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Schools and Parents: Raising Good Kids Together

Schools and Parents: Raising Good Kids Together. Coast Episcopal School Faculty November 2008. “Good Kids” have: Components of Moral Life. • Empathy • Conscience • Altruism • Moral Reasoning. these slides at: www.csee.org/ul/ces08s.ppt. 45-minute Plan. • no calling higher than yours

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Schools and Parents: Raising Good Kids Together

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  1. Schools and Parents: Raising Good Kids Together Coast Episcopal SchoolFaculty November 2008

  2. “Good Kids” have: Components of Moral Life • Empathy • Conscience • Altruism • Moral Reasoning

  3. these slides at: www.csee.org/ul/ces08s.ppt

  4. 45-minute Plan • no calling higher than yours • work on “character” is worth it • parent-school collaboration increases success • 5 practices for schools • practical steps for implementation • two stories and encouragement

  5. Three Key Studies • Berkowitz & Bier (2005), What Works in Character Education (33 programs) • Catalano et al. (2002), Positive Youth Development (77 programs) • Benninga et al. (2003), Relation of Character Education Implementation and Academic Achievement in Elementary Schools (681 schools)

  6. What Works in Character EducationMarvin W. Berkowitz & Melinda Bier, CEP, 2005 Findings • We can help children be kinder, more thoughtful • Effects go beyond the program goals • “there is ample evidence that character education improves academic performance” • Results last at least a few years

  7. What Works in Character EducationMarvin W. Berkowitz & Melinda Bier, CEP, 2005 Components of Good Programs • Make the agenda explicit (decide what you want) • Involvement beyond the school (families!) • Provide models (live, literary, historical) • Integrate into the curriculum • Use multi-strategy approach (peer interaction, direct teaching, professional development)

  8. What Works in Character EducationMarvin W. Berkowitz & Melinda Bier, CEP, 2005 Effective Program Strategies • Explicit agenda (preach & practice) • Provide Models and Mentors • Peer Interaction • Skill Training • Family Involvement • Direct Teaching • Integration into Curriculum • Professional Development

  9. Positive Youth DevelopmentRichard Catalano et al, 2002 • Looked at 161 programs; 77 had evaluation criteria sufficient for analysis; 25 had “important youth outcomes” • 96% of effective programs are integrated program into curriculum • Successful programs implemented more than 9 months • 60% of effective programs incorporated family component (info, training, implement at home)

  10. Character Improves Academics • Benninga et al., Relation of Character Education Implementation and Academic Achievement in Elementary Schools (2003) • 681 schools applying to be “Distinguished Schools” • sample matched with other schools • correlate with standardized test scores • …(small) positive correlations between character education and higher academic scores

  11. Character Improves Academics • Benninga et al., Three criteria characteristic of good character ed programs in elementary schools correlate with higher academic scores • ability to ensure clean & secure environment • evidence that parents & teachers modeled and promoted good character education • quality opportunities for students to contribute in meaningful ways to the school and its community

  12. Parenting Experts • Diana Baumrind, Berkeley Family Socialization Project • Marvin W. Berkowitz, Sanford N. McDonnell Professor of Character Education, UMSL • Thomas Lickona, Center for the 4th and 5th Rs (respect and responsibility), SUNY Cortland • Larry Nucci, Center for Moral Development, UIC • Marilyn Watson, National Teacher Education Project, Child Development Project

  13. Parenting StylesDiana Baumrind, Ph.D. • Unengaged • Authoritarian • Permissive • Authoritative (teaching styles, too)

  14. Parenting Styles DEMANDINGNESS high low high NURTURANCE low

  15. 1 Authoritative Styledemandingness • set high (but REALISTIC) standards • communicate the standards/expectations • expect standards to be lived up to • monitor whether standards are being met

  16. 1 Authoritative Stylenurturance • quick to respond in times of need • provide support, love, encouragement, warmth, tenderness • offer support and involvement needed to meet demands • use disciplinary situations to teach (i.e., low power assertion, physical punishment)

  17. moral reasoning fact: The level of adolescent moral reasoning is predicted positively by authoritative parenting style, negatively by permissive style (THUS: high standards, demands AND high levels of nurturance, support)

  18. Modeling • We are models; we present models • Practice AND Preach • We teach in discussing moral events and our opinions about them • We teach by inviting others in

  19. Democratic Decisions/Discussions • Show respect by bringing children into discussions in meaningful ways • Foster belongingness • Teach the skills of negotiation • Teach and demonstrate conflict resolution skills

  20. Democratic Decision Making This is where the SKILLS of character are practiced (showing others that their opinions are respected; negotiating later conflicts in life)

  21. Induction is perhaps the single most powerful parental influence on children’s moral development Marvin W. BerkowitzMcDonnell Professor of Character Education,UMSL

  22. Induction entails pointing out the child’s actions and effects, plus… explaining the reasons for parental (or teacher) behavior and its implications for the child and others

  23. why the importance of induction? • It teaches or reinforces knowledge, with feeling • it links the self and others • it stimulates understanding of reasons for picking one course of action vs another • research links induction to greater empathy more highly developed conscience higher levels of moral reasoning altruism

  24. “Good Kids”: Components of Moral Life • Empathy • Conscience • Altruism • Moral Reasoning

  25. 10 implementation steps 1. High expectations communicated 2. Expectations monitored, lived up to 3. Highly supportive school community 4. Scaffold support (developmental discipline) 5. Great staff/teacher modeling

  26. 10 implementation steps 6. Bring other models in 7. Explain reasons for good and bad 8. Discipline with others in mind 9. Invite meaningful participation 10. Teach negotiation by negotiating

  27. Practical SuggestionsExpectations • Expect partnership • Make sure this is clear at the outset • Define what partnership means

  28. Practical SuggestionsParent Training • Teach general parenting skills (setting limits, negotiating privileges, discipline) • Five practices for goodness • Train for volunteer work in school

  29. Practical SuggestionsParent Implementation of Program • Case studies, discussion questions for home • Carrying out what is learned from parent training • Parent-school compacts / contracts

  30. Practical SuggestionsParent-School Compacts/Contracts • compact for academic/behavior expectations • compact for nurturance • compact for athletic or artistic performance • compact for discipline

  31. Pick an area to work on • Individual work, group work • Marie-Claire’s school • Jim’s story

  32. Character is a set of feelings, understandings, and skills, plus the disposition to use them in the service of others

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