FOR CHARACTER
creating schools and communities of character
                                                                                                                           January/February, 2007
An electronic newsletter to help make sure character counts!
                                                                                                                                                        Gary Smit
CHARACTER COUNTS! and the Six Pillars of Character are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.  For more information about training opportunities and resources available to assist schools and communities in the integration of a character education initiative, check out their web site at: www.charactercounts.org or call them at 1-800-711-2670.

IN THIS ISSUE…
New Information on Web Site
Two-Thirds of Youth Not Getting Resources Needed to Succeed in School
Seven Hypotheses Unite the Field of Positive Youth Development
New Approaches Prepare Students for Civic Involvement
Information You Can Use
Lesson Corner
Commentary by Michael Josephson

TAKE A MINUTE FOR CHARACTER

A new year often signals a time for us to make resolutions. I don’t know if you are one to commit to making a change this year by adopting one or more resolutions. What I do know is that I often find those I make to be hard to keep. For those who have attended one of my one-day workshops, you know how I share my story about the resolution I once made on New Years to “not have another Dairy Queen snickers blizzard until I could play golf in the spring.”  Of course, I failed.  There was an inconsistency between what I believe and my actions.
 
I read a humorous account of New Year’s resolutions. The article began by asking, “Are you tired of making resolutions year after year that you never keep? Why not promise to do something you can actually accomplish?” The article went on to give some resolutions that one could use as a starting point:
1)     Gain weight. At least 30 pounds.
2)    Stop exercising. Waste of time.
3)    Read less. It makes you think.
4)    Watch more TV. You’ve been missing some good stuff.
5)    Procrastinate more. Starting tomorrow.
 
Those are not the kind of resolutions I think any of us would want to adopt.  Instead, let me share an activity sheet that I often use with teachers towards the end of a workshop.
 
List two (2) actions, reflecting the pillars of character that I can take in my classroom, school, district or community:           
Each day
1.
2.
Each week
1.
2.
Each month
1.
2.
This year
1.
2.
 
Hopefully, you will find opportunity to consider these as practical resolutions to consider no matter what your role is in making sure character counts!
 
Gary Smit
gsmit@forcharacter.com

NEW INFORMATION ON WEB SITE

There are a number of new resources on the For Character web site that you may want to check out for use in the implementation of your character education initiative. Here are a few links:

Promoting Integrity and Preventing Academic Dishonesty
Children's Books That Build Character
Quotation Discussion Guide
Integrating Character Counts! At The Secondary Level

TWO-THIRDS OF YOUTH STILL NOT GETTING RESOURCES NEEDED TO SUCCEED

A new study by America’s Promise finds that when youth are provided with at least four out of five fundamental resources, their life chances for success dramatically increase and damaging gaps separating low-income and minority youth from other youth are significantly reduced. Unfortunately, the data also show that more than two-thirds of our youth are not currently receiving enough of these resources to benefit from their full effects. The in-depth study, "Every Child, Every Promise: Turning Failure Into Action", measures the presence and impact of the five fundamental resources -- or "Five Promises" -- that research has shown affect the development and lives of America’s youth: (1) caring adults; (2) safe places and constructive use of time; (3) a healthy start and development; (4) an effective education; (5) opportunities to make a difference helping others. The new report finds that children receiving four or five Promises, as compared to youth receiving zero to one Promise, are far more likely to be successful, including being twice as likely to get A’s, twice as likely to avoid violence and 40 percent more likely to volunteer. Moreover, the research shows that receiving four or five of these basic developmental resources has the potential to level the playing field for youth across racial and economic lines. The research initiative affirmed that "whole child investments" -- ensuring that children experience the sustained and cumulative benefits of at least four of the five Promises in various aspects of their lives -- at home, in school, out in the community -- greatly increases their odds of success regardless of race or family income.  http://www.americaspromise.org/ECEP.aspx?id=208

SEVEN HYPOTHESES UNITE THE FIELD OF POSITIVE YOUTH DEVELOPMENT

As positive youth development moves from being primarily a field of practice toward having increased credibility in academic research institutions, how much common ground is there in how it is understood and defined? How might elements of emerging youth development have implications for policy and practice? Though there are many definitions and frameworks of positive youth development in the field, there is also a great deal of common ground about seven core hypotheses about positive youth development that grow out of current theory and research, which are examined in the new issue of Search Institute Insights & Evidence, a free web-based publication. These hypotheses have important implications for both policy and practice. To download the complete article or a one-page summary, go to: http://www.search-institute.org/research/Insights/

NEW APPROACHES IN THE CLASSROOM PREPARE STUDENTS FOR CIVIC INVOLVEMENT

The Academy for Educational Development (AED) is working to create education systems that prepare their students to be active members of a democratic society. At first blush, the connection between the way children are taught and the way a country is governed may not be completely obvious, but AED experts believe that decentralizing education creates systems that cater to children’s specific needs, support individual teachers, and empower communities. "Education in many ways really is the key to democracy," said Alison Price-Rom, a senior program officer with AED’s Participation, Education, and Knowledge Strengthening, or PEAKS, project.  "It is about more than just teaching facts and skills. It is teaching children to participate in society." The key to the success of AED’s education reform projects is student-centered learning.  Instead of teaching the whole class at the same pace, teachers now respect each individual student’s progress, and each student’s achievement guides his or her instruction. "This is ultimately more successful," said Price-Rom. "Top-down models of education focus on one level of students, and those not learning at that level are left behind." http://aed.org/News/NewApproaches.cfm

INFORMATION YOU CAN USE LESSON CORNER
THANK YOU BEN FRANKLIN

Ben Franklin believed in strong personal character development. He planned to be successful by excelling in the thirteen specific character traits listed below. He set a goal to focus on improving one of these characteristics each week. The next week he would work on improving another character trait with equal determination.

Week after week he focused on improving one character development trait at a time. After thirteen weeks he finished the list and simply started at the beginning of the list again. He worked his plan for over fifty years—one week and one characteristic at a time. History suggests that his plan worked.

Below are the thirteen character traits Ben Franklin worked on to improve his chances for success.

Character Traits
Self-control: be determined and disciplined in your efforts.
Silence: listen better in all discussions.
Order: don’t agonize—organize.
Pledge: promise to put your best effort into today’s activities.
Thrift: watch how you spend your money and your time.
Productivity: work hard—work smart—have fun.
Fairness: treat others the way you want to be treated.
Moderation: avoid extremes.
Cleanliness: have a clean mind, body and habits.
Tranquility: take time to slow down and “smell the roses.”
Charity: help others.
Humility: keep your ego in check.
Sincerity: be honest with yourself and others.

Suggestions for implementation: Questions for discussion: This lesson is from www.teachingmoments.com

COMMENTARY BY MICHAEL JOSEPHSON
What Do You Want to See More of and Less of?

Stephen Covey says, "Start with the end in mind." So when a company wants to launch an ethics initiative, the Josephson Institute uses a simple exercise: "Look at your organization today -- its managers, line employees, and customers -- and list behaviors and attitudes you`d like to see more of and less of."

We use the same basic exercise when a school is starting a character-development program. Once the desired outcomes are identified, it`s not that difficult to devise a strategic plan to achieve them.

This approach can also work with self-improvement. But instead of asking yourself what you want to see more of and less of in your own behavior, ask the people at home and at work to tell you what they want. Interestingly, whether we`re talking about a company, a school, or an individual, the lists are likely to be similar: more respect and kindness, less criticism and complaining. More honesty, less evasion, more accountability, less excuse-making.
 
Here`s another: If your family and coworkers were told they could choose only five words to describe you, what would you like them to be? What do you think they would say? To paraphrase Jack Nicholson, "Could you handle the truth?"
 
It takes character to engage in open-minded self-reflection and to acknowledge and address our flaws, but it takes even stronger character to commit to getting better. It`s like the old proverb: "If you want to know how to live your life, think about what you want people to say about you after you die -- and live backwards."

This is Michael Josephson reminding you that character counts.