FOR CHARACTER
creating schools and communities for character!
January/February, 2004
An electronic newsletter to help you make sure CHARACTER COUNTS!sm
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.
TAKE A MINUTE FOR CHARACTER
EMOTIONAL PROBLEMS IN SMALL SCHOOLS NOTED
WHAT ROLE DOES PARENTS AND THE COMMUNITY PLAY IN CHARACTER EDUCATION?
APPLYING THE PILLAR OF RESPONSIBILITY
COALITION MEMBERS GAIN ARRAY OF BENEFITS
TAKE A MINUTE FOR CHARACTER – Gary Smit
Can one person make a difference? What about a student who wants to demonstrate that character is more than just words? Let me share a few stories with you this month that demonstrate the pillars of character in action.
The first story I came across while visiting the Jane Goodall exhibit at a Chicago museum. There I learned about Ryan Hreljac who is a boy with a dream - clean water for everyone in Africa. He began fundraising at age 6 after his 1st Grade teacher explained that thousands of children living in poor areas of Africa died each year from lack of clean drinking water. She added that $70 paid for a well. From that moment on, Ryan was on a mission.
To show support, Ryan's mother drew a red thermometer on a piece of paper with 35 lines across it, each representing $2. For every $2 Ryan earned by doing chores or for earning good grades, he could fill in a line and put his earnings into a cookie tin. When he collected $75, he presented it to WaterCan, a non-profit agency that provides clean water and sanitation to people in developing countries. That's when Ryan learned that while $70 would buy a hand pump, it actually cost ten times that amount to drill a well. Ryan wasn't discouraged. He would simply do more chores.
Inspired by Ryan's determination and hard work, others sent donations to WaterCan. Before long enough money was raised to build Ryan's well. It was decided that the well would be built next to a school. The Angolo Primary School in Northern Uganda was selected. It took 20 people over ten days to build a well, because they lacked the proper tools. Drilling equipment would allow them to make many more wells. Unfortunately, the needed drill cost $25,000. Ryan was determined to raise that amount.
Ryan and his parents visited the school in the summer of 2000. There, beside the school's vegetable garden, Ryan drank cool, clear, clean water from the well he helped build - a well that bears his name etched in stone. By 2002, Ryan has helped to raise more than $135,000 which resulted in over 50 new wells in Uganda.
Gary Smit, a school superintendent in Lombard, Illinois, is a passionate advocate of CHARACTER COUNTS!. He says his school system adopted the program because it makes such a difference in the lives of kids and communities.
He illustrates his convictions with powerful stories including the following. It seems that an elementary school was engaged in a major fundraising drive to purchase plants and flowers to beautify its grounds. After collecting $400 they scheduled a Saturday for a special planting celebration and sought the help of kids and their parents. One of the students who was very active in the effort -- a girl I'll call Karen -- announced in a planning meeting that she and her parents would not be participating in the planting because her father had lost his job and they had just been evicted from their apartment. She said she would be moving to another school.
Chris, a fourth-grader, immediately made a motion to donate all the money they had collected for plants to Karen's family so she could stay in the school. "If we are a CHARACTER COUNTS! school," he said, "caring is more important than plants." The motion passed unanimously. When the faculty heard about this gesture, they decided to match the $400. And when word got to the local newspaper, the community got involved and contributed more money, and Karen's father was offered a job. Karen was able to stay at the school and eventually graduated.
By the way, Dr. Smit added, the entire school was beautifully landscaped with plants and flowers also donated by members of the community -- all because of the character of a fourth-grade boy.
Gary Smit
There were a number of our subscribers who wanted more information about the poem, “What Will Matter” that I shared in the November/December issue of the Newsletter. CHARACTER COUNTS! has made this poem available to be downloaded in an attractable color format from their web site. http://www.charactercounts.org/knxtoc.htm
< TEASING ABOUT WEIGHT TAKES ITS TOLL ON KIDS
http://www.healthfinder.gov/news/newsstory.asp?docID=514588
Sticks and stones may break kids' bones, but teasing words about their bodies will break their hearts, according a new study. University of Minnesota researchers found that kids who were teased about their body types --regardless of size -- were two to three times more likely to think about or attempt suicide than kids who weren't teased. The emotional effect was much worse for girls, and much worse for boys and girls if they were teased by both their peers and family members, researchers said. "It can have some profound effects on young people," said Marla Eisenberg, a research associate at the university's School of Public Health and the lead author on the study. "It's not harmless. For many it digs in very deep and can be very harmful."
< SCHOOL SAFETY
In an effort to curb bullying and harassment in public schools, New Jersey enacted an anti-bullying law that went into effect this past fall. The law requires school districts to implement anti-bullying policies and methods for responding to bullying and other forms of harassment. New Jersey is one of about half a dozen states that require local school districts to take formal action regarding bullying. A spokesman for the New Jersey Department of Law and Public Safety said the intent of the law is to establish clear policies for dealing with bullying and provide for early intervention. A National Institute of Child Health and Human Development 2001 study found that 30% of students in grades 6-10 reported being bullies, victims, or both. The Kaiser Family Foundation reports that 8-15 year-olds fear bullying more than drugs, alcohol, or AIDS. The Centers for Disease Control and Prevention reports that 60% of bullies have criminal records by the time they’re in their 20s. The National Center for Victims of Crime found that one in 12 students has stayed home because of fear of going to school. http://www.philly.com/mld/inquirer/living/education/7232756.htm
< SPOTLIGHT ON EVIDENCE-BASED SOCIAL AND EMOTIONAL LEARNING PROGRAMS
A new report from the Chicago-based Collaborative for Academic, Social, and Emotional Learning (CASEL) makes clear that two key aspects of students’ success in school -- social-emotional development and academic achievement -- are intimately connected. "Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs," reports how schools can positively influence both factors. Based on a three-year review of 242 social and emotional learning program underwritten by the Office of Safe and Drug-Free Schools and the Institute of Educational Sciences in the U.S. Department of Education, the report reviews 80 multiyear, sequenced SEL programs designed for use in general education classrooms. Among these programs are both comprehensive and more narrowly focused programs, such as drug education or anti-violence programs, that can be combined with others. Safe and Sound also offers guidance to educational leaders on how to integrate normally isolated or fragmented efforts with other school activities and academic instruction by providing a framework for "putting the pieces together." Also included are research-based guidelines for effective school-based program implementation.
A recent study challenges a prevailing belief that students who attend private schools or small public secondary schools generally have better emotional health than those who attend large public schools.
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The study—published in the October issue of Sociology of Education and based on an analysis of data for about 13,000 students from the National Longitudinal Survey of Adolescent Health—says that smaller public schools have higher rates of depression among students, and that a higher percentage of male students in such schools report having attempted suicide. It also found that private school students were more likely to be associated with the use or threat of use of weapons than students in large public schools. In attempting to explain the findings, the study suggests that large public schools might offer more options for informal social and emotional support, because of the diversity of students and the availability of special programs.
The study defines small schools as those with 400 or fewer students; schools with more than 1,000 students are defined as large. Back to “In This Issue”
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Roughly a third of the teenagers responding to a national survey said they would act unethically to get ahead or to make money if there was no chance of getting caught. But more than half the youths said they believed that people who are ethical are more successful in business.
The survey—commissioned by the Colorado Springs, Colo.-based Junior Achievement and conducted by the Rochester, N.Y.-based Harris Interactive polling firm—surveyed 624 young people ages 13 to 18. A summary of the findings is available in a news release from Junior Achievement. http://www.ja.org/about/about_newsitem.asp?StoryID=149
WHAT ROLE DOES PARENTS AND THE COMMUNITY PLAY IN CHARACTER EDUCATION?
Support of the Parent/Caregiver:
< providing a loving and supportive home environment
< building positive parent/child relationships
< providing leadership and guidance
< practicing active listening, holding conversations, and showing interest in what the child has to say and share
< sharing in the task of defining roles and responsibilities for children at home, school, and in the community
< sending the student to school prepared to learn
< sharing a positive attitude about school
< working with administrators, teachers, staff, and other parents in a cooperative manner
< demonstrating a personal interest and belief in the importance of schooling
< becoming involved in school and community programs which help to improve the academic, social, and emotional well-being of the child
< learning what the child does in school situations as he/she makes critical decisions everyday
< sharing ideas, goals, and values with the child
< letting the child know that he/she is loved and is special
< praising and rewarding the child for efforts and achievements
< relaxing and enjoying the children
< establishing family standards
Support of the Community:
< supporting the efforts of the educational community, students, and parents
< establishing education partnerships
< providing a collaborative working climate that is inclusive of all stakeholders
< promoting good school-community relationships
< volunteering to support local school activities, such as career days, college fairs, health awareness seminars, and guest lecturers
< initiating special projects
< volunteering to become members of task forces and advisory committees
< tutoring students in basic skills, special academic, and technical areas
< providing opportunities for job shadowing and employment
< providing opportunities for service learning
< providing opportunities for mentoring partnerships
< providing facilities and staff to work with students in academic and non-academic activities
< initiating recognition and incentive programs for teachers, students, and parents
< displaying and recognizing accomplishments of teachers, students, and parents on neighborhood billboards, on marquees, and in local businesses.
Successful schools are caring schools. They have a culture of pride and a climate of success. Students, teachers, administrators, parents, and the community have established core values for the school as well as strategies to put these values in place.
With which of the following statements do you agree?
· A democratic society is based on the ideals of respect for others, regard for fairness and justice, concern for the common good, and voluntary participation in helping others.
· These ideals can, and should, be taught in our schools.
· Administrators, teachers, parents, and community members can, and should, be role models for these ideals.
· These ideals are the foundation for high-quality schools.
Most people would agree with all four of these statements. Still, many people do not associate character education with these widely accepted concepts.
APPLYING THE PILLAR OF RESPONSIBILITY
Here are some ideas about how to help students focus on applying the pillar of responsibility. If you feature a pillar of the month in your school or community, you can use what I am sharing with you here as a template for the other pillars.
Major Concepts of Responsibility
< Be accountable
< Exercise self-control
< Planning and setting goals
< Choose positive attitudes
< Do your duty
< Be self-reliant
< Pursue excellence
Why Being Responsible is Important
< Responsibility is a core value for living honorably..
< Responsibility is concerned with the moral obligation to choose attitudes, words and actions, and the duty to accept personal responsibility for the consequences of those actions.
Examples of Responsibility
< You complete your chores at home without being constantly reminded.
< You take good care of your personal possessions.
< You come home on time.
< You call your parents if you are late.
< You eat healthy food, get plenty of exercise, and take good care of yourself.
< You keep a promise.
< You put part of your allowance into a savings account instead of spending it all.
< You complete your school assignments on time and to the best of your ability.
Responsible Children and Young People
< Understand and accept consequences for their actions and try to correct their mistakes.
< Complete assignments and tasks.
< Clean up after themselves.
< Do the "right thing" and apologize if wrong.
< Help others in need.
< Follow through without giving up.
< Understand the effect they have on others.
Quotations
< Ideas don't work unless we do.
< Too many people are ready to carry the stool when the piano needs to be moved.
< He who is not ready today will be even less so tomorrow.
< If you are not part of the solution, you are part of the problem. The price of greatness is responsibility. (Winston Churchill)
< If everyone sweeps in front of his own front door, all the world would be clean.
< What is popular is not always right. What is right is not always popular.
< Responsibility educates. (Wendell Phillips)
< No man was ever endowed with a right without being at the same time saddled with responsibility. (Gerald Johnson)
< Ask not what you can expect of life; ask what life expects of you. (Victor Frankl)
< Man is still responsible. His success lies not with the stars but with himself. (Frank Williams)
Steps to Making Responsible Decisions
< Stop and think
< Clarify goals – determine what objectives you want to accomplish both short and long term
< Determine facts
< Develop options – good decision makers make a mental or written list of options, a range of things they could do to accomplish their goals.
< Consider consequences
< Choose
< Monitor and modify
Put Responsibility into Action
< Clean your room without being asked.
< Throw away your trash and pick up some litter.
< Practice self-control when you feel angry.
< Clean up your area after lunch and encourage your friends to do the same.
< Follow through on all assignments at school and chores at home.
< Look for something extra to do at home or in your community that is helpful.
< Keep a promise even if it is hard.
< Express your anger with appropriate words and actions.
Community Service Ideas
< Clean up your own back yard by collecting rubbish and recycling items around the school and home.
< Organize a graffiti cleanup party.
< Volunteer at a local community center helping younger students with recreation, crafts, and other activities.
< Sponsor a canned food drive at your school.
Many Types of Responsibilities
< MORAL RESPONSIBILITY to other people, animals, and the earth. This means caring, defending, helping, building, protecting, preserving, and sustaining. You're accountable for treating other people justly and fairly, for honoring other living things, and for being environmentally aware.
< LEGAL RESPONSIBILITY to the laws and ordinances of your community, state, and country. If there's a law you believe is outdated, discriminatory, or unfair, you can work to change, improve, or eliminate it. You can't simply decide to disobey it.
< FAMILY RESPONSIBILITY means treating your parents, siblings, and other relatives with love and respect, following your parents' rules, and doing chores and duties at home.
< COMMUNITY RESPONSIBILITY. As a part of the community, you're responsible for treating others as you want to be treated, for participating in community activities and decisions, and for being an active, contributing citizen.
< RESPONSIBILITY TO CUSTOMS, TRADITIONS, BELIEFS, AND RULES. These might come from your family, your community, your heritage, or your faith. Learn what they are and do your best to respect and follow them.
< PERSONAL RESPONSIBILITY. It's up to you to become a person of good character. Your parents, teachers, religious leaders, scout leaders, and other caring adults will guide you, but only you can determine the kind of person you are and ultimately become. So get organized, be punctual, and honor your commitments.
More Activities
< Tell about an experience where you exhibited or did not show responsibility.
< Think of a new skill or talent you'd like to develop. Practice and share.
< Write a poem, jingle, paragraph, or saying about responsibility.
< Research discoveries and inventions that have had both positive and negative consequences.
< Research responsibility in advertising.
< Survey your neighborhood to see who needs help.
< Write a skit that demonstrates your school's rules.
< Find a job or start your own business such as a yard service or babysitting.
< Make a family jobs chart.
< Create a responsibility tree to show what you are responsible for doing.
< Find examples of popular music that promotes responsibility, dependability, and perseverance.
< Examine the role of responsibility in sports.
BOOKLIST for RESPONSIBILITY
See the Booklist page on the CHARACTER COUNTS! Website:
http://www.charactercounts.org/booklist1.htm
COALITION MEMBERS
GAIN ARRAY OF BENEFITS:
Discounts, Evaluations and More
In 2004, CHARACTER COUNTS! is reaching out to include more members as part of
their nationwide Coalition family. Hence they are offering a range of new
benefits to all members.
Current Coalition benefits include:
The new benefits include all of the above, plus:
In addition, CDS graduates who represent non-Coalition members will receive a free, first-year membership for their home organization. Moreover, this benefit extends through 2004 to all past CDS graduates whose organizations are not now Coalition members. Please call Melissa Brown, member services manager at CHARACTER COUNTS! (800) 711-2670 to enroll your organization for one year of free membership and take advantage of these benefits.
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