Transcript Document

Helping Our Students
Become Smart
and Good
Tom Lickona
Center for the 4th & 5th Rs
SUNY Cortland
www.cortland.edu/character
#1 GOAL OF OUR WORKSHOP:
To grow in our own
character, and to
acquire skills for
developing the
performance
character and moral
character of our
students.
THE MEASURED EFFECTIVENESS OF
CHARACTER EDUCATION
At all grade levels, students who have
experienced quality character education
outperform comparison groups not only on
measures of social behavior
but also on measures of
academic performance.
—Journal of Research in Character
Education (Smart & Good, p. 211)
#2 GOAL OF OUR WORKSHOP:
To be an
Ethical Learning
Community (ELC)
whose members
respect, care about,
and challenge each
other.
#3 GOAL OF OUR WORKSHOP:
HAVE FUN.
Housekeeping
Morning and afternoon breaks
Lunch
Bathrooms
You have permission to copy
and share the handouts and
the powerpoint (available from
[email protected] )
Hand Signal
for Quiet
THE DAILY FIVE
1.Who has good news? (Identify a
partner; shake hands and introduce
yourself; share good news.)
2.Who would like to affirm/compliment
someone else?
3.What is something in the past 24
hours that you are thankful for?
(share with a different partner)
4.Laughter (rotate bringing in a joke)
5.Change seats; get to know your new
neighbor.
—Hal Urban
– Who is a hero for you?
Why?
– How has that person
influenced your
character?
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Why do we
teach?
I was a punk before I came to
this school. I used to make little
kids cry. When I met Mrs.
Brown, I changed. I’m not a punk
anymore, because Mrs. Brown
taught me about character.
—Drew, a 6th-grader
When I am tempted to do
something wrong, I think of
Mr. B [English teacher] and how
he would lose respect for me if
he knew I did that, and I can’t
stand the thought of that.
—Sara, a high school junior
We are in the
business of
changing lives.
We change lives by
changing character.
What is the
Smart & Good
Schools
vision of character
education?
TWO GREAT GOALS:
SMART AND GOOD
To become a person of
character is
to become
the best person
we can be.
Character has two major parts:
performance character and moral character.
Performance Character
Moral/Ethical Character
Commitment to
continuous
improvement
•
•
Respect
• Responsibility to others
•
Goal setting
•
Love (Compassion)
•
Work ethic
•
Humility
•
Determination
•
Integrity (Honor)
•
Self-confidence
•
Justice
•
Passion
Moral courage
•
Pride
•
Performance Character:
Doing Our Best
WHAT’S THE DIFFERENCE?
Performance is the outcome (the
grade, the honor or award, the
achievement).
Performance character consists of
those qualities needed to pursue our
personal best—whether the outcome
is realized or not.
The goal in life is to make the effort
to do the best you are capable of
doing—in marriage, at your job, in
your community, for your country.
Don’t measure yourself by what you
have accomplished, but by what you
should have accomplished with your
abilities. The effort is what counts
in everything.
—John Wooden, UCLA Basketball Coach
You must discover what you
are made for, and you must
work indefatigably to achieve
excellence in your field of
endeavor.
If you are called to be a
street-sweeper, you should
sweep streets even as
Michelangelo painted or
Beethoven composed music.
—Martin Luther King, Jr.
Moral Character:
“Doing the Right Thing”
Consists of the virtues needed for
ethical behavior, positive
relationships, and responsible
citizenship.
Moral character honors the
interests of others, so that we do
not violate moral values as we
pursue our performance goals.
We are taught from the very beginning
that plagiarism and all forms of cheating
are wrong, and that any kind of cruelty
toward other students is not to be
tolerated.
We often have assemblies that discuss how
to promote peace and justice in society.
Graduation requirements include 100 hours
of community service, but our school
encourages us to do more.
—A High School Girl
Performance
character and
moral character,
are defined in terms
of 8 Strengths of
Character
(developmental
outcomes)
(S & G, p. 23)
Where do the 8 Strengths of
Character come from?
Classical philosophy about living a
meaningful and fulfilling life
Cross-cultural wisdom
Positive psychology’s focus on the
assets needed for a flourishing life
Our own grounded theory research.
Character education
is the process of
developing performance
character, moral character,
and the 8 Strengths of
Character
within an Ethical Learning
Community (ELC).
4 Keys to Developing Performance
Character and Moral Character
1. A community that supports
and challenges.
2. Self-study
3. Other-study
4. Public performance or
presentation
4 KEYS Activity:
Developing Performance
Character & Moral
Character:
16 Strategies
Directions: 4 Keys Activity
1.
2.
3.
4.
Individually, read the sample practices
under each of the 4 KEYS (S & G, p. 2930, or handout).
Check the ones you already do as a school.
Star those you don’t do or where you feel
there is significant room for
improvement.
Share your assessment with a partner (6
mins).
Key 1: A Community That
Supports and Challenges
Develop an Ethical
Learning Community
whose members strive
to realize their own
potential for excellence
and ethics
AND help to bring out
the best in every other
person.
The COMPREHENSIVE
APPROACH TO CHARACTER
EDUCATION
(Educatng for Character)
develops the Ethical Learning
Community through intentional
use of 12 aspects of
school life.
(see Wheel)
THE TEACHER AS
CAREGIVER
Develop and
regularly renew a
positive
relationship with
every student.
(Smart & Good, p.
119)
THE DAILY HANDSHAKE
HOW DO YOU KNOW WHEN A
TEACHER CARES ABOUT YOU?
Katherine Wentzel (Smart & Good, p. 62) asked
middle school students this question. They
said:
 teacher tries to make class interesting
 teacher talks and listens to students
 teacher is honest and fair
 teacher shows concern for students as
individuals by asking if they need help
 teacher makes sure everyone understands
what is being taught.
2.
How do you know when a teacher does not
care about you?




teacher is boring or off-task
teacher continues teaching when students
aren’t paying attention
teacher ignores, interrupts, embarrasses,
insults, or yells at students
teacher shows little interest in students by
forgetting students’ names, not doing
anything when they do something wrong, or
not trying to explain something when they
don’t understand.
What are students saying?
They feel cared about when
teachers treat them with
respect.
They feel cared about when
teachers teach well.
In effective
teaching, excellence
and ethics are
integrated.
Building Our Relationship
with Students
The story of Gloria Shields,
th
9 -grade English teacher
”We’re going to be working on
long-term goals here—I’m going
to empower you to make a
difference in the world in
whatever way you wish to
contribute.”
“I will always treat you with the
greatest dignity and respect.”
ATTITUDE BOX
”If you’re going to do your
best work in here, you don’t
want to come in with an
‘attitude.’”
What change occurred in
Gloria Shield’s character as a
result of her experience with
Alvin?
How did it make her a better
teacher?
Discuss with a partner.
(2 min.)
A GOOD TEACHER-STUDENT
RELATIONSHIP:
1. Helps students feel loved &
capable.
2. Motivates them to do their best.
3. Facilitates teacher-student
communication about problems.
4. Makes the student receptive to
the teacher’s expectations and
example.
The most important
lesson in the
character curriculum
is the character of
the teacher.
Reflection:
Choose a new partner.
On your Action Ideas sheet,
write down one thing you will
do to strengthen your
relationship with students.
Pair-Share: Share this with
your partner (1 min. each).
Foster Positive
Peer Relations.
(Smart & Good, p.
120)
The school’s most
powerful moral influence is
the way people treat each
other.
—Dr. Marvin Berkowitz,
psychologist
THE POWER OF COMMUNITY
National Longitudinal Study of
Adolescent Health (S & G, p. 34)
Two Factors That Promote School
Achievement and Protect Teens Against
Harmful Behavior:


Family Connectedness
School Connectedness
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Children remind me of chickens,
seeking out the weak and wounded
and pecking them to death.
They have discovered that my 9year-old son, who is autistic, is
bothered by loud noises, and they
scream and whistle in his ear until
he cries.
—A mother
When kids are victims of peer
cruelty, it:
Interferes with their learning.
Disrupts their social and moral
development.
Makes school a miserable
experience.
Causes some to seek revenge.
Causes others to become depressed
and even suicidal.
“All my life I have been
teased. I love you very
much, but I just couldn’t
stand it any more.”
—An 8th-grade girl’s suicide note
to her parents
“Your children who have
ridiculed me, who have
treated me like I am not
worth their time,
are now dead.”
—Columbine High School shooter
Eric Harris’s email suicide note to
the Littleton community
“There were some people who
were really mean to him and
would push him down and laugh
at him. He didn’t speak English
very well, and they would really
make fun of him.”
—A middle school classmate speaking
about Cho Seung-Hui, the Virginia-Tech
shooter who killed 32 persons and
himself.
How can we, as educators,
take steps to prevent peer
cruelty and promote
respect and kindness in
our classroom/school?
I. Character-Based Discipline:
Prevents and corrects
negative behavior
Teaches good character.
Two essentials:


Clear rules
Clear consequences
Behavior contracts have proved
helpful with kids who bully.
“I will not hit or hurt anyone.
If I do, I will have to call my
parents and report what I
did.”
To get quality cooperative learning,
have kids brainstorm:
WE WORK BEST TOGETHER WHEN ...
1.
2.
3.
4.
We help each other.
We respect everyone (no put downs).
We encourage everyone to
contribute.
Etc.
Seat Lottery
Anonymous
Compliments
1.
2.
3.
Each student draws the name of a
classmate.
By the week’s end, the student
writes an anonymous compliment
about that person on a strip of
paper, shows it to the teacher,
and puts it in the Compliment Box.
On Friday, the teacher posts the
compliments on the bulletin board.
Reflection:
Choose a different partner.
On your Action Ideas sheet,
write down one thing you will
do to strengthen peer relations
in your classroom (sphere of
influence).
Pair-Share: Share this with
your partner (1 min. each).
Character-Based Discipline:
Prevents and corrects
negative behavior
Teaches good character.
Two essentials:


Clear rules
Clear consequences
5. Respectful & Responsible
Moral Agent (p. 147, S & G)
Respects the rights and
dignity of all persons
Understands that respect
includes the right of
conscience to disagree
respectfully
Possesses a strong sense of
responsibility to do what’s
right
Takes responsibility for
one’s actions and mistakes
Read Deb Brown’s article, strategies
1-4.
How is she developing character
(respect, responsibility, commitment
to the rules, etc.) through these
strategies?
(Note on your Action Ideas list any
strategies you might wish to use.)
Discuss in pairs (2 min.)
THE COMPACT FOR EXCELLENCE
(p. 150)
Creates a positive classroom culture
Creates a positive staff culture
THE COMPACT consists of:
Rules for Doing Our Best Work
(develops performance character)
Rules for Treating Each Other With
Respect and Care (moral character)
A Student Compact for Excellence
Rules for Doing Our Best Work
1. BE PREPARED.
2. WORK HARD.
3. HAVE A POSITIVE ATTITUDE.
Rules for Treating Others with Respect & Care
1. TREAT OTHERS AS YOU WISH TO BE TREATED.
2. USE GOOD MANNERS.
3. HELP EACH OTHER.
IMPROVING LANGUAGE
(p. 151)
ONE SCHOOL’S DISCIPLINE PROCESS (p. 154)
1. The referred student completes a form
describing the incident from his/her point
of view and the teacher’s.
2. The student relates his/her behavior to
one the school’s 8 Essential Learner
Behaviors (critical thinking, citizenship,
problem-solving, etc.).
3. The student discusses the completed
form with the principal.
4. The student decides on a restitution.
5. The parent/guardian is notified.
USE THE CLASS MEETING TO
INCREASE STUDENTS’
RESPONSIBITY FOR THE
CLASSROOM
(pp. 43-44)
Reflection:
Choose a new partner.
On your Action Ideas sheet,
write down one thing you will
do to strengthen your use of
character-based discipline in
your sphere of influence.
Pair-Share: Share this with
your partner (2 min. each).
4 Keys to Developing Performance
Character and Moral Character
1. A community that supports
and challenges.
2. Self-study
3. Other-study
4. Public performance or
presentation
2. Diligent and capable performer
Strives for excellence; gives
best effort
Demonstrates initiative
Knows standards of quality and
creates high-quality products;
takes pride in work
Sets personal goals and
assesses progress
Perseveres despite difficulty.
Key 2: Self-Study
Engage in self-monitoring to
identify both strengths and
areas for growth in
performance character and
moral character.
Based on your selfassessment, set goals for
improvement and monitor
your progress.
I see so many people just going
through the motions: get into a
good school, so you can get into a
good college, so you can get a good
job, so you can get a better job, so
you can get rich and die.
—Recent High School Graduate
100 GOALS
1. Write 100 goals you’d like to achieve
in your life.
2. Divide them into categories (career,
family, adventure, service, major
accomplishments, etc.)
3. Select your top 10 goals.
4. Write a paragraph on your #1 goal.
—Hal Urban
TEACHING CHARACTER AND
ACADEMICS AT THE SAME TIME
(Chapter from Character Matters)
Strategy # 1: Discuss in 3s: How do
you teach students the virtues
needed to be a good student?
How could you improve?
“ON THE LINE”
1. Mark a line across the classroom with 7 points.
1=Not True of Me; 7=Very true of me”
2. “Go and stand at the point on the line that
best describes you in terms of the following
statement” (5-6 students at a time):
“I am a serious student. I complete all my
work on time to the best of my ability.”
Follow up Q’s:



Why did you put yourself there?
How does this compare to last year?
Where do you want to be next week?
(next marking period, next year?)
Character Record Book
How did I show perseverance
today?
How did I not show perseverance
today?
How will I show perseverance
tomorrow?
T EACHING CHARACTER AND
ACADEMICS AT THE SAME TIME
Read Deb Brown’s strategy # 13
(Report-Card Goal Setting)
Discuss in new 3s: How do you get
students to set goals for academic
improvement?
How could you adopt or adapt Deb
Brown’s strategy?
(3 min.)
T EACHING CHARACTER AND
ACADEMICS AT THE SAME TIME
Read Deb Brown’s strategy # 11 (The
Homework Basket).
Discuss in 3s: How do you get
students to care about the quality of
their homework?
(3 min.)
T EACH AS IF INTEGRITY
MATTERS
Deb Brown’s Honor Sentences
High School Math Teacher
Science Teacher (S & G, p.1)
Discuss in new 3s (5 min.):
How might you adopt/adapt any of
these practices to strengthen your
efforts to teach academic integrity?
Read Strategy 5 in “Teach
Academics and Character” chapter.
Read 109-111 in S & G on using
rubrics.
Discuss in pairs: How do you
currently use rubrics?
How could you adopt/adapt the
above practices to strengthen your
use of rubrics?
Key 3 : Other Study
Study the products and
pathways of individuals
who demonstrate
performance character
and moral character.
Learn to emulate
exemplars’ pathways to
success.
Other Study:
Examine LIVES OF CHARACTER.
Draw lives of character from:
Your academic discipline
 Current Events
 Psychological research
 Great Films
(TeachWithMovies.com)

Studying a Life of Character
Self-Study: Goal-setting
What is one character
strength that this
person possessed that
you would like to develop
to a higher degree?
Self-Study: Make a Plan
I will strive to develop __________ (what virtue?) by
__________________________________________
__________________________________________
(what action steps? Be specific).
I will hold myself accountable to this plan by______
______________________________________.
What is your time frame (When will you start? For how
long will you try to do this? A day? The next 2 weeks?
Longer?)
________________________________________
An Ethic of
Excellence:
Building a Culture
of Craftsmanship
with Students
Work of
excellence is
transformational.
—Ron Berger
5 Practices that Foster a
Culture of Excellence
1.
2.
3.
4.
5.
Work that inspires.
Models of excellence.
A culture of critique.
A norm of multiple revisions.
Opportunities to make one’s
work public.
Key 4: Public
Performance/Presentation
Use public performances &
presentations—exhibitions,
competitions, speeches, shows,
and “real-world” work—to
motivate best effort.
Create a “culture of critique”—
having students regularly
present their work to peers for
feedback—in order to heighten
their responsibility for doing
their best work and being their
best ethical self.
RESPECT SCALE
1.
2.
3.
At the end of the day, each student
gives himself a rating of 1, 2, 3, 4, or
5 on the Respect Scale.
“We have a class conversation: Why
did you give yourself that rating?
We do not pass judgment.”
“How are you going to try to get
better tomorrow? What strategies
will you use?”
•An example of directed practice:
One school, at the end of each day,
asks students:
What did you do well today?
What would you like to do
better tomorrow?
“We all set personal
goals for the whole year,
including me.”
—Usha Balamore, teacher and author,
Teaching Goodness
Rules for the
CULTURE OF CRITIQUE
 Be kind.
 Be specific.
 Be helpful.
Steps in the Culture of Critique
1. “I would especially like
suggestions on . . .”
2. Positive feedback.
3. Constructive critique (put as
questions):
“Would you consider . . .?”
“Have you thought of . . .?”
Berger video:
As you watch, make
notes:
How does Berger
develop both
performance
character &
moral character?
Add to your Action
Ideas list
SHARING OBSERVATIONS
In 3s (10 min.):
1. How is Berger developing
performance character and
moral character at the same
time?
2. What did you add to your
Action Ideas?
3. What is a question you have?
The Six Most Important
Decisions You’ll Ever Make
(School, Friends, Parents, Dating and Sex,
Addictions, and Self-Worth)
Sean Covey
(2006)
Rewards of Waiting
1. Waiting will increase your selfrespect.
2. Waiting will gain you respect for
having the courage of your
convictions.
3. Waiting will make your relationships
better because you’ll spend more time
getting to know each other.
4. Waiting will teach you to respect
other people—you won’t tempt or
pressure them.
5. Waiting takes the pressure off you.
Using all 4 KEYS with a
QUOTE OF THE DAY
The same week in
September, 1997,
the world mourned the
deaths of three
famous persons.
Viktor Frankl,
Man’s Search for Meaning
(1959)
Everything can be taken
from us except one thing—
the freedom to choose our
attitude in any set of
circumstances.
—Viktor Frankl
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OTHER STUDY
(You can do them in any sequence.)
When we ask,
“What can we learn from this quote?”,
we are beginning with
Other Study.
We are learning from the wisdom of
another person.
SELF-STUDY
When we ask,
“How well do we practice this quote?”
and “How can we practice it more
consistently?”, we are
engaging students in
Self-Study.
They are assessing their own character
and setting goals for improvement.
PUBLIC PERFORMANCE
When we share our goal for acting
on the character quote with at
least one other person, and share
our progress in achieving that goal,
we are engaging in
Public Performance/Presentation.
COMMUNITY THAT
SUPPORTS AND CHALLENGES
When we create group norms or
expectations—e.g., that everyone in the
class will reflect seriously on character
quotations, work diligently to put them
into practice, and honestly share their
efforts to do so—we are creating the
Community That Supports and
Challenges.
A School Touchstone:
a “way” of doing our work
and treating others.
THE PLACE WAY
At Place School, we pursue
excellence in scholarship and
character.
We celebrate and honor each
other by being respectful, honest,
kind, and fair.
We give our best inside and
outside the classroom.
This is who we are, even when
no one is watching.
THE ROOSEVELT WAY
“There’s a way that students
here are expected to act, and
a way that they expected
not to act.”
—High School Counselor
THE _______ WAY
We show ________
We show ________
We show ________
We show ________
by __________.
by __________.
by __________.
by __________.
[Motto statement]
MOTTOS
Together, we are the best
we can be.
We take the high road.
Whatever hurts my neighbor,
hurts me.
The
Professional Ethical Learning
Community (PELC)
is part of the ELC and is made
up of all school staff.
It leads the development of
the ELC.
(Ch. 4, Smart & Good)
Effective PELCs
demonstrate a high level of
collegiality.
Research shows that as faculty
collegiality increases,
student achievement increases.
Review your Action Ideas
sheet. In writing, complete:
“At the end of this workshop, I
commit to the goal of:
______________________.”
Share with your teammates.
I will invite some people to
share with the whole group.
Education worthy of the name
is essentially
education of character.
—Martin Buber
Character is
destiny.
—Heraclitus
FRIENDS
Friends, friends
1, 2, 3
All my friends are here with me
You’re my friend
You’re my friend
You’re my friend
You’re my friend
Friends, friends
1, 2, 3
All my friends are here with me.
For articles and research
on fostering character
development, visit:
Center for the 4th and 5th Rs
www.cortland.edu/character
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