THE UNIVERSITY OF THE WEST INDIES

Coursework Accountability Statement (To be completed by student)

ACADEMIC YEAR: 2013 SEMESTER: One

COURSE CODE: _EDFH 4001_ COURSE TITLE: Life Skill Instruction

NAME: Marcrina Leonce STUDENT ID: 313104233

1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged.

2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism.

3. I certify that this paper contains no plagiarised material.4. I certify that this is my own work and that I did not receive any unfair assistance

from others (including unauthorized collaboration) in its preparation.5. I certify that this paper has not previously been submitted either in its entirety or

in part within the UWI system or to any other educational institution.6. In the case of group work:

a. I certify that the individual work of each member of the group has been clearly indicated;

b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and

c. that I have not collaborated with any members of the group to breach the University’s regulations.

Signature: M. Leonce

Date: November 23, 2013

SLO 9: Recognizes the moral and ethical responsibilities of the life skills teacher in the community

The skills teacher is a part of the community as the community is a part of the school. The life skill

teacher plays an important role in the lives of the students and the community. The major role of a

life skill teacher is that he/she: “has a multifarious responsibility - he serves the students, the

employers, the guardians, the society, the state and the country. He becomes accountable when he is

answerable to some other party or parties for accomplishing a defined job.” Nalini Nongmeikapam

(2012)

Naturally the knowledge, attitudes and skills taught in the school can be filtered into the lives of the

students and the community. A life skill teacher has a great responsibility to her children and must

provide the leadership qualities that guides the moral and ethical responsibilities.

Responsibility of a life skills teacher

Google 2013 defines responsibility as “the state or fact of having a duty to deal with something or of

having control over someone.” It is a set of expectations or obligation or control over someone. It

compromises accountability for others because of that sense of control over their actions.

Teachers become accountable in a sense for providing students with a good quality education. A life

skills teacher advertently, has a great responsibility to impact a high quality level of education by

imploring strategies that will cater to the diversity of learners in her classroom, through the use of an

efficient leadership style.

Community Challenges faced by a life skills teacher

A life skills teacher faces many community challenges. EDHF 4001 Unit 3.2 summarizes that” some

of the challenges you will face from the community may include:

• Challenges from religious organizations since there exists a wide range of religious diversity in the

Caribbean

• Challenges from parents of upper income groups who may decide it is not the place of the schools

to be teaching their children life skills

• Challenges from parents who feel their children are being picked on by the teacher

• Challenges from parents who think that life skills is focused primarily on sex

• Unsupportive environments originating from your very own colleagues

• Challenges from public opinion

These community challenges may be a deterrent to life skill teachers however they can be surpassed

with effective leadership that seeks to include the parents and other stake holders in the decision

making process when teaching life skills.

The moral and ethical responsibilities of the life skills teacher in the community

Life Skill teachers have a moral and ethical responsibility in the community. This responsibility can

be demonstrated by the practical behaviors that are portrayed by the life skills teacher and the

students that were taught; in the communities.

Over the centuries the teachers’ responsibility has become more complex. This has developed

because of the changes that are occurring in society. Rick Weissbourd 2003 made mention of

William Damon (2001), who “decry a steady rise in greed, delinquency, and disrespect.” It is

therefore imperative that schools step up to the responsibility to help alleviate this situation.

Lumpkin “back then teachers were expected to be moraly upright individuals)

Consequently teachers are considered morally accountable. Moral accountability is related to the

urge from within to perform better…Every teacher should be inspired with this moral responsibility

which should be something inherent in all of us. Nongmeikapam N. 2012. In additiona, a life skills

teacher must be intrinsically motivated to educate and portray these skills in the community.

Weissbourg 2003 quotes that “Many character education efforts in schools now focus on everything

from community service to teaching students’ virtues, building good habits, rewarding positive

behavior, and developing students' capacity for moral reasoning (Schaps, Schaeffer, & McDonnell,

2001).

Teacher’s moral responsibilities

A life skill teacher is expected to have good moral values because of their influential role in the lives

of young people. The community expect teachers to portray moral virtues and responsibilities.

Teachers are charged to not old educated students but the community as well in numerous ways.

Lickona 1991, suggests that schools and teachers should educate for character, especially through

teaching respect and responsibility.

The moral responsibility of a life skills teacher in the community entails a demonstration of

particular skills/ values. These must be reflected in their daily activities and encounters with others.

The teacher’s leadership role in the community is seemed as exemplary and is often referenced/

referred to as a good example of a holistic individual. An ideal teacher must exhibit certain moral

responsibilities. These are:

- develop social skills and friendships by showing kindness to all that they meet.

- encouraging patience, courage and accomplishments by preserving through tasks till the end.

- show self self-reliance, flexibility, resourcefulness, resilience and Self Reliance.

- be respectable – for self and others.

- responsibility for self and others in the decision making process .

Ethical Responsibility to the Community

In accordance with the Recommendation concerning the Status of Higher-Education Teaching

Personnel approved by the General Conference of UNESCO in November 1997, higher education

institutions and their personnel and students should:

(a) preserve and develop their crucial functions, through the exercise of ethics and scientific and

intellectual rigour in their various activities;

(b) be able to speak out on ethical, cultural and social problems completely independently and in full

awareness of their responsibilities, exercising a kind of intellectual authority that society needs to

help it to reflect, understand and act;

(c) enhance their critical and forward-looking functions, through continuing analysis of emerging

social, economic, cultural and political trends, providing a focus for forecasting, warning and

prevention;

(d) exercise their intellectual capacity and their moral prestige to defend and actively disseminate

universally accepted values, including peace, justice, freedom, equality and solidarity, as enshrined

in UNESCO’s Constitution;

(e) enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being

fully responsible and accountable to society;

(f) play a role in helping identify and address issues that affect the well-being of communities,

nations and global society.

The role of teachers must not be underestimated. Teachers must maintain a code of ethics both inside

and outside of the classroom. This can only be done if teachers begin by focusing on themselves

first. Becoming ethically literate is the key to teaching and instructing. Life skill teachers must

always be in touch with the current issues affairs in society those that has happened or will affect the

community that they reside in. Community members can easily refer to them as a source of

information and in so doing the teacher becomes the resource person. In addition life skills teachers

must be able to stand firm for their beliefs and demonstrate a respect for others beliefs. Finally life

skills teachers must enjoy freedoms and rights as an equal partner in the community. This can assist

in creating stronger holds between the life skill teacher and the community.

In conclusion UNESCO World Conference on Higher Education (Paris 1998) declared " ultimately

higher education should aim at the creation of a new society, non-violent and non-exploitative,

consisting of highly cultivated, motivated and integrated individuals inspired by the love of humanity

and guided by wisdom".

Reference

1. Definition of responsibility retrieved from https://www.google.com/#q=responsibility

2. Nongmeikapam, N. (2012, April 28) Moral Accountability - A Pre-requisite for an ideal

teacher. Hueiyen News Service. Retrieved from Retrieved from

http://www.unesco.org/education/educprog/wche/declaration_eng.htm

Reference:http://www.hueiyenlanpao.com/articles/item/1380-moral-accountability-a-pre-

requisite-for-an-ideal-teacher

3. Weissbourd, R. (2003, March) moral teachers, Moral Students – Creating Caring Schools, 60,

6 - 11 Educational leadership. Retrieved from http://www.ascd.org/publications/educational-

leadership/mar03/vol60/num06/Moral-Teachers,-Moral-Students.aspx

4. Lumpkin A (teachers as role of character and moral virtue retrieved from

http://www.csuchico.edu/kine/documents/teachersasrolemodels.pdf

5. UNESCO Education Retrieved from

http://www.unesco.org/education/educprog/wche/declaration_eng.htm

6. Reference Saturday, 28 April 2012 04:53 Moral Accountability - A Pre-requisite for an ideal

teacher Written by  Hueiyen News Service

Slo 10: Theories of decision making and the role of decision making in managing the

life skills curriculum

The life skills Curricula

The life skills curriculum is unique in many facets however aspects, content skills and attitudes can

be infused into the other academia. Students will be exposed to life skills in the other subject areas

via an integrated approach which develops in them an insight and appreciation of the learning of life

skills

Definition of decision

According to google a decision is “a conclusion or resolution reached after consideration.

Merriam - Webster dictionary also states that a decision is “a choice that you make about something

after thinking about it, the result of deciding, and the ability to make choices quickly and

confidently.” Therefore, a decision is a choice or deduction made that result in a conclusion. The

root word being “decide” indicates that there are options and one of them has to be selected.

Models of decision making

There are many traditional and contemporary decision making models. However, three

common models will be reviewed namely: the rational model, the politics and power model and the

garbage can model.

According to Decision-making confidence.com “Rational decision making models involve a

cognitive process where each step follows in a logical order from the one before. By cognitive, I

mean it is based on thinking through and weighing up the alternatives to come up with the best

potential result” thus these models involves a list of steps that must be followed in sequence in order

to identify and eventually select / make a final verdict. Furthermore EDHF 4001 made reference to

Hoy and Miskel (2008) came up with the following seven steps of rational decision-making: 1.

Define the problems, 2. Establish goals and objectives, 3. Generate all possible alternatives, 4.

Consider the consequences of all alternatives, 5. Evaluate all alternatives 6. Select the best

alternative, and 7. Implement and evaluate the decision. Therefore an individuals who follow these

pointers will be able to make a rational decision. Although there are many pros and cons about this

model many people still use it today.

Secondly, the politics and power model occurs when groups of people in authority come

together to propose and vote on particular matters. The decision that is accepted stems from the

majority vote. Thus there are groups of people who bargain the direction a decision should take. This

is also proposed by Pfeffer J “decisions are usually the results of bargaining”. Competitors go

through a decision making process and decisions are charted by the most influential individuals.

Then the decisions voted upon by state holders are acknowledged by all. This model reflects a

democratic political process.

Thirdly, the garbage can model of decision making occurs when individuals take chances or

risks based on the closest estimation and luck. According to a synopsis given from the York and

Appalachian University (undated) “problems, solutions, and decision makers move from one choice

to another depending on the mix of recognized problems, the choices available, the mix of solutions

available for problems, and outside influences on the decision makers. In short, problems are

uncoupled from choices giving an image of "rummaging around" inside a garbage can” Therefore,

decisions are not completely clear and the solutions not straight forward/ structured in comparison to

the other two models.

The decision making processes are:

1. Decision by computation/ calculation: agreements are made according to a hierarchy or

degree of certainty.

2. Decision by consensus: decisions are made a process of consent where everyone is

considered equal and relevant when determining the outcome.

3. Decision by compromise: decisions are made when there is no consensus. It is also,

politically inclined.

4. Decision by inspiration: agreements are made religiously inclined. There is no frame or

process of decision making; it is done by individual’s inspiration.

Deciding on the Best Approach

The life skills curricular focus on impacting skills and abilities that can be adapted in various

situations. The key stakeholders that influence the life skill curricular have challenged life skill

teachers to make the teaching and learning experiences learner centered that is not taught in isolation.

More so, when managing the life skill curricula the life skill teacher must decide the best teaching

practices.

EDHF 4000 Unit 5 states that “The literature shows that successful HFLE and life skills programmes

are built upon an integrated approach.” The integrated approach involves all stake holders and

integrates life skills across the curricula. It encourages a collaborative effort in which life skill

teachers, demonstrate how individuals can be successful when using life skills with others and in

other subject area.

Furthermore, EDFH 4001 emphasizes that when deciding on the best approach teachers must ensure

there is an involvement of “a support network inclusive of parents, mentors, peers, community

organizations and fellow staff members. “ This network will be a great help for establishing life

skills that will become a part of who they are, the decisions made and what they become. Also,

Comprehensive School Health 2002 states that “To make healthy lifestyle decisions, children and

youth depend on support from the people around them. Families, peers, school staff and community

members can influence and reinforce health.” Therefore, the support will encourage a holistic

approach with the aim of practicing life skills until it become an involuntary impulse or natural

response to life’s situations.

Deciding how to plan for instructions:

The teaching and learning experiences must be planned. A framework that serves as a guide i.e. the

curricular when adhered, along with the use of best teaching practices will help gain students interest

and cater for individual differences.

When planning instructions a teacher must first think of the leaners, how to determine what they

know and take them from where they are to where they should be. Basically effective decisions can

be made about how to bring the content across to the students. According to Jean Piaget (1970)

students stages of development and their ability to accommodate and assimilate information, skills

and attitudes is crucial as they search for mental balances when being directly involved in the leaning

process. This can serve as a demonstration to them that even their decisions made throughout the

course or development of the lesson will have a huge impact on the outcome.

Therefore, planning must be well structured and completed in advance; furthermore allowances must

be made for the strategic use of resources and materials which will enhance and create curiosity,

interaction, intrigue and motivation during the learning and teaching experiences. Moreover when

reflective practices are used teachers and students to able to achieve the set goals.

Conclusion

In conclusion teachers have an important role to play in practicing and demonstrating of life skills.

This must first begin by making informed decisions. The knowledge of the different decision models

and processes with the curriculum as a guide will be able to assist teachers by implementing best

practices when teaching life skills.

References:

1. EDHF 4001 Life Skills Education – Unit 5 (undated), Retrieved from

2. Comprehensive School health 2002, an integrated approach. Health and life Skills Guide to

Implementation (K – 9). Alberta Learning, Alberta Canada.

3. Comprehensive School Health. (2002). Health and Life Skills Guide to Implementation.

Alberta Learning, Alberta. Retrieved from

http://www.education.alberta.ca/media/353026/csh.pdf

4. Plan for Instruction. (2002). Health and Life Skills Guide to Implementation. Alberta

Learning, Alberta. Retrieved from

http://www.education.alberta.ca/media/352990/pfi.pdfRetrieved

5. Definition of decision. Retrieved from https://www.google.com/#q=define%20decision

6. Definition of decision. Retrieved from http://www.merriam-webster.com/dictionary/decision

7. Rational Models - Rational decision making models retrieved from http://www.decision-

making-confidence.com/rational-decision-making-models.html

8. Understanding the role of Power in Decision Making. Retrieved from

http://home.online.no/~al-araki/arabase/emne/present_1.pdf

9. Theories Used in IS Research Garbage Can Theory, (undated) York and Appalachian

University, Retrieved from http://www.istheory.yorku.ca/garbagecan.htm

Reflective essay

This course has broadened my knowledge, skills and attitudes that I never knew. It has made me

understand children better. In terms of their views, morals in the past I never that that it was

important to listen to the voice of a child, or to what extent I as a teacher should involve them in the

teaching and learning process. When I reflect on the past yeas I can place myself as a traditional

teacher whose main aim was to teach the syllabus and to impact only the necessary information that

was required of me.

However, I am amazed at the level of literacy and how my thinking, knowledge skills and attitudes

have changed from that perspective. It has not only improved my life on a professional and person

level.

Also I’ve learnt that even if I do not have the same opinions and values as others, because of this

cause I now try to respect and understand their perspective.

Life Skills Education has also shown me that we are all unique individuals. That being said, this

simply means, if I Marcrina Leonce disagree with a particular subject, food, disagree with a

particular value or tradition, it would be wrong for me to try to impose my beliefs or values on

another individual by totally disregarding their point of view.

Life skills education in school or in the classroom has proven to be a vital tool in the upbringing of or

children today. People / parents seem to overlook life skills as a meaningless subject (sex class) to be

taught in school. They tend to lean more on the academic for e.g Mathematics, English, passing to

the highest school on the island. However if we were to dig a bit deeper – examine, we would come

to realize that a child without the essential life skills needed to cope with today’s life obstacles e.g

peer pressure, peer bonding, environmental influences; he/she will have a difficult time making the

right decisions.

In conclusion, as a teacher and the few classes I have had with my students, I know a lot more about

them than I knew before the program. I have learnt from them; I used to think what I could have

learnt from a child, but … how I was wrong. Questions that they found difficult to as their parents

in hfle ask they felt easy and had confidence to as those questions. In my last life skills class I asked

my students how they felt about having this particular subject. They replied “Miss I really like that

class, I feel more confident asking questions I couldn’t ask before”