Transcript CHARACTER COUNTS! Everywhere, All the Time…DAY TWO

CHARACTER COUNTS! 4.0
• Character Development Seminar
DAY 2
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Good Morning! Please read this slide as we
start our day . . . 
At the table you will find papers with descriptive words of personal
attributes. While you are getting ready for the day, think of what you
could do to either enhance or minimize those qualities in the
individuals you work with:
Answer the following questions:
What is the best way to teach these attributes?
What are strategies to eliminate the negative attributes?
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What is Character
Character is
what is inside
of us that
responds to
life.
Our
responses
come from
the habits
and
dispositions
we’ve
learned and
developed.
We cannot
escape the
implications
of character:
It affects
every area of
behavior and
every
relationship.
Character is revealed by how you behave
when you think no one’s looking.
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Character
is Ethics in
Action
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Character and Reputation
Our reputation is what
other people think we
are; character is what we
really are..
Lincoln said our
character is the tree, our
reputation the shadow
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Components of Good Character
Students understand that good character
consists of attributes reflecting positive moral
values, traits, dispositions, habits and attitudes.
They know that their character (i.e., who they are
inside) will define them, shape their reputation,
and determine how they are likely to act.
(For example, will they be generous or indifferent
to a person in need, kind or cruel to a person who
made a mistake, honest or devious in dealing
with others?)
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Importance of Character
Students understand that
good character is more
important to success,
meaningful relationships,
self-respect, and the
esteem of others than
other commonly valued
attributes, including
intelligence, beauty, talent,
money, and status.
Character not only
defines who they are, it
determines their future.
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Responsibility for Character
Students accept and
demonstrate personal
responsibility to create and
improve their character by
conscientious efforts to
strengthen their commitment
and adherence to ethical
values and principles.
Students understand that
their character is a product of
their values and choices (i.e.,
the formation of their
character lies in their own
hands).
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Knowledge of Ethical Concepts and Terms - Students understand that
the concepts of character and ethics refer to principles that establish
standards of right and wrong; these standards define morality and
prescribe how a good person should behave. They understand that:
There is a difference between
universal ethical values (beliefs about
virtue and morality consistent across
time and cultures) and personal ethical
values (personal beliefs about right
and wrong, often based on political or
religious convictions that are not
universal because people of character
disagree on whether they establish
ethical duties for everyone.
Ethical duties and moral obligations are
different from, and sometimes more
demanding and important than, legal
duties. For example, civil disobedience
(the deliberate and open violation of
unjust laws) is an expression of an
ethical duty.
“Ethics” and “values” are not interchangeable terms. Ethics concerns
what is right and wrong, whereas values are simply what matters to us
(e.g., health and wealth). A person of good character has deeply held
ethical values.
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6 Pillar Poster Activity
Words
Symbols
Materials: Pillar Posters / 1 piece of wall chart paper
• Step 1: Divide wall chart paper in half. On one side list the words or
phrases that represent your Pillar; on the other side list or draw
symbols that represent your Pillar.
• Step 2: From your list, choose 4 words or phrases that best
represent your Pillar. Are there symbols that match? Choose 2
symbols that best represent your Pillar.
• Step 3: Using the words and symbol, write “lock beliefs” that can be
changed into “key beliefs” for students. Consider each of the
personal domains: Academic, Social/Emotional, & Character
• Step 4: List an instructional strategy you could use to instill each of
the “key beliefs.”
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Create a Six Pillar Commercial
Using what you learned from the Six Pillar
Poster Activity, pick out the most significant
aspects of your pillar.
As a Pillar Team, please create a
“commercial” no longer than 2 minutes to
“sell” the values or key aspects.
You may use material(s) in the room.
All members of the group must participate.
You may practice in any space where your
team can work effectively together.
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CHARACTER COUNTS! 4.0
Turn to page 25 of “Training Workbook”
Form for you to take notes on about you might
“Teach” / “Enforce” / “Advocate” / “Model” each of
the Six Pillars
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T
R
R
F
•
TRUSTWORTHINESS
• RESPECT
•RESPONSIBILITY
•FAIRNESS
C
• CARING
C
• CITIZENSHIP
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C2. TRUSTWORTHINESS
Students recognize both the moral and
practical significance of trustworthiness as
an essential ingredient in meaningful and
lasting relationships and career success.
They strive to earn and maintain the trust of
others by consistently demonstrating the
ethical virtues of integrity, honesty, promisekeeping and loyalty.
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Aspects of Trustworthiness
C2.1. Integrity
C2.2. Honest Communications
C2.3. Honest Actions
C2.4. Belief That Honesty Pays
C2.5. Promise-Keeping & Reliability
C2.6. Loyalty
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TRUSTWORTHINESS
Key beliefs to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
I will have more opportunities in
life if I am a person of integrity
It is important to do the right
thing even when it is hard
It is important that all stakeholders know
what they need to know; I will not withhold
any information that will help others
It is important to keep promises and
commitments – my word means
something
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TRUSTWORTHINESS
Key beliefs to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
Loyalty means “being there” for
others ALL the time, not just in good
or bad times
Loyalty is more important than
gossip
It is better to try and fail and learn from the
process than to take shortcuts by cheating –
there’s no excuse for lying or cheating
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Trustworthiness
Elementary
Key
Questions
Secondary
What is trust?
Why is it important to have trustworthy
How can I be honest when relationships?
talking with others?
What is integrity?
What are the key elements of
trustworthiness?
Supporting Who is important to me?
Questions What is right and wrong?
Whom do I trust?
Should I trust everybody?
When I make a mistake,
what should I do?
Key
Concepts
What does it mean to trust others?
How can I be dependable?
Why is trustworthiness important in
relationships?
Why is it important to be consistent?
When trust is broken or absent, what
are the results?
Can trust be repaired?
Honesty, integrity,
promise-keeping, loyalty
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Trustworthiness Video
Bagger Vance
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Bagger Vance
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The Parable of the Master Carpenter
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Trustworthiness Video
Liar Liar
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Liar Liar
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White lies often look very different from the
perspective of the person lied to.
Thank you
for caring.
THE TEST:
Upon learning of the
lie, would the person
you lied to thank you
for caring? Or feel
manipulated or
betrayed?
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So, what else
have you lied
to me about?!
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Balloon Activity
Balloon represents a lie. When I say go, toss the balloon in the air
and try to keep it in the air. If the balloon touches the ground, your
lie has been discovered and you’re out.
•What was it like trying to keep your lie going?
•What strategies did you use to keep your lie going? Did any of you
have someone get in the way of you keeping your lie aloft? How did
that feel? Did it result in your lie hitting the floor or did you try to keep
away from them?
•When an untruth is discovered influences the perception of others
about your worthiness of trust.
•Are there different levels of lies—are some worse than others? Why
or why not?
•If you did something dishonest that was unlikely to be discovered for
years how that would feel? What if it was never discovered? What if it
was discovered but years later? How would that influence the
perception of others? How would it influence the perception of
yourself?
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Creating an ethical climate
through integration
Using the Pillar integration handout on page 25
of your workbook and the Matrix in the Character
Domain, reflect on how you can intentionally
teach, enforce, advocate, and model the
Pillar of Trustworthiness.
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C3. RESPECT
Students treat every individual with respect
and judge others on their character and
ability without regard to race, religion,
sexual orientation, political ideology, gender,
age, or other physical or personal
characteristics based on the belief that all
individuals are worthy and that their wellbeing and dignity is important simply
because they are fellow human beings.
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Aspects of Respect
C3.1. Treating Others With Respect
C3.2. Golden Rule
C3.3. Basics of Respect
C3.4. School Climate
C3.5. Respecting Privacy
C3.6. Respecting Others’ Autonomy
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RESPECT
Key beliefs to instill
I will be a better person and live a more worthy life if I
act on the following beliefs:
It is important that all stakeholders know what they need to
know; I will not withhold any information that will help others
It is important to treat everyone with respect –
even if I don’t feel they deserve it
I will treat others the way I want to be treated
It is important to be respectful and courteous with others –
when I am respectful of others they will be more likely to
treat me the same way
I must respect the personal space of others and keep my
hands to myself – I can present my best self, even if I am
upset or frustrated – fighting will only create more problems
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RESPECT
Key beliefs to instill
I will be a better person and live a more worthy life if I
act on the following beliefs:
Everyone should feel safe and welcome at school – It is
important to make sure that my words are not hurting other
people – it is important for people to be included
My way is not the only way – I can learn a lot
from others
It is important to listen to the opinions of others
Others are entitled to not share everything – it is important to
respect others’ privacy
Each person has the right to make decisions for himself or
herself – I can’t force my opinions or ways on others
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Universality of the Golden Rule
Confucius:
• What you do not want done to yourself, do not
do unto others.
Aristotle:
• We should behave to others as we wish others
to behave to us.
Judaism:
• What you dislike for yourself, do not do to
anyone.
Hinduism:
• Do nothing to thy neighbor which thou wouldst
not have him do to thee thereafter.
Islam:
• No one of you is a believer unless he loves for
his brother what he loves for himself.
Buddhism:
Christianity:
• Hurt not others with that which pains thyself.
• Do unto others as you would have them do
unto you.
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Respect
Elementary
Key
Questions
Secondary
What are respect and selfrespect?
How can I respect myself and
others?
Supporting How do I treat others?
Questions How can I know if what I do
makes others happy?
What can I do to treat others the
way I’d like to be treated?
How do others feel?
Key
Concepts
How can I live by the Golden Rule?
How can I gain respect?
What do tolerance and the
autonomy of others mean?
What are the actions of respectful
people?
How can I show respect and be
respectful?
What does it mean to be tolerant of
those who are different?
What choices do I have to develop
and maintain self-respect?
The Golden Rule, civility,
courtesy, accepting differences,
anti-bullying
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Respect Video
Babe
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Babe
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Playing Card Hierarchy
When I say ‘Move,’ place your card on your
forehead so others can see it.
The higher your card’s rank, the more popular you
are.
Everyone must treat and react to others based on
their cards.
For example, if someone is a King, show that you
want to hang out with him or her. That person must
in turn respond to you based on your card.
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Creating an ethical climate
through integration
Using the Pillar integration handout on page 25
of your workbook and the matrix in the Character
Domain, reflect on how you can intentionally
teach, enforce, advocate, and model the Pillar of
Respect.
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C3. RESPONSIBILITY
Students display responsibility by:
doing what they are required to do and
what they should do; accepting
responsibility for the consequences
(i.e., being accountable) for what they
say, do and think; and using critical
thinking (A4) and decision-making (A5)
skills to avoid rationalizations and
excuses and make rational, prudent
choices.
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Aspects of Responsibility
C4.1. Compliance: Doing What Is Required
C4.2. Ethics: Doing What Should Be Done
C4.3. Consequences for Their Words
C4.4. Consequences for Actions
C4.5. Developing and Using Positive
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Attitudes and Life Skills
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Aspects of Responsibility
C4.6. Self-Reliance and Prudent Money Management
C4.7. Learning From Experience
C4.8. Being Rational and Reflective
C4.9. Healthy Choices
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Responsibility
Elementary
Secondary
Key
Questions
What are my responsibilities?
How do our responsibilities to
others help us live well
together?
How can we share responsibilities and be
effective?
What are my long-term and short-term
goals?
What can I do to understand my abilities
and limitations?
Supporting
Questions
What tasks am I expected to
do?
Why do I have to do things?
What would happen if I didn’t
do some things?
How can I manage my
responsibilities?
How can I develop my self-control?
What can I learn from others?
How can I prioritize my responsibilities?
How can I develop good self-assessment
skills?
What can I learn from others?
Do I have a sense of self-control over my
behavior?
Key
Concepts
Duty, accountability, pursuing
excellence, exercising selfcontrol, planning, goal-setting
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Responsibility Video
Lateefah Simon
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Lateefah Simon
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RESPONSIBILITY
Key beliefs to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
I have responsibilities to myself and others – I am
responsible for my choices and their consequences
It is important to follow rules and do what I have to
do
Others depend on me
I determine what kind of person I am
What I say affects other people
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RESPONSIBILITY
Key beliefs to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
I am responsible for what I do or don’t do
It’s up to me to have a good attitude – a positive
attitude is more likely to have positive results
I am responsible for my actions and their
consequences
I can succeed by working independently – it is
important to rely on myself, not others
I determine what kind of person I am
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RESPONSIBILITY
Key beliefs to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
It is important to take care of myself and treat my body well –
harming myself, even in small ways, won’t solve my
problems or make me feel better
Using drugs and alcohol is not healthy for me – I should treat
food as fuel for my body and follow healthy eating practices
It is important to think about my actions and
decisions
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But you can choose
how to deal with the
outrages and
opportunities of life.
You can’t choose to
be good-looking,
athletic, or a genius.
You can’t choose
your parents or the
circumstances in
which you grow up.
From these
choices, your
character is formed.
Responsibility
and Character
Development
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Activity: Jars, Balls & Rice
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Creating an ethical climate
through integration
Using the Pillar integration handout on page 25
of your workbook and the matrix in the Character
Domain, reflect on how you can intentionally
teach, enforce, advocate, and model the Pillar of
Responsibility.
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C5. FAIRNESS
Students strive to be fair and just in all their
actions by 1) taking turns; 2) playing by the
rules; 3) giving due credit to others; 4)
asking for and taking only their fair share
(i.e., what is due them). They never 1) cheat;
2) claim credit for the work of others; 3)
recklessly or falsely blame or accuse others;
or 4) take advantage of another’s mistakes
or ignorance (even when they think they can
get away with it or that the other person
deserves it).
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Aspects of Fairness
C5.1. The Basics of Fairness
C5.2. Making Fair Decisions
C5.3. Proportionality
C5.4. Complexity of Fairness
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Fairness
Elementary
Secondary
Key
Questions
What is fair and unfair?
How can I learn to make fair
decisions?
What do fairness and justice represent?
How can I avoid being unfair?
What moral obligations are involved in
fairness and unfairness?
Supporting
Questions
Why is it important to play
fairly and to share?
What can I do to play fairly?
What does fairness mean to
me?
How can I put into practice fair
decision-making?
What do fairness and justice mean to
me?
How can I accept fairness when it means
I don’t get what I want?
What course of action should I take when
I see something unfair?
What and who will be affected by my
being unfair?
What is a moral obligation?
Key
Concepts
Justice, equity, equality,
openness, impartiality,
consistency
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Fairness
Process – How we make
decisions.
• The moral obligation is to
make decisions fairly. This
is called procedural
fairness.
Results – What we decide (the
substance of the decision). The
consequences or benefits should
be fair.
• The moral obligation is to
make fair decisions. This
is called substantive
fairness.
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Procedural Fairness Requires...
Procedural
Fairness
Fair Notice
Gathering of
the facts
Impartiality
Fair hearing
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There are five major alternative theories
of fairness
1) Equality
–everyone
should get
equal
shares
regardless
of other
factors
2) Work –
only those
who
worked
should
receive
benefits
3) Effort –
shares
should be
allocated
in
proportion
to effort
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4)
Seniority –
benefits
should be
distributed
in order of
age or
seniority
5)
Productivit
y – benefits
should be
distributed
in
proportion
to the
productivity
of the
person
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FAIRNESS
Positive values to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
It is right to be fair, to take turns. When I take
advantage of others it is unfair to them.
Believing in the same code on conduct allows
for a more positive environment
I am responsible for making sure that
everyone gets his or her share
It is important to not take advantage of people
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FAIRNESS
Positive values to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
People deserve to be treated fairly in all
situations
Having a clear system for making decisions
promotes fairness
Making appropriate consequences to actions
helps create a fair community
I understand the different perspectives that
others have when determining what is fair
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Fairness Video
Glory
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Glory
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You’re an employer who, for budget reasons,
has to let go of one employee. What is fair?
Able is your newest employee. He’s young, unmarried, and
is your best producer. He gets more work done effectively
than any other employee.
Nettie is a competent worker of four years, a single mother
with three small children at home. She needs the job the
most.
Oldham has worked for the company the longest (18
years) and is two years away from a pension.
Tryhard is a good producer with a terrific attitude. She’s the
hardest worker you have.
Nepo is a competent employee and the daughter of one of
the owners of the company.
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Creating an ethical climate
through integration
Using the Pillar integration handout on page
26 of your workbook and the matrix in the
Character Domain, reflect on how you can
intentionally teach, enforce, advocate, and
model the Pillar of Fairness.
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C6. CARING
Students demonstrate caring by: 1)
displaying sincere concern for the well-being
of others; 2) displaying compassion for
those in pain or need; 3) being kind and
sympathetic to everyone (even those who
don’t seem worthy of kindness; 4) giving
time, service and money to charitable
organizations and individuals to help those
in need.
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Caring Videos
Words
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Words
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Aspects of Caring
Caring Moderates Other Ethical Duties. Students understand
the virtue of caring frequently interacts with other ethical
principles requiring them to be careful that:
Honesty is not
causing them
to be
unnecessarily
hurtful or
offensively
blunt
Their sense of
While
responsibility
is
respecting
In seeking to
another’s
proportionate
impose justice,
privacy, they
to their actual
they do not
level of
do not
miss
condone or
authority and
opportunities
ignore
moral duty and
to be merciful
dangerous
that they do
and forgiving.
not ignore
and harmful
conduct.
their own
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needs.
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Caring
Elementary
Secondary
Key
Questions
How can I show I care?
How can I become more altruistic?
How can I develop empathy? How can I learn forgiveness?
How can I show conviction for and
commitment to being a caring person?
Supporting
Questions
What does caring mean?
How can I care for my
friends?
Who cares for me?
How can I show caring?
What happens when I hurt
someone?
How do I feel when I am hurt
by someone?
Key
Concepts
Concern for others,
kindness, compassion, love,
charity, empathy, mercy,
forgiveness
How do I feel when someone helps me?
What should I think about when others
need help?
What should I do when someone hurts me?
How can I avoid hurting others?
What can I learn from people who’ve
forgiven me for mistakes I’ve made?
How can I teach others to be more caring?
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Caring Videos
Oregon Softball
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Oregon Softball
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CARING
Positive values to instill
I will be a better person and live a more worthy life if I
act on the following beliefs:
It is important to show care and concern for others
It is important to be kind and caring to everyone
I can be kind even when others are not
It is important to help improve the lives of others
I can always find a way to help others
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Creating a Culture of Kindness
A Culture of
Kindness exists
when the climate of
a place promotes
kindness and
discourages unkind
thoughts and
actions
Empathy,
compassion, caring
and respect are
expected and their
opposites are out
of place.
All social incentives
encourage and
affirm a spirit of
generosity and love
and discourage all
forms of hurtful or
demeaning words
or acts.
Students feel at
home and
connected to the
institution, the
adults, and peers;
differences are
accepted and
celebrated.
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Creating a Culture of Kindness
• In a Culture of
Kindness, all social
incentives encourage
and affirm a spirit of
generosity and love
and discourage all
forms of hurtful or
demeaning words or
acts.
• In a Culture of
Kindness, everyone
feels at home.
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Creating a Culture of Kindness
• In a Culture of
Kindness, differences
are accepted and
celebrated.
• In a Culture of
Kindness, it’s all for
one and one for all;
people stand up for
and next to each other.
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Pepper Experiment
• Sprinkle the pepper in the water. The pepper represents all
the people with whom you interact – How we get along with
these people depends on what we do and say when we are
with them. The power of words and actions and how they
can be respectful or hurtful, rude, or unkind.
• Hold the soap in the middle of the pepper. I will count to 3
and then remove the soap. Do not drop it in. The soap
represents the hurtful, rude words. What happens in life
with people to whom we are hurtful or unkind.
• Pour the sugar in the center of the water. Sweet and caring
words or actions bring people back to us.
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Creating an ethical climate
through integration
Using the Pillar integration handout on page 26
of your workbook and the matrix in the Character
Domain, reflect on how you can intentionally
teach, enforce, advocate, and model the Pillar of
Caring.
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C7. CITIZENSHIP
Students recognize and seek to fulfill
their civic and social responsibilities
by doing their share to contribute to
the well-being of the communities in
which they are a member (including
their school, neighborhood and
country).
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Aspects of Citizenship
C7.1. Civil Rights
C7.2. Civil Responsibilities
C7.3 Respect for Authority & Law
C7.4. Participation in Democratic Process
C7.5. Improving School Climate
C7.6. Environmental Protection
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CITIZENSHIP
Positive values to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
I am a member of many communities (school,
neighborhood and country)
I must contribute to my community and fulfill
my responsibilities
My community needs my positive
contributions
Obeying the law is one way I contribute to society
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CITIZENSHIP
Positive values to instill
I will be a better person and live a more worthy life if I act
on the following beliefs:
It is important to protect and improve the
environment
Everyone must do their part to help the
environment
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Citizenship
Elementary
Secondary
Key
Questions
What does it mean to be a
good citizen?
What are rules?
What are my civic duties?
How do I enact and protect democratic
values?
Supporting
Questions
Why do we have rules?
How can I help?
Why should I do my share?
What does it mean to be a
good neighbor?
What communities do I belong to?
How can I make a difference?
What is the common good?
What are the values of my communities?
How can I participate actively for the
collective benefit of communities?
When is civil disobedience appropriate?
How can I be an advocate for a cause?
Key
Concepts
Playing by the rules, Being a
good citizen, Sharing
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Citizenship Video
Lead India Video Tum Chalo
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Lead India Video Tum Chalo
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Creating an ethical climate
through integration
Using the Pillar integration handout on page 26 of your
workbook and the matrix in the Character Domain, reflect
on how you can intentionally teach, enforce, advocate, and
model the Pillar of Citizenship.
Share three specific ways to
Teach, Enforce, Advocate, and
Model the Pillars.
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Decision-Making
Key
Questions
Who are the stakeholders?
How can I make a good decision?
What strategies can I use to make a good choice?
Supporting
Questions
Why should I make good or right decisions?
Who/what do I need to think about to make good decisions?
Who will be affected by my decision?
How can I find out if I’m making a good ethical decision?
How can I make better decisions?
How can I change the way I make decisions to improve the outcome?
What steps should I take to achieve a good result for most
stakeholders?
How can I help others to make better ethical decisions?
Key
Concepts
Stakeholders, thinking, clarifying goals, developing options, effective
and ethical decisions, best possible result, consequences
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Count off by 4 and
create a small
group that will work
through the
following role play
at your table.
Brent is a High School Junior. As part of his science class, he is one
member of a cooperative learning group that has to complete a
project by the following Monday. Each member of the group has a
specific responsibility to complete for the project. The group has
decided to work on Friday after school and on Saturday morning to
put together the project so it can be completed by the Monday
deadline. On Thursday, Brent’s good friend invited him to a concert
on Friday evening. Brent quickly responds that he would love to go.
Before he leaves on Friday, he meets with the other members of his
group to share his decision to go to the concert and that he will not
be in any condition to get up early on Saturday to work on the project.
Sunday is out as two other members of the group have a family
commitment.
The member of your group who has the next birthday plays the role of Brent. You need
to:
1. Present arguments that explain the choice you have made.
2. Convey the process used to make the decision to go to the concert.
The other 3 are members of the cooperative learning group. Each will need to :
1. Respond to Brent about the choice he has made.
2. Who are the stakeholders in his decision?
3. Discuss what is important in order to accomplish the assigned project
4. Share what are the unintended consequences of the choice Brent has made.
Finally, as a group, discuss what could be a decision that Brent may make to produce
the best possible result.
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BEST POSSIBLE RESULT (BPR)
Effectively accomplishes the primary objective, in that it
solves the immediate problem
Avoids negative unintended consequences
Solves the underlying problem, while providing a broader
solution and avoiding future problems
Preserves or advances the decision maker’s relationships
Enhances the decision maker’s credibility
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Publicity
Test
Tests for
Making
Ethical
Decisions
RoleModel
Test
Parenting
Test
Bell,
Book, and
Candle
Test
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Kid-OverYourShoulder
Test
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Ways to Instill Beliefs
Day 1
Direct Teaching
Experiential Learning
Vicarious Experiences
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Day 2 Homework > Dialogue
Presentations
1.
2.
3.
4.
5.
What are the Six Pillars?
What is T.E.A.M.?
Discuss Decision-Making (Stakeholders)
CHARACTER COUNTS! 4.0 Presentation
The 4 Domains
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