In Up to Standard, Maggie, Kyle, and Jamey face several moral problems. At first, Maggie observes Jamey in the park several times and eventually discovers that the pink box Jamey had contained contained an emaciated kitten that had obviously been abandoned by Jamey. Maggie was faced with her first moral dilemma: responsibility, right and wrong. Knowing the kitten was in distress and unable to locate the boy, she took the cat home and cared for the animal. She continued looking for the kitten's owner, Jamey, throughout the summer, but she didn't see him again until he showed up in her class. Jamey is a quiet boy who is left alone by his classmates. However, another student in the class immediately caught Maggie's attention. He speaks well, but the other students tell Maggie that he can't read. In order to put Kyle at ease and empathize with the class, she shares that she doesn't like wearing her glasses, which allows her to escape her reading difficulties. Maggie asks whether or not Kyle could be tested for a learning disability and when she is told she can't because he was tested in second grade. Maggie is torn trying to get Kyle the help he needs while following school system protocol, when she discovers Jamey has been reading aloud to help Kyle succeed in school. Jamey continues to be a child enough for Maggie and she seeks the counselor's advice. and from her fellow teacher, only to be told by a fellow student that she thinks he has the characteristics of a serial killer. She thinks her coworker's reaction to Jamey's calm behavior is over the top and she fights against these stereotypes of Jamey and continues to reach out and connect with him. She even arrested...... middle of paper ......e and Jamey. Also as a teaching team, concerns about Jamey should have been documented and brought to a student support team so he could benefit from additional counseling or a flash pass to use when he felt that he could no longer control his emotions in class. Maggie and her fellow teachers could help students learn about values ​​through moral dilemmas in an advisory session/mentoring groups or in the classroom as appropriate (Fischer, 2006). In this teaching situation, the teacher can be an objective moderator asking guiding or clarifying questions to help students understand different points of view. These activities along with journaling give students the “ability to recognize [their] own feelings and those of others, to motivate ourselves, and to effectively manage emotions in ourselves and in our relationships.” » (Goleman, 1995)