educators in terms of rudeness
and disobedience, verbal aggression, and talking out of turn. Dishonest practices in class are
usually intolerable and stress-prompting. Also, it requires teachers to spend a lot of time and
energy to control the classroom (Sun & Shek, 2013). Therefore, teachers have to critically reduce
these sudden and gradual adverse effects of unethical student conduct. In managing wrong
behaviors, it is crucial to recognize what precisely are these conducts inside a classroom.
Discussion
As a teacher, respect, order, discipline, and obedience in the classroom are fundamental for
student learning and development. Student misconducts retard the effectiveness and smoothness
of teaching and also obstruct the learning of the student and his/her classmates. Unethical
conduct deteriorates with time, reduces academic achievement, and increases delinquent
behavior (Fecho & Appleman, 2011). Therefore, teachers disregard any manner that may
interrupt teaching or adversely affects student learning.
One of the most common and disruptive unethical issues I faced in class was disrespecting
teachers in terms of disobedience, talking back, rudeness, and confronting teachers. Students
would refuse to follow the given instructions and insist on doing what they think. For instance, a
student would give an inappropriate and casual answer to a serious question. Disrespecting of
teachers is unethical and unacceptable behavior that is related to values and attitudes. Therefore,

Unethical Issue In Class 3
students would behave offensively against some teachers, especially those who are too lenient or
strict but not convincing (Seda, Fatma, & Betül, 2015).
Educators expect respect, obedience, and proper attitudes and values from a student. Therefore,
student behaviors that fail to comply are pinpointed as disrespectful. Teachers should manage
unethical conducts among students to ensure that learning and teaching are not disrupted (Biesta,
2015). To reduce this misbehavior, I introduced curricular-based programs such as holistic social
programs. Through these programs, students would be able to understand the importance of
upholding proper attitudes and values. Also, I introduced topics majoring on self-discipline and
self-control.
Conclusion
In summary, unethical behaviors are unacceptable in classroom settings and also disrupt learning
and teaching. Disputing against teachers is an unethical issue that depicts lack of suitable
approaches in interpersonal relationships as well as in morality. Therefore, for easy management
and to enhance student learning teachers should have more control over the class discipline and
order.
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Unethical Issue In Class 4
References
Biesta, G. (2015). What is Education For? On Good Education, Teacher Judgement, and
Educational Professionalism. European Journal of Education Research, Development
and Policy, 70-87.
Fecho, B., & Appleman, D. (2011). Teaching for the students : habits of heart, mind, and
practice in the engaged classroom. New York : Teachers College Press.
Seda, B., Fatma, K., & Betül, G. (2015). TO DO OR NOT TO DO? INVESTIGATING
LECTURERS' MORAL DILEMMAS THROUGH CRITICAL INCIDENTS. Journal of
International Social Research, 583-594.
Sun, R. C., & Shek, D. T. (2013). Classroom Misbehavior in the Eyes of Students: A Qualitative
Study. International Journal of Child Health and Human Development, 139-147.