FOR
CHARACTER
creating
schools and communities for character!
November/December, 2003
An electronic
newsletter to help you make sure CHARACTER COUNTS!sm
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 …
TAKE A MINUTE FOR CHARACTER
WHAT ARE THE CHIEF
CONCERNS ABOUT SCHOOLS TODAY?
ROLES WE PLAY IN
CHARACTER EDUCATION
THE POWER AND PROMISE OF
EDUCATING FOR CHARACTER
COMMENTARY BY
MICHAEL JOSEPHSON
TAKE A MINUTE FOR CHARACTER
– Gary Smit
“Children may not listen to
what you say, but they believe what you do.”
I share this quote as a core belief statement in many of my speeches
when discussing our role as models for children. I find this to be true whether
one interacts with children as a parent or an educator. But I’ve also found we should not only look
inward at ourselves when considering the role we play as a model for children.
There is also a need to be concerned about what happens with children when they
are outside of our direct influence. For example, when discussing modeling,
someone will often ask about the role played by adults from the entertainment
field, whether on the big screen, TV or in music. There is agreement that what our children see and hear can play a
significant role in their attitudes and actions. What is observed, they will often do.
Let me share with you how
powerful the adult influence from the entertainment field can be in the lives
of children. Bob Condor, a columnist
for the Chicago Tribune, recently reported on the findings of a research study
conducted by the Dartmouth Medical School. The study surveyed more than 2,600
10 –14 year-old students about the movies they had watched in their young
lives. What the researchers discovered
is that kids who watch the most smoking scenes in movies are 2.7 times more
likely to start a smoking habit within two years than children who watch the
fewest smoking scenes. Overall, 10
percent of the students in the survey started smoking regularly within two
years of the study. Fifty-two percent
of kids who started smoking did so entirely based on seeing movie stars do so,
the Dartmouth researchers reported.
They even discovered that students with non-smoking parents who watched
a lot of tobacco-use scenes are four times more likely to start smoking than
counterparts who watched the least number of smoking scenes.
What the researchers found was
that many of the students could repeat verbatim not only whole scenes in movies
but also “knew in a high level of detail who smoked and who didn’t.” From the survey, the researchers at
Dartmouth developed a working list of Hollywood movies that send harmful
messages about tobacco. Condor in his
article, reported that Smoke Free Movies is a campaign and web site (www.smokefreemovies.ucsf.edu) founded by Stanton Glantz, a professor of medicine at the
University of California at San Francisco.
His organization calls for an R rating to be placed on any movie with
smoking scenes. “Sixty percent of the
total exposure to smoking in the study’s movies were in youth-oriented films,”
said Glantz.
I’m not using the results of this study to bash those who smoke. What I would like to share is the challenge that we have in living a life in which children and young people capture attitudes, words and actions by what is observed in us as adults. I think Robert Fulghum said it best, "Don't worry that children never listen to you. Worry that they are always watching you."
Gary Smit
- YOUTHS ARE DISENGAGED FROM POLITICAL PROCESS
More young Americans know Ruben Studdard won the "American Idol" competition and that the Simpsons live in Springfield than know the party of their state's governor, a new report finds. Citizenship: A Challenge for All Generations says 15 to 26-year-olds don't understand the ideals of citizenship, lack the knowledge necessary for effective self-government, and have limited appreciation of American democracy. Only 66 percent of respondents believe it is necessary to vote to be a good citizen, compared to 83 percent of those over 26.
·
STRING OF VIOLENT INCIDENTS PUZZLES EXPERTS - USA TODAY
The 2003-2004 school year is only a few weeks old, but a string of fatal
shootings, stabbings and other attacks threatens to make it one of the
deadliest in years. Since mid-August, when most students returned to class, the
nation's public schools have seen 18 violent deaths, more than in either of the
previous two years. And that does not include about 50 non-fatal incidents.
·
STUDENT WELL-BEING ESSENTIAL FOR
ACADEMIC SUCCESS http://www.wested.org/cs/wew/view/rs_press/22
Research conducted by WestEd shows a strong
connection between high school students' academic achievement and their overall
health and well-being. A new report demonstrates "a significant
relationship between secondary school standardized achievement scores and a
variety of nonacademic factors." These factors include substance use, exposure
to violence, exercise, nutrition, school climate, and safety. "Our
longitudinal research reveals that schools with higher percentages of students
who are less engaged in risky behaviors, more likely to eat nutritiously and
exercise, and report caring relationships and high expectations at school made
greater progress in raising test scores," write Thomas Hanson and Greg
Austin. "This indicates that youth development and learning are
complementary processes that must be addressed in concert to support student
and school success."
·
BULLYING PREVENTION IS CRIME
PREVENTION http://www.fightcrime.org/releases.php?id=65
A report from a national anti-crime
organization shows that new anti-aggression programs can prevent up to half of
all bullying which now affects one out of three children in grades six to ten
and can lead to violent crime and death. The report shows: that for children in
sixth through tenth grade, nearly one in six -- 3.2 million -- are victims of
bullying each year. An additional 3.7 million bully other children. Kids who
are bullied are five times more likely to be depressed than other kids, and
also far more likely to be suicidal. Bullies are much more likely than other
kids to carry a weapon to school. One expert commented that, "Bullying is
a ticking time bomb in our schools and our society…America needs to defuse this
problem before more children are harmed, killed or take their own lives."
·
THE POWER OF VOICE IN SCHOOLS http://www.ascd.org/publications/class_lead/200310/aust_2.html
When adults in a school trust and value what
students have to say, plenty is said. Students become willing to risk trying
out new ideas and to share alternate points of view, and they revel in their
individuality. Giving students voice means providing venues where students'
opinions can actually have an impact on the school, making a real difference in
how students grow and learn. In democratic schools, where shared power and
shared decision making are the norm, you will find: underpinnings of respect;
opportunities for every voice to be heard; opportunities to share
responsibility in appropriate areas; ample opportunity for choice;
opportunities for facilitation skills to be learned and practiced; and an
atmosphere of non-judgment and neutrality.
In this article, the authors share suggestions for creating school structures
that support democratic education.
Back to “In This Issue”
LESSONS IN CHARACTER
- CURRICULUM REVIEW
Young People's Press, 1731 Kettner Blvd., San Diego, CA 92101; phone 800.231.9774.
I’m often asked about curriculum materials that can be used by a classroom teacher in the integration of the “Six Pillars of Character.” An excellent resource is from Young People’s Press – Lessons in Character. Here is a review of the material that I hope you’ll find helpful.
Summary
Lessons in Character and the accompanying Books of Responsibility provide systematic character education in an exceptionally well developed and attractive K-6 series. The “Six Pillars of Character" are clearly presented along with interesting stories from many cultures that demonstrate the meaning and relevance of the six principles. An additional component is the STAR approach to problem-solving (stop, think, act, and review). This is primarily a literature based program, but also includes geography, social studies, and school-to-work units.
Content
The materials are based on the “Six Pillars of Character.” The lessons and activities reinforce the six values in kindergarten through sixth grade with the use of folktales, geography lessons, and biographies. The emphasis of the curricula is on global citizenship and developing responsibility and respect to self and others. An exciting narrative style engages interest. Social responsibility, including cooperation, conflict resolution and community service, are strongly emphasized.
Instructional Issues
Lessons in Character and Books of Responsibility include questions and suggestions for higher level thinking in each grade level. The Teacher's Management Guides and Teacher's Editions have sections entitled Critical Thinking, Discussion, and Analysis. Cooperative Learning and Active Learning Sections involve pairs, groups, family, and community. Materials are available in English and Spanish.
Teacher Support
Teacher manuals and support materials are very clear and very well organized. They are easy to use and include summaries. The core elements of character are the focus of teacher materials and are closely correlated with the student materials. An Administrator's Guide presents sample letters to parents with ways of integrating the core values into the life of the child at home. It also provides recommendations for integrating the Lessons In Character curriculum throughout the entire school (e.g., daily announcements, discipline, and school-wide activities.)
Assessment
Lessons in Character materials include a variety of informal assessments included in each lesson. There are "Thinking" and "Doing" assignments which challenge students to demonstrate understanding of the core values and to think critically about the implications of the stories. There are also "Class Projects" such as creating a poster related to a theme (e.g., Be an Excellent Worker.) Students are also encouraged to engage in self evaluation.
WHAT ARE THE CHIEF CONCERNS
ABOUT SCHOOLS TODAY?
Public Opinion Stresses Need for an Emphasis on
“More than Just Test Scores”
McREL (Mid-continent Research for Education and
Learning ) recently convened focus groups to probe the public’s views on
standards-based education. One of the four key themes to emerge was that “the
biggest problems with public schools have little to do with standards or
academics.” The report states, “In every focus group, people’s chief concerns
about schools were generally about non-academic issues such as safety,
discipline, character, and values. Parents were far more worried about ‘chaos
on the playgrounds,’ bullying, or a general ‘lack of control’ in public
schools, than test results.” The study’s key findings included:
·
Standards are
meaningless without tests, but accountability should be based on more than just
test scores.
·
True
accountability makes schools more responsive to parents and communities not to
outside officials.
·
Parents and
students are a crucial yet often missing part of most accountability systems.
·
The biggest
problems with public schools have little to do with standards or academics.
The
full report is available at:
http://www.mcrel.org/PDF/Standards/5032IR_IssuesBrief0703_DiggingDeeper.pdf/
Schools with Spirit :
Nurturing the Inner Lives of Children and Teachers
by Linda Lantieri (Editor)
In Schools with Spirit,
fourteen respected educators ask whether schools can nurture the inner life of
students without violating the beliefs of families or the separation of church
and state. For anyone who is concerned for the inner lives of our children,
Schools with Spirit inspires, through
deeply moving stories, about everything from the first tentative steps toward
fostering emotional growth in our children to the bold movement of welcoming
the spiritual dimension in our schools.
Rules in School
by Kathryn Brady, Mary Beth
Forton, Deborah Porter, and Chip Wood
Maurice Elias, describes this as "a marvelous, clear, readable book,
filled with specific instructions and examples, about how to set up a
democratic yet self-disciplined classroom environment." The way we set up
rule structures in our schools and classrooms, he continues, speaks volumes to
students about our view of them. This book details how to introduce rules and
how to help students set goals for themselves for learning. Maurice writes,
"I recommend this very strongly, especially to beginning educators but to
anyone who is finding that they are not satisfied with the interactions,
structure, and relationships of classroom life."
Emotional Intelligence: Why it can matter more
than IQ
by Daniel Goleman Bantam Books
This number one bestseller in 1995 is essential reading and has tremendous
implications for the way we view education! From the back cover: "Drawing
on groundbreaking brain and behavioral research, Goleman shows the factors at
work when people of high IQ flounder and those of modest IQ do surprisingly
well. These factors, which include self-awareness, self-discipline, and
empathy, add up to a different way of being smart - one he terms
"emotional intelligence." While childhood is a critical time for its
development, emotional intelligence is not fixed at birth. It can
be nurtured and strengthened throughout adulthood."
And if you're a parent:
Emotionally Intelligent Parenting: How to Raise
a Self-Disciplined, Responsible, Socially Skilled Child
by Maurice J. Elias, Ph.D., Steven E. Tobias, Psy.D., and Brian S. Friedlander,
Ph.D.
Harmony Books
With this book, parents will learn how to communicate with children on a
deeper, more gratifying level and how to help them successfully navigate the
intricacies of relating to others.
WHAT ROLES DO WE PLAY IN CHARACTER EDUCATION
Role of the Teacher:
- modeling ethical behavior
- assisting in developing better relationships within the classroom
and the school
- establishing a climate that celebrates the uniqueness of each
student
- being responsible for the introduction and implementation of the
character education modules
- integrating the character education modules into the core
curriculum
- advancing the elements of character building through an
interdisciplinary approach
- facilitating discussions and role-playing activities
- using the questioning strategy to stimulate students’
critical-thinking and problem-solving skills
- assisting students in understanding more clearly the benefits in
making informed and responsible choices
- encouraging students to explore a variety of problem-solving
techniques as alternatives to anti-social behavior
Role of the Student:
- taking the responsibility of coming to school prepared for
learning
- participating actively in school activities
- working cooperatively with school personnel and peers
- demonstrating the ability to apply cognitive and affective skills
to decision-making and problem-solving
- using reading, writing, and higher-order thinking skills to
enhance an understanding of the character education tenets
- cultivating a knowledge and appreciation for purposeful living
through literature, art, and the humanities
- learning the power of choice
- celebrating an appreciation of self and others at home, school,
and within the community
- integrating the cognitive skills across the content areas
- demonstrating the ability to utilize metacognitive skills as a
means of understanding the role of ethical behavior and good citizenship
THE POWER AND PROMISE OF EDUCATING FOR CHARACTER
By Deb Austin Brown.
A colleague recently shared a great book with
me entitled, "Lessons From The
Rocking Chair:
Timeless Stories for Teaching Character.”
The author, Deb Austin Brown has summarized key principles that I
believe are important for us when considering the power and promise that
character education brings to our classrooms, schools and communities.
The Power of One! Never underestimate the power of one caring adult in the life
of a child. That caring and interest carries
a child a long way in developing a life of character. One year with a teacher
of character can act as a catalyst for change in the life of any student.
Remember, in our soaring technological lives, the most important element in
teaching is still the human element. And just as one caring teacher can influence the life of
a child, so can one teacher who is committed to the character message,
influence the direction of a school!
The Power of Potential! Using the traits of good character as the focus for all you
do, help your students establish good attitudes, habits, and work ethic that
will contribute to the development of his true potential. I believe that there
is greatness in all children. A
foundation of good character habits will transcend the classroom to every area
of a child’s life. What a wonderful thing it is when a child’s good work ethic becomes his good life ethic!
The Power of Wisdom! I was raised on wisdom, and I still remember the stories
and lessons that were part of my own childhood. Each day in the classroom I
have my students repeat little axioms of wisdom such as: "Don’t do what’s easy, do what’s right!" We repeat them
when we are lining up for recess, when we are washing our hands for lunch, and
when we are packing our bookbags at the end of the school day. These character-building
moments take no time out of our daily schedules, yet are powerful ways of
helping students internalize the message.
By
repeating the wisdom five or six times each day, 180 days each school year, my young students
commit the messages to memory. The repetition of these lessons gives them a moral rope to hang on to during the
decision-times of childhood... and beyond!
The Power of Metaphors! The use of metaphors is powerful in helping children to
understand real-life character messages. One of my favorites illustrates the working of a good
conscience: Your conscience is like a little triangle in your heart. When you
do bad things, the triangle rotates and the corners hurt you a lot. After many
bad decisions, the corners have worn off. When the triangles turns, it doesn’t
hurt anymore. Children can see the power of that little triangle poking them
back to the reality of their actions…and the devastating results when the
warnings are ignored!
The Power of Feeling! There is nothing so powerful in reinforcing good character
as that feeling you get in your heart
from doing the right thing! Once a
student experiences the feeling, you know that the message has been internalized. This newly-found intrinsic
motivation helps the child go beyond learning the character message... to
actually living it!
COMMENTARY BY MICHAEL JOSEPHSON
WHAT WILL MATTER
Ready or not, some day it will all come to an end.
There will be no more sunrises, no minutes, hours or days. All the things you
collected, whether treasured or forgotten, will pass to someone else. Your
wealth, fame and temporal power will shrivel to irrelevance. It will not matter
what you owned or what you were owed. Your grudges, resentments, frustrations
and jealousies will finally disappear. So too, your hopes, ambitions, plans and
to-do lists will expire. The wins and losses that once seemed so important will
fade away. It won't matter where you came from or what side of the tracks you
lived on at the end. It won't matter whether you were beautiful or brilliant.
Even your gender and skin color will be irrelevant.
So what will matter? How will the value of your days be measured?
What will matter is not what you bought, but what you built; not what you got,
but what you gave. What will matter is not your success, but your significance.
What will matter is not what you learned, but what you taught. What will matter
is every act of integrity, compassion, courage or sacrifice that enriched,
empowered or encouraged others to emulate your example.
What will matter is not your competence, but your character. What will matter
is not how many people you knew, but how many will feel a lasting loss when
you're gone. What will matter is not your memories, but the memories that live
in those who loved you. What will matter is how long you will be remembered, by
whom and for what.
Living a life that matters doesn't happen by accident. It's not a matter of
circumstance but of choice. Choose to live a life that matters.
This is Michael Josephson reminding you that character counts.
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