Transcript Using the 11 Principles of Effective Character Education Program

Using the 11 Principles of Effective
Character Education
to Start, Strengthen, & Assess Your
Program
Region 10 - Project Character
School Leadership Team Workshop
April 3, 2004
Matthew L. Davidson, Ph.D
Research Director
Center for the 4th & 5th Rs (Respect & Responsibility)
[email protected]
607-753-5798 Region 10 (Davidson, 2004) # 1
1-Minute Ice-Breaker
1.
Turn to a neighbor sitting near
you and say hello (if possible,
introduce yourself to someone
you don’t already know or get
the chance to talk to very
often).
2.
Each person should share 1 piece
of good news and 1 thing you’re
looking forward to in your life.
Region 10 (Davidson, 2004) # 2
Eleven Principles of Effective
Character Education
From: The Character Education Partnership
1. Character education promotes core ethical values as the
basis of good character.
2. ‘Character’ must be comprehensively defined to include
thinking, feeling, and behavior.
3. Effective character education requires an intentional,
proactive, and comprehensive approach that promotes the core
values in all phases of school life.
4. The school must be a caring community.
5. To develop character, students need opportunities for moral
Region 10 (Davidson, 2004) # 3
action.
6. Effective character education includes a meaningful and challenging
academic curriculum that respects all learners and helps them succeed.
7. Character education should strive to develop students’ intrinsic motivation.
8. The school staff must become a learning and moral community in which all
share responsibility for character education and attempt to adhere to the same
core values that guide the education of the students.
9. Character education requires moral leadership from both staff and students.
10. The school must recruit parents and community members as full partners in
the character-building effort.
11. Evaluation of character education should assess the character of the school,
the school staff’s functioning as character educators, and the extent to which
students manifest good character.
Region 10 (Davidson, 2004) # 4
What, exactly, is character?
 From its Greek origins, the
word “character” literally
translates as, “enduring,
lasting, or distinguishing
mark.”
 Values are how we describe
the enduring mark of
individuals and communities.
 Character might best be
defined as, “values in action.”
Region 10 (Davidson, 2004) # 5
Smart versus good:
“Two great goals” set against
each other
“Character education is not a new idea. It is,
in fact, as old as education itself. Down through
history, in countries all over the world, education
has had two great goals: to help young people
become smart and to help them become good.”
—Tom Lickona, Educating for Character
Region 10 (Davidson, 2004) # 6
Performance & Moral Character
 Performance Character:
> The knowledge, habits, & dispositions necessary for
achieving human excellence in performance
environments—in school, extracurricular activities,
& in our work.
 Moral Character:
> The cognitive, emotional, & behavioral dispositions
necessary for ethical functioning. The character
that moderates our personal goals with the
interests of those outside of ourselves, and with
shared moral values such as justice & caring,
respect & responsibility, honesty & integrity.
Region 10 (Davidson, 2004) # 7
 “To educate a person in mind and not in morals is to
educate a menace to society.”
—Theodore Roosevelt
 “The good-to-great companies placed greater weight
on character attributes than on specific educational
background, practical skills, specialized knowledge, or
work experience. Not that specific knowledge or skills
are unimportant, but they viewed these traits as more
teachable (or at least learnable), whereas they
believed dimensions like character, work ethic, basic
intelligence, dedication to fulfilling commitments, and
values are more ingrained.”
—Jim Collins, (2001), Good to Great
Region 10 (Davidson, 2004) # 8
“How many lies do you have to tell
before you are a liar?”
—M. Josephson
 For students (and adults, too),
moral identity is frequently
preserved by bracketing off or
compartmentalizing their “moral
self.”
 We do a good job cultivating
identities like, “athlete” and
“scholar,” “artist,” but pay little
attention to cultivating moral
identity.
Region 10 (Davidson, 2004) # 9
Why the two-dimensional
character distinction?
 It acknowledges moral dimension of human
excellence or achievement, AND establishes
a role for character in the realization of
human excellence or achievement.
 It reserves a legitimate place for moral
excellence in our quest for human excellence.
 “If character counts, then show me what it
will do for my GPA” —Chicago area High
school student.
Region 10 (Davidson, 2004) # 10
Performance, Talent &
Performance Character
 Performance is the outcome (the grade, the honor or
award, the achievement); performance character are
psychological processes that help you pursue your
personal best—whether the outcome is realized or not
(work ethic, courage, self-discipline, etc.)
> It’s possible to achieve performance and not have
performance character.
 Talent is the natural ability you are born with
(intellectually, artistically, physically, morally etc.);
Character development is the process by which you
challenge yourself to get the most from your talent.
Region 10 (Davidson, 2004) # 11
How is Character Developed?
 Character is like a muscular
system—not just one muscle–
that must be exercised in order
to develop.
> Can muscles be taught? Yes.
> Can muscles develop “memory”
or habits? Yes.
> Can muscles atrophy? Yes, if
they are not used
 Muscles have different potential,
but all can be developed—just
how much and for how long is
what most want to know.
Region 10 (Davidson, 2004) # 12
What kind of values?
 Performance Values:
 Are “willing values” required for success in
performance environments.
 E.g., perseverance, courage, hard work, optimism, selfcontrol, discipline, orderliness.
 Moral Values:
 Are values that carry obligation.
 Are universal (universalizable)—we would will all
persons act according to them.
 Are reversible—we would want to be treated this way.
 E.g., Respect, responsibility, justice, kindness.
Region 10 (Davidson, 2004) # 13
Values and the Sun
 Like the sun, we can’t grasp
values in their entirety.
 Values have infinite particulars
based on developmental level,
environmental context, and the
value itself.
 Remember to teach in layers not
lumps!
Region 10 (Davidson, 2004) # 14
Wooden’s
Pyramid of
Success
Region 10 (Davidson, 2004) # 15
Westmoor Elementary Skills
 Apologizing (grades 2/3)
 Accepting Consequences (grades 1/2/5)
 Asking for Help (grades K/1/2/3/4)
 Using Brave Talk (grades 1/3 )
 Dealing with an Accusation (grade 2)
 Dealing with Disappointment (grades 3/5)
 Giving and Accepting Compliments (grades
2/3)
 Ignoring (grades 1/2/3)
 Interrupting (grades K/1/2/3)
 Knowing When to Tell (grades 1/3)
Region 10 (Davidson, 2004) # 16
The Faces of Responsibility
Region 10 (Davidson, 2004) # 17
Jeff Beedy: “Leader to Detractor Scale”
5 Leader: understands role as a contributing team
member; actively models the value.
4 Contributor: understands role as a member of team
& seeks opportunities to display teamwork.
3 Participant: understands role as a member of team,
but displays little proactive teamwork.
2 Observer: engages in teamwork only when directed
& to promote self-interests.
1 Detractor: Detracts from team. No regard for
teammates.
Region 10 (Davidson, 2004) # 18
1-Minute Buzz Break
Q
In groups of 2-4 people list
the performance values and
moral values that are critical
for your kids.
Q
Take at least one value and
attempt to break it down into
the specific knowledge and
skills required for putting this
value into action.
Region 10 (Davidson, 2004) # 19
Principle 6
“Effective character education includes
a meaningful and challenging academic
curriculum that respects all learners and
helps them succeed.”
Region 10 (Davidson, 2004) # 20
Character must be taught through the
curriculum!
 Through the curriculum—formal, informal, &
hidden. Make the implicit, explicit.
 Through diverse opportunities to help students
develop performance and moral character.
 Through direct instruction and through
discussions of emerging teachable moral
moments. Take a stand—it is essential for
student development!
 Through classroom and school-wide discipline
that is fair, consistent, and co-created.
Region 10 (Davidson, 2004) # 21
Region 10 (Davidson, 2004) # 22
The Heartwood Curriculum
 The Heartwood Institute creates ethics curricula
for children from preschool to grade six.
 Based on good multicultural children's literature,
the curricula are designed to introduce a language
of ethics and to foster literacy, good judgment
and moral imagination.
 Read aloud stories, discussions and activities
promote understanding of the universal
attributes:
Region 10 (Davidson, 2004) # 23
Region 10 (Davidson, 2004) # 24
The Heartwood Institute
425 North Craig Street Suite 302
Pittsburgh, PA 15213
412-688-8570
1-800-HEART-10
[email protected]
http://www.heartwoodethics.org
Region 10 (Davidson, 2004) # 25
Region 10 (Davidson, 2004) # 26
The Art of Loving Well
Table of Contents
"Cinderella," by Charles Perrault
"Cinderella," by the Brothers Grimm
"The City of Trembling Leaves," by Walter van Tilburn Clark
"Sixteen," by Maureen Daly
"What Means Switch," by Gish Gen
"The Makeover of Meredith Kaplan," by Barbara Girion
"Sonnet 130," by William Shakespeare
"Love Poem," by John Frederick Nims
"Too Early Spring," by Stephen Vincent Benet
“The Heart Is a Lonely Hunter,” (excerpt) by Carson
McCullers
"Up on Fong Mountain," by Norma Fox Mazer
Region 10 (Davidson, 2004) # 27
"Houseparty," by Walter Bernstein
The Loving Well Project
Nancy McLaren, Project Director
School of Education, Boston University
605 Commonwealth Ave.
Boston, MA 02215
Phone: 617/353-4088
Fax: 617/353-2909
http://www.bu.edu/education/lovingwell/index.html
Region 10 (Davidson, 2004) # 28
“Facing History & Ourselves”
Examining History and Human Behavior
 Foundational beliefs:
> Democratic education must be an
“apprenticeship in liberty.”
> History is a moral enterprise.
> Teaching is a craft.
> Adolescents are our future.
 Since 1976 more than 17, 000 educators
have participated in Facing History
workshops and institutes
 An estimated 1, 500, 000 students are
reached each year.
Region 10 (Davidson, 2004) # 29
The Facing History Cycle
Region 10 (Davidson, 2004) # 30
Region 10 (Davidson, 2004) # 31
Columbine Elementary School
Personal & Social Responsibility Standards
 Practices organizational skills…
 Supports and interacts positively with
others…
 Takes risks and accepts challenges…
 Accepts responsibility for behavior…
 Listens attentively, follows directions, stays
on task…
 Evaluates own learning…
A = Advanced
I = In progress
B = Basic
P = Proficient
Region 10 (Davidson, 2004) # 32
 Math
> Tries a variety of strategies to solve a problem…
> Exhibits a knowledge of basic math facts…
> Shows effort…
 Social Studies
>
>
>
>
Participates in discussion…
Understands concepts…
Completes projects & assignments…
Shows effort…
>
>
>
>
Works cooperatively in groups…
Understands concepts…
Completes assignments & experiments…
Shows effort…
Region 10 (Davidson, 2004) # 33
 Science
Mr. Shoeneck’s
Standards of Excellence
1.
I will honor commitments.
2. I will only make statements that add value
and stick to the purpose at hand.
3. I will come to meetings prepared and
determined to contribute.
4. I will offer alternative proposals to those
things with which I disagree.
Region 10 (Davidson, 2004) # 34
5. I will avoid working in isolation and will
seek the thinking of others.
6. I will not be limited by current boundaries
and limitations.
7. I will look for “How Can We” rather than
“Why We Can’t.”
8. I will focus on helping others toward their
purpose through listening and sharing of
thoughts.
Region 10 (Davidson, 2004) # 35
Reflecting on Character
Monte Pointe HS, (Phoenix, AZ)
1.
Is character important for public figures, or
are skills and performance all that matter?
2. Write about the character of a person you
greatly admire. How has that person’s
character affected you?
3. As a society, have we lost sight of the
qualities that constitute character?
Region 10 (Davidson, 2004) # 36
4. Is character defined by universal
qualities or does it depend on cultural
setting and individual viewpoint?
5. Describe a “defining moment” in your life
when your character was shaped or
strengthened. What has been the
effect?
Region 10 (Davidson, 2004) # 37
1-Minute Buzz Break
1.
With a colleague from your
grade-level or content area,
brainstorm two character in
the curriculum connections—
one performance character
and one moral character—
using the “character in the
curriculum” activity sheet.
Region 10 (Davidson, 2004) # 38
Why Be Good?
 This all important question has
many different answers—
reward, recognition,
punishment, disproval, cultural
influence.
 Motivation is the bridge
between what we know and what
we do.
 What’s the motivation for
elementary-age students? For
middle and high school
students?
Region 10 (Davidson, 2004) # 39
Principle 7
“Character education should strive to
develop students’ self-motivation.”
Region 10 (Davidson, 2004) # 40
Character Education is an inside job!
 Character education must develop self-motivation,
students who “Do what is right, even if nobody is
looking.”
> Competence in reaching those goals must be internally
referenced, monitored, pursued.
 When it comes to promoting self-motivated individuals:
> Tangible extrinsic rewards used primarily for controlling
people’s behavior tend to undermine intrinsic motivation AND
self-regulation.
> Extrinsic rewards are less detrimental if they are not used
contingently and if the social context is oriented more
towards support than control.
> Verbal rewards that convey information or feedback that
affirms people’s competence tend to maintain or enhance
intrinsic motivation.
Region 10 (Davidson, 2004) # 41
Do you have outies or innies?
 Do your students worry only
about the final outcome?
 Do your students have a
helpless response to success or
failure?
 Can they make sense of an
outcome and create a better
plan for the future?
Region 10 (Davidson, 2004) # 42
Outies, Innies, What’s The Difference
 Outer-focused individuals experience:
 Increased performance anxiety.
 Helpless response to success & failure
 Q: “How did this happen?” A: “I don’t know”
 Less personal enjoyment or satisfaction from the
activity.
 Inner-focused individuals experience:
 Increased self-reflection and self-awareness.
 Strong intrinsic motivation.
 A healthy approach to competition, with less
performance & moral character “clashes.”
 Are Less likely to engage in “gaming strategies.”
Region 10 (Davidson, 2004) # 43
Developing the Complete Moral
Person—Head, Heart, and Hand
 Developing “Innies” interconnects head, heart,
and hand:
Through careful individual planning, selfassessment, and skill development.
Through a balance of community support &
challenge for individual strengths and weaknesses.
By providing a sense of control over our behavior.
Empowering students to understand, monitor, and
change their behaviors.
Region 10 (Davidson, 2004) # 44
Benjamin Franklin’s Virtues
1. Temperance
2. Order
3. Frugality
4. Sincerity
5. Moderation
6. Tranquility
7. Humility
8. Silence
9. Resolution
10. Industry
11. Justice
12. Cleanliness
13. Chastity
Region 10 (Davidson, 2004) # 45
Character Record Book
1.
How have I shown respect today?
2. How have I failed to show respect today?
3. How will I show respect tomorrow?
—Franklin Classical Charter School
Region 10 (Davidson, 2004) # 46
Got Goals?
Directions: In the three columns below list at least 5 goals
for each category. When you have listed at least 5 goals for
each category, circle your top 3 goals and rank them by
order of importance.
Academic
Extra-Curricular
Character
For each of your goals from each category above, list
potential assistance you will need (from friends, coaches,
teachers, etc.) to help you reach your goals.
Region 10 (Davidson, 2004) # 47
100 Goals
 Write at least 100 goals.
 Divide them into categories.
> E.g., education, career, fun/adventure,
spiritual, travel, reading, learning, etc.
 Select the 10 most important goals.
 Write a paragraph explaining the importance
of your #1 goal.
—Hal Urban, Teacher, Redwood City, CA
Region 10 (Davidson, 2004) # 48
Trouble Card
How to avoid trouble and make a good decision:
1.
2.
3.
4.
5.
Is this something that would be considered
wrong by my parents, teachers, or religion?
Does it go against my conscience?
Will it have bad consequences, now or in the
future?
Will I feel sorry after doing it?
Will it cause me to lose self-respect?
(adapted from Phyllis Smith-Hansen, Lansing Middle School)
Region 10 (Davidson, 2004) # 49
Essential Character Activity
1. What is one thing you could
do to improve your school’s
approach to recognizing and
celebrating good character?
2. Take one of your school’s
values and create an inniepromoting, self-monitoring
tool for students.
Region 10 (Davidson, 2004) # 50
Principle 8
“The school staff must become a learning
& moral community in which all share
responsibility for character education &
attempt to adhere to the same core values
that guide the education of the students.”
Region 10 (Davidson, 2004) # 51
“You must be the change you wish
to see in the world”
 Character educators need not be
perfect—thankfully!
 They must be committed—to a
process of ongoing growth and
development.
 Effective character education
requires TIME & DIALOGUE.
 E.g., Lansing Mission Statement
Survey.
Region 10 (Davidson, 2004) # 52
The People, The Process, & Priming The Pump
 The People involved in planning, implementing,
and modeling the shared values of the
community.
 The Processes for reflecting on consistency
and effectiveness in realizing character
goals—personal and collective.
 Priming the Pump by providing the time and
training required for ongoing personal
development and program improvement.
Region 10 (Davidson, 2004) # 53
“The Stories We Tell Ourselves”
 In Professional Learning Communities at Work,
DuFour and Eaker (1998) argue, “cultures are
defined by the stories we tell ourselves.” These
stories:
>
>
>
>
>
Help clarify our values
Reveal our view of the world
Reinforce our interpretation of events
Instruct us on appropriate conduct
Identify heroes and villains
 Data offer us an opportunity to tell a story.
> The story of “our data” and how we interpret it is
essential to our growth & development.
Region 10 (Davidson, 2004) # 54
Story Lines That Won’t Lead to
Growth & Development…
 “We don’t care what a few people say,
everybody knows this is a good place.”
 “By the time that get to high school, it’s too
late for character education.”
 “I don’t have the time for character education.”
 “There must be a program or person that is
supposed to be doing this.”
 “Between the lack of parent involvement and
the media, there’s not much we can do.”
Region 10 (Davidson, 2004) # 55
Mission-Driven Schools & Classrooms
 Individual identity is developed at least in
part through participation in communities
with a clear and cohesive institutional
identity—not a class, a way of life.
 Exemplary schools of character are
mission-driven schools that provide
students with a clear sense of what it
means to be a member of this community.
> “The Roosevelt Way”
> “The Souhegan Six”
Region 10 (Davidson, 2004) # 56
“The Souhegan Six”
Souhegan HS, New Hampshire
1. Respect and encourage the right to teach and
the right to learn at all times.
2. Be actively engaged in the learning; ask
questions, collaborate, and seek solutions.
3. Be on time to fulfill your daily commitments.
4. Be appropriate; demonstrate behavior that is
considerate of the community, the campus, and
yourself.
5. Be truthful; communicate honestly.
6. Be responsible and accountable for your
choices.
Region 10 (Davidson, 2004) # 57
Fenway High School Motto
Work Hard.
Be Yourself.
Do the Right Thing.
Region 10 (Davidson, 2004) # 58
St. Benedict’s Prep
“Whatever hurts my brother, hurts me.”
Region 10 (Davidson, 2004) # 59
Research by Kathryn Wentzel on Middle
School Teachers Indicates That
 Teachers who do the following…
>
>
>
>
>
Have high expectations for students
Avoid negative feedback and are nurturing
Are fair and use democratic forms of communication
Cultivate motivation for learning and school
Set clear rules
 Have students who…
> Possess prosocial and achievement motivation
> Have a sense of personal mastery and control
> Engage in more prosocial and less irresponsible
behavior
> Get higher grades in school
Region 10 (Davidson, 2004) # 60
Responsibility, Efficacy, & The
Character Educator’s Challenge
 In general, educators report a very high sense of
responsibility for character education.
 However, this is juxtaposed by very low self reports of
efficacy in doing character education.
 Nevertheless, character educators tend to
overestimate the frequency, quality, and impact of their
character education efforts.
 Herein lies the challenge: to develop educators who
feel responsible and capable for CE, and who regularly
utilize multiple and diverse methods for reflecting on
their actual effectiveness.
Region 10 (Davidson, 2004) # 61
Practice what you preach, but don’t
forget to preach what you practice!
 Adults need to increase their character
education practices. They also need to “Preach
what they practice” so that the youth
experience is caught and taught.
 Making your “Truth Signs” chronically accessible
> “We only learn from our mistakes if we have the courage to
make them.”
> “Any job worth doing is worth doing well.”
> “There are no failures, just disappointments when you have
done your best.”—John Wooden
Region 10 (Davidson, 2004) # 62
The Intangibles of Best Practice
 Frequently, inadequate implementation of
character education is NOT from lack of
interest or commitment, but instead a need
for:
>
>
>
>
>
>
More time
More training
More or better curricular resources
Organizational assistance
Changes in scheduling
Etc.
Region 10 (Davidson, 2004) # 63
1-Minute Buzz Break
Q
In your grade-level groups,
work in pairs to complete the
activity, “Teachers as RoleModels Activity”
Q
Share out with the group.
Region 10 (Davidson, 2004) # 64
Principle 9
“Character education requires moral
leadership from both staff and students.”
Region 10 (Davidson, 2004) # 65
Authentic Involvement
 Character education is something we do
with students—not to them.
 Students can drive the program if they are
given the responsibility and the required
skills.
Problem-focused advisory group, discipline
committee, cross-age mentoring, etc
E.g., St. Leonard Elementary School “Kid’s
Character Committee”, Lansing Middle
school language survey, MKA honor code,
Souhegan High School student government.
Region 10 (Davidson, 2004) # 66
People resolve conflicts
without fighting, insults, or
threats.
People try to get others to
follow the rules.
5
5
4
4
3.09
3
2.37
2.50
2
1
1
8th Grade
4
5th Grade
11th Grade
5
3.85
3.05
3
2.68
4
3
2
2
1
1
5th Grade
8th Grade
3.00
8th Grade
11th Grade
When children see
someone being picked on,
they try to stop it.
People do not care if
others cheat.
5
3.04
3
2
5th Grade
3.79
11th Grade
3.43
2.78
2.55
Region 10 (Davidson, 2004) # 67
5th Grade
8th Grade
11th Grade
The Giraffe Project
Region 10 (Davidson, 2004) # 68
The Giraffe Process
 Hear The Story
Learn from the Giraffe story-bank of real
heroes and heroines
 Tell The Story
Look for giraffe’s in your community and
share their story
 Be The Story
Stick your neck out for worthy causes that
need your help
Region 10 (Davidson, 2004) # 69
Sample Giraffe Story
 As an eighth-grader, Sarah Swagart decided
it was wrong for young skateboarders to be
treated like criminals, threatened with fines
of as much as $500 and 90 days in jail.
 Not a skateboarder herself, she could see
that the kids might be annoying, but they
definitely were not criminals.
 She formed “Nobody Special,” an
organization whose mission is to get the
skateboarders a place—and to get the
community to see them as athletes, not
hoodlums.
 She got commitment from the SeaBees at
Whidbey Naval Air Station to do the
construction; businesses donated materials;
and they’re on the sidewalks raising “a mile
of money”—26,400 dollar bills.
Region 10 (Davidson, 2004) # 70
Compelling Giraffe Statistics
 The number who thought nothing could be
done to solve community problems dropped
by 55%
 The number who agreed that they should
help solve such problems went up by 27%
 Those who chose celebrities as heroes
dropped by 50%
Region 10 (Davidson, 2004) # 71
1-Minute Buzz Break
 As a grade-level group, make three
columns on a piece of scrap paper
(assign a group recorder to capture
the thoughts of the group) . In the
first column list ways that students
are currently involved in authentic
leadership for your character
education program. In the second
column list additional ways students
could be more authentically involved.
In the third column, list any betweenbuilding leadership opportunities for
your students (e.g., Middle-Elem, HSMiddle, etc.).
Region 10 (Davidson, 2004) # 72
Principle 10
“The school must recruit parents and
community members as full partners in
the character-building effort.”
Region 10 (Davidson, 2004) # 73
Parents Need Help Walking the
Performance/Moral Character Tightrope
 Developing both performance
and moral character requires
their help.
 Education is needed for both!
Region 10 (Davidson, 2004) # 74
“A lot Easier Said than Done”
 A report focusing on the difficulty of raising
children of integrity and character in
America today.
 In general, the report indicates a majority
of parents reporting they believe character
development outcomes are essential, but
also believe they are doing an inadequate job
in their own character development efforts.
Region 10 (Davidson, 2004) # 75
Region 10 (Davidson, 2004) # 76
10 Priorities from…
“The Biggest Job We’ll Ever Have”
(Laura & Malcolm Gauld 2002)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Truth over harmony
Principles over rules
Attitude over aptitude
Set high expectations and let go of outcomes
Value success and failure
Allow obstacles to become opportunities
Take hold and let go
Create a character culture
Humility to ask for and accept health
Inspiration: Job 1
Region 10 (Davidson, 2004) # 77
Principle 11
“Evaluation of character education should
assess the character of the school, the
school staff’s functioning as character
educators, & the extent to which students
manifest good character.”
Region 10 (Davidson, 2004) # 78
Reflective Practitioning in the
Character Education Cycle
 Effective character
education is a dynamic,
cyclical, ongoing, never
ending process of attempting
to create “zones of optimal
character development” that
challenge and engage.
Region 10 (Davidson, 2004) # 79
The Steps of Reflective Practice
 Brainstorm
 Organize
 Prioritize
 Plan
 Implement
 Reflect
 Begin again
Region 10 (Davidson, 2004) # 80
The Key to Effective Program
Planning and Evaluation
 We must be able to
define our constructs if
we hope to:
> Effectively reach our
educational objective
> Effectively measure our
progress
Region 10 (Davidson, 2004) # 81
The Responsive Classroom
Program Components
1. Classroom organization
>
Provides for active interest areas for students,
space for student-created displays of work and an
appropriate mix of whole class and individual
instruction
2. A morning meeting format
>
Provides children the daily opportunity to practice
greetings, conversation, sharing and problem solving
3. Rules and logical consequences
>
Generated, modeled and role-played with the
children that become the cornerstone of classroom
life.
Region 10 (Davidson, 2004) # 82
4. Academic choice time for all children
>
Provides them with the necessity of taking
control of their own learning in some
meaningful way, both individually and
cooperatively
5. Guided discovery of learning materials,
areas of the room, curriculum content and
ways of behaving
>
Moves children through a deliberate and
careful introduction to each new experience
6. Assessment and reporting to parents
>
An evolving process of mutual
communication and understanding
Region 10 (Davidson, 2004) # 83
Region 10 (Davidson, 2004) # 84
Using Data to Drive Practice
 Coaches Checklist
 School as a Caring Community Profile-II
(SCCP-II)
 Character Education Quality Standards: A
self-assessment Tool for Schools and
Districts
 Global Portraits of Social and Moral Health
 ITCSQ
Region 10 (Davidson, 2004) # 85
Sample Reflection Tools
 Journal Reflections
 Create a personal mission statement.
 Verbal feedback using a whip
> “I liked, next time we might”
 Sentence completion tests (3X5
cards)
 “One specific way I show respect is…”
 Interviews
 Teacher-student, student-student,
student-community member
 Observations
 Cafeteria, extracurriculars, bus, etc.
Region 10 (Davidson, 2004) # 86
Lansing Middle School
Focus Group
 One specific behavior that indicates a lack
of character is…
 This behavior indicates a need to develop
what value or skill…
Region 10 (Davidson, 2004) # 87
Region 10 (Davidson, 2004) # 88
The Faces of Responsibility
Region 10 (Davidson, 2004) # 89
How might your students answer the
following questions?
 When students see another student being mean,
they try to stop it.
 Students try to comfort a peer who has
experienced sadness.
 Students help new students feel accepted.
 Students help each other, even if they are not
friends.
 Students can talk to their teachers about
problems that are bothering them.
Region 10 (Davidson, 2004) # 90
4.5
4.0
3.5
Mean
3.0
17. When students see
another student being
mean, they try to stop it.
2.5
18. Students try to console
or comfort a peer who has
experienced a sadness.
2.0
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Grade level
Region 10 (Davidson, 2004) # 91
Reflective practice: a process of
constantly righting the flight
 We must constantly
bootstrap between our ideal
path and our current
reality.
 We must make in flight
corrections or risk arriving
at the wrong, or unplanned
destination—or worse.
Region 10 (Davidson, 2004) # 92
I laughed, I cried, I decided to try..
1. Following today’s discussion, write
down 1 or 2 specific things you plan to
utilize within your sphere of influence
to develop performance & moral
character.
2. Challenge yourself to begin by finding
30 total minutes per week devoted to
developing performance & moral
character (monitor by keeping a
record).
3. Challenge yourself as a professional &
ethical learning community to find 30
minutes every 2 weeks where you
share, reflect upon, & refocus your
efforts.
Region 10 (Davidson, 2004) # 93