The Law On Teachers And School Institutions

Appropriate and Inappropriate Interaction with Students

With the system of teaching that educators are faced today, the different ways by which teachers interact with their students is rather guided by the law. Certainly, these laws are designed to protect the values of the educators and the students as well as the community in a direct way that dealing with certain issues are given the ample way of response from the administrators of educational institutions in the society today. What are the laws mentioned herein?

• Teachers and the Administration

      a.1 On work habits

      Teachers are expected to have a certain level of concern for their student’s safety especially when they are under the supervision of the educators. “Being supervised” means being attended to. Students especially engaging in laboratory activities as well as outside school errands should be well protected by the educators. It must be noted that whatever happens to the students would be under their liability. This is the reason why being careless is something that is not needed within the classrooms or even outside on the part of the teachers’ responsibility to keep notice of their students’ activities and whereabouts during school hours.

      a.2 On religious affiliations

      the administration as always is required to respect the religious beliefs of an educator. However, when it comes to teaching, a teacher should be able to see how she or he is able to follow the standard curriculum of learning followed by the school. Of course, each educator must know that insisting his or her beliefs in the school is something that is unacceptable especially if she is not working in a school that is handled by her religious affiliation.

      a.3 On personality and behavior

      Each educator is expected to have a clean record or personal data before, during or after the service years that they give to their teaching profession. Putting their reputation in a vile situation is a violation to their responsibility in having moral integrity at all times. Although homosexuality could be accepted, acts of immorality should be considered by such educators as a destructive factor in their profession as guide to young learners.

• Teachers and the Student

      b.1 On relationships

      Sexual or even intimate relationships are not welcome in school. “Love” is not an excuse to the issue. This particular relationship between teacher and student (especially considering age issues) would certainly put the reputation of the entire school in a jeopardized position.

      b.2 On discipline

      Discipline is good but should not be a source of student maltreatment. Understandably, teachers are free to use proper verbal discipline, but never a harassing touch on the students. They are supposed to be treated well, and by saying “well” means not maltreated verbally or physically as well.

      b.3 on religion and personal opinions

      Young students have their own rights to their own opinion and belief. Considering this freedom, as long as they are not hurting others should be recognized at all times. This especially concerns dealing with students who are affiliated with certain religions or those who have different opinions with regards certain activities in school such as flag salute or the recitation of the pledge of allegiance to the country.

• Teachers, Parents and the Community

      c.1 on parent-involvement issues

      It should occur to teachers that their primary stakeholders aside from the students are the parents and the community. Establishing trust among the said sectors of the society could give a good reputation to the institution that they are working for. Hence, keeping in mind that their concerns must be valued shall make the entire institution last for a longer time within the community that they serve.

• The Institution’s Administration and their Service to the Community

      The institutional establishments that provide educational service to the society have a great responsibility of keeping the morals and the other values of the said communities alive within the hearts of their students. Giving great concern to the process by which they operate everywhere is certainly something that must be considered of supreme goal for the institution to apply.

            Yes, as noted from the sectional explanations, teachers, students and communities should be well given the rightful attention for the values that they are all concerned at. To be able to become a fine institution of learning, the administrations should be able to protect both their name and their activities from any defying matters that may cause their reputation in the society to rot.

References:

Hendrie, Caroline. Family Heals After Teacher-Student Relationship. Education Week; 5/7/2003, Vol. 22 Issue 34, p1, 4p, 3 bw.

Brooks, Vernon Augustus. No Hard Feelings: Finding The Focus in A Teacher-Student Function. High School Journal; Oct/Nov2005, Vol. 89 Issue 1, p54-56, 3p.

Winans, Dave and Hiltner, Dawn. Speaking the Truth, Battling Consequences. NEA Today; Mar2001, Vol. 19 Issue 6, p16, 2p, 1 color.

Taylor, Africa and Cho, Patricia. Student wins right to sit during `Pledge of Allegiance’. New York Amsterdam News; 10/22/98, Vol. 89 Issue 43, p22, 0p.

Bliss-Holtz, Jane. EDITORIAL: The Privilege of Touch. Issues in Comprehensive Pediatric Nursing; Oct-Dec2003, Vol. 26 Issue 4, pi-ii, 1p.

Baton Rouge, La.: Dec 4, 1999. pg. 10.A. Lawsuit challenges prayers at West Monroe High School.

Zirkle, Christopher J. A primer on teacher liability. Tech Directions; Aug99, Vol. 59 Issue 1, p32, 3p.

Teachers’ and Students’ Rights. Teachers and the Law, Sixth Edition, by Louis Fischer, David Schimmel, and Leslie Stellman, with contributions by Cynthia Kelly. Published by Allyn and Bacon. Copyright © 2003 by Pearson Education Group, Inc.

When Can Schools Limit Religious Freedom? Teachers and the Law, Sixth Edition, by Louis Fischer, David Schimmel, and Leslie Stellman, with contributions by Cynthia Kelly. Published by Allyn and Bacon. Copyright © 2003 by Pearson Education Group, Inc.

When Am I Liable? Teachers and the Law, Sixth Edition, by Louis Fischer, David Schimmel, and Leslie Stellman, with contributions by Cynthia Kelly. Published by Allyn and Bacon. Copyright © 2003 by Pearson Education Group, Inc.

How Free Is My Personal Life? Teachers and the Law, Sixth Edition, by Louis Fischer, David Schimmel, and Leslie Stellman, with contributions by Cynthia Kelly. Published by Allyn and Bacon. Copyright © 2003 by Pearson Education Group, Inc.