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Character Education 2003-2004 East Palo Alto Charter School

Character Education 2003-2004 East Palo Alto Charter School. Everyone thinks of changing the world, but no one thinks of changing himself. --Leo Tolstoy Written and compiled by Kim Alvarez. 650-497-5745 WellWrit@aol.com. Introductions.

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Character Education 2003-2004 East Palo Alto Charter School

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  1. Character Education 2003-2004East Palo Alto Charter School Everyone thinks of changing the world, but no one thinks of changing himself. --Leo Tolstoy Written and compiled by Kim Alvarez 650-497-5745 WellWrit@aol.com

  2. Introductions Introduce yourself and answer the following question. What do you wish someone had told you when you were twelve years old that you had to find out on your own?

  3. Name Tag Game

  4. What is the purpose of this program? Sow an action, and you reap a habit. Sow a habit, and you reap a character. Sow a character, and you reap a destiny. --Anonymous

  5. The Five Principles Unique Potential Conscience Truth Integrity Team

  6. Unique Potential • Each of us is gifted with a unique potential and destiny is our goal. No one is able to fulfill our unique roles. By culminating all our talents and experiences, we will follow a personal path unique to each of us. It is our duty to seek and find this potential and then diligently pursue it.

  7. Conscience • Conscience is our path. We know what is right and wrong. We need to respect that knowledge and live by what we value to be right by having the courage to continually apply these ideals.

  8. Truth • Truth is our primary guide. Honesty is essential to good character. • Truth in our words • Truth in our actions • The demand and expectation of truth in others

  9. Integrity • Integrity is our pillar. As long as we are truly acting in a way that is not in conflict with our true selves, good character is inevitable. No matter what the test, we will not compromise our values. We become more responsible. We become more honest. We are both humble and prideful and understand the balance.

  10. Team • Others help us achieve our best just as we help others achieve theirs. We must be sure that the people surrounding us are helping us reach our unique potential and that we are doing the same for them. Our community must be supportive of us just as we support it.

  11. Action-Reflection • The Action-Reflection process is a thinking process meant to break stagnant behavior and establish new habits that are in compliance with our path toward unique potential. Personal growth only happens with a risk followed by evaluation. It is through conscious choice that we grow toward our goals.

  12. The Stagnant Cycle of Habit Behavior Consequence

  13. The Action-Reflection Cycle for Growth NewHabit Reflection New/Revised Action Reflection Action

  14. The Three Questions These three questions are meant to help students think about the habit cycles that they are in and how to break them in order to reach their goals while ultimately connecting with the path of unique potential. Who am I? Where am I going with my life? How will I get there?

  15. Break for 5 minutes

  16. Foot Races

  17. Attitude ! What is the difference between attitude and behavior? Behavior is the demonstration or expression of attitude.

  18. Types of Attitudes Good Attitude Underground Bad Attitude Overt Bad Attitude

  19. The EEMO Scale Excellence I get it! I will go above and beyond what is expected to pursue my destiny. Effort I almost get it most of the time. If I have to do this, I might as well do it well. I am striving to internalize and express the Five Principles. Motions I don’t understand it, but I move the body and the mind will follow. Off Track I don’t want to get it. I am stuck in the habit cycle an nowhere near the Five Principles.

  20. Journal Questions Evaluate your attitude toward the Foot Race using the EEMO Scale (page 11). Why did you give yourself this score? What type of attitude did you display during the race? How well did you demonstrate the principle of Team? What could you do to improve your attitude toward the activity if we were to hold the races again in an hour?

  21. Function of the Round Table The Round Table group is composed of 10-15 students and a volunteer facilitator. It is here that we are able to develop a intimate circle of peers to experiment with the Action-Reflection cycle. It is a safe place to take risks and to begin a truly honest dialogue with others about ourselves. Through these meetings, we learn the most about the Five Principles and good character.

  22. Format of the Round Table • Read the Conduct Guidelines • Clear the Decks • New Risk/Challenge • Journaling • Reflection/Feedback • Action Steps (when appropriate) • Closing

  23. RoundTable Conduct Guidelines 1. Confidentiality: everything that is said here, stays here. Sometimes a staff member must break this confidentiality in order to intervene on behalf of a student’s safety. 2. Respect the speaker: no side conversations or distractions. 3. Get honest: we will only grow if we are honest with ourselves and all who are in our lives. 4. Do not respond to feedback except to clarify facts: if the shoe fits, wear it; if not, throw it away. 5. No advising, blaming, defending, explaining or protecting. 6. We each have a personal obligation to make this group work: we will actively participate.

  24. Break for 5 minutes

  25. Concern Meetings The Concern Meeting is held to help one person who is seriously struggling with something either personal, social, academic or communal. Typically, the Round Table group helps identify the factors inhibiting the individual’s attitude and unique potential and then establishes a plan of action for improvement.

  26. Format of Concern Meetings • Read Conduct Guidelines • Clear the Decks • Facilitator Outlines Concerns • Group feedback/input on concerns--not a time to gang up! • Person responds observing guideline #5 • Group, as a whole, makes 5 Action Steps • Person chooses a someone to be accountable.

  27. Peer Evaluations • Students will be evaluated by their peers every quarter. • This evaluation is based on the EEMO scale and adherence to the Five Principles. • Students will complete the Peer Evaluation Form (page 37) privately. • Students will then come together to discuss the evaluations in Round Table groups.

  28. Wilderness Retreat August 12-13, 2003 The entire middle school goes on retreat in the Santa Cruz mountains to intensely learn about the Character Education program by using the Action-Reflection Cycle. This is also when the foundation of trust in the Round Table group is established. Presentation Center 19480 Bear Creek Road Los Gatos, CA 95033-9519 (408) 354-2346 prescenter.org

  29. Character Education 2003-2004East Palo Alto Charter School Everyone thinks of changing the world, but no one thinks of changing himself. --Leo Tolstoy Written and compiled by Kim Alvarez 650-497-5745 WellWrit@aol.com

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