Code of Ethics for Practitioners

I do not disrespect my colleagues by making inappropriate remarks about the meaningfulness of the problems solved or their teaching methods. If I disagree with something, I try to solve the problems internally. It is necessary to speak to learners in a common language.

It is important that course tutors speak with a consistent voice. It is not possible for one teacher to tolerate things that others prohibit or punish. An unfair approach demotivates everyone - those we disadvantage as well as those we favour. The need for consistency of approach can be referred to when we fail learners on something.

If I prepare homework or exams, I have better information than other practitioners. Any leakage of this information to my groups would favour my learners over others. This also applies to indirectly helping my learners, e.g. by giving an example that is very similar to one I know will be on the exam.

I understand that as a practitioner I am there for all learners regardless of their knowledge or my personal sympathies.

A conflict of interest is a situation where my objectivity is compromised due to personal connections to learners (whether positive or negative). I actively try to prevent conflicts of interest. If I have a conflict of interest, I declare it clearly. If I know that I cannot objectively evaluate some learners, I will ask a colleague to evaluate them. If this is not possible, I will at least have a colleague check that my evaluation is in order.

I strive for the utmost professionalism in my work. I arrive on time for practice and use my practice time efficiently. I concentrate fully on my teaching, try to teach to the best of my ability, and make sure that the lesson objectives are met to the maximum extent possible.

I actively try to come up with suggestions for improving the course materials. If something works well, I will share it with other teachers. I am not afraid to point out things that are not working to the course guarantor.

Learners who hand in their assignments on time should also receive feedback on time. I try to assess my time options in advance and avoid situations where learners have to wait a long time for my assessment. If I know that I will not be able to complete an assignment in time, I will notify the course supervisor in advance so that the problem can be resolved without negative consequences for the learners.

No scholar has fallen from the sky and no one can claim to know everything. Even less so in computer science. If a situation arises in a tutorial that I don't know the answer to a learner's question, I don't try to pretend I know the answer and risk mystifying the learner. Either I find the correct answer together with the learners, or I admit my ignorance and return to the problem next time.

Our common goal is the best possible teaching at FI. This is helped by feedback - from learners in subject surveys, or from colleagues after a hospital visit. I can distinguish criticism of my work from criticism of myself. I do not take constructive criticism as a personal attack, but as an opportunity to improve.

I try to emphasize why it is important to learn the subject matter and where it will be useful to the learners. Intrinsic motivation is encouraged if the learners themselves are enthusiastic. Research also shows that teacher enthusiasm leads to less cheating.

I try to balance camaraderie and learner support with a healthy distance that allows me to give learners even negative evaluations. I understand that successful completion of a course depends primarily on the diligence of the learners. I know that I cannot save everyone and I take care of my mental health.

It is natural that learners do not master the material at the beginning of the exercise. The role of the practitioner is to help them build the required knowledge - patiently and without humiliation. Learners need to trust the tutor that when they ask a question, the tutor will not ridicule them but explain it to them. If they don't have that trust, they won't ask. I don't ridicule students even in their absence.

It may not always be obvious why a particular learner is underperforming, and it may not just be laziness - they may be going through a complicated period (serious illness in the family, mental health problems). It is possible to consult the course supervisor or the Teiresias Centre about specific situations.