I learned about the morals of the students at Meigs High School. Whether they know it or not, the students have more morals than they think. I observed different stages of moral development amongst the high school students. This week was somewhat awkward for me, and I am still not sure what to do about it.
I asked a few students about their thoughts on keeping promises. In response to my question, they all had the same answer. They were questioned on how important it is to keep a secret that a friend has shared with them. A fifteen year old girl and an eighteen year old boy both replied with the same answer, “It’s very important.” When I asked them why, one boy who is seventeen said, “It just is.” Even though he did not have a direct answer, he just knew that it is important. I do not know if students realize it, but stating “It just is” showed that the individual has moral value. Another individual stated that, “It is very important, because if you make promises, you should stick to your word.” He gave almost the exact same answer, but with a few more words. Why should people stick to their word? The students never said, they just know that it is the right thing is to do. The fifteen year old girl commented, “I mean… it kind of depends. I wouldn’t go kill someone for a promise, but if I made a promise I would keep my word.” She understood that promises are important and the moral value of keeping her word, but she also realized that the circumstance is a factor. These individuals are just typical high school students living in a world that tells everyone to focus on themselves, but yet they still have moral reasoning.
Different stages of moral development were observed in the students. According to Omrod, there are three levels and six stages of moral reasoning. I picked up on stage three which is titled Good boy/good girl. This week the students were in study hall due to the refinishing of the gym floor. Over all the students were bored an antsy, and needed something to occupy their time. Almost every student has a cell phone in his/her pocket, and throughout the period they slowly came out. The Good boy/ good girl stage was noticed when, as soon as Mr. Dunn would turn around, they would all shove their phones in a bag, under their leg, or in a pocket. They are in the stage in which they “make decisions based on what actions will please others, especially authority figures.” Even though they were breaking the rules because they wanted to, they did not want the consequences of the teacher finding out they broke those rules.
However, not every student fell under the stage three category. I had multiple students blow my mind with what they were comfortable talking about in school. Twice, I got asked if I was going to the Halloween block party. Considering the stereotype of what happens in Athens on Halloween, the students were not fulfilling the stage three criteria. If they were in stage three they would not want a future teacher to know what their plans were for next weekend. In the text, Omrod talks about exposing students to models of moral behavior. I tried to use this method in my responses to the block party questions. I explained that typical college partying is not my scene and I do not participate in those activities. The next thing that came out of their mouths was a story about breaking curfew to go to Wal-mart to buy beer. Students in my high school never talked about events like that. I never heard about people sneaking to get beer until I came to college my freshman year. These boys were way out of the good boy/ good girl stage. I would say these students were closer to be developing in stage five. The students recognized the flexibility of rules, and did not mind that I was hearing them talk about their social lives. The other student that stuck out to me was a girl. She said some of the nastiest things I have ever heard in regards to a teacher. She talked of things that were very sexual, while talking very loudly and having no concern for who was hearing her conversations. She was also no longer in stage three because she did not care what the authorities thought about her behavior. Most of the students I observed were representing typical development. High school students should fall under the stage three category according to Omrod.
I believe that most student fall under the pre-conventional morality heading. Growing up in school, all the students know that they should follow the ways of conventional morality. According to the text, conventional morality is “Characterized by an acceptance of society’s conventions concerning what is right and wrong.” Even though they know what is right and wrong they want to follow the ways of pre-conventional morality that lets them make decisions on what is best for themselves. For example, a group of girls were talking about an algebra assignment that was due later in the day. They all asked each other if they had done it, all feeling slightly guilty for not having it done. However, they all came up with excuses that made them feel good about themselves not doing the assignment. One of the girls said she did not have time due to practice, another spent the night at her grandmas, and the third girl said she just wanted to relax and not do her homework. Conventionally, they know what the right thing to do was, but they wanted to run things on their own terms.
I felt somewhat uncomfortable with my observation this week. I really did not know how to respond to the students when they are basically asking me if I drink. I have never been very comfortable with the idea of alcohol, and even though I am finally twenty-one, it still makes me uneasy. Obviously I denied their accusations, but it bothered me that I knew they thought I was lying. I guess I should not care what high school students think of me, but when I want to be respected as a professional I think their opinion is important. I know it is unprofessional to have those conversations with students, but I knew if I laughed it off they would defiantly get the wrong idea of me. Shortly after Mr. Dunn walked over and said that he heard some things that he does not think are true. His comment made me feel a little more comfortable, but my mind was still racing make sure I did not say the wrong thing. Alcohol is a thing so commonly associated with college, that I feel once I have graduated and get a job, my students will respect me more as an adult. I will no longer just be some college kid who is watching their classes.
Overall, it was an interesting week at Meigs. I can definitely say that I am so glad I will be a physical educator where there the students are up and moving around in my class. I did not like dealing with the students as they just sat around and talked to each other. Through their conversations I learned that the students probably have more morals than they think, and their moral developmental stages vary somewhat. Even though it was not the best week of my observation, by no means am I discouraged on my journey to becoming an educator.
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