Ethical Dilemma Paper – I Feel So Bad for Keenen
Tamara Bell Boyle, July 31, 2017
Keenen was in Mrs. Miller’s 7th Grade Pre-Algebra class, while I was the in-room support person. Mrs. Miller’s class had 5 groups of desks. Each group had 4 or 5 students per group. However, there was one desk in the back of the room alone. Mrs. Miller stated Keenen had “behavioral problems and works best when he sits alone”. In addition, Keenen had a star next to his name. Thus, Keenen had an IDP.
Synopsis of an Ethical Dilemma
While in Mrs. Miller classroom, as the in-room support person, I noticed Keenen completing a subtraction problem from left to right and getting the incorrect answer. I suggested Keenen to rethink the problem. I then watched Keenen work on the problem from left to right again. I was not sure if I was supposed to redirect Keenen to complete the problem from right to left, therefore, I started to walk over to Mrs. Miller’s desk when the bell rang. The class ended as Keenen was finishing the problem. However, Keenen had the incorrect answer. I recommended to Keenen to rethink the problem for homework. I was unsure if this was “new math”. Therefore, I approached Mrs. Miller and politely asked if she knew Keenen was completing his subtraction problems from left to right and getting the incorrect answer. I honestly was thinking maybe Mrs. Miller never noticed that Keenen was completing his subtraction problems backwards. Mrs. Miller acknowledged that she not only knew Keenen subtracted from left to right but also did addition problems the left to right. I questioned about the possibility of making more mistakes adding and subtracting from left to right; followed by immediately asking if we are to redirect him to complete the problem from right to left. Mrs. Miller stated she did speak to Keenen. His reply was “This is how I was taught in Canada”. Mrs. Miller basically stated, she felt there was nothing more that she could do. Mrs. Miller then walked away.
I felt so bad for Keenen that I spoke to the principal. However, the principal just stated that Mrs. Miller is an experience Math Teacher and knows what she is doing.
There are several articles that discuss “new math”, where children are being taught to work math problems from left to right (Speed Addition: Left to Right Approach, 2016; New Math Sums Digits From Left to Right: Does This Add Up as an Improvement?, 2009). If the student can compete their math problems utlizing “new math”—working the math problems from left to right—and come to the correct answer there is no problem. However, if a student uses “new math” and does not come to the correct answer there is a problem. In addition, according to Dyslexic Symptoms a common math problem for children with dyslexic is “starting a math problem on the wrong side” (Dyslexia Symptoms, 2017). Therefore, teaching a student “new math” could hind a dyslexic symptom. In addition, the only reason I knew Keenen had an IDP was because of a star on a seating chart. I did not discuss Keenen’s IDP with Mrs. Miller or anyone else. Keenen could have had the IDP because of his behavioral problems and the IDP could have recommended for Keenen to sit alone. However, Keenen could be an undiagnosed dyslexic student.
Furthermore, I wonder did Mrs. Smith even speak to Keenen’s parents? Keenen’s father is involved in his son’s education. I state this because, when I was Mrs. Smith’s Substitute Teacher, Keenen asked me to sign his planner because his father monitors his progress. However, if Keenen’s father was educated in Canada and was also taught to complete addition and subtraction problems from left to right he might not realize that Keenen is getting incorrect answers to his problems. Critics Blast New Math Teaching Techniques by Theobald (2015) discusses how in 2015 parents wanted schools, in Canada, to stop teaching “new math” and go back to basic math. Parents felt students were not learning and not being successful with the “new math”. This conclusion was reinforced with “significant declines in Programme for International Student Assessment (PISA) scores – a test administered by the Organisation for Economic Co-operation and Development (OECD)” (Theobald, 2015). There was 32 point decline in testing for Canadian students (Theobald, 2015).
Ethical Paradigms
The Ethical Paradigms are: Ethic of Justice, Ethic of Critique, Ethic of Care, and Ethic of Profession.
Ethic of Justice
Ethic of justice discusses “Is there a law, right, or policy that relates to a particular case? If there is a law, right, or policy, should it be enforced? And if there is not a law, right, or policy, should there be one?” (Shapiro & Stefkovick, 2016, p. 13). According to Sergiovanni (1992) everyone must receive the same equality, dignity, and fair play from the school (Shapiro & Stefkovick, 2016, p. 12). Therefore, because Keenen completes his addition and subtraction problems from left to right and gets incorrect answers, with Mrs. Miller and the principal knowing, one could argue he is not being given the same equality, dignity, and fair play that other students are receiving from Mrs. Miller and the principal.
Ethic of Critique
The ethic of critique “asks educators to deal with hard questions regarding social class, race, gender, and other areas of difference, such as: Who makes the laws? Who benefits from the law, rule, or policy? Who has the power? Who are the silenced voices? (Shapiro & Stefkovick, 2016, p. 15).
There are differences between Keenen and the rest of the students in Mrs. Smith’s class. Keenen was taught math in Canada. Whereas the rest of the students in Mrs. Smith’s class were taught math in the US. However, Keenen was struggling to completing his addition and subtraction problems with the correct answers. In addition, Keenen sat alone in the back of the room because of “behavioral problems”. Mrs. Smith has the power to reteach Keenen the basic math. However, Mrs. Smith is allowing Keenen to continue to utilize “new math”, which is not working for him. Therefore, one could conclude Mrs. Smith is disempowering Keenen by not teaching him basic math. In addition, the students in the class who compete their addition and subtraction problems correctly have more power than Keenen—they have knowledge. Mrs. Smith also has the power to speak to Keenen’s parents and explain that the “new math” is not working for Keenen because he does not come to the correct answer; followed by recommending that Keenen get taught basic math. Keenen is the silence voice, because he more than likely does not know there is another option to completing his addition and subtraction problems. In addition, if Mrs. Smith did not speak to Keenen’s parents they are also silence voices, because they are trusting the school to educate their son and inform them of any problems.
Ethic of Care
The ethic of care asks the individuals to consider the consequences of the decisions and actions. In addition, ethic of care asks: Who will benefit from the decision? Who will be hurt by the decision? What are the long-term effects of a decision? “This paradigm also asks individuals to grapple with values such as loyalty and trust” (Shapiro & Stefkovick, 2016, p. 18).
The person who will benefit from Mrs. Smith’s decision is herself. From my conversation with Mrs. Smith, she gave the impression that she chose to only approach Keenen once about him completing his addition and subtraction problems incorrect. In addition, she chose not to investigate if Keenen had any additional dyslexic symptoms. Mrs. Smith benefits because she has less work with her decision. However, Keenen is the person who will be hurt. The long-term effect of Mrs. Smith not teaching Keenen another option of solving addition and subtraction problems is he will struggle with math for the rest of his life. Keenen’s parents trust Mrs. Smith to teach their son. However, Mrs. Smith is not teaching Keenen another option to solve his addition and subtraction problems.
Ethic of Profession
The questions that should be addressed under ethic of profession are: What would the profession expect the teacher to do? What does the community expect the teacher to do? And what should the teacher do in the best interests of the student, “who may be diverse in their composition and their needs?” (Shapiro & Stefkovick, 2016, p. 27). According to Professional Development in New Jersey (n.d.) “Educators engage in sustained professional learning to refine and expand their practice in order to help students perform at higher levels”.
In addition, according to New Jersey Profession Standards for Teachers (N.J.A.C. 6A: 9C-3.3): Foundations of Effective Practice under
“Fundamental Understanding … The focus must move from teacher’s teaching to learners’ learning. Teachers must acquire and apply the knowledge and skills to customize and personalize learning for learners with a range of individual differences. Assessment literacy is an essential skill. Teachers need to have a greater knowledge and skill around how to develop a range of assessments and how to use assessment data to improve instruction and support learner success. Teachers should embrace leadership roles. Teachers should advocate for their own and their student’s needs actively investigate new ideas to improve teaching and learning, participate in the collaborative culture, and advance the profession” (New Jersey Profession Standards for Teachers (N.J.A.C. 6A: 9C-3.3): Foundations of Effective Practice, 2014, p. 1 & 2).
However, Mrs. Smith is not help Keenen to perform at higher levels. Mrs. Smith is not utilizing assessment data to show Keenen that the way he learnt to solve addition and subtraction problems is not working. Mrs. Smith is also not teaching Keenen another option to solve his addition and subtraction problems. The state and local community expects Mrs. Smith to teach Keenen how to succeed in math—how to get the correct answer when adding and subtracting. I believe it is in the best interest of Keenen for Mrs. Smith to teach Keenen another option– basic math –to solve addition and subtraction problems, because he is not successful with the “new math”.
Possible Approach to the Situation
Keenen should receive two different tests. One test should be to determine if Keenen has any additional dyslexic symptoms. Therefore, learning if Keenen is dyslexic. The other test should be an addition and subtraction test that requires canceling and carrying numbers over. The addition and subtraction test will show Keenen that completing all problems from left to right is not always a good idea, because some problems require canceling and carrying numbers over. In addition, if my conclusions are correct, prior to explaining the results to Keenen his parents should be notified and given the opportunity to be present when the results are explained to Keenen. A counselor should explain to Keenen’s parents that Keenen could possible go through different stages before accepting learning a different way of completing his addition and subtraction problems correctly. For example, Keenen could have a shock and denial stage, followed by anger, depression, and loneliness, then acceptance and hope.
In addition, I verbal stated what I saw. I did not document anything about Keenen completing his addition and subtraction from left to right answering the problems incorrectly nor my conversation with Mrs. Smith or the principal. Whenever I am a Substitute Teacher I receive an online survey to complete. However, I usually do not fill it out. Therefore, I should have completed the online survey and documented what I saw and my conversation with Mrs. Smith and the principal. The online survey could have created the driving force to reteach Keenen his addition and subtraction math skills.
Conclusion
The paper provided Background Information for Synopsis. Followed by the Synopsis of an Ethical Dilemma. Then discussed the Ethical Paradigms. Followed by stating a Possible Approach to the Situation.
References
Dyslexia Symptoms. (2017). Retrieved from Dyslexia Victoria : http://www.dyslexiavictoriaonline.com/dyslexia-symptoms/
New Jersey Profession Standards for Teachers (N.J.A.C. 6A: 9C-3.3): Foundations of Effective Practice. (2014, May 05). Retrieved from New Jersey Department of Education: New Jersey Profession Standards for Teachers (N.J.A.C. 6A: 9C-3.3): Foundations of Effective Practice
New Math Sums Digits From Left to Right: Does This Add Up as an Improvement? (2009, November 22). Retrieved from Stats Made Easy: http://www.statsmadeeasy.net/2009/11/new-math-sums-digits-from-left-to-right-does-this-add-up-as-an-improvement/
Professional Development in New Jersey. (n.d.). Retrieved from State of New Jersey | Department of Education: http://www.state.nj.us/education/profdev/
Shapiro, J. P., & Stefkovick, J. A. (2016). Ethical Leadership and Decision Making in Education (Fourth Edition ed.). New York, New York, United States of America: Routledge Taylor & Francis Group.
Speed Addition: Left to Right Approach. (2016). Retrieved from Buring Math: http://burningmath.blogspot.com/2013/08/speed-addition-left-to-right-approach.html
Theobald, C. (2015, May 27). Critics Blast New Math Teaching Techniques. Retrieved from Edmonton Sun | News Canada: http://www.edmontonsun.com/2015/05/27/critics-blast-new-math-teaching-techniques