With the increase in the number of students in different social media accounts, educators need to think twice about using these platforms. Even though social media have significant benefits to the learning process, for instance, providing a platform for class projects and engaging meaningful discussion, it also has challenges, especially in the teaching profession. Teachers should be meticulous about handling their social media accounts, mainly regarding student access and contact (Warnick, Bitters, & Falk, 2016). Teachers should not mix their daily personal activities and academic activities in the same account because it will likely change how students and administrators perceive you as a teacher.
A teacher should also know that it is not ethical to post anything on social media during class, and it is essential to prioritize teaching students rather than login into social media accounts. When using their social media accounts, teachers should not post anything which is kid-unfriendly because there is a likelihood that parents, students, and administrators are likely to access the account. Teachers should be role models even on social media platforms because some of the students emulate what their teachers are doing in class and out of school. Teachers, therefore, should post student and family-friendly things that show the learners the right way.
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Things that the teacher post on social media significantly change the perception of the students to the educator. Teachers should learn to post things that are moral and acceptable in the community to ensure that learners do not perceive their teacher the other way round in the process affecting their ability to listen and learn from that particular teacher. The things that a teacher also posts on social media can insult the employer or the students developing a bad relationship between them, affecting the teacher's ability to deliver their services in school.
Reference
Warnick, B. R., Bitters, T. A., & Falk, T. M. (2016). Social media use and teacher ethics. Educational Policy, 30(5) , 771-795.
