My belief about a failing student is that every learner has the same potential to perform better. Several challenges might distinguish a failing student from a passing one, including attention and an underlying issue. One way to ensure that failing students maximize their potential is to engage them to uncover the underlying issue that might be hindering their performance (Cahn, 2018). With issues related to student misconduct and academic dishonesty, one way to deal with the challenges is to put the dishonest student/s into the context of morality. The approach is significant in dealing with the issue since it helps the student/s think about the bigger picture (Cahn, 2018). Using examples of people who never used dishonest measures, communicating policies of dealing with the issue, and reminding the learner/s of the outcomes of cheating will result in change.
The honor code entails that every student is responsible for abiding by honesty, obeying every campus policy and law, using clean language, and refraining from drugs. When managing student/s who violate the honor code and abuse substances, they must be made to follow the code as required by the institution (Cahn, 2018). No individual student is superior to others, regardless of their contribution to co-curricular activities, race, and social status, and when they violate the code, they must face the consequences of their action. Every student who attends the institution agrees with the honor code, and therefore, violating it means they contradict the school’s rules (Cahn, 2018). teachers must take measures to rectify the defiance, and in case no changes are observed, the student should be expelled from the institution. My responses to the questions correlate to my teaching philosophy in that only what is appropriate must be practiced by every learner, and teachers have the responsibility of helping students improve.
Reference
Cahn, S. M. (2018). Teaching philosophy: A guide. Routledge.