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Helping Our Students Become Smart and Good

Tom Lickona Center for the 4 th & 5 th Rs SUNY Cortland www.cortland.edu/character. Helping Our Students Become Smart and Good . #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.

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Helping Our Students Become Smart and Good

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  1. Tom Lickona Center for the 4th & 5th Rs SUNY Cortland www.cortland.edu/character Helping Our Students Become SmartandGood

  2. #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.

  3. THE MEASURED EFFECTIVENESS OF CHARACTER EDUCATIONAt all grade levels, students who have experienced quality character education outperform comparison groups not only on measures of social behaviorbut also on measures of academic performance.—Journal of Research in Character Education (Smart & Good, p. 211)

  4. #2 GOAL OF OUR WORKSHOP: To be an Ethical Learning Community(ELC) whose members respect, care about, and challenge each other.

  5. #3 GOAL OF OUR WORKSHOP: HAVE FUN.

  6. Housekeeping • Morning and afternoon breaks • Lunch • Bathrooms • You have permission to copy and share the handouts and the powerpoint (available from emma.tinoco@itesm.mx )

  7. Hand Signal for Quiet

  8. THE DAILY FIVE • Who has good news? (Identify a partner; shake hands and introduce yourself; share good news.) • Who would like to affirm/compliment someone else? • What is something in the past 24 hours that you are thankful for? (share with a different partner) • Laughter (rotate bringing in a joke) • Change seats; get to know your new neighbor. • —Hal Urban

  9. Who is a hero for you? Why? • How has that person influenced your character?

  10. Why do we teach?

  11. 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

  12. 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

  13. We are in the business of changing lives.We change lives by changing character.

  14. What is the Smart & Good Schoolsvision of character education?

  15. TWO GREAT GOALS:SMART AND GOOD

  16. To become a person of character is to become the best person we can be.

  17. Character has two major parts: performance character and moral character.

  18. Moral/Ethical Character • Respect • Responsibility to others • Love (Compassion) • Humility • Integrity (Honor) • Justice • Moral courage • Performance Character • Commitment to continuous improvement • Goal setting • Work ethic • Determination • Self-confidence • Passion • Pride

  19. Performance Character:Doing Our Best

  20. WHAT’S THE DIFFERENCE? • Performance is the outcome (the grade, the honor or award, the achievement). • Performance characterconsists of those qualities needed to pursue ourpersonal best—whether the outcome is realized or not.

  21. 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

  22. 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.

  23. 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.

  24. 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

  25. Performance character and moral character, are defined in terms of 8 Strengths of Character (developmental outcomes) (S & G, p. 23)

  26. 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.

  27. Character educationis the process of developing performance character, moral character, and the 8 Strengths of Characterwithin an Ethical Learning Community (ELC).

  28. 4 Keys to Developing Performance Character and Moral Character • A community that supports and challenges. • Self-study • Other-study • Public performance or presentation

  29. 4 KEYS Activity:Developing Performance Character & Moral Character:16 Strategies

  30. Directions: 4 Keys Activity • Individually, read the sample practices under each of the 4 KEYS (S & G, p. 29-30, 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).

  31. 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.

  32. TheCOMPREHENSIVE APPROACH TO CHARACTER EDUCATION(Educatng for Character) develops the Ethical Learning Community through intentional use of 12 aspects of school life.(see Wheel)

  33. THE TEACHER AS CAREGIVER • Develop and regularly renew a positive relationship with every student. (Smart & Good, p. 119)

  34. THE DAILY HANDSHAKE

  35. 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.

  36. 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.

  37. What are students saying? • They feel cared about when teachers treat them with respect. • They feel cared about when teachers teach well.

  38. In effective teaching, excellence and ethics are integrated.

  39. Building Our Relationship with StudentsThe story of Gloria Shields, 9th-grade English teacher

  40. ”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.”

  41. ATTITUDE BOX”If you’re going to do your best work in here, you don’t want to come in with an ‘attitude.’”

  42. 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.)

  43. A GOOD TEACHER-STUDENT RELATIONSHIP: • Helps students feel loved & capable. • Motivates them to do their best. • Facilitates teacher-student communication about problems. • Makes the student receptive to the teacher’s expectations and example.

  44. The most important lesson in the character curriculum is the character of the teacher.

  45. 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).

  46. Foster Positive Peer Relations. (Smart & Good, p. 120)

  47. The school’s most powerful moral influence is the way people treat each other. —Dr. Marvin Berkowitz, psychologist

  48. 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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