2. OBJECTIVES INTRODUCE THE TOPIC OF CHARACTER EDUCATION
DEMONSTRATE HOW CHARACTER EDUCATION CAN HAVE A POSITVE EFFECT ON STUDENTS, SCHOOLS, AND COMMUNITIES
SHOW THE RELATIONSHIP BETWEEN CHARACTER EDUCATION AND A STUDENT’S SELF GROWTH AND ACHIEVEMENT
PRESENT A COMPREHENSIVE APPROACH TO CHARACTER EDUCATION WHICH EXAMINES CLASSROOM AND SCHOOL WIDE STRATEGIES
UNDERSTAND THE CONNECTION BETWEEN RESILIENCY AND CHARACTER EDUCATION

3. WHAT IS CHARACTER EDUCATION?
BECOMING A SCHOOL OF CHARACTER, A PLACE THAT PUTS CHARACTER FIRST
TEACHING THE VALUES OF RESPECT AND RESPONSIBILITY
DEVELOPING VIRTUES THAT ENABLE US TO LEAD FUFILLING LIVES AND BUILD A BETTER WORLD
IMPROVING THE MORAL AND INTELLECTUAL CULTURE OF THE SCHOOL
ALL OF THE ABOVE

4. WHY SHOULD SCHOOLS BE INVOLVED IN CHARACTER EDUCATION?
THERE IS A CLEAR AND URGENT NEED
IT IS NOT ENOUGH TO EDUCATE FOR INTELLIGENCE
AFFIRMS BASIC HUMAN WORTH AND DIGNITY
PROMOTES THE GOOD OF INDIVIDUAL AND THE COMMUNITY
CHARACTER EDUCATION IS A DOABLE JOB

5. IMPROVING THE SCHOOL CULTURE
Of the following school issues which two do you think we should focus on as a school in the coming year?
__ Increasing students’ responsibility toward academic work
__ Increasing respect for teachers and other school staff
__ Increasing respect that adults show students
__ Increasing peer kindness and reducing bullying and other peer cruelty
__ Increasing academic honesty
__ Increasing respect and responsibility regarding sexual attitudes and behavior
__ Increasing parental involvement
__ Improving language in the building
__ Improving staff morale
__ Building school pride

6. “ A SCHOOL COMMITTED TO CHARACTER EDUCATION PUBLICLY STANDS FOR CORE ETHICAL VALUES SUCH AS RESPECT, RESPONSIBILITY, HONESTY, AND CARING; DEFINES THEM IN TERMS OF BEHAVIORS THAT CAN BE OBSERVED IN SCHOOL LIFE; MODELS THESE VALUES; STUDIES THEM, CELEBRATES THEIR MANEFESTATIONS; AND HOLDS ALL SCHOOL MEMBERS ACCOUNTABLE TO STANDARDS OF CONDUCT WITH THE CORE VALUES.” – THOMAS LICKONA

7. CHARACTER HAS TWO MAJOR PARTS: PERFORMANCE CHARACTER AND MORAL CHARACTER

8. A PERSON OF CHARACTER EMBODIES BOTH PERFORMANCE AND MORAL CHARACTER

9. PERFORMANCE CHARACTER MORAL CHARACTER
* Effort *Respect
*Self-discipline *Responsibility
*Goal setting *Honesty
*Work Ethic *Fairness
*Determination *Resilience
*Self-confidence *Compassion
*Resourcefulness *Humility
*Moral courage

10. PERFORMANCE CHARACTER
DOING OUR BEST!!!!

11. WHAT IS GOOD CHARACTER? COMPONENTS OF GOOD CHARACTER
MORAL KNOWING
Moral Awareness
Knowing moral values
Perspective–taking
Moral reasoning
Decision-making
Self-knowledge
MORAL FEELING
Conscience
Self-esteem
Empathy
Loving the good
Self-control
Humility
MORAL ACTION
Competence
Will
Habit

12. ONLY BY DEVELOPING PERFORMANCE CHARACTER WILL SCHOOLS:
Promote academic achievement for all students
Foster an ethic of excellence, not just higher test scores
Produce a competitive, creative workforce

13. ONLY BY DEVELOPING MORAL CHARACTER WILL SCHOOLS:
Create safe learning environments
Decrease discipline problems
Reduce cheating
Foster social AND emotional skills
Develop ethical thinkers
Produce public-spirited citizens

14. THE COMPREHENSIVE APPROACH TO CHARACTER EDUCATON

15. A COMPREHENSIVE APPROACH TO CHARACTER EDUCATION
CLASSROOM STRATEGIES
1. TEACHER AS CAREGIVER, MODEL, AND MENTOR
(“TEACHER includes any adult in the school who interacts with kids”)
KEY IDEAS
Children need to form caring attachments to adults
Values are best transmitted through these warm, caring relationships

16. 2. CREATING A CARING CLASSROOM COMMUNITY
KEY IDEAS
Children need caring attachments to their peers
Peer culture is a powerful moral teacher and influence on student behavior
When students are part of a legitimate caring moral community in the classroom, they learn morality by living it

17. 3. CHARACTER-BASED DISCIPLINE
Using rules and consequences to develop moral reasoning, self control, and a generalized respect for others
KEY IDEAS
Discipline must be a tool to help students to develop self control and a generalized respect for others
Rules should be established in a way that develops moral reasoning by helping students see the value behind rules
Consequences of rule-breaking should contribute to character development, helping students understand why the rule is needed and increasing their feelings of moral obligation to reflect it
The teacher is the central moral authority in the classroom

18. 4. CREATING A DEMOCRATIC CLASSROOM ENVIRONMENT
A democratic classroom environment uses the class meeting to engage students in shared decision making and in taking responsibility for making the classroom the best it can be
KEY IDEAS
Creating a democratic classroom environment means involving students in developmentally appropriate ways, in shared decision making that increases their responsibility for helping make the classroom a good place to learn
A democratic classroom contributes to character because it:
1- Provides and on-going forum where students’ thoughts are valued and any need of the group can be addressed
2- Creates a support structure that calls forth students’ best moral selves
3- Mobilizes peer culture on the side of virtue
4- The chief means of creating a democratic classroom environment is the class meeting

19. 5. TEACHING CHARACTER THROUGH CURRICULUM
Teaching character through curriculum uses the ethically rich content of academic subjects as vehicles for values teaching
KEY IDEAS
Character education is not a separate subject; it can be taught through any subject
The purpose of the curriculum is to help students develop a sense of what is good and worth striving for

20. 6. COOPERATIVE LEARNING
Fosters students ability to work with and appreciate others
KEY IDEAS
The instructional process is an important means of character development
Cooperative learning is an especially effective character- building process because it gives students regular practice in developing important virtues at the same time they are learning academic material
Cooperative learning builds community in the classroom

21. 7. THE CONSCIENCE OF CRAFT
The conscience of craft develops students’ sense of academic responsibility and the habit of doing their work well.
KEY IDEAS
Character affects the lives of others through the quality of the work we do.
One of the most important “voices” of conscience, therefore, is the conscience of craft, the voice that says: “Do a good job.”
A student’s schoolwork affords the opportunity to develop work-related character traits that have lifelong importance:
Self-discipline
Persistence
Dependability
Diligence
Academic responsibility

22. 8. ENCOURAGING ETHICAL REFLECTION
Developing the cognitive side of character through reading, research, writing, and discussion
KEY IDEAS
Encourage ethical reflection means helping students develop the cognitive side of character
Children’s moral thinking develops through a series of stages

23. 9. TEACHING CONFLICT RESOLUTION
Teaching students how to solve conflicts fairly, without intimidation or violence
KEY IDEAS
Teaching conflict resolution skills is important for the maintenance of a good moral community
Without conflict resolution skills, students will be morally handicapped in their interpersonal relations now and later in life
Conflict resolution skills are among the most important competencies constituting the action side of character

24. SCHOOLWIDE STRATEGIES 1
SCHOOLWIDE STRATEGIES 1. CREATING A POSITIVE MORAL CULTURE IN THE SCHOOL
Developing a caring school community that promotes the core virtues
KEY IDEAS
Each school is a community with a moral culture
The moral culture of the school is defined by its operative values
The school’s moral culture is important because
It has a powerful effect on the moral behavior of the members of the school community
It affects the character development of the members of the school

25. 2. FOSTERING CARING BEYOND THE CLASSROOM
Caring beyond the classroom is using role models to inspire altruistic behavior and providing opportunities for school and community service
KEY IDEAS
Character Education should extend students caring beyond the classroom into larger spheres
Students can develop their awareness of the needs of others, their desire to help, and the skills and habits of helping through: (a) exposure to inspiring role models, and (b) opportunities for service in their schools, families, and communities
Service opportunities with the power to transform character are those that involve children in face-to-face helping relationships

26. 3. PARENTS AND THE COMMUNITY AS PARTNERS IN CHARACTER EDUCATION
Parents and community as partners:
Helping parents and the whole community join the schools in a cooperative effort to build good character
KEY IDEAS
Parents are a child’s first and most important moral teachers. Schools must do everything it can to support parents in this role
Parents should also support the school’s effort to teach good values and character
The school-parent partnership in character education has enhanced impact when the wider community also supports and promotes the core virtues

27. CHARACTER EDUCATION = BUILDING RESILIENCE
Character and resiliency are not done through one program or specific curriculum
Character education and resiliency go to the root of the symptom
Resiliency is one of many virtues that is an integral part of character education
Home, school, and community are areas that can foster these efforts
Lifelong process that has quality relationships at it core

28. PROVIDE CARING AND SUPPORT
Children develop sound character when they experience adults modeling caring, honesty, respect, responsibility courage and empathy
SET AND COMMUNICATE HIGH EXPECTATIONS
Working hard and experiencing the feeling of accomplishment is character building.
It is also self-esteem building when children see that they are responsible for their own success
PROVIDE OPPORTUNITIES FOR MEANINGFUL PARTICIPATION
Children need chances to do something important, to contribute in some way
INCREASE PRO-SOCIAL BONDING
Children develop positive character traits when they appreciate and understand one another
SET CLEAR AND CONSISTENT BOUNDARIES
Character is built when adults model the behaviors they expect students to have and offer logical consequences for occasions when students overstep the boundaries set forth by caring adults

29. MAKE YOUR SCHOOL A SCHOOL OF CHARACTER
CREATE A TOUCHSTONE OR CREED THAT EXPRESSES THE SHARED VALUES AND ASPIRATIONS OF ALL MEMBERS OF THE COMMUNITY
HAVE A CHARACTER-BASED MOTTO
FORM LEADERSHIP GROUPS
DEVELOP A KNOWLEDGE BASE
INTRODUCE THE CONCEPT OF CHARACTER EDUCATION TO THE ENTIRE STAFF
CONSIDER “WHAT SORT OF PERSONS DO WE WANT OUR STUDENTS TO BECOME?”
PROMOTE THE SCHOOL’S ESSENTIAL VALUES

30. CONSIDER “WHAT WILL CHARACTER EDUCATION MEAN FOR ME?”
CONSIDER “WHAT WILL CHARACTER EDUCATION LOOK LIKE IF WE DO IT SCHOOLWIDE?’
ANALYZE THE MORAL AND INTELLECTUAL CULTURE OF THE SCHOOL
CHOOSE TWO PRIORITIES FOR IMPROVING THE SCHOOL CULTURE
ASK “SHOULD WE COMMIT TO BECOMING A SCHOOL OF CHARACTER?’
PLAN A QUALITY CHARACTER EDUCATION PROGRAM
CHOOSE AN ORGANIZING STRATEGY FOR PROMOTING THE VIRTUES
MAKE ASSESSMENT PART OF THE PLAN
BUILD A STRONG ADULT COMMUNITY
MAKE TIME FOR CHARACTER

31. The Good News
Values Education is making a positive difference in the moral attitudes and behavior of students, with the result that it’s easier for teachers to teach and students to learn