Holding Ourselves To The Same Standards

                Ethics is something that I reinforce in all the classes that I teach. I find a way to bring in ethical debate into discussions of 19^th century texts or even analyze larger issues such as racialized or gendered bodies as seen in the news in relation to the texts that we happen to be reading that week. I have always told my students that ethics matters- and it does.  Some do not understand why we need to discuss ethics, for they often take it as a given.  Others had never taken the time to think about larger ethical repercussions to their actions and so they welcome this aspect of the class. 

                This week my thoughts have been focused on not simply ethics but the concept of ethics in relation to student and educator professionalism. We hold our students to a certain standard, whether this is dictated by a student code of conduct or not.  There are certain things we expect from our students: that they will come to class prepared, that they will participate in class discussion in a manner that demonstrates respect to their classmates and their instructor, and that they will complete tasks assigned on time.  I have written previously about this due date dilemma in classes. Specifically there seems to be this overarching belief that due dates are “suggestions” and that as long as they get something in at some time it will be okay.  What I tell them is that handing in work late is actually an unethical move and is disrespectful. What it is saying is “my time [the student’s] is more important than your [the teacher’s] time.” When I phrase it like this I often get light bulb moments where students say they had never thought about it like that and I am always glad when I can get them to think outside their preconceived boxes. 

Because of this I am a bit of stickler for due dates. But I also know that things don’t always go according to plan. Similar to how educators need to have the knowledge and flexibility to be able to modify expectations for a particular lesson in order to maximize classroom discussion and interaction, there also needs to be some flexibility for “life happens.” Sadly life always seems to happen at crunch time (end of term). We need to be able to ride that line between design and user experience; this is what creates an ethical pedagogical moment. Students learn from this- they take away not just information but application. Having courses that function on these ethical principles reinforces professional behaviour and encourages learning and engagement.

                Therefore, if we expect students to adhere to these ethical principles, then shouldn’t we hold ourselves to the same standards? A rewarding educational experience means not rigidly following design but actively engaging with learner experience.  But not only this, there are certain things that students expect from us as well: that we will come to class prepared, that we will facilitate discussion that will allow them to engage issues, that we will answer queries in a time-sensitive manner (i.e. don’t take a week to respond to an email), that we will be there when they need to meet with us. I am not saying drop everything and be there 24/7, what I am saying is the following:

1. Clearly state and publicize your email policy and stick to it 
2. Be in your office during office hours (if you have them) when you say you should be there and if you can’t be there send out an email or announcement.
3. Show up to class (I know this seems ridiculous  to even list but trust me I have seen many instructors not do this)

If we expect our students to have social and ethical responsibility we need to lead by example. Seems like a no brainer, but I have witnessed over the past few semesters the deterioration of some basic ethical and professional tenets to being an educator.  Often it can be the result of being burnt out or maybe overwhelmed with responsibilities at certain times of the semester but that does not excuse the behaviour.  

                This time of the semester is a hectic one, with final projects submitted, grades due to our department/registrar, end of term meetings, etc.  As we take time to reflect in between stacks of essays and promotion meetings, let us think about how we can move toward putting more of the ethical into our everyday pedagogical practice- specifically how being there for our students is also part of being there for ourselves.