ABSTRACT
This chapter organizes the direct practices of Ms. Terry Kennedy who was a moral agent teacher. She employed to advance the moral growth and development of her students. These include the remaining four of seven practices identified in Chapter. Three virtues instruction; morally laden discussions; disciplining with a goal of self-regulation; and service activities. Her approach to teaching morality is embedded in a context of teaching morally, and her identity as a moral educator is embedded in her sense of self as a moral person. Spontaneous expressions of morality are moral behaviours, moral reasoning, and moral sentiments that have not been directly motivated or encouraged by Terry. Terry's expectations regarding expressions of morality were judged against benchmarks and milestones. Terry conveyed morality to her students, as both knowledge content and abilities content. Thus, while teaching morality might seem to serve its own end, related to student's growth and development, it also facilitated Terry's ability to teach morally.
