FOR CHARACTER - Electronic Newsletter
creating schools and community for character!
March/April 2002
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With this issue, we have a number of new subscribers. Many of you attended conferences in January and February where I had the opportunity to speak on character education. I hope you will find in this issue of For Character a few ideas to use in making character education a way of life at your school, in the workplace or in your community.
Whenever I begin a workshop on character education, I share the following beliefs:
· Children learn best when they learn core ethical values – trustworthiness, respect, responsibility, fairness, caring and citizenship;
· Others may not listen to what we say but they believe what we do – the importance of modeling;
· Your community will be a great place to live, work and learn when the core ethical values are recognizable and respected by parents, youth organizations, businesses and community members.
You see, character education is truly a way of life based upon a framework of shared beliefs and consensus values. Being educated on character is not something that others do to students – a lesson to be taught, a worksheet to complete or an event to attend. Rather, our goal is for students to be able to personalize character. What we need to have students ask is this: How will my being respectful, honest, caring or more responsible allow me, as a student, to meet short term and long-range goals? As adults, we need to equip students with the necessary skills in order to make good choices. When adults are encouraged to be intentional about what they say and do around core ethical values, license is given for a character education initiative to move from words to action. By doing so, a personal commitment to improving one’s own character will lead students and adults on the journey of being better tomorrow than they are today,
I believe that character is both caught and taught. The adult role models who come in contact with the students in school, our own children, or those kids who attend activities in the community, have a significant impact upon the development of good character. Michelle Kwan once said, “As adults, we do not have a choice about whether we want to be a role model or not. You can be a good model or a bad model. Which do you choose?” But in addition to catching good character from the modeling of adults, I also believe that improving our character is a matter of intentional effort. The shared beliefs and consensus values are really outcomes we would like to see more of in our schools, homes and throughout a community. Whether it is our personal goal or what we desire to see in children and young people, being more respectful, honest, caring and responsible can be key indicators on which we evaluate the effectiveness of living a life based upon character.
I encourage you to continue to be an integral part of teaching others that character does count!
Gary Smit
IN THIS ISSUE:
· Ideas for your school’s character education initiative
· Integrating character education into your sports program
· One-day awareness open invitation workshop
· A Parent’s Guide to Character
IDEAS FOR YOUR SCHOOL’S CHARACTER EDUCATION INITIATIVE
School District 93 in Carol Stream, Illinois will be hosting their second summer kid’s camp on character. This three (3) day summer program is designed to help students understand what can be done to make the character values by a part of their school and personal life. The camp has different sections based upon grade level. There is a camp for primary students, another for intermediate grades, a summer camp for middle schools students and one for high schoolers. Their District Prevention Coordinator, Kris Hummel prepares lessons and activities that are presented in a way to help students see what they can do to be a person of character. Here is an agenda for one of the camps held last summer:
DAY ONE 6TH GRADE – 8TH GRADE 9:30am – 1:30pm
9:30 – 10:00 Introduction
· Activity #1 - Name Game-Adjectives · Activity #2 - Jump Rope-HS student
10:00 – 10:15 What is Character?
- Define character - Aspen declaration
10:15 – 10:45 · Activity #3 - Small group breakout
- Groups present – define Character
10:45 – 11:15 Who Are Your Sources of Character?
· Activity #4 - Role Models in Your Life · Introduce the Pillars - TRRFCC
11:15 – 11:30
· Activity #5 -- Hula Hoop
11:30-12:00 Whole Group Activity – Character Parade – Husky Den
12:00 – 12:45 LUNCH
12:45 – 1:00
· Activity #6 - Whole Group - Scavenger Hunt
1:00 – 1:30 What are the Six Pillars of Character?
· TRRFCC – describe each Pillar briefly · Review colors
· Activity #7 - - Trust Walk - Activity #8 - Egg Intro-10 minutes to decorate
DAY TWO 6TH GRADE – 8TH GRADE 9:30am – 1:30pm
9:30 – 10:30 Introduction · Activity #1 - Name Game/Toss a Ball
10:30 – 10:45 · Activity #2 - Review of Previous Day - (give candy for correct answers)
i.e. - What is something positive you took away from yesterday?
- What is Character? What are the Six Pillars of Character? What is Character Counts!?
10:45 – 11:00
· Activity #3 - Character Bumper Sticker
11:00 – 11:45 Trustworthiness
· Kids define; Definition - overhead
· Activity #4 - Trust Tower
Responsibility
· Kids define; Definition – overhead
· Activity #5 - Create comic strip/skit/commercials
12:00 – 12:45 LUNCH
12:45 – 1:00 Whole Group - Pillar Hand Activity
1:00 – 1:30 Respect
- Presenter (National Trainer to Present)
EGG Check In
1:25-1:30 Closing - Remind students about skits/ commercials/songs to present
DAY THREE 6TH GRADE – 8TH GRADE 9:30am – 1:30pm
9:30 – 10:00 Introduction · Activity #1 - “Cross the River”
· Review of Previous Day - Trustworthiness; - Respect; - Responsibility
10:00 – 10:30 Caring
· Kids define; Definition – overhead
· Activity #2 - Appreciation-Index Cards
Citizenship
· Kids define; Definition - overhead
· Activity #3 - Citizenship Video
10:30-11:00 Whole Group Presentations-Adults
11:00 – 11:30 Putting Character Counts! Into Action
· School (group students according to schools)
- What are the needs of your school?
- How are we going to address those needs?
1.Your school needs education on Pillars
2. Begin to train/create respect pledges/contracts
Sharing responses to the above questions
11:30 – 12:00 Personal Life Individual Activity
· What are your needs? Index Cards-No Name; How are you going to meet those needs?
12:00 – 12:45 LUNCH
12:45 – 1:00 Whole Group Six Pillar Shuffle
1:00 – 1:15 Community – All Student Discussion
· What are your needs? How are you going to meet those needs?
1:15 – 1:30 Web Activity - Although we are individuals, we are connected in many ways
INTEGRATING CHARACTER EDUCATION INTO YOUR SPORTS PROGRAM
COACHING INFLUENCES ADULT MORALITY
Bad sports coaching can encourage children to become dishonest and selfish adults, a new study suggests. According to Dr. Darren Treasure, an exercise science professor at Arizona State University, fostering a positive sports climate for youth is crucial to their moral development. ''If winning is everything, an athlete will do anything to win,'' he said. Dr. Treasure, a specialist in sports psychology, studied 279 young soccer players to determine whether there was a link between their coaching and their sportsmanship or morals. The study found coaches who emphasized their athletes' personal improvement worked with players who were conscious of others' needs and were interested only in playing ethically. Players who were willing to express hostility and intimidate their opponents, on the other hand, were more likely to have coaches who championed winning as the team's ultimate goal. The results of the study, which will appear in an issue of the journal Psychology of Sport and Exercise, underscore the importance of finding coaches who value their players' personal development.
Mary Vallis -Coaching influences adult morality: study
Chicago Sun-Times, February 12, 2002 http://www.suntimes.com
INFORMATION YOU CAN USE
· At many of my workshops, I close with a video clip entitled, Don’t Laugh At Me. This is from the organization of the same name that was started by Peter Yarrow. In February, I ran into Peter while walking through the Savannah airport. We spent time sharing the commitment we have to making the world, as seen through a kid’s eyes, be one that is more compassionate and caring. Peter is deeply committed to helping kids understand the value of respect. There are a number of great teaching activities that have been written for Don’t Laugh At Me and are available at no cost. If interested in the instructional materials or the video, contact the organization at their web site: http://www.dontlaugh.org
· Another excellent teaching resource that teachers can use to integrate character into a school curriculum is Civics in Action. Specific lessons are written that speaks directly to the importance of helping students see core values in everyday experiences. Recent issues focused on the Olympics and highlighted the important role character played in the lives of athletes who competed in Salt Lake City. For more information, check out their web site: http://www.civicsinaction.org
· One of the major goals of schools has always been to affect the values, habits, and social behavior of students. Early American educators believed that public schools could form the characters of students, and that positive effects on character would ensure benefits to our communities and nation. http://www.mcrel.org/products/change%2Dschools/sept2000.html
· The 1950s Leave it to Beaver notion of character--even if it were true back then--is certainly not true today. Children are changing, schools are changing, and education is changing. The shifting mores of American children and schools make character education especially crucial in today's classrooms. Read a provocative article about character education and its application in the classroom. http://www.ascd.org/readingroom/classlead/0110/2Oct01.html
One-Day Open Invitation Character Development Conference
A school district, that has made a commitment to character education, has a unique opportunity to be of help to educators and community members. Simply put: CHARACTER EDUCATION:
* If not important, why not?
* If not now, when?
* If not you, who?
* If you can, how?
Hosting a one-day conference is an excellent way to explore potential strategies on how to integrate character education as a way of life in schools and throughout a community.
OPTIONS:
1. A one-day conference for a school district and community
2. An opportunity to invite educators and community members from not only the host district but from area schools to attend a one-day conference. The host district could charge participants a registration fee to cover expenses. The conference format could be:
· A training presentation lasting six (6) hours and delivered as part of a district-wide Institute Day, a school day with release time for staff, during the summer or school recess period, or on a Saturday.
· Scheduled with a keynote presentation and then planned breakout sessions that would be presented by local educators or community members who are already integrating character education in their classroom, school, district or community.
A range of costs, depending upon resources needed and the number of participants, would be $2,000 - $3,500 for a one-day conference. This could be for 50 – 300 participants. Charging a registration fee by the coordinating school district could cover all or a portion of the costs associated with running a one-day conference.
“This was the best inservice experience I’ve had in my 32 years as a classroom teacher.” -Tracy, CA
“I loved the program and the way the day was structured – I’m energized!” - Fostoria, OH
“The speaker was really great, professional and knowledgeable” – Los Angeles, CA
“A life-changing experience for me as a teacher.” – St. Mary’s County, MD
“Our community can now get on board in making our community better.” – Barrington, IL
A Parent’s Guide to Character
A PERSON OF CHARACTER…
· is a good person, someone to look up to and admire
· knows the difference between right and wrong and always tries to do what is right
· sets a good example for everyone
· makes the world a better place
· lives according to “The Six Pillars of Character”: trustworthiness, respect, responsibility, fairness, caring and citizenship
What Can You As a Parent Do?
Teach – Enforce – Advocate – Model: Use the T.E.A.M. approach!
· Walk the walk – model “The Six Pillars of Character” in front of your children
· Talk the talk – use the language and definitions of “The Six Pillars of Character” in family discussions
· Incorporate – use “The Six Pillars of Character” when setting expectations of behavior
· Follow through – discuss “The Six Pillars of Character” when giving rewards for positive behavior and consequences for negative behavior
· Emphasize – let school and home enhance each other by emphasizing a pillar each month:
- work as a family to build character in the emphasized area
- write “family rules” relating to each pillar
- catch one another doing the right thing
As a parent, you can help your child have realistic expectations by:
· making expectations as clear and predictable as possible
· giving adequate explanation when there is a change
· involving children in creating the rule they are to follow
· explaining that although certain rights are due everyone equally, others are earned with age and increased responsibility
· making sure your own behavior is what you want your children to emulate.
For example: Do you ask your child to tell a caller you aren’t home?
· talking about trust. Be realistic, but avoid creating fearfulness of others.
Schedule is being made for “Back-to-School” Institute days and August
administrative training seminars. For more information about available
dates: gsmit@forcharacter.com
NOAH'S TERM PAPER – A Michael Josephson radio commentary
Noah really needed an 'A' on a term paper. His friend Jason tells him that lots of kids "recycle" papers they don't write and offers to give him a paper his older brother got an 'A' on three years ago. When Noah asked his dad for advice, the father hoped his son wouldn't cheat but he didn't want to be judgmental. So he said, "Son, it's your life, I can't tell you what you should do. It's a personal decision."
I think that's shabby parenting. Noah's dad declined to provide moral guidance and lost an opportunity to strengthen Noah's values and his own credibility as a reference point. Kids need parents to bolster their moral willpower to resist temptations. His reluctance to actively intervene and influence is an abdication of responsibility. What's more, his noncommittal response is not an expression of moral neutrality but a statement that conveys the moral judgment that honesty and integrity are optional.
True, this is a personal decision. Noah has the power; he can choose to be honest or dishonest, ethical or unethical -- it's his call. But the real question is one of propriety: he didn't ask his dad "What can I do?" but "What should I do?" This is a question about ethics and it can't be dodged or evaded.
If we want our children to build good values and a strong character based on virtue we have to be willing to teach and advocate those virtues. Sometimes that means saying, "That's wrong!"
This is Michael Josephson reminding you that character counts.
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For more information on CHARACTER COUNTS! – http://www.charactercounts.org
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