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MANUAL RESEARCH PROJECT
B.E d (1.5 Year / 2.5 Year)
Course Code: 8613
Topic: Developing Desired Behaviors among Grade 6 Students through Ensuring Ethical
classroom Climate
Sub-theme: Ethics
Theme: Developing Scientific Attitude among Children
Region:
Semester: Autumn 2021
Registration No:
Roll No:
Name:
Name of the School (where the action research was conducted):
Overall background of the participants of the project; area / school: (socio-economic
status, occupation / profession – earning trends of majority of the parents, literacy rate,
academic quality, and any other special trait of the community where the school is situated)
(10 marks)
 Background of the Participants:
The participants of the study were grade 6 students who were enrolled in School Name. The
participants of this study belong to Tehsil ……... I selected grade 6 students which consisted in
total 40 in numbers. Most of the participants were quite helpful and were matured enough to
understand the purpose of my research. In their classroom there were no posters and pedagogical
materials for learning English. Most of the students (participants) parents had a medium
economic level, so their study did not receive full financial support from family. The interest of
the students in the investigation led to their keenness for the task and the interview. As a result,
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teachers sometimes found it difficult to maintain order among students. Most of the participants
were eager to build a team to work as a group.
School Area:
Project School School Name
School building that contains 25 classrooms. According
to the school record, there are a total of 400 students in numbers. The total staff of that school
was 30, including the principles, clerk, watchman and the teachers. This school system has been
appreciated by members of the nearby people, as well as by parents, teachers and other
respective members of the community. Quran Majeed was taught since the 6th class. The school
area belongs to the urban area. The school environment also represents the market within which
a school and its leader must position themselves. The pedagogical approach of the school is to
teach the skills and abilities with the student as a center and aims at the integral development of
the students. My project school was recently renovated the building. The location of this school
is far from the main street. Each classroom shows a list of school values, class rules and a
blackboard that shows the learning structure of each day. It makes the teaching and learning
process situation work well because the situation is conducive and comfortable.
 Socio-Economic Status, Occupation/profession and Earning Trends of Participants Parents
I found that large majority of households were living in neuclear family system and the
rest of them had joint and extended family. Then, more than half of the students' parents
belonged to the high-income group and less than a quarter of the students, belonged to the lowincome group. A small number of parents of students were businessmen, government and private
employees. A considerable number of the parents of the participants were well educated. The
number of parents of the participants was dedicated to government services, as well as private
services, respectively. Their parents were progressive in education, but they were still far from
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higher education. Parents have high expectations of their children. They show considerable
participation in their children's studies by providing facilities for studies and encouraging them.
In this region the literacy rate, literacy rate (10 years and above) in Multan is 60 percent, but
with large urban-rural differences (urban 75%, rural 50%). Female literacy is quite high in urban
areas (72%), but very low in rural areas (38%).
Topic: Developing Desired Behaviors among Grade 6 Students through Ensuring Ethical
classroom Climate
Sub-theme: Ethics
Theme: Developing Scientific Attitude among Children
1. Why did you select this specific sub-theme and topic? Relate it to your experience /
problem in your classroom / institution. (10 marks)
(Give the background and rationale of the study)
Reasons of Selecting This Specific Sub-Theme and Topic:
The study of ethics helps a person to look at his own life critically and to evaluate his
actions/choices/decisions. It assists a person in knowing what he/she really is and what is best for
him/her and what he/she has to do in order to attain it. Study of moral philosophy can help us to
think better about morality. Plan challenging courses with learning objectives and activities
appropriate
to
students'
levels
and
abilities.
Create
assignments
that
encourage
learning. Demonstrate ethical behavior in the construction of the course as a model for
encouraging students to do the same. Ethical Motivation involves prioritizing ethical action over
other goals and needs. This component is influenced by categories in Ethical Sensitivity. Respect
for persons stems from the belief that other persons have value and thus have certain rights.
Ethics make a society peaceful, harmonious and a better place to live by guiding the behavior of
people. Ethics act as a self-governing system to keep human self-interest and the good of society
at equilibrium because the eyes of the law are not always available. Ethical decisions generate
and sustain trust; demonstrate respect, responsibility, fairness and caring; and are consistent with
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good citizenship. The time to start is before the semester begins when instructors plan their
courses. What are going to be the standards for the course, the workload and ethical
expectations? An early question instructors might ask themselves is: “Why students should put
time and effort into achieving the learning objectives in my course?” Creating a climate of
ethical behavior begins when instructors design courses to improve students’ knowledge, skills
and abilities. Thus, courses should challenge students to learn, grow and develop. Instructors
have an ethical responsibility to not waste students’ time, effort and money Hundreds of
thousands of new students will begin college this fall, and most colleges and universities have
designed elaborate orientation activities to induct beginning students into the academic and
social cultures of their campuses. These orientation activities are usually crammed with advising
and registration information, academic and social rituals, campus tours and welcoming activities
designed to help new students get off to a good start in their academic study and navigate their
way around their new surroundings. Most colleges and universities also make an effort to
transmit some important core ethical values that are central to the mission and social culture of
the institution and help to define the institution’s expectations for being an ethically responsible
student and citizen on campus. Ethical values such as respect for others, honesty, self-discipline,
hard work, love of learning, and appreciation of diversity are some of the core values many
colleges and universities prize. But how do institutions go about promoting these core values
with new students and what are some effective educational approaches? We focus here on out of
class activities since most students spend the majority of their time in this domain of college life
and these activities are especially important for new students. Colleges and universities often
seek to transmit ethical values to new students through orientation speeches, publications,
convocations, and other public statements. Unfortunately, these approaches to inculcating core
ethical values usually occur when new students are already in information “overload” and not in
a receptive mood for moral lessons pronounced from on high by college officials. Typically new
students see college as a time for liberation from strict moral codes and an opportunity to explore
and experiment with beliefs and behaviors. So the timing for teaching ethical values is often not
especially effective during orientation. Moreover, moral values such as honesty, compassion,
fairness, and respect for others, are probably best taught not by “telling” college students but by
providing collegiate experiences in which these virtues arise naturally in the context of students’
interests, involvements and commitments.
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2. What was your discussion with your colleague / friend / senior teacher or supervisor
regarding the problem? (05 marks)
(Provide your discussion with your colleague or supervisor for better understanding
of the problem and alternate solutions)
I disclosed to them that this investigation will give data to guardians, teachers and school
overseer concerning how to further develop understudies learning and shared co-activity at grade
6. I talked about with my partner, companions, senior educators and administrator that
Imagination is key to teaching critical thinking in elementary school. Teachers should seek out
new ways for students to use information to create something new. Art projects are an excellent
way to do this. Students can also construct inventions, write a story or poem, create a game, sing
a song the sky's the limit.
Discussion with Colleagues/Friends/Supervisor
We also discuss about following,
1: RESPECTING OTHERS
Respect for persons stems from the belief that other persons have value and thus have certain
rights. Believing that people have rights based on their value will lead to greater motivation to
follow the established rules of conduct, show civility, become trustworthy, and show respect for
creation. Valuing and respecting others involves ethical sensitivity.
2: DEVELOPING CONSCIENCE
Having a sense of conscience involves an understanding that one’s actions can have negative
effects on another person or persons. Self-command, temperance and increased self-awareness
with regard to needs and feelings is essential here. It is this empathic understanding that leads the
motivation to control potentially harmful impulses.
3: ACTING RESPONSIBLY
Acting responsibly is a desire to uphold all the possible ethical obligations one may have with
conscientiousness. One’s ethical obligation can be perceived as either an explicit or implicit
social contract. At a more advanced level acting responsibly involves evaluating one’s action to
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assess whether the list of obligations, including stewardship and global citizenship, is complete
and whether or not the obligations have been met satisfactorily.
4: HELPING OTHERS
Helping others can be termed care-based action, or the assistance one provides to another person
or group. Helpfulness can be either proactive or reactive, focus on the future or present, promote
positive experiences or mitigate troubling ones. Sharing resources, mentoring, and choosing
service are each subskills of helping others.
5: MAKING PEACE AND COOPERATING
Peace-making/cooperation is the motivation to promote and maintain social harmony, through
the valuing and supporting of others. Included in peacemaking and cooperating is gratitude. It
goes beyond conflict resolution to a fostering, where necessary, of reconciliation, gratitude and
hope.
3. What did you find about the problem in the existing literature (books / articles / websites)?
(10 marks)
(Explore books and online resources to know what and how has been already done regarding
this problem)
Review of Literature
In recent years, one has been exposed to the collapse of Enron, the fall of the Lehman Brothers,
as well as the housing market crash; all due, in part, to unethical behavior. Green and Odom
(2003) note that the lack of ethical leadership in Enron caused harm to thousands of employees,
invoked greater government regulation, and crippled consumer confidence of the financial
industry (Thompson, 2010). The examples of organizations exhibiting unethical behavior has
caused businesses to reexamine their strategic direction, helping them learn that ethical
leadership is the way which leads to profitability (Moss, 2002). However, as Thornton (2009)
notes, “Now in the global marketplace, with fierce competition for business and resources, the
scope of problems that can occur in leadership ethics has expanded exponentially” (p. 60). As a
result of the increasing scope of concerns within today’s organizations, it is noted that one of the
greatest needs is a charismatic ethical leader (Mackie, Taylor, Finegold, Darr, & Singer, 2006).
A rigorous qualitative study completed by Plinio, Young, and Lavery (2010) found that one of
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the most serious problem facing organizations today is impoverished ethical behavior and
nonexistent ethical leadership. Consequently, the authors note that trust in leadership is waning
and the situation is worsened by a weak economy. The authors also noted an alarming increase in
misconduct by employees at all levels. Darcy (2010) confirms that the current climate of
organizations is skeptical regarding ethics. In a qualitative study completed by the author, it was
discovered that sixty-six per cent of people question if ethics within leadership even exists. This
is what the author refers to as “a crisis of trust” (p. 200). The conclusion of the study found that
the biggest problem in organizations and individuals today is a lack of trust. This lack of trust
can be attributed to what Frank (2002) calls the “shadow side” of leadership. These shadows
include the negative influences of “power, privilege, deception, inconsistency, irresponsibility,
and misplaced loyalties” (p. 81). Unfortunately, over time followers become exposed to the
consequences these shadow behaviors cause, and lose trust in the integrity of their leader. This
has ignited a slew of research and articles regarding the topic of ethical leadership. How does
one lead a company in an ethical manner while also producing a plethora of profits? In order to
answer this question, one must first gain an understanding of what the literature defines as ethical
leadership. Yukl (2006) summarizes the ethical leader as one who promotes honesty, and mirrors
his or her actions with their values and beliefs. However, the author acknowledges the field of
ethical leadership is an ambiguous construct, which includes various constituents. As a result,
ethical leadership may be difficult to evaluate. Executives at large organizations define ethical
leadership as “simply a matter of leaders having good character and the right values or being a
person of strong character” (Freeman & Stewart, 2006, p. 2). Executives admit that following the
law and obeying regulations are not what makes ethics complicated. They even disclose that
influencing others to do the right thing is not the problematical part of ethical leadership. Rather,
the complexity of ethical leadership exists in the gray areas of who is responsible when problems
arise (Plinio, 2009).
The second is a leader protecting the freedom of individuals, which is noted in Libertarianism
Theory. Third, a leader is focused solely on promoting the right thing to do, regardless of
consequence, as seen in Kant’s Ethical Theory. A leader’s decision- making process and
determining what is ethical often stems from a variation of one of these three historical
approaches to ethics, according to the author. Skovira and Harmon (2006) developed the idea of
ethical ecology within organizations. The authors define this concept as the moral landscape or
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ethical environment in which leaders operate. This landscape influences the leader’s decisionmaking within the organization. The author identified common constructs that help identify an
organization’s ethical environment. These are “corporate policy, codes of conduct, financial
affairs, environmental concerns, human resources, organizational reputation, relationships, and
the leader’s personal moral frame” (p. 164).
4. What were the major variables / construct of your project? Give definitions / description
from literature. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms? What
particular meaning you will attach to the term when used in this project?)
DEVELOPMENT ETHICS
We hear a lot these days about how organizations are striving to balance the need to reach lofty
revenue and profit goals with the desire to create a culture built on a foundation of ethics and
integrity. This raises an important question: What exactly is an “ethical” culture? According to
Dr. Albert C. Pierce, Director of the Institute for National Security Ethics and Leadership, the
most ethical organizations are the ones that are able to develop these four abilities in their
employees: moral awareness, moral courage, moral reasoning and moral effectiveness. Some
major variables are following,
1. Strong Values Statement
A values statement is a short, concise encapsulation of what the organization stands for, the
values that its employees are expected to embody and what its products/services are intended to
contribute to the world. In the most ethical organizations, these statements become deeply
ingrained principles that serve as guideposts for employee and organizational decisions and
actions.
2. Well-Crafted Code of Conduct
A code of conduct is a written set of principles that works in tandem with the values statement to
serve as an ethical roadmap for the organization. The best codes of conduct are comprehensive,
well-organized documents that are written in plain, understandable language instead of
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legalese. Developing a code of conduct is a multi-step process that typically requires extensive
input from all areas of the organization.
3. Leading by Example: Executive Modeling
It is often said that ethics starts at the top. Even a well-crafted values statement and code of
conduct won’t be worth the paper they are written on unless top executives “live and breathe” the
principles they espouse on a daily basis. An excellent way for CEOs, CFOs and other key
executives to set an ethical tone is by sharing examples of situations they’ve faced that posed an
ethical dilemma, and how they chose the proper path when making their decisions.
4. Comprehensive Ongoing Ethics Training
Too many organizations only provide ethics training to brand-new employees. Ongoing training
is also essential for firmly embedding ethics into the culture. The training should consist of much
more than an online course that provides a quick review of fundamental ethics principles. It
should encompass a thorough review of the code of conduct and the organization’s specific
ethics policies and procedures. It should also include case studies and real-world scenarios that
enlighten employees as to how to make ethical and values-driven decisions relative to their
specific job functions. It is also advisable to conduct separate training for ethics and compliance.
5. Integration of Values into Work Processes
Any work process that organizations develop should include references to values and how they
impact the decisions that pertain to the system. A good way to achieve this is by incorporating an
ethics/values component into the employee performance evaluation process with a focus on how
workers have applied ethics to their decision-making processes.
5. What did you want to achieve in this research project? (05 marks)
(Objective / purpose of the study; what was the critical question that was tried to be answered in
this project)
Objective/Purpose of The Study:
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Ethics is mainly known as the principle of moral conduct that makes a distinction between good
and bad/ evil, right and wrong, virtue and non-virtue. The word ethics is derived from a Greek
word ‘ethos’ meaning character. It is a branch of knowledge that governs right and wrong
conducts and behaviors of an individual, profession, group or organization. It is a core of the
professional and personal lives of people. Different scholars have defined ethics differently.
However different their definitions might be, ethics is always concerned with morality and right
vs wrong and good vs evil. It is applied universally. There is also ethics in professions such as
journalism, advertising, education, medicine, etc.
There are 3 different scopes of ethics. They are:

Meta-Ethics

Normative Ethics

Applied Ethics
1. Meta-Ethics:
Meta-ethics comprises the area of situational ethics and deals with logical questions like ‘What
do we mean by ‘freedom’ and ‘determinism’ etc. It delves into the nature of ethical properties,
attitudes and judgements. For example, a media critic’s description of a TV series as ‘good
drama’ does not necessarily denote that the program is morally sound. It is the function of met
ethics to define such vague concepts in ethical terms. Some of the theories of Meta-Ethics are
Naturalism, Non-Naturalism, Emotivism and Prescriptivism.
2. Normative Ethics:
Normative ethics deals with standards or norms by which we can judge human actions to be
right or wrong. It deals with the criteria of what is morally right or wrong. For example, if
someone murders a person, everyone will agree that it is wrong. The question is: Why is it wrong
to murder someone? There are a lot of different answers we could give, but if we want to specify
a principle that stated why its wrong, the answer might be: Murder is wrong because when we
kill someone, we violate their right to live. Another perspective might be – To inflict
unnecessary suffering on the person being murdered or their family is wrong, that’s why to kill a
person is wrong. There are three elements emphasized by normative ethics:

The person who performs the act (the agent)

The act

The consequences of the act
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3. Applied Ethics:
Applied ethics is the problem-solving branch of moral philosophy. It uses the insights derived
from metaethics and the general principles and rules of normative ethics in addressing specific
ethical issues and cases in a professional, disciplinary or practical field. Applied ethics is the
vital link between theory and practice, the real test of ethical decision-making. Applied ethics
often requires not only theoretical analysis but also practical and feasible solutions.
Some of the key areas of applied ethics are:

Decision Ethics

Professional Ethics

Clinical Ethics

Business Ethics

Organizational Ethics

Social Ethics
Applied ethics takes into consideration issues such as abortion, euthanasia, capital punishment,
drug decriminalization, gay marriage, etc.
Nature of Ethics

Scientific Nature: Ethics is a normative science which determines norms, moral values in a
person and an individual’s character. It is a systematic explanation of what is right and what
is wrong.

Not Art: Ethics is not art as art deals with the acquisition of skill to produce objects, while
morality deals with motive, intention, purpose and choice which are considered right or
wrong in the light of goodness. (web)

Variable Nature: Ethics is not static. It is not always the same. Human beings change and
the morality and ethical perspective in them also changes.

Exclusively for Human Beings: Ethics can only be applied to human beings as we are the
ones who have the capacity for moral judgement. We cannot expect ethical behaviour from
animals, as they are not as intelligent as human beings are so ethics is exclusively for human
beings.
Objectives of Ethics
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Ethical objectives are based on the following factors:

Objectivity

Impartiality

Accuracy

Public Accountability

Fairness

Truthfulness
The objectives of ethics are to study and assess human behaviour. It is also to establish principles
and moral standards of behaviour. Ethics is not compulsory in a person’s life and it is not forced
upon anyone but being ethical is one step forward towards being a good person.
6. Who were the participants in your project? (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the earlygrade students whose handwriting in Urdu was not good or the students of class VIII
who did not have good communication skills)
The individuals of the examination had been grade six understudies who had been joined up with
SCHOOL the individuals of this investigation are from Punjab. I chose grade six understudies
which comprised altogether forty in numbers. The big majority of the individuals had been very
beneficial and had been properly developed to understand the cause for my examination. In their
learning about corridor there had been no banners and tutorial substances for gaining knowledge
of English. A middle gathering is a gathering comprised of human beings with unique attributes
that emphasis conversations on a given situation or factor (Anderson, 2018). The examination
contributors have been grade eight understudies who chosen college. The considerable majority
of them stated that when working in a crew in a school, problems are introduced to a greater
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distinguished range of information, capacity and trip and alongside these strains a greater
noteworthy assortment of tricky troubles can be dealt with electively by way of pooling mastery
and assets. Quicker yield is one extra benefit of a respectable shared co-activity. As no man or
woman can be suited at the whole lot and working in a team offers a high-quality danger to the
faculty sta to attain from each other’s competencies and gifts. During nowadays, I had the risk to
see one-of-a-kind shared co-activity exercises. During these three cases, I noticed behavior
issues, in particular when the educator used to be giving instructions or when requested to take
an interest. The educator gave the instructions for the following classification motion where they
want to make a banner structured on a character from the e book or a scene. During the
perceptions, I requested to take a seat in a seat set in a indifferent spot assigned via the instructor,
and from that factor I ought to see a giant component of the homeroom. I took notes in regards to
the understudy and educator's shared co-activity exercises, and tried to abstain from visually
connecting or chatting with any of the understudies or the trainer at some point of the perception.
The prevalent exhibition, all matters regarded (members) was once properly now not to speak in
English contrasted with different sub-abilities. A massive element of their medium economic
level, so their examination has the full economic assist of their family. The contributors of this
examination comprised of forty understudies of comparable age bunch from 10 to 18 years. The
huge age shows the degree of development of the people in that sense, the age turns out to be
more essential to inspect the reaction.
7. How did you try to solve the problem? (10 marks)
(Narrate the process step-wise. Procedure of intervention and data collection)
This answer presents the strategies that were utilized to accomplish research targets. The
appropriate response is organized into research plan, area of the examination, target populace,
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inspecting methods and test size, research instruments, of the instruments, information
assortment and information investigation.
Action Research
Activity research includes limited scope deliberate request and contains of various stages which
often continue in cycles. Like arranging, activity, perception and reflection. This sort of
exploration has become bit by bit broad all around the world as a strategy for proficient learning.
It has been particularly all around created in instruction, explicitly in educating, and is presently
utilized extensively across the callings. Homeroom activity research was isolated into two
cycles; they were cycle I and cycle II and each cycle contained of four interrelated exercises,
explicitly: Planning, Action, Observation and Reflection. In the current examination, information
assortment depended on after advances.
Method of the Study:
The philosophy of this examination was involved on an activity exploration to establish out and
tackle the issue. The social marvel under a microscope was creating common cooperation among
understudy at auxiliary level. Polls, interviews, field notes and perceptions were utilized to
gather the information expected to give the data and understanding important to address the
examination questions.
Population:
The whole gathering from which an example is picked is known as the populace. Every one of
the understudies who were tried out Government young ladies elementary school was populace
of my examination. It was very advantageous for me being a residence of that inhabitant to
aggregate quality information from the picked school.
Sample:
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Test is more modest portrayal of enormous entirety. By and large, it comprises of a portion of the
perceptions that address the entire populace. In the current activity research grade 8 understudies
of were grade 8 who were tried out Government young ladies elementary school, was tested for
this investigation.
Sample Size:
The numbers of observation included in a sample is called size of sample. The 40
students of the grade 8 were selected for this class based action research.
Research Instrument:
Meeting plan is formal gathering between the respondent and the questioner. In this procedure
various inquiries were planned by the necessity and significance of analyst being directed. The
poll was ready to achieve study targets as talked about before.
Ethical Considerations:
From the origin of this exploration I was very specific to do a moral request and accordingly
gave genuine idea to all moral viewpoints this investigation would involve. Authorization to
direct the investigation was first looked for from the head and school overseeing body.
Authorization was looked for from school head. The privileges of the members (grade 8) were
explained obviously for example they could decline to be sound recorded and they could request
to perceive any notes or accounts.
8. What kind of instrument was used to collect the data? How was the instrument
developed? (05 marks)
(For example: observation, rating scale, interview, student work, portfolio, test, etc.)
Data Collection:
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Information assortment is the most common way of social event and estimating data on
designated factors in a set up framework, which then, at that point empowers one to address
applicable inquiries and assess results to answer the examination issue. In this Action Research, I
remembered all moral thought. The analyst examined the arrangement with the understudies and
furthermore took authorization from the administration, understudies and parents’ prior to
starting the activity cycle. I used following instruments for data collection.
Research Instruments:
Examination instruments are a method of social occasion information concerning the
exploration center. Get-together information utilizing diverse examination instruments is indeed
making distinctive approaches to contemplate the get-together being investigated.
Questionnaire
Polls are a helpful method of gathering information from countless people. In this examination, I
fostered the poll to get information on effect of shared co-procedure on understudies.
Rating Scale
A rating scale is an instrument utilized for surveying the exhibition of errands, ability levels,
methods, measures, characteristics, amounts, or final results, like reports, drawings, and PC
programs. These are decided at a characterized level inside an expressed reach. I additionally
foster rating scale to judge student’ execution.
Case Study
A contextual investigation is typically an inside and out depiction of an interaction, experience,
or design at a solitary organization. To answer a mix of ‘what’ and ‘why’ questions, contextual
investigations for the most part include a blend of quantitative (i.e., studies, utilization insights,
and so on) and subjective (i.e., interviews, center gatherings, surviving record examination, and
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so forth) information assortment methods. I dissect quantitative information first and afterward
utilize subjective techniques to look further into the significance of the patterns recognized in the
mathematical information.
Checklists
Agendas structure a person’s perception or assessment of a presentation or ancient rarity. These
apparatuses can give consistency after some time or between eyewitnesses. Agendas can be
utilized for assessing data sets, virtual IM administration, the utilization of library space, or for
organizing peer perceptions of guidance meetings. I additionally utilized agendas for powerful
information assortment.
Interviews
A center gathering meeting includes the requesting from open-finished and close finished
inquiries dependent on the subject being explored. Through these inquiries, I brief the
interviewee for detail data with respect to my examination subjects. My job as learner scientist
was to suggest the conversation starters and I utilized the reactions of the understudies to
provoke them for more detail on the off chance that I thought it important. On a few events, the
interviewees’ reactions prompted conversations not appropriate to the exploration and I needed
to zero in their contemplations on the subject. Over the span of these conversations, their
comprehension of the point was uncovered. The total meeting was sound recorded and the
recorder was set so that everyone could see it.
Students Portfolio
Portfolios can be an actual assortment of understudy work that incorporates materials. I check
understudies portfolio like composed tasks, diary passages, finished tests, fine art, lab reports,
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actual ventures (like lifelike models or models), and other material proof of learning progress
and scholarly achievement, including grants and respects.
Field Notes
So in light of these field notes I was arranged my last perception. I likewise took field notes.
Field notes were taken during and following each meeting, explicitly to distinguish homeroom
regions referenced by English and Urdu instructor during the meetings. The uncoded photos
were likewise utilized for connection with explicit study hall regions and exercises referenced by
the English instructor. An aggregate of three meetings were directed for this investigation, and
roughly 30 photos of every homeroom.
9. What were the findings and conclusion? (Provide instruments and analysis as
appendix) (10 marks)
Learning styles and ethical education contribute significantly to the formation of good behavior
and student’s character. Deep learning ethics has a strong influence on ethical behavior. Moreover,
learning styles and ethics education play an essential role in shaping student’s behavior. The
ethical climate of the university is an informal learning space where students can be good
members of the climate and gain concrete experiences, in a sense the practical application of
vicarious learning. We consider the theory and evidence supporting ethical behavior students with
vicarious learning styles and ethic education. This is supporting a learning style approach that
suggests that it offers benefits to students. The students can get the good character that used in the
class, workplace, and society. Based on our findings, we recommend more research into the
interaction of teacher attitude and ethical climate-related to several outcomes linked to developing
more ethical students. We highly recommend that any attempt to re-examine the same model with
ours add control variables such as the learning environment, the lecture, or the peer person to
ensure that the model is robust. Despite various obstacles in teaching morals/ethics and
implementing character education in the sciences, the majority of science educators, teachers and
society at large strongly support the presence of morals, values, ethics and character education in
the science curriculum which may provide a motivational context for learning science, and
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understanding the socialization and humanization aspects of science and technology. Students can
develop higher awareness of social implications of their science studies, become self‐dependent
individuals, and be able to recognize, accept and internalize their roles in decision‐making. Such
teaching will enhance students’ judgement, critical thinking abilities and motivation besides
encouraging engagement in the sciences. Students can handle various moral and ethical issues in
society, take responsibility, and build a good character. Rapid science and technological
advancements, globalization and emerging complexities in societal structure are influencing and
changing the social dynamics with respect to economics, politics and environment, and the way
science is organized and operated. Such changing circumstances pose challenges to future science
educators as to how morality, values, ethics and character education can be presented through
curriculum development and implementations. The current science education is lacking in
providing adequate inner orientation and bases for students’ unfolding and fulfilment of inner
moral values and ideals which are essential for their development. Thus it necessitates emphasis
on morals, values and ethics that can be reflected through an improved science education
curriculum. A student‐centered and inquiry‐based teaching approach is suggested to enhance
students’ motivation and engagement, and foster human values and connectedness with personal
and societal issues. Research has proven science teaching and learning practices may be applied
while fostering morals, values and ethics. This article presented some important teaching
techniques, methods and issues with examples based on research, and suggested views which may
impact on fostering values, morality and ethics in students’ minds, and enhance student motivation
and engagement. While it is important to implement the teaching techniques and methods
discussed, it is also necessary that teachers are well aware of and regularly informed about new
emerging issues, instructional methods and techniques from upcoming research. This may help
teachers to develop conceptual tools in the context of teaching morals, values, ethics and character
education in the sciences.
10. Summary of the Project (05 marks)
(What and how was the research conducted – main objective, process and findings)
Understanding what motivates behavior deemed ethical or unethical is essential for organizations
interested in preventing ethics violations or in optimizing performance through an ethical culture.
To do this, organizations must explore how employees make decisions to pursue courses of
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action and behaviors and the degree to which they consider ethical issues throughout this
process. More specifically, it is important to explore what energizes behavioral choices, what
forces direct this behavior, and what sustains these decisions once made. The literature
establishes clear parameters for this analysis. Personal and organizational goals often activate the
need for an individual to choose a behavioral path to reach these goals. The behavioral path
chosen is limited by their knowledge, skill level, experiences, organizational prescription of
allowable options, and their creativity. Their ability to follow the path chosen can be constrained
by organizational rules, procedures, social norms, ethical codes, and personal ethical principles.
These factors, as well as the preceding choices and goals pursued, are influenced by the source of
their motivation. Organizational members can source their motivation from the pleasure they
derive from a task or process (intrinsic process motivation), the expectation of certain rewards
(instrumental motivation), the need to reinforce an internally held self-image (self-concept
internal), the desire to reinforce or shape an externally held perception of the self (self-concept
external), or the desire to see a goal be accomplished (goal internalization). Once an organization
understands how employees source their motivation to choose and follow certain ethically
related behavioral paths, efforts can be made to better align incentives and controls, policies,
management strategies, and rules. There is no one-size-fits-all method to motivate ethical
behavior. However, a thorough understanding of the dynamic forces shaping an employee’s
ethical decisions can contribute significantly to an organization’s ability to motivate employees
in the direction desired.
11. How do you feel about this practice? What have you learnt? (self-reflection) (10
marks)
Some critics still question the value of studying ethics and living an ethical life. After all, if
you ignore ethics, you can just focus on yourself, right? Not so fast. Some great reasons to resist
those critics include the following:

Ethics makes you more successful. You may think that ethics can hold you back in all kinds of
ways, but the truth is the opposite. Ethical people embody traits that unethical people have to
work at to fake — they’re honest, trustworthy, loyal, and caring. As a result, ethical people are
perfectly suited not only for interpersonal relationships generally, but also more specifically for
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the kinds of interactions that make for thriving business. Unethical people generally don’t do so
well at these things.

Ethics allows you to cultivate inner peace. Lives that are lived ethically tend to be calmer,
more focused, and more productive than those that are lived unethically. Most people can’t turn
off their sympathy for other human beings. Hurting people leaves scars on both the giver and the
receiver. As a result, unethical people have stormier internal lives because they have to work to
suppress their consciences and sympathies to deal with the ways they treat others. When they fail
to properly suppress their sympathies, the guilt and shame that comes with harming or
disrespecting one’s fellow human beings takes deep root within them.

Ethics provides for a stable society. When people live ethical lives, they tell the truth, avoid
harming others, and are generous. Working with such people is easy. On the other hand, callous
and insensitive people are distrusted, so it’s difficult for them to be integrated well into social
arrangements. A stable society requires a lot of ethical people working together in highly
coordinated ways. If society were mostly composed of unethical people, it would quickly
crumble.

Ethics may help out in the afterlife. Some religious traditions believe ethics is the key to
something even greater than personal success and social stability: eternal life. No one can be sure
about an eternal life, but people of faith from many different religions believe that good behavior
in this life leads to rewards in the next life.
12. What has it added to your professional skills as a teacher? (05 marks)
The Code of Ethics for Professional Teachers serves as guide for teachers specifically to new
teachers for them to exhibit proper behavior to the learning community at all times. It is
imperative that you observe and practice this set of ethical and moral principles, standards, and
values.
In middle and upper school, the training is more structured and challenging. At the core of this
education is a simple framework for ethical decision-making that Rezach underscores with all
her classes, and which is captured on a poster board inside school. Paired with this framework is
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a collection of values that students are encouraged to study and explore. The values and
framework for decision-making are the foundation of their ethics training. Once a month, all
middle school students grapple with an ethics case study during advisory that’s been written for
their grade. Sixth-graders, for example, wrestled with a case about “Emma”, who wasn’t invited
to Jane’s party but who saw pictures of the festivities on Instagram. The students then discussed
various questions: How might Emma feel when she sees the Instagram photo? What is Jane’s
responsibility in this case? What values influence the way you think about this scenario? Though
the case studies reflect real-life problems the kids have encountered, the stories are told in the
third person, which frees them to talk openly, Rezach said.
Two elective courses on ethics for seventh- and eighth-graders explore deeper quandaries while
pressing students to understand the values reflected in those views. In one case study they
discussed, “Allison” enters a coffee shop wearing a T-shirt with a swastika, which clearly
offends other customers. What should the manager do? How does one balance the right to
freedom of expression with the rights of the community? “In this situation, as in all ethical
dilemmas, the students have to weigh the benefit and the harm,” Rezach said. She draws
connections to books they’re reading in English class, brings up related news stories, and asks
students to think of and share ethical quandaries they’ve encountered. For homework, students
study critical historical documents, like the Constitution and Bible, and identify the values that
suffuse the work. In another assignment, they prepare a two-minute oral presentation on a
principle that matters deeply to them. Some will read a poem, or sing a song, or produce a video
that reflects that value. Once the presentations end, Rezach pairs up students with conflicting
ideals—compassion versus justice, for example—and asks them to write a case study together.
Research suggests that ethics training improves academic performance. Children in Scotland
who had been taught to think about ethical decision-making and the responsibilities of
citizenship showed improved reasoning abilities. A study in Australia showed that young
students who took part in a class on “dialogue-based ethical inquiry” were better able to evaluate
and construct reasoned, ethical arguments. Standardized test scores for children who studied
“collaborative philosophical enquiry”—a variant of ethics training—went up in verbal,
nonverbal, and quantitative reasoning. And a small study conducted by researchers at Penn
State revealed that even preschoolers can engage with and learn from simple ethical instruction.
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Academic benefits aside, students at Kent Place involved in ethics training relish the open-ended
conversations with peers along with the chance to reflect on what matters to them. “I love
discussing these things with other people, and hearing other points of view, especially on
controversial topics,” said Alexandra Grushkin, an eighth-grader. The value she selected that’s
most dear to her is integrity. “I believe you’re a good person if you have integrity,” she
explained. In her class presentation, she shared a quote by author Lynne Namka that reflected
this value. Alexandra was matched with a student who chose loyalty, and the two crafted a case
study that captured the tension between these principles: What does a student do when she spots
her close friend cheating in a school competition?
Encouraged at home to listen to others’ opinions, Alexandra said that she’s better able now to
understand the ideals that undergird beliefs and to articulate her own positions. “It has changed
the way I approach conflict—and most things, actually,” she said. “With ethics, I’ve learned that
there are a lot of different sides to everything.” What Alexandra’s mother, Trisha, welcomes in
this training is the open-mindedness it provokes, as well as the instruction it provides in how to
converse calmly. “There’s a humility that comes with this ethical framework that will serve them
well for the rest of their lives,” she said. Rezach believes that students benefit from an ethics
education in many ways. “For the first time in their lives, they’re allowed to think for
themselves—without someone telling them what to think,” she said, adding “It’s like you’ve
taken the lid off the top of their minds.” For teenagers who often struggle with confidence and
identity, these debates on ethics free them to test their values in an abstract, unthreatening way.
Exploring conflicts from different points of view—and striving to understand the value behind
an opinion—also makes them more empathetic to others. “I see them grow in their ability to see
somebody else’s perspective,” Rezach said. Having to identify and defend their decision is also
critical, she added. Ordinarily, students she encounters avoid making decisions because they fear
they’ll get it wrong. “Being able to make a decision and articulate why—that’s huge!” she said.
“And being respectful to a person who doesn’t agree—that’s huge.” Rezach writes the case
studies, teaches the classes and overseas all the extracurricular ethics programs. She has also
consulted with about 100 other middle- and high schools that want to bring this discipline back
to their communities. “It can’t be a one and done,” Rezach said about how to build an ethical
student body. “You have to infuse it into current programs—in classes and after school,” she
added.
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13. List the works you cited in your project (follow the APA manual – 6th Edition). (05
marks)
Examples of format are available on websites.
Martinez, Veronica Root (October 23, 2019). "More Meaningful Ethics". University of
Chicago Law Review. Chicago, IL.
An Intermediate Greek-English Lexicon. 1889.
Kidder, Rushworth (2003). How Good People Make Tough Choices: Resolving the
Dilemmas of Ethical Living. New York: Harper Collins. p. 63. ISBN 978-0-688-17590-0.
Paul, Richard; Elder, Linda (2006). The Miniature Guide to Understanding the Foundations
of Ethical Reasoning. United States: Foundation for Critical Thinking Free Press.
p. NP. ISBN 978-0-944583-17-3.
John Deigh in Robert Audi (ed), The Cambridge Dictionary of Philosophy, 1995.
Paul, Richard; Elder, Linda (2006). The Miniature Guide to Understanding the Foundations
of Ethical Reasoning. United States: Foundation for Critical Thinking Free Press.
p. np. ISBN 978-0-944583-17-3.
"Definition of ethic by Merriam Webster". Merriam Webster. Retrieved October 4, 2015.
Kant, Immanuel (1889). The Metaphysical Elements of Ethics. Translated by Thomas
Kingsmill Abbott. Longmans, Green & Co. Archived from the original on October 14,
2016. Preface and Introduction to Metaphysische Anfangsgründe der Tugendlehre, 1797.
Abbott's deontology translates Kant's Pflichtenlehre.
Jump up to:a b c Kant, Immanuel. 1785. 'First Section: Transition from the Common
Rational Knowledge of Morals to the Philosophical', Groundwork of the Metaphysic of
Morals.
Kant, Immanuel (1785). Thomas Kingsmill Abbott (ed.). Fundamental Principles of the
Metaphysic of Morals (10 ed.). Project Gutenberg. p. 23.
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"Über ein vermeintes Recht aus Menschenliebe zu lügen", Berlinische Blätter 1 (1797),
301-314; edited in: Werke in zwölf Bänden, vol. 8, Frankfurt am Main
(1977), zeno.org/nid/20009192123.
Wierenga, Edward. 1983. "A Defensible Divine Command Theory". Noûs, Vol. 17, No. 3:
387–407.
Cudworth, Ralph. 1731. A Treatise Concerning Eternal and Immutable Morality. Reprinted
in 1996. Sarah Hutton (ed.). Cambridge: Cambridge University Press.
Payrow Shabani 2003, p. 53
Collin 2007, p. 78
Jump up to:a b Payrow Shabani 2003, p. 54
Payrow Shabani 2003, pp. 55–56
Lafollette, Hugh, ed. (2000). The Blackwell Guide to Ethical Theory. Blackwell Philosophy
Guides (1 ed.). Wiley-Blackwell. ISBN 978-0-631-20119-9.
Jump up to:a b Carol Gilligan (2009). In a Different Voice. Harvard University
Press. ISBN 978-0-674-03761-8.
Tong, Rosemarie; Williams, Nancy (May 4, 2009). "Feminist Ethics". Stanford
Encyclopedia of Philosophy. The Metaphysics Research Lab. Retrieved January 6, 2017.
Noddings, Nel: Caring: A Feminine Approach to Ethics and Moral Education, pp. 3–4.
University of California Press, Berkeley, 1984.
Noddings, Nel: Women and Evil, p. 222. University of California Press, Berkeley, 1989.
Ettinger, Bracha L., "Matrix and Metramorphosis." In: Differences. Vol. 4, nº 3, 1992.
Ettinger, Bracha L., Proto-ethica Matricial, Gedisa, 2019.
Bracha L. Ettinger, The Matrixial Gaze. Fine Art, Leeds University, 1995.
Bracha L. Ettinger, "Trans-Subjective Transferential Borderspace." In: Mazin, V., Tourkina