Transcript document

Using the 11 Principles of Effective
Character Education
to Start, Strengthen, & Assess Your
Program
Adapted with permission by Jim Carroll from a
presentation by:
Matthew L. Davidson, Ph.D
Research Director
Center for the 4th & 5th Rs (Respect & Responsibility)
[email protected]
607-753-5798
Region 10 (Davidson, 2004) # 1
1-Minute Ice-Breaker
1.
Turn to a neighbor sitting near
you and say hello (if possible,
introduce yourself to someone
you don’t already know or get
the chance to talk to very
often).
2.
Each person should share 1 piece
of good news and 1 thing you’re
looking forward to in your life.
Region 10 (Davidson, 2004) # 2
Eleven Principles of Effective
Character Education
From: The Character Education Partnership
1. Character education promotes core ethical values as the
basis of good character.
2. ‘Character’ must be comprehensively defined to include
thinking, feeling, and behavior.
3. Effective character education requires an intentional,
proactive, and comprehensive approach that promotes the core
values in all phases of school life.
4. The school must be a caring community.
5. To develop character, students need opportunities for moral
Region 10 (Davidson, 2004) # 3
action.
6. Effective character education includes a meaningful and challenging
academic curriculum that respects all learners and helps them succeed.
7. Character education should strive to develop students’ intrinsic motivation.
8. The school staff must become a learning and moral community in which all
share responsibility for character education and attempt to adhere to the same
core values that guide the education of the students.
9. Character education requires moral leadership from both staff and students.
10. The school must recruit parents and community members as full partners in
the character-building effort.
11. Evaluation of character education should assess the character of the school,
the school staff’s functioning as character educators, and the extent to which
students manifest good character.
Region 10 (Davidson, 2004) # 4
Performance & Moral Character
 Performance Character:
> The knowledge, habits, & dispositions necessary for
achieving human excellence in performance
environments—in school, extracurricular activities,
& in our work.
 Moral Character:
> The cognitive, emotional, & behavioral dispositions
necessary for ethical functioning. The character
that moderates our personal goals with the
interests of those outside of ourselves, and with
shared moral values such as justice & caring,
respect & responsibility, honesty & integrity.
Region 10 (Davidson, 2004) # 5
Performance, Talent &
Performance Character
 Performance is the outcome (the grade, the honor or
award, the achievement); performance character are
psychological processes that help you pursue your
personal best—whether the outcome is realized or not
(work ethic, courage, self-discipline, etc.)
> It’s possible to achieve performance and not have
performance character.
 Talent is the natural ability you are born with
(intellectually, artistically, physically, morally etc.);
Character development is the process by which you
challenge yourself to get the most from your talent.
Region 10 (Davidson, 2004) # 6
How is Character Developed?
 Character is like a muscular
system—not just one muscle–
that must be exercised in order
to develop.
> Can muscles be taught? Yes.
> Can muscles develop “memory”
or habits? Yes.
> Can muscles atrophy? Yes, if
they are not used
 Muscles have different potential,
but all can be developed—just
how much and for how long is
what most want to know.
Region 10 (Davidson, 2004) # 7
What kind of values?
 Performance Values:
 Are “willing values” required for success in
performance environments.
 E.g., perseverance, courage, hard work, optimism, selfcontrol, discipline, orderliness.
 Moral Values:
 Are values that carry obligation.
 Are universal (universalizable)—we would will all
persons act according to them.
 Are reversible—we would want to be treated this way.
 E.g., Respect, responsibility, justice, kindness.
Region 10 (Davidson, 2004) # 8
Values and the Sun
 Like the sun, we can’t grasp
values in their entirety.
 Values have infinite particulars
based on developmental level,
environmental context, and the
value itself.
Region 10 (Davidson, 2004) # 9
Wooden’s
Pyramid of
Success
Region 10 (Davidson, 2004) # 10
Westmoor Elementary Skills
 Apologizing (grades 2/3)
 Accepting Consequences (grades 1/2/5)
 Asking for Help (grades K/1/2/3/4)
 Using Brave Talk (grades 1/3 )
 Dealing with an Accusation (grade 2)
 Dealing with Disappointment (grades 3/5)
 Giving and Accepting Compliments (grades
2/3)
 Ignoring (grades 1/2/3)
 Interrupting (grades K/1/2/3)
 Knowing When to Tell (grades 1/3)
Region 10 (Davidson, 2004) # 11
The Faces of Responsibility
Region 10 (Davidson, 2004) # 12
Jeff Beedy: “Leader to Detractor Scale”
5 Leader: understands role as a contributing team
member; actively models the value.
4 Contributor: understands role as a member of team
& seeks opportunities to display teamwork.
3 Participant: understands role as a member of team,
but displays little proactive teamwork.
2 Observer: engages in teamwork only when directed
& to promote self-interests.
1 Detractor: Detracts from team. No regard for
teammates.
Region 10 (Davidson, 2004) # 13
1-Minute Buzz Break
Q
In groups of 2-4 people list
the performance values and
moral values that are critical
for your kids.
Q
Take at least one value and
attempt to break it down into
the specific knowledge and
skills required for putting this
value into action.
Region 10 (Davidson, 2004) # 14
Why Be Good?
 This all important question has
many different answers—
reward, recognition,
punishment, disproval, cultural
influence.
 Motivation is the bridge
between what we know and what
we do.
 What’s the motivation for
elementary-age students? For
middle and high school
students?
Region 10 (Davidson, 2004) # 15
Principle 7
“Character education should strive to
develop students’ self-motivation.”
Region 10 (Davidson, 2004) # 16
Character Education is an inside job!
Character education must develop
self-motivation, students who “Do
what is right, even if nobody is
looking.”
> Competence in reaching those
goals must be internally
referenced, monitored, pursued.
Region 10 (Davidson, 2004) # 17
Character Education is an inside job!
 When it comes to promoting self-motivated
individuals:
> Tangible extrinsic rewards used primarily for
controlling people’s behavior tend to undermine
intrinsic motivation AND self-regulation.
> Extrinsic rewards are less detrimental if they
are not used contingently and if the social
context is oriented more towards support than
control.
> Verbal rewards that convey information or
feedback that affirms people’s competence
tend to maintain or enhance intrinsic motivation.
Region 10 (Davidson, 2004) # 18
Do you have outies or innies?
 Do your students worry only
about the final outcome?
 Do your students have a
helpless response to success or
failure?
 Can they make sense of an
outcome and create a better
plan for the future?
Region 10 (Davidson, 2004) # 19
Outies, Innies, What’s The Difference
 Outer-focused individuals experience:
 Increased performance anxiety.
 Helpless response to success & failure
 Q: “How did this happen?” A: “I don’t know”
 Less personal enjoyment or satisfaction from the
activity.
 Inner-focused individuals experience:
 Increased self-reflection and self-awareness.
 Strong intrinsic motivation.
 A healthy approach to competition, with less
performance & moral character “clashes.”
 Are Less likely to engage in “gaming strategies.”
Region 10 (Davidson, 2004) # 20
Developing the Complete Moral
Person—Head, Heart, and Hand
 Developing “Innies” interconnects head, heart,
and hand:
Through careful individual planning, selfassessment, and skill development.
Through a balance of community support &
challenge for individual strengths and weaknesses.
By providing a sense of control over our behavior.
Empowering students to understand, monitor, and
change their behaviors.
Region 10 (Davidson, 2004) # 21
Benjamin Franklin’s Virtues
1. Temperance
2. Order
3. Frugality
4. Sincerity
5. Moderation
6. Tranquility
7. Humility
8. Silence
9. Resolution
10. Industry
11. Justice
12. Cleanliness
13. Chastity
Region 10 (Davidson, 2004) # 22
Character Record Book
1.
How have I shown respect today?
2. How have I failed to show respect today?
3. How will I show respect tomorrow?
—Franklin Classical Charter School
Region 10 (Davidson, 2004) # 23
Got Goals?
Directions: In the three columns below list at least 5 goals
for each category. When you have listed at least 5 goals for
each category, circle your top 3 goals and rank them by
order of importance.
Academic
Extra-Curricular
Character
For each of your goals from each category above, list
potential assistance you will need (from friends, coaches,
teachers, etc.) to help you reach your goals.
Region 10 (Davidson, 2004) # 24
100 Goals
 Write at least 100 goals.
 Divide them into categories.
> E.g., education, career, fun/adventure,
spiritual, travel, reading, learning, etc.
 Select the 10 most important goals.
 Write a paragraph explaining the importance
of your #1 goal.
—Hal Urban, Teacher, Redwood City, CA
Region 10 (Davidson, 2004) # 25
Trouble Card
How to avoid trouble and make a good decision:
1.
2.
3.
4.
5.
Is this something that would be considered
wrong by my parents, teachers, or religion?
Does it go against my conscience?
Will it have bad consequences, now or in the
future?
Will I feel sorry after doing it?
Will it cause me to lose self-respect?
(adapted from Phyllis Smith-Hansen, Lansing Middle School)
Region 10 (Davidson, 2004) # 26
Essential Character Activity
1. What is one thing you could
do to improve your school’s
approach to recognizing and
celebrating good character?
2. Take one of your school’s
values and create an inniepromoting, self-monitoring
tool for students.
Region 10 (Davidson, 2004) # 27
Principle 8
“The school staff must become a learning
& moral community in which all share
responsibility for character education &
attempt to adhere to the same core values
that guide the education of the students.”
Region 10 (Davidson, 2004) # 28
“You must be the change you wish
to see in the world”
 Character educators need not be
perfect—thankfully!
 They must be committed—to a
process of ongoing growth and
development.
 Effective character education
requires TIME & DIALOGUE.
 E.g., Lansing Mission Statement
Survey.
Region 10 (Davidson, 2004) # 29
Mission-Driven Schools & Classrooms
 Individual identity is developed at least in
part through participation in communities
with a clear and cohesive institutional
identity—not a class, a way of life.
 Exemplary schools of character are
mission-driven schools that provide
students with a clear sense of what it
means to be a member of this community.
> “The Roosevelt Way”
> “The Souhegan Six”
Region 10 (Davidson, 2004) # 30
“The Souhegan Six”
Souhegan HS, New Hampshire
1. Respect and encourage the right to teach and
the right to learn at all times.
2. Be actively engaged in the learning; ask
questions, collaborate, and seek solutions.
3. Be on time to fulfill your daily commitments.
4. Be appropriate; demonstrate behavior that is
considerate of the community, the campus, and
yourself.
5. Be truthful; communicate honestly.
6. Be responsible and accountable for your
choices.
Region 10 (Davidson, 2004) # 31
Fenway High School Motto
Work Hard.
Be Yourself.
Do the Right Thing.
Region 10 (Davidson, 2004) # 32
St. Benedict’s Prep
“Whatever hurts my brother, hurts me.”
Region 10 (Davidson, 2004) # 33
Research by Kathryn Wentzel on Middle
School Teachers Indicates That
 Teachers who do the following…
>
>
>
>
>
Have high expectations for students
Avoid negative feedback and are nurturing
Are fair and use democratic forms of communication
Cultivate motivation for learning and school
Set clear rules
 Have students who…
> Possess prosocial and achievement motivation
> Have a sense of personal mastery and control
> Engage in more prosocial and less irresponsible
behavior
> Get higher grades in school
Region 10 (Davidson, 2004) # 34
Principle 9
“Character education requires moral
leadership from both staff and students.”
Region 10 (Davidson, 2004) # 35
Authentic Involvement
 Character education is something we do
with students—not to them.
 Students can drive the program if they are
given the responsibility and the required
skills.
Problem-focused advisory group, discipline
committee, cross-age mentoring, etc
E.g., St. Leonard Elementary School “Kid’s
Character Committee”, Lansing Middle
school language survey, MKA honor code,
Souhegan High School student government.
Region 10 (Davidson, 2004) # 36
Principle 10
“The school must recruit parents and
community members as full partners in
the character-building effort.”
Region 10 (Davidson, 2004) # 37
Parents Need Help Walking the
Performance/Moral Character Tightrope
 Developing both performance
and moral character requires
their help.
 Education is needed for both!
Region 10 (Davidson, 2004) # 38
Principle 11
“Evaluation of character education should
assess the character of the school, the
school staff’s functioning as character
educators, & the extent to which students
manifest good character.”
Region 10 (Davidson, 2004) # 39
Reflective Practitioning in the
Character Education Cycle
 Effective character
education is a dynamic,
cyclical, ongoing, never
ending process of attempting
to create “zones of optimal
character development” that
challenge and engage.
Region 10 (Davidson, 2004) # 40
The Steps of Reflective Practice
 Brainstorm
 Organize
 Prioritize
 Plan
 Implement
 Reflect
 Begin again
Region 10 (Davidson, 2004) # 41
The Responsive Classroom
Program Components
1. Classroom organization
>
Provides for active interest areas for students,
space for student-created displays of work and an
appropriate mix of whole class and individual
instruction
2. A morning meeting format
>
Provides children the daily opportunity to practice
greetings, conversation, sharing and problem solving
3. Rules and logical consequences
>
Generated, modeled and role-played with the
children that become the cornerstone of classroom
life.
Region 10 (Davidson, 2004) # 42
4. Academic choice time for all children
>
Provides them with the necessity of taking
control of their own learning in some
meaningful way, both individually and
cooperatively
5. Guided discovery of learning materials,
areas of the room, curriculum content and
ways of behaving
>
Moves children through a deliberate and
careful introduction to each new experience
6. Assessment and reporting to parents
>
An evolving process of mutual
communication and understanding
Region 10 (Davidson, 2004) # 43
I laughed, I cried, I decided to try..
1. Following today’s discussion, write
down 1 or 2 specific things you plan to
utilize within your sphere of influence
to develop performance & moral
character.
2. Challenge yourself to begin by finding
30 total minutes per week devoted to
developing performance & moral
character (monitor by keeping a
record).
3. Challenge yourself as a professional &
ethical learning community to find 30
minutes every 2 weeks where you
share, reflect upon, & refocus your
efforts.
Region 10 (Davidson, 2004) # 44