Summery of Integrity Equality & Diversity

Summery of Integrity Equality & Diversity
(summary of findings, analysed in the context of the my own teaching practice)

Integrity in the Classroom
Maintaining integrity can be accomplished by good teachers. One of the key strategies to implement is to learn how to speak so that the students will actively listen to you, and how to listen so that they will actively speak to you as the teacher.
Integrity means that you do as you say, not simply telling the students to act one way while you act another. Without integrity, the equilibrium of the classroom will be compromised, and it will be hard to bring the students back into the fold.
Integrity is an essential character trait for a teacher to possess. Maintaining this integrity is of critical importance, because if you lose this handle, your students will lose respect for you, and the relationship will sour rather quickly.
Good teachers know how to maintain integrity, since it is a vital cog in the implementation of a strong curriculum delivery. Integrity is one of the most important characteristics in people, and a good teacher must learn how to maintain this integrity at all times.
Having integrity basically means that you follow through with what you say, and you do not allow idle threats to dangle in the air. A good teacher knows that in order to gain the respect of the students, it is imperative that you are believable, and you are true to your word.
If you falter in this facet, the students will glean the impression that they can walk all over you, since your word is pointless. This is why structure is not always nice, yet it is essential.
Students need to know that you care enough to challenge them to do better. Simply accepting mediocre behaviour and work shows that you have no integrity. Demand more of your students, and they will rise to the challenge. When the gauntlet is laid down, it should be picked up with vigour.
A good teacher maintains integrity by ensuring that all classroom rules apply to all students, regardless of age, gender, ethnicity, religious belief, socio-economic status, or sexual orientation. A good teacher will conduct his or her class with the utmost respect, and sense of community.
The classroom should be a safe haven for all students, and a place where ideas are cultivated and nurtured. Any slight denigration can sully the integrity of a teacher, rendering their ability to teach nearly useless.
The ability to maintain integrity needs to be worked on constantly, and should be ever-evolving. Integrity seems as though it should remain stagnant, but it must become a dynamic character trait, adjusting to the individual needs of a particular classroom and its pupils. Integrity is the lifeblood of the classroom, and a good teacher is responsible for ensuring that it is allowed to grow and develop in a healthy and mature manner.
Discipline strategies are the primary place where integrity can be found, as well as with grading. A good teacher should always ensure that the consequences and repercussions of any action are met immediately with the appropriate sanctions, and there should not be any discrepancy in this regard. With grading, the teacher should always have a blind eye when it comes to marking a test or assignment.
The students could have a number assigned to their work rather than their name, so that the teacher judges each on its own merit and does not allow their subconscious decisions to be influenced. Grading should always be fair, without any occurrences of a hidden agenda. A good teacher knows this, and maintains their professional integrity by marking in a consistently fair fashion
Maintaining integrity will help a teacher become a favourite of students, as they will be able to rely on the teacher, and they will see that person as a solid foundation with which to glean wisdom from on a daily basis. Good teachers educate all students equally, and they keep their integrity intact at all times.

Equality & Diversity What does it mean?

What is meant by the term equality?
Equality is often defined as treating everyone the same. True equality means treating everyone differently in order to treat them the same.
Is diversity another word for equality?
No, diversity is about recognising, valuing and taking account of people's different backgrounds, knowledge, skills, and experiences, and encouraging and using those differences to create a productive and effective educational community and workforce.
What is a protected ‘characteristic’ or ‘aspect’?
Equality and diversity includes any issue which could result in less favourable treatment to an individual or group of individuals based on for example their disability, gender, race, age, sexual orientation, religion or belief etc.
The Equality Act protects against discrimination on the following grounds:
• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race
• Religion or belief
• Sex and
• Sexual orientation.
In addition, bullying, harassment or victimisation are also regarded as equality and diversity issues.
Avoiding Discriminatory Practice

Is equality and diversity really about giving some people preferential treatment at the expense of others?
No. Equality and diversity means treating everyone equally on their merits, and not treating some unfairly because of their disability, gender, race, age, sexual orientation, religion or belief etc.
Is equality and diversity someone else’s responsibility?
No, it is everybody’s responsibility to implement good practices, no matter what you do within an organisation – staff/students/management etc
What is positive action?
These are actions to encourage the under-represented into particular areas of activity. For example, females or males into non-traditional work or training.
From April 2011 you are allowed to take a protected characteristic into consideration when deciding who to recruit or promote. However, you can only do this when you have candidates who are “equally qualified ” as each other for a particular vacancy.
What is discrimination?
Discrimination could be direct or indirect, and both are covered by equality & diversity legislation.
a. Direct - Where one person is treated less favourably than another is, has been or will be treated in a comparable situation
b. Indirect - Where an apparently neutral provision, criterion or practice will put persons at a disadvantage, compared with other persons
Also included in discrimination are harassment and victimisation.

What is meant by harassment and victimisation?
a. Harassment can be defined as unwanted and unreciprocated offensive behaviour towards a person or group.
b. Under the law, if the recipient feels harassed then they are. It does not matter whether or not the offensive behaviour was intended.
c. Harassment can be persistent or an isolated incident towards one or more peopled.
d. Victimisation is a retaliation against someone because they have made a complaint or allegation of discrimination.

What forms can harassment take?
Verbal Abuse
Jokes
Graffiti
Embarrassing and/or insensitive comments
Leering
Physical contact
Unwanted sexual advances
Ridicule
Isolation
Victimisation
Deliberately ignoring someone
Offensive language
Gossip
Slander
Sarcasm
Unfounded criticism
Setting unattainable targets at work
Posters
Obscene gestures
Pestering
Spying
Stalking
What is positive discrimination?
It is unlawful to select someone solely on the grounds of their race, ethnicity, gender or disability.

What is anti-discrimination?
This approach acknowledges that prejudice and stereotyping are part of everything that we do and say. By recognising personal views you can prevent discrimination happening both personally and through challenging others.

What are or is BME
BME stands for Black and Minority Ethnicity, which includes members of the following ethnicities: Bangladeshi, Pakistani, Indian, Indian other, Chinese, Asian other, Black African, Black Caribbean, other Black background, White and Asian mixed, White and African Caribbean mixed, other mixed background and other ethnic

If you’re white, can you take a court case under the Equality Act?
Yes. The Equality Act 2010 subsumes the Race Relations Act 1976 which covers people of all races and provides for recourse to law should anyone be discriminated against on the grounds of their race or ethnicity.

What is an equality and diversity policy?
It is the first essential step in developing an equality and diversity programme. It is not an end in itself but provides a framework for action and initiatives. It is a basic statement of equality and diversity aims and objectives for an organisation. It underpins specific measures aimed at ensuring equality and diversity for present and potential employers.

Is it a legal requirement to have an equality and diversity policy and procedures?
There is no legislation that requires a company to have a written policy or procedures. However, it is strongly advised, and also should the company ever be involved in an employment tribunal it will need to demonstrate that it takes equality and diversity seriously. The absence of a policy and procedures will make the evidence for this difficult.

How could I put a policy into practice?
The policy needs to be supported by a practical programme of action which becomes a part of everyday management. Responsibility for the policy should rest with a nominated member of the top management team, supported by all managers. To ensure the co-operation and commitment of all staff, the policy should be publicised to all employees.

What goes into an action plan?
The action plan should cover the following main areas:
Communication – ensuring all instructors are aware of the policy and its contents, and it has top management support.
Training – providing this for key decision makers such as managers and supervisory staff, and those involved in personnel and training.
Monitoring – your workforce and those applying for jobs.
Reviewing – your existing recruitment, selection, promotion and training procedures to ensure they are fair to all and support equality and diversity.
Grievance and discipline – ensuring there are credible mechanisms available for those who have a grievance concerning discrimination or harassment.
Positive action – consider its use to address under-representation of people from ethnic minorities, women or people with disabilities.
Access Goods, Facilities, Services, Employment and Education (Including Training)

Why do I need to make reasonable adjustments for disabled people?
How do I find out what reasonable adjustments I will need to make and whether my duty is a one off or an ongoing requirement?
The teachers' duty is to make reasonable adjustments. You have to take positive steps to make your services accessible to disabled people. You should anticipate their needs and the adjustments which may have to be made for them rather than wait until a disabled person wants to use a service you provide. You could ask your clients/customers/pupils whether they have any special requirements and what adjustments may need to be made. Once you have put a reasonable adjustment in place make sure, when appropriate, that you draw the attention of disabled people to its existence.
Making reasonable adjustments is a continuing duty. You should keep the duty to make reasonable adjustments under review. It might be appropriate for you to do this whenever you review the efficiency and cost effectiveness of your business and your working practices.

TEACHERS’ STANDARDS
Teachers/instructors should make the education of all their pupils their first concern, and be accountable for achieving the highest possible standards in both work and conduct. Teachers/instructors should always act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up to date and be self critical; forge positive professional relationships; and work with their students in the best interests of their students

PART ONE: TEACHING
(summary of findings, analysed in the context of the my own teaching practice)
A teacher/Instructor must:
1 Set high expectations which inspire, motivate and challenge Students

* Establish a safe and stimulating environment for students, rooted in mutual respect

* Set goals that stretch and challenge students of all backgrounds, abilities and dispositions

* demonstrate consistently the positive attitudes, values and behaviour which are expected of students .

2 Promote good progress and outcomes by students

* Be accountable for students’ attainment, progress and outcomes

* Be aware of students capabilities and their prior knowledge, and plan teaching to build on these

* Guide students to reflect on the progress they have made and their emerging needs

* Demonstrate knowledge and understanding of how students learn and how this impacts on teaching

* Encourage students to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge

* Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings

* Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of learning

* Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject or not

* If teaching reading, demonstrate a clear understanding of systematic synthetic phonics

* If teaching mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons

* Impart knowledge and develop understanding through effective use of allocated time

* Promote a love of learning and students intellectual curiosity

* Set homework and plan other out of class/work activities to consolidate and extend the knowledge and understanding students have acquired

* Reflect systematically on the effectiveness of lessons and approaches to teaching

* Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
.
5 Adapt teaching to respond to the strengths and needs of all students

* Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

* Have a secure understanding of how a range of factors can inhibit students’ ability to learn, and how best to overcome these

* Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

* Have a clear understanding of the needs of all pupils, including those with SEN (special educational needs) those of high ability; those with English as an second language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

* know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

* Make use of formative and summative assessment to secure students’ progress

* Use relevant data to monitor progress, set targets, and plan subsequent lessons

* Give students regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment

* Have clear rules and routines for behaviour in classroom situations, and take responsibility for promoting good and courteous behaviour both in classrooms/office and around the workplace, in accordance with behaviour policy

* Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and reward