Author

Chan Hong Yi
130112152502

Ethics and
Etiquette in
Class

INTRODUCTION

The definition of both terms are defined in The America Heritage Dictionary of English
Language 4th Edition as followed, ethic is 1. A set of principles of right conduct or a theory or a
system of moral values. 2. The rules or standards governing the conduct of a person or the
members of a profession. Etiquette is the practices and forms prescribed by social convention or
by authority. The codes governing correct behavior. Forms of conduct as prescribed in polite
society.
In simpler explanation, ethics are the reason you behave correctly according to own
perception view while etiquette is a set of rules for not embarrassing yourself in polite
environment. In contrast, ethics usually deal with the questions of right and wrong in a general
way giving guidelines for behavior which nonetheless have to be applied to the specific situation.
For example general rule is that killing is wrong but still there are differences between killing for
no purpose (randomly) or killing in self-defence. Etiquette is a set of rules that tells exactly what
you have to do in a specific situation. For example wear formal or appropriate clothes when
attending to specific events. The former is internal and more personal. While the latter are
external which is more superficial and public.
Ethics and etiquette are both taught in school as guidelines for behavior and positive
mindset anticipated creating a polite social environment in new generation.

PROPER CLASSROOM ETIQUETTE

Good manners and classroom etiquette should be common sense for most students. Being
courteous and polite will leave a good impression to teachers, as well as to classmates.
1. Be punctual
There will be always many reasons that students excusing late to school but do not be
habitually late to class. Regularly arriving late to class might signal a level of disrespect.
Students are prompted try to solve the problems that getting late to class. On rare
occasion getting late to class, students should enter the classroom quietly or approach to
the lecturer to apologize.
2. Silence calls or any devices
People will get annoyed or disrupted when a cell phone rings when they are concentrating
on class. It is best to advice to switch to silent mode or shut down it completely. Unless
you have emergency call, try to ask permission and apologize to the lecturer first.
Otherwise, do not answer the phone in class.
3. Drinks and food are prohibited
Students are advised to have meal before the class rather than bringing the food into the
class. Other students might get distracted by the smell while focusing on their study.
Some lecturer might tolerate drinks but students have to assure lecturers policy before
bringing to the class.
4. Contribute to the Class Discussion When Appropriate.
Every lectures expecting an intense discussion in the classroom. However, students must
bear in mind that do not make any inappropriate or unrelated comments and do not
interrupt the lecturers or another students. Students are appreciated and encouraged to
voice out their opinions. Private discussion among the students should be avoided as it
will distracting to the main discussion in the classroom and being disrecpectful.

5. Addressing the Name Properly

Students should be aware when addressing lecturers name. If the lecturer has a doctorate
degree, address him as Dr. or professor Prof. instead of Mr. or Mrs..
6. Be Attentive in Class.
Students should not flaunting their boredom or disinterest in the class as it is rude and
inappropriate to the lecturer. Avoid to fall asleep or staring outside the windows.
7. Stay for the Entire Class.
Do not leave the class for no permission or without informing the lecturer.
8. Contact the Person in Charge When Cannot Attend a Class.
When students have legitimate reasons to miss their class for legitimate reasons, try to
contact the lecturer and inform him/her politely.
Note that etiquette doesnt solely imply on ones behavior but also in his or her communication
and attitude.
ETHICS

Each professionalism has different ethical codes, as for medical ethics or bioethics
comprised following 4 principles: autonomy, justice, beneficence and non-maleficence.
1. Autonomy
Requires that the patient have autonomy of thought, intention, and action when making
decisions regarding health care procedures. Therefore, the decision-making process must
be free of coercion or coaxing. In order for a patient to make a fully informed decision,
she/he must understand all risks and benefits of the procedure and the likelihood of
success. Because ARTs are highly technical and may involve high emotions, it is difficult
to expect patients to be operating under fully-informed consent.

2. Justice
The idea that the burdens and benefits of new or experimental treatments must be
distributed equally among all groups in
society. Requires that procedures uphold the spirit of existing laws and are fair to all
players involved. The health care provider must consider four main areas when
evaluating justice: fair distribution of scarce resources, competing needs, rights and
obligations, and potential conflicts with established legislation. Reproductive
technologies create ethical dilemmas because treatment is not equally available to all
people.
3. Beneficence
Requires that the procedure be provided with the intent of doing good for the patient
involved. Demands that health care providers develop and maintain skills and
knowledge, continually update training, consider individual circumstances of all patients,
and strive for net benefit.
4. Non-maleficence
Requires that a procedure does not harm the patient involved or others in society.
Infertility specialists operate under the assumption that they are doing no harm or at least
minimizing harm by pursuing the greater good. However, because
assistive reproductive technologies have limited success rates uncertain overall outcomes,
the emotional state of the patient may be impacted negatively. In some cases, it is
difficult for doctors to successfully apply the do no harm principle.
The field of ethics is usually broken down into three different ways of thinking about
ethics: descriptive, normative and analytic. It is not unusual for disagreements in debates over

ethics to arise because people are viewing the topic from different perspective in one of these
categories.
Descriptive ethics incorporates research from the fields of anthropology, psychology,
sociology and history as part of the process of understanding what people do or have believe
about moral norms. In the other hand, normative ethics involves creating or evaluating moral
standards. Therefore, it is an attempt to figure out what people should do or whether their current
moral behaviour is reasonable. Analytic ethics or metaethics which is controversial as it should
be categorized under normative ethics.
All of these statements are about ethical relativism; the idea that moral standards different
from person to person or from society to society. In descriptive ethics, it is simply observed that
different societies have different standards. In normative ethics, a conclusion is drawn from the
observation made above, namely that some action is wrong in one society and is right in another.
This is normative claim because it goes beyond simply observing that this action is treated as
wrong in one place and treated as right in another. Analytic ethics, just simply the very nature of
morality is that it is relative. This position argues that there are no moral standards independent
of our social groups, and hence whatever a social group decides is right is right and whatever it
decides is wrong is wrong.
PP 60 Tahun 1999 Tentang Sistem Pendidikan Tinggi listed ethics involving the students
with tata tertib ujian, tata tertib kehidupan kampus, ketentuan-ketentuan pemilihan lembaga
kemahasiswaan yang prinsipnya mengatur tentang perilaku mahasiswa guna menunjang
tercapainya tujuan pendidikan tinggi.

REFERENCES

1. THE AMERICAN HERITAGE DICTIONARY OF THE ENGLISH LANGUAGE,

FOURTH EDITION. RETRIEVED SEPTEMBER 09, 2016, FROM
DICTIONARY.COM WEBSITE:
HTTP://WWW.DICTIONARY.COM/BROWSE/CITATION
2. Hansen, D. R. (n.d.). Key Study Skills Tools to Achieve Academic Success. Retrieved
September 09, 2016, from http://www.mycollegesuccessstory.com/academic-successtools/classroom-etiquette.html
3. Classroom Expectations & Ethics. (n.d.). Retrieved September 09, 2016, from
http://registrar.umhb.edu/classroom-expectations-ethics
4. Medical Ethics 101. (n.d.). Retrieved September 09, 2016, from
https://web.stanford.edu/class/siw198q/websites/reprotech/New Ways of Making
Babies/EthicVoc.htm
5. Tambun, S. (2016). The Influence of Code of Ethics and Business Ethics Understanding
on Corruption. Research Journal of Finance and Accounting, 7(6), 96-103. Retrieved
September 9, 2016.
6. Fieser, J. (2000). Metaethics, normative ethics, and applied ethics: Historical and
contemporary readings. Australia: Wadsworth/Thomson Learning.