March Character Trait – Self-Reliance
By · CommentsDuring March Building Good Citizens for Texas emphasizes Self-Reliance.
We define this as “students believing in their own self-worth and learning to rely on their strengths. Students will also demonstrate knowledge of their skills, abilities, and impression on others.”
For the younger children we define it in simpler terms; “Others can depend on me, and I can depend on myself.”
In recent conversations with a high school staff I asked the question, “What does it mean for high school students to exhibit Self-Reliance? Their responses were consistent. Doing your own homework, not relying on friends for answers or homework assignments, depending on yourself to get help when needed are just a few of the responses I received. Others were quick to note that relying on excuses has become too common.
One former teacher described a scenario with three high school seniors. They were in different sections of the same course. When a project paper was collected, the teacher noted that three of the papers were exactly the same; “word-for-word” was his description. The teacher considered the paper worthy of a grade of 90 so he gave each student a 30! Of course the students were outraged. The teacher’s response was “Discuss it with the principal.” Of course that never happened. But the positive outcome was that at least two of these students realized Self-Reliance was now going to be their habit!
For the very young something as simple as tying one’s own shoes is an opportunity to praise Self-Reliance. Learning to write in cursive, mastering skills in soccer, basketball or other sports can be positive examples of becoming self-reliant. Our goal is encouraging students to “do the job” for themselves.
Ralph Waldo Emerson said, “The basis of good manners is self-reliance.”
In other words depending on one’s self leads to not taking advantage of others, practicing common courtesy, and treating others with respect.
When we encourage, praise, or acknowledge students’ responsibility in doing what is expected of them, we build not only their self-reliance but their self-respect as well.
Again, Emerson, “No one can cheat you out of ultimate success but yourself.” As educators, we must consistently encourage our students to rely on themselves for achieving the goals they want, whether those goals are short term or long term:
- Teach students the steps necessary to reach goals.
- Encourage students to accomplish difficult tasks by themselves.
- Praise students when they become increasingly independent.
- Assign students responsibilities in the classroom and hold them accountable.
- Work with students to set goals for becoming more self-reliant.
- Be aware of students ability to move to the “next step” in becoming self-reliant and commend that action.
February Character Trait – Justice
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Character Trait - Justice
The Building Good Citizens for Texas character trait for February is Justice. This concept is included in many Character Education Programs. Truly understanding this concept is important because of the different approaches that elementary and secondary students require.
Elementary students may not understand the term Justice, but they certainly understand fair play.
In our Character Education Program we define Justice as “fair and equitable behavior which is consistent with the laws and principles that govern a democratic society”. Much too sophisticated for elementary students, but an appropriate topic for secondary students.
For the secondary student, discussions, book selections, essays, a debate citing instances of justice and injustice are just a few of the possible activities for the secondary classroom.
For elementary students, emphasizing fairness in activities, choosing books demonstrating the consequences of unfair treatment of others, role playing about what it means to play fair, and journaling about a time when a student was treated unfairly are appropriate classroom activities.
Thomas Jefferson stated, “Everyone who asks Justice should do Justice.”
What does that mean in the classroom? Students expect that all teachers will treat each student fairly and with respect. By the same measure, teachers should expect that each student treat their teacher with fairness and respect. We must expect, and insist that each student treat the other students with that same fairness and respect.
As Jefferson maintained, to paraphrase, if you want justice (fairness) then you must exhibit justice. Most educators will admit that some children are easier to teach than others. This reality does not excuse our responsibility to treat every child with Justice. When corrections or consequences are needed, those actions must be the same for all children. They must be fair, in other words those corrections or consequences must be just.
Webster’s Dictionary defines Justice as “reward or penalty as deserved”.
In giving that “reward or penalty as deserved” we are giving a lifelong lesson in the benefits of “fair and equitable behavior”.
“Injustice anywhere is a threat to justice everywhere”, according to Martin Luther King, Jr.
During February as we emphasize Justice with our students and, with our co-workers as well, let’s remember:
• Treat all students fairly.
• Treat co-workers with respect and justice.
• Use the term “Justice” often, and interchangeably with “fairness.”
• Look for examples in the “real world” to give emphasis to the importance of justice.
• Encourage books/stories demonstrating positive outcomes when justice is practiced.
Justice is a critical component of our democratic society. We can encourage strong citizenship in our students by striving in all our activities to practice this character trait with everyone we meet, child and adult alike! I’d love to hear about your experiences and strategies on the topic of Justice.
January Character Trait – Loyalty
By · CommentsWhat does that mean to you? Loyalty? The dictionary gives us many definitions – faithfulness, devotion, allegiance, constancy, reliability, fidelity, dependability, and more. That certainly covers a wide range of behaviors and responses.
The character education program Building Good Citizens for Texas defines loyalty as “the need to establish personal and career relationships and select causes based on positive ethical principles for which one can remain true.”
How can educators demonstrate that “need” with our students? The critical phrase in that definition is “select causes based on positive ethical principles.” Some infamous gang members have established personal relationships, but usually not based on “positive ethical principles”. Certainly that is not our goal for students! So where do we start?
As is so often the case, we must recognize the importance of modeling the behavior we are trying to form in our students. It may be helpful to ask some questions.
Are we loyal to our peers?
Are we loyal to our administrators?
Are we loyal to our community?
Are we loyal to ourselves as we strive to be the best we can be?
As pointed out at the beginning, as we stress LOYALTY, the positive character trait for January, we need to keep in mind that includes reliability, faithfulness, dependability, devotion, and more! If we are truly Character Educators, we must model that behavior, and help our students embrace it in their daily lives.
November Character Trait – Compassion
By · CommentsThe character trait for November is Compassion. This trait was designated for November because it ties in easily with the school’s study of the origins of Thanksgiving, and discussion of our observances of that strictly American holiday.
But Compassion means so much more. Building Good Citizens for Texas (an integration based character education program) defines Compassion as “empathy and respect for others in school, life and career settings, accepting the right of all people to be treated with courtesy and dignity”.
From pre-K student to high school, and for adults also, empathy and respect should be expected.
Many of our students have not experienced respectful treatment at home. Some, because of their self-perceived inadequacies are more likely to treat others rudely or condescendingly. John Maxwell maintains, “Hurting people hurt people”. Rude, disrespectful, or belittling behavior or speech have no place in the classroom, on the playground, or in the sports arena. We have an obligation to model respect for students, faculty and support staff. And beyond our modeling, we must treat students as well as coworkers fairly and courteously.
Trust me, I know with some students that is a stretch! But that stretch must still be made. Robert Collier said, “Your chances of success in any undertaking can always be measured by your belief in yourself.” Part of our task in teaching Compassion is to help students believe in themselves.
What are some of the strategies you can do to teach Compassion in the classroom on a daily basis?
- Greet each child at the door with at least a smile. Whenever possible, offer a compliment on their smile, or being on time, or any other appropriate “Atta Boy/Atta Girl”. Every child, young or old, can be treated with dignity.
- The concept of positive reinforcement absolutely still works. Whenever the situation allows, praise or compliment a child for doing what he or she is supposed to be doing, i.e. getting homework in on time, speaking at the appropriate time, helping others, etc. Praise works. Belittling, nagging, sarcasm rarely does.
- Discuss with students the reason for each of your classroom rules. It is difficult to obey a rule for which we see no need. It seems many students see no need for most of our rules. We must raise expectations for our students and for ourselves. Students will meet those higher expectations. Note this quote from a 6 year old student, as told by Educator/Author Harry Wong, “My teacher thought I was smarter than I am, so I was!” We must expect our students to show compassion in balancing individual wants with the welfare of the group.
- Know your students. Some of them are coming from very difficult situations. Granted a tough home environment is a challenge for the children, but we have an obligation to help them perform anyway. In other words, part of our work is to know each student, and show them how to rise above what they might think is their best. Compassion is a gentle pushing for excellence.
How can you show November’s Character Trait, Compassion, through your respectful and courteous work with ALL children in your charge?
October Character Trait – Responsibility
By · CommentsThe character trait for this month is RESPONSIBILITY. We all have our own definition of what that means to us. “Building Good Citizens for Texas” defines responsibility as “moral, legal and mental accountability for choices, regardless of pressures to do otherwise”. When working with very young students, it is suggested that we simply say “Responsibility means doing what I’m supposed to do.”
Bill Maher of television fame said recently “We have the Bill of Rights. What we need is a Bill of Responsibilities.” This is a good reminder that with any right or privilege comes responsibility. A responsibility to accept the privilege properly, to execute that right courteously without bias, and to help others gain their due rights and privileges.
As educators, we have a marvelous opportunity to teach our students the true meaning of responsibility. We are actually doing this whenever we observe our classroom rules, when we require the best from each of our students, when we expect and encourage high standards in students’ work, and when we work as a positive team with all staff.
Abigail Van Buren (Dear Abby) stated, “If you want children to keep their feet on the ground, put some responsibility on their shoulders.” Each one of us can determine just how much responsibility should be given to our students. Of course, age is the primary determiner, but perhaps we should ask ourselves, are we expecting the “best” of each of our students? Are we giving our best by encouraging, praising, yes even pushing each student to perform at their highest possible level? What greater responsibility could an educator have than to insist on the best from each and every student? And what greater reward can we have than to see the successes of our students!
Teacher’s Action Plan:
· Are you expecting every student to exhibit responsibility?
· Do you have a system that ensures you will give each student the opportunity to increase their responsibilities in your classroom during the school year?
· Are you setting the example by being responsible in your work with the students and other staff members?
For more information on the Character Traits that Building Good Citizens for Texas focuses on during the school year, visit our Monthly Character Traits page.
Teacher efficacy, that is an individual’s belief in his or her ability to act in a manner that will produce desired outcomes, has been shown to differ significantly between elementary and secondary educators. According to the Journal of Research in Character Education, Vol. 1, Number 2, 2003,
Dr. Andrew Milson concludes that the rationale for character education may resonate more strongly with elementary and middle school teachers who tend to view character formation as an important component of their jobs.
High school teachers, however, are more likely to view their primary role as the delivery of content knowledge from an academic discipline.
There are at least three explanations for this: “1) high school teachers do not feel confident implementing the activities associated with high school level character education, 2) high school teachers do not feel that character education is part of their job, and 3) high school teachers doubt their ability to have an impact on students’ character.”
According to three different studies cited in this Milson article, “The results indicate that teachers who have received staff development training or who have attended conferences in which character education issues were presented have higher levels of efficacy than those who received coursework through their undergraduate or graduate programs.
More intriguing is the finding that those who received university-based coursework do not differ significantly from those who received no training at all.”
While this discussion covers only a fraction of research results, it is enough to allow us to draw several conclusions:
Staff development sessions in character education should be offered
to current staff members, as well as teachers-in-training.
These sessions should include specific implementation strategies demonstrating how character traits can be integrated into the curriculum.
Identify, especially for secondary teachers, successful character education models in their area to help these teachers increase their efficacy for the character education message.
Provide opportunity for staff to discuss character education issues
relevant to the local situation, and design activities to address
those issues consistently across campus/district.
In conclusion, teachers who experience staff development opportunities focusing on integration of character education into all activities of the school day are more likely to experience a positive classroom environment, as well as increased academic achievement.
Find out how Building Good Citizens for Texas can easily implement an integrated Character Education Program in your High School by contacting Evelyn Weilert at eweilert@txchared.com.
Teachers Make a Difference
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“I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.”
-SOURCE: Dr. Haim Ginott, child Psychologist/Teacher
Respect in the Classroom
By · CommentsRecently I was conducting my three-hour “Building Good Citizens for Texas” Teachers & Staff Development class in a small school district in east Texas. Usually I begin by asking the staff to discuss why Character Education is needed in schools today. Over the past several years I have received substantially the same few answers – “kids are not being taught values (some say basic courtesy,) any more”, “ kids are meaner to each other today”, “parents are not involved in the child’s life”, and other responses along those lines.
In this most recent experience, however, when I asked that basic question, “What particular value do you see is most needed in your students?”, three people, almost in unison, responded, “Respect”. What a clear indication of what needed to be done in this district!
Many positive strategies are in place in those schools, teachers were generally positive, and quite involved in our activities that day, but it was apparent that they were not reaching the students in the matter of respect.
I am reminded of the Hal Urban article I recently discussed in this forum. A comment from Dr. Urban was highlighted in that column – “What we accept, we teach!” As we continued to discuss causes for the lack of respect in this east Texas district, it became apparent that students were just not being required to strive for the high standards teachers were expecting of them.
Perhaps we are guilty of a similar “blindness” with some of our students. We all acknowledge that at least some of our students come from pretty tough home situations. It can be easy to excuse a child for a disruption if we know they are struggling even to get to school, let alone be attentive, obedient, and positive about the school experience.
But the “real world” for which we are supposed to be training these children really pays little or no attention to your “tough situation at home”.
High expectations are a critical piece of encouraging respect with our students. Harry Wong, the very successful teacher, author and presenter on Classroom Management, quoted a six-year old student who told him, “My teacher thought I was smarter than I was, so I was! How is that for expectations met? Can’t we correlate high expectations by the teacher to higher academic achievement? Worth a try, don’t you think?
Character education is all about having high and consistent expectations that our students will do what is right. We have a serious obligation to help each and every student to, first of all, know what the right choice is, and then make that right choice a habit. We must expect that all students, as well as the property within our responsibility, are treated with respect. That expectation of respect must become a habit. And a critical piece of forming that habit in the students is our modeling of respect by treating each one of our students with respect. Yes, even when correcting or imposing consequences, we must do so with respect.
School has begun for most of you. How about making RESPECT the theme for your room and for your campus? It WILL make a difference.
HAVE A HAPPY AND SUCCESSFUL YEAR!
