The Right Versus Right Dilemma

As a chance to the event, I was asked by the administrator, whether I believed that the learner needed to be removed from the classroom, and whether the teacher in question did demonstrate detrimental make believeion. I personally felt that the dilemma included the views of the teacher, student, and parents as well as the facts related to classroom learning.

Professionals essential cook when at that place is a lack of values and clean courageousness break and when ethical frameworks are violated as a result; in this case the teacher did act with moral courage since even in this remunerate versus right dilemma, there were hardships and hazards to be nominated. In this case, the teacher was aware of the fears of prejudice present and the rights of all students, but made the last that the student should be removed from the classroom until behaviors could be corrected and learning could make a motion at adequate levels for all students. The teacher was willing to commission to the principle of equal education for all students, was aware of the d yellow bile of standing up for the principle (angering parents and possible effects to the student), and had the willingness to endure that danger (Kidder, 2003, p. 7). For myself, I recognise that in being asked active the office staff, I too needed to assess the principles, dangers, and my willingness to endure the danger. I did not want to hurt any student and realized that in some respects it wa

In line with Kidder, this experience has brought home to me the notion that goodness and moral courage can make a enceinte difference to all. I believe that it is only through the article of faith to moral courage that the spirit of human decency can prevail alive and well and that therefore moral courage mustiness be taught and practiced. In actuality, this case example did not petition that a whistle be blown against a erroneousness; however it took courage to do the right thing. The teacher convoluted faced anger from the parents, administration questioning of her actions, and classroom recriminations.

She relied on her experience and trusted herself to make the end that would serve the greatest good, and in actuality she stated that she made the only decision that could be make. Without this decision, she could not teach the class adequately and maintain schoolman standards and related ethical responsibilities.

Kidder, R. M. (2003). Moral courage. New York, NY: HarperCollins.

As an pertain bystander, I too faced the test of moral courage. racial prejudice is a concentrated battle that presents itself everywhere and over again. The tendency to make decisions that will not antagonize anger and hatred associated with this racial tension is ever present. It is more difficult to make the right decision to remove a student from the classroom than to maintain his right to remain in the classroom, in particular when racial issues are present. Thus, it was difficult to stand by the teacher's decision and in fact reinforce it. Through this experience, I engage learned that making the easy choice rather than the right choice, even in a right versus right situation, is an act of moral courage and it is important. No act is too elegant to be considered within this context -- moral courage must prevail.

The third circle includes enduring the hardship of the moral decision and actions. Kidder noted that trust, confidence, and reliance are important in this situation and four source
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