integration of character education in curriculum material

THE IMPORTANT ROLE OF INTEGRATION CHARACTER EDUCATION

IN SURRICULUM MATERIAL DEVELOPMENTSENIOR HIGH SCHOOL

OLEH H .S A R T O N O

Pembina TK I IV/bNIP. 196012311986011055

Character education is an umbrella term loosely used to

describe the teaching of children in a manner that will help them

develop variously as moral, civic, good, mannered, behaved,

non-bullying, healthy, critical, successful, traditional, compliant

and/ or socially acceptable beings

Concepts that now and in the past have fallen under this term include social and

emotional learning, moral reasoning/cognitive development, life skills

education, health education, violence prevention, critical thinking, ethical

reasoning, and conflict resolution and mediation. Many of these are now

considered failed programs i.e., "religious education", "moral education", "values

clarification"

Character education treats various aspects of moral

education, civic education, and character development. Its multi-faceted composition makes character education a difficult concept to address in

schools. Each component provides a slightly different slant on what is important, and what should be taught.

Moral education addresses ethical dimensions of the individual and society and examines how standards of

right and wrong are developed. Ancient

philosophies and religions provide the foundations for

moral discussions and ethical considerations about

restoration of virtues to the schools (McClellan 1992)

Civic education provides opportunities for active involvement in the democratic

processes of the school and community. A knowledge base includes principles and values

of democracy from which students examine their civil rights and responsibilities and

participate in the local community for the public good. Civic dispositions, characteristics

of the good citizen in a democracy, are examined and emphasized in both classroom-based lessons and extra-curricular activities.

Terminology"Character" is one of

those overarching concepts that is the subject of disciplines from philosophy to

theology, from psychology to

sociology – with many competing and

conflicting theories.

http://en.wikipedia.org/wiki/Philosophy

http://en.wikipedia.org/wiki/Theology

http://en.wikipedia.org/wiki/Psychology

http://en.wikipedia.org/wiki/Sociology

Character as it relates to character education is most often used to

refer to how 'good' a person is - in other words, a person who exhibits

personal qualities which fit with those considered desirable by a

society might be considered to have good character and developing such personal qualities is often then seen

as a purpose of education

the various proponents of

character education are far from

agreement as to what "good" is or what

qualities are desirable to develop.

Compounding this problem is that there

is no scientific definition of character.

http://en.wikipedia.org/wiki/Scientific

Because such a concept blends personality and behavioral components, scientists have

long since abandoned use of the term "character" and, instead, use the term

psychological motivators to measure the behavioral predispositions of individuals.

With no clinically defined meaning, there is virtually no way to measure if an individual

has a deficit of character, or if a school program can improve it.

http://en.wikipedia.org/wiki/Personality_psychology

http://en.wikipedia.org/wiki/Behavioral

The various terms in the lists of values proposed by

character education programs - even those which some

programs hold in common - share the same problem of having vague definitions

making need and effectiveness equally

problematic to measure

The values Character in school programsThere is no common practice in schools in relation to the formation of students'

character or values education. This is partly due to the many competing

programs and the lack of standards in character education, but also because of

how and by whom the programs are executed.

Programs are generally of four varieties cheerleading, praise and reward, define and drill,

and forced formality. They may be used alone or in

combination

1) Cheerleading involves multicolored posters, banners, and bulletin boards featuring a value or virtue of the month; lively morning

public-address announcements; occasional motivational assemblies;

and possibly a high-profile event such as a fund-raiser for a good

cause.

2) Praise-and-reward approach seeks to make virtue into habit using "positive

reinforcement". Elements include "catching students being good" and

praising them or giving them chits that can be exchanged for privileges or

prizes. In this approach, all too often, the real significance of the students'

actions is lost, as the reward or award becomes the primary focus.

3) Define-and-drill calls on students to memorize a

list of values and the definition of each. Students' simple memorization of

definitions seems to be equated with their

development of the far more complex capacity for making moral decisions.

4) Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e.,

walking in lines, arms at one's sides), or formal

forms of address ("yes sir," "no ma'am"), or other procedures deemed to

promote order or respect of adults.

"These four approaches aim for quick behavioral

results, rather than helping students better

understand and commit to the values that are core to

our society, or helping them develop the skills for putting those values into action in life's complex

situations."

Character development is a holistic approach that connects the moral

dimension of education to the social and civic realms of students' lives. Basic

attitudes and values of the society are identified and reinforced in the school and community. Those who say schools do not

reinforce social values have failed to examine the underpinnings of the

educational system and its expectations (Ryan 1996, 75).

. Education is value-laden, as the society determines

what will or will not be modeled. Morals are

"caught, not taught," and "classroom life is saturated

with moral meaning that shapes students' character and moral development"

(Ryan 1996, 75).

In character education, the school community identifies the core values of the school and works to teach and reinforce those shared values within

the students' lives. Consensus must be reached to develop the shared vision

of what character traits should be fostered (Haynes 1994).

Character education is often introduced into the classroom through the study of heroes and

heroines. Students examine the character traits personified in the heroes and heroines. Yet such study is only one part of the whole of character

education when it is infused into the school community's ethos. "To become grounded in

basic values, students must see good examples in all aspects of school life and be taken

seriously" (Black 1996, 29).

CONCLUSION Character education has long been a part of the

educational scene, but interest in it is reemerging in light of apparent increases in disaffected

students in school, school violence, voter apathy, declining test scores, and disinterest in community involvement. Character education integrated into

the school community is a strategy to help re-engage our students, deal with conflict, keep

students on task in the learning environment, and reinvest the community with active participation

by citizens in political and civic life.

www.themegallery.com

Fairness Trustworthiness

Respect

The Six Pillars of Character

Caring Citizenship

Responsibility

“I trust you.”We all want to hear those words from parents,teachers, friends and employers. How do you get people to trust you? Ethical people, good people, earn trust by demonstrating honesty, integrity, promise keeping and loyalty.

Honesty is an essential quality in people of good character.We admire and respect honest people. There are two forms of honesty: honesty in communication and honesty in conduct.Honesty in communication requires truthfulness, sincerity and candor. Honesty in conduct means being honest in everything you do.

TRUSTWORTHINESSDEFINITION

Don’t try to gain anything through cheating stealing, trickery, deceit or any form of dishonesty.Integrity means walking your talk, matching how you live to what you believe and say. Integrity requires us to treat our beliefs about right and wrong as ground rules for our actions and decisions.

It requires us to make decisions that match our ethical values.There are two aspects of integrity: principle and moral courage. A principled person puts ethical values before convenience or self and makes words match actions. People with moral courage do what is right, even when they have to give up more than they want to give up, or more than they feel is fair.

TRUSTWORTHINESSDEFINITION

1. Demonstrate a spirit of loyalty to the school as an institution. Practice honesty with your administrators, faculty, the office staff, counselors, parents, and, those you teach daily.

2. Begin your day using the ethical atmosphere of trustworthiness in all you say, painting thoughts with words like loyalty and reliability.

3. Be honest in your conduct and words speaking only that which you intend to do, or promises you know are within your ability to keep. If circumstances change which are beyond your control extend to the staff, students, parents, and to all involved an ethical explanation. Refrain from excuses and blaming others. Apology is the fruit of earnestness in the trust value

TRUSTWORTHINESSCreating the Climate

4. Be consistently honest in your words and actions. Speak only truth that is in line with honesty. In assisting people who will make decisions be open and honest. Don’t deceive with "word playing". Be up front and give truthful information that make for the wisest decisions. Put who you claim to be into the words you speak.

5. Walk the ethical walk. Talk the ethical talk. Be behaviorally in line with your ethical walk and talk .

6. Establish in your classroom the rules and school policies, which demonstrate honesty, promise-keeping, loyalty, and integrity.


7. Display character visibly in your teaching area. Have definitions and illustrations of trustworthiness, honesty, promise-keeping, loyalty, and integrity as reminders of classroom ethical behavior.

8. Compliment your students, not for specific things they do, but for their character. Point out that the things they do are an extension of inner qualities.

9. Have audible praise for students you see demonstrating character in the classroom. When possible give them tangible incentives.


10. Help students stay sensitive to character qualities by inviting them to recite, describe, or demonstrate trustworthy behavior in business, church, or community activities. Naming specific people should be encouraged.

11. Bring a "newsworthy" person to the classroom who can be questioned by the students as to why they choose to behave in a trustworthy manner.


RESPECTDEFINITION

“R-E-S-P-E-C-T!” Aretha Franklin’s song is timeless! So is the fundamental wish for, and right to, autonomy (being an independent individual), self-determination (freedom to make decisions appropriate for our maturity level), privacy and dignity.Ethical people are respectful to others. Even if they dislike or disagree with someone, they treat him or her with courtesy, civility and dignity; they are tolerant and honor everyone’s right to autonomy and privacy.

RESPECTCreating the Climate

1. Be careful to have it understood by all that this word primarily has to do with the worth of people!

2. That respectfulness of people focuses on honoring the worth and dignity of all individuals.

3. That it is demonstrated by showing politeness to parents, school officials, teachers, custodians, cafeteria workers, secretaries, and staff.


4. Celebrate the uniqueness of individuals in your school, and discuss the theme of "strength through differences." Demonstrate how your class is stronger due to these differences. That this is a uniqueness in America’s existence; that it is a cross cultural nation.

5. Have the students 1] define respect, dignity, privacy, courtesy, individuality, and uniqueness, 2] research historical people who demonstrated these qualities, 3] display their particular ethical feature with classroom decorations of such.


6. Develop classroom guidelines for character procedures while in class. This should include classroom manners and behaviors, which create a special, small, classroom size community thus helping maintain dignity and demonstrating appreciation for the individuality of others.

7. Students should be encouraged to bring and share articles in the press at large, which demonstrate the classroom ethic of civility, courtesy, decency, autonomy, tolerance, and acceptance.

RESPONSIBILITYCreating the Climate

1. Bring awareness to the fact that responsibility makes demands on us all. Are there responsible people who don’t meet the expectation of standards, laws, and mores?

2. Are we accountable for what we do and what we are? Describe such a person without using the word "responsible".

3. Be responsible yourself! Determine to be accountable for your words and actions. Determine not to make excuses but hold to the line of truth inwardly and outwardly.


4. Be punctual. When you are kept waiting for an appointment, how does it make you feel? Is the late person more important than the person who is on time? How does this relate to one’s perception of self worth?

5. Responsibility means pursuing excellence in all you do.

6. Should one do more than is expected in a given circumstance? On what basis would one do more?


7. If I as a responsible person have the freedom to make choices, does that mean I am answerable for the choices I make?

8. How does the principle of responsibility play into choosing to honor or degrade the principles that give life meaning and purpose? Explain fully!

9. Can self-restraint have any place in the picture of a responsible person?


10. If a person is responsible for self will he/she be accountable, diligent, and committed to continuous self-improvement as a person?

11. Develop classroom rules, which, if followed, will demonstrate responsibility.

12. Decorate the room inside and out with character words, which best support, the concept of being responsible. (Accountability, self-control, excellence, punctuality.)


13. Have the class call out responsibilities they think necessary in acquiring an orderly classroom-society. Write them on the board. Transfer them to index cards. Shuffle them. Let each student pick a card and carry out the assignment for the week. Hold them to it!

14. Have a medallion painted or covered with gold tinsel. [Like an Olympic gold medal] Make a presentation to the student who best fits the responsibility value. Then, have that person present the medal to the one he sees as most responsible that week in the classroom community. [This teaches fairness and caring too].

15, Recognize self-control in a student. Commend students for pursuit of excellence, doing their part, punctuality, or, doing more than is required. [Walking the second mile]

FAIRNESSCreating the Climate

1. Have an open intimate talk about fairness and how it relates to the worth of an individual.

2. Make sure they understand the definition of the word, particularly as it relates to equality, impartiality, openness, and due process.

3. Divide an apple dividing it unequally in size. Offer it to two people. Ask them if it represents fairness. Ask the one who received the smaller piece how it made them feel emotionally, and, with reference to personal dignity, to be treated this way.


4. Then, create two sides each representing a particular tribe or nation. Play the role that they have had their land restored, but one area is larger than the other. Relate it to former Yugoslavia.

5. Have the students, under the guidance of the teachers, establish guidelines they all agree to representing fairness. Ask that they record the numerous times fairness has entered the picture in particular school matters. Discuss these at the end of the week.


6. Use these guidelines the following week in reference to showing fairness towards the principal, staff, teachers, and office workers.

7. Decorate the room inside and out with definitions of fairness displaying art concepts depicting equity, standards, rules, and an appropriate measure.

8. Have the class create sayings about fairness. Publish them.

9. Create dilemmas among children 1st to 5th grade and ask older children how they would settle the matter fairly.


10. Create a standard in a given discipline, say sports. Expect all to reach the same standard. Discuss what it would be in reference to fairness to expect all to perform outside their personal ability. Have them demonstrate through playing a musical instrument.

11. How does fairness relate to social differences in people? Explain and illustrate through current newspaper articles.

12. Develop a standard. Give everyone the same opportunity to reach the standard. Reward everyone equally who attains his or her respective standard.

13. What of social-economic inequality that is in the world? How does it relate to fairness? If a man wears a white cloth in India does it mean that he is poor? Am I better because I wear a double-breasted suit? How does the principle of fairness relate to this?

CARINGCreating the Climate

1. The caring value is the very heart of ethics. This principle very much involves people. Thus, be caring to students, faculty, parents, custodians, and cafeteria staff.

2. Demonstrate that people become mere instruments when people consider themselves ethical and yet don’t treat other people with respect.

3. If one is not caring of another, will it ever effect their honesty, loyalty, fairness, and respectfulness towards the other person?


4. If you are caring towards other people do you have an emotional response towards their failures and successes?

5. Should we care for the environment, and, if so, demonstrate the results both for and against.

6. Select caring characters from literature. List their relationships to others.

7. Rewrite the story of Scrooge by Dickens, making him out to be a wonderful caring person, and develop it into a skit.


8. Plan a project week. Zero in on older citizens and demonstrate as a class that you care. Interview the ones you helped listing all the positive responses to the principle of caring.

9. Decorate the room inside and out with words related to caring: kindness, love, concern, warmth, friendliness, caregiver, nurture, charity, support, encouragement, give, and provide.

10. Encourage students to recognize and acknowledge the attitude of caring in one another and also in community people

CITIZENSHIPCreating the Climate

1. Citizenship has to do with how we behave in a community.

2. Students should understand the definition of citizenship. That it involves more than waving a flag, singing God bless America, and wearing patriotic tee shirts.

3. Prepare rulers for the entire classroom society to follow and have all agree to follow them explicitly, or, be prepared to explain otherwise.

4. Create a list of responsibilities as seen by all for the class room society to work. Have each one draw a particular responsibility. In three days have them explain the privilege they felt from carrying out the assignment

CITIZENSHIPCreating the Climate

5. Select a citizenship emphasis month.6. Create posters to be displayed inside and

outside the classroom defining such words as: rights, obligation, duty, pride, selflessness, heritage, law, government, etc.

7. Decorate the room with your community heritage. Have older citizens bring artifacts depicting pride in the community.

Ten Activities to Improve Students' Self Concepts

1. The InterviewThis is a great beginning-of-the-year activity. I have students break into dyads. Each is paired with someone he does not already know well.

Allowing five minutes per interview, the students interview each other. Then standing behind the person he has just interviewed, his hands on that person's shoulders, each child

tells what he has learned about the other, introducing him to the class.


2. The JournalAs a journal entry each student might write a

poem, describe a dream, or share something he is pleased about or unhappy about. It is the student's journal; I read an entry only if the

student says I may. However, I do check regularly to ensure that there are at least three

dated entries per week.

Ten Activities to Improve Students' Self Concepts3. Designing Self-Collages

Using pictures, words, or symbols clipped from magazines that represent things they enjoy doing or own, places they've been, people

they admire, or careers they desire, my students create a collage. They place their names on the back, and I post the collages around the room. I have the other students guess which collage belongs to whom and

state why they made that guess.


4. Ranking TraitsI ask students to rip a piece of paper into ten strips. On

each they write a word or phrase that describes themselves. I assure students that no one will see

what they have written, so a student can be extremely honest. Then the student arranges the traits in order

from what he most likes about himself to what he least likes. When done, I say, "Do you like what you see? Do you want to keep it? Now give up one trait. How does the lack of that affect you? Now give up

another. Give up three.


4. Ranking TraitsNow what kind of person are you?" After giving up six of the qualities, I have students regain the traits

one by one. Frequently I see great tension as students decide which traits they will give up. I hear comments about how incomplete the student feels

without those traits, and I see great relief, and a new understanding of the importance of those traits, as they are regained. After the session, I have students write in their journals what they kept and what they

learned about themselves from the experience.


5. Accentuate the PositiveBreaking the class into groups of four to six, my

students focus on one member at a time. I have all the students in the group tell all the positive things they

can about that person. I encourage compliments that focus on behavior rather than something that cannot be altered or developed like a physical characteristic. No put downs are allowed. Every comment must be positive. One student acts as the recorder. This list is

then given to the person for his journal


6. ThumbprintsI have each student place his thumb on an

inkpad and make a thumb print. Beforehand I photocopy the five general fingerprint patterns

shown in the encyclopedia, so students can identify their type of print. I discuss the fact that each fingerprint is special because it is

totally unique. Then each student creates an animal using the thumbprint as the body. The

students place this in their journals.


7. Create a "Me" CommercialI have each student write a two- to three-minute television commercial. The topic is

why someone should hire him. The commercial depicts the student's special qualities. After they work on these, the

students present their commercials in front of the class. Another variation is for a group of five to create a commercial for each one and

then present this in front of the class.


8. Shared LearningAt the end of each quarter, after each student rereads his journal, the class sits in a circle and each student shares one thing he has

learned about himself so far this year.


9. Write Yourself a LetterAt the end of the school year, I have students write themselves a letter. I tell them that no one but they

will read this letter so they can say anything they want in it. However, a part of that letter might include who

their friends are, their current height and weight, favorite movies and music, and special things both

good and bad that occurred during the year. I encourage my students to also include a current

picture. On another sheet of paper or the back of that sheet I ask my students to write ten goals they would

like to accomplish by this time next year.


9. Write Yourself a LetterStudents seal this letter in an envelope, self-address it, and give it to me. In a year I mail the letters back to the students. (The directions are slightly different for my eighth-graders. I ask them to write ten goals

they would like to accomplish by the end of the next four years. They seal these, self-address them, and give them to me. I mail those letters back to them

when they are seniors in high school and once again ready to leave a school.)


10. Drawing Self PortraitsUsing a small mirror, students draw themselves. My students use black or colored pencils, but any medium could be used.

The picture does not have to be exact, but it should be representative of that student. These portraits also go into the

journals. An optional variation is to divide the shape for the face down the center lengthwise. Half the face can be a

depiction of how the student sees himself, and the other how he thinks others see him. This is accompanied by a journal

entry that describes how the student sees himself versus how he thinks others see him


A student enters school as a unique individual, molded by genes, environment, and a certain spark within

him/herself. An increased awareness of how special that unique spark really makes him/her helps that

student retain that quality. My goal as a teacher is not to produce cookie-cutter children but to nourish each

student's individual soul. As an ancient Chinese proverb says:

I hear and I forgetI see and I rememberI do and I understand

Are You a Trustworthy Person?(Take this self-evaluation and decide for yourself.)

True False

I keep my promises; I am a person of my word.

I am reliable; I follow through on commitments.

I am honest

I keep secrets; I never betray a confidence or a trust.

I have integrity; I don't cave in to temptation.

I am loyal when loyalty is appropriate.

I think I am/am not a trustworthy person because: ___________________

DISCUSSION QUESTIONS 1. How do you know when you can trust

someone?2. Some adults say that your generation cannot

be trusted, that you've lost the values from past generations. Do you agree, or disagree?

3. Is it a good idea to risk losing your parents' trust for temporary pleasure? "So what if you're in trouble for a little while?" Do you agree or disagree with position?

DISCUSSION QUESTIONS 4. How important is trust in your relationships with friends and

family? How would these relationships be affected if you found out someone was lying to you?

5. Once trust has been broken, what can you do to get it back? Have you ever lost someone's trust? Has someone lost your trust? Explain.

6. If your friends were here right now, would they say you were trustworthy? What would your parents say? Are you more trustworthy with your friends or with your parents? Do you think your parents should trust you automatically? Why or why not?

DISCUSSION QUESTIONS 7. The kids in the video identified several aspects of

trustworthiness. What were they? Do you agree with them? Can you add any? What does trustworthiness mean to you?

8. If you want someone to trust you, who has most of the responsibility— you or the other person? Why?

9. Dr. Mike said that your trustworthiness may be questioned but your choices will never lie. What does that mean? Do you agree?

DISCUSSION QUESTIONS 10. As a general policy, should we start off

trusting people and only stop trusting if they prove that they're not worthy? Or should we be cautious and not trust them until they prove themselves worthy? What are the advantages and disadvantages of each position?

11. How did you feel? What did you learn from it?12. "Trust is the basis for every relationship." Do

you think that's true? Explain

DISCUSSION QUESTIONS 13. Your willingness to trust another person is

important if you want that person to trust you. Do you agree? Explain.

14. Why did the Peer Resource Program at Rosa’s school use a ropes course to train peer counselors?

15. What does being trustworthy have to do with the quality of your character?

16. What are the benefits of being a trustworthy person? How do you benefit from the trustworthiness of others?

17. Did the video present any ideas you disagree with?

WRITING ASSIGNMENTS1. Are you a trustworthy person? In what

ways are you trustworthy? In what ways are you, perhaps, not so trustworthy? What could you do to improve?

2. Write an essay describing what this society might be like if nobody were trustworthy, if suspicion, dishonesty, and betrayal were the norm, if nobody could be counted on to keep commitments.

WRITING ASSIGNMENTS3. Write about someone you trust. Why do you trust

that person? How important is that trust to you? How do you reciprocate?

4. If your school doesn't have a peer counseling program, find out what peer counselors do, and then write an essay or an editorial for your school newspaper advocating that your school start such a program. If your school does have a peer counseling program, write a short article describing the program and its benefits to the school community.

WRITING ASSIGNMENTS5. Keep a journal for a month that focuses on

your relationships with your friends and family in the area of trustworthiness. If there are things that displease you, develop some ideas for improving the situation.

6. Write about a time you lost somebody’s trust or somebody lost your trust. Was this trust ever regained? How? What did you learn from the experience?

What Does Character Education Look Like?This is a highly controversial issue, and

depends largely on your desired outcome. Many people believe that simply getting kids

to do what they’re told is character education. This idea often leads to an

imposed set of rules and a system of rewards and punishments that produce temporary

and limited behavioral changes, but they do little or nothing to affect the underlying

character of the children.

What Does Character Education Look Like?

There are others who argue that our aim should be to develop independent thinkers who are committed to moral principals in

their lives, and who are likely to do the right thing even under challenging circumstances.

That requires a somewhat different approach,

The Holistic Approach“Effective character education is not adding a

program or set of programs to a school. Rather it is a transformation of the culture and life of the school.”

Popular wisdom holds that the best way to implement character education is through a holistic

approach that integrates character development into every aspect of school life. This approach is also known as whole school reform, and it’s a biggie.

Here are some of the distinguishing features of the holistic model:

1. Everything in the school is organized around the development of relationships between and among

students, staff, and community.2. The school is a caring community of learners in which

there is a palpable bond connecting the students, the staff, and the school. (see Build a Caring Community,

below) 3. Social and emotional learning is emphasized as

much as academic learning.4. Cooperation and collaboration among students are

emphasized over competition

The Holistic Approach

5. Values such as fairness, respect, and honesty are part of everyday lessons in and out of the classroom.6. Students are given ample opportunities to practice

moral behavior through activities such as service learning (see below).

7. Discipline and classroom management concentrate on problem-solving rather than rewards and

punishments.8. The old model of the teacher-centered classroom is abandoned in favor of democratic classrooms where teachers and students hold class meetings to build

unity, establish norms, and solve problems.

The Holistic Approach

The Smorgasbord ApproachTo accomplish such a lofty goal, students will need

to play an active role in shaping the culture and environment of the classroom, as well as of the

school at large. Here are some ways to make that happen.

1. Hold class meetings in which students establish group goals, decide on rules of conduct, plan

activities, and solve problems.2. Have your students collaborate on academic tasks

by working in cooperative learning groups. Give them regular opportunities to plan and reflect on

the ways they work together.

The Smorgasbord Approach3. Organize a Buddies program in which younger and older students get together to work one-on-one on

academic tasks and other kinds of activities.4. Teach conflict resolution and other social skills so that students become skilled at resolving conflicts

fairly and peacefully.These strategies help students learn to

establish and maintain positive relationships with others. They also turn the school into a laboratory where students practice the kinds of roles, and cope with the kinds of challenges, they will face in later life

• The curriculum we are currently teaching is undoubtedly filled with opportunities to engage our students in thinking about

character and values. • For instance, when studying a novel, why not

have the students scrutinize the character of the characters?

Teach Values Through the Curriculum

• In the novel dilemma was whether it was right or wrong to help a runaway slave

escape from his “rightful owner.” Why not ask: What kind of a person was? What were his/her strengths and weaknesses? How did his/her dilemma? What do you think of his choices? What things do you admire about him/her and why? What things bother you

about him/her and why?


• What do you think you would have done if you were in his/her shoes? What do your responses say about you? Have you ever had to deal with a

very difficult conflict in your life? • In history classes students should not only learn

what happened, they should be given an opportunity to make ethical judgments about it.

After all, history isn't just a timeline of events; it’s about people making choices that affected other

people.


Class Discussions“The best forms of character education

also involve students in honest, thoughtful discussion and reflection regarding the moral implications of

what they see around them, what they are told, and what they personally do

and experience.”


Class Discussions• 1. Students love to engage in conversation if they feel secure

and have the sense that other kids will respect their views. • 2. Virtually anyone can learn to facilitate a successful

classroom discussion, but teachers need to learn some techniques and practice them with their students.

• 3. These techniques work especially well for character education and teaching ethical choices (our area of

experience), but they are also marvelous for teaching the humanities, social science, and literature.


• We spend at least as much time planning the discussion as we do in conducting the discussion

itself. The launch is the most important part of the entire process. If a teacher launches a discussion

properly, students will jump on-board immediately. Almost any topic can be made exciting to the students if the teacher chooses a hot button starting point. 1 The best launch is a thought-

provoking question, such as a hypothetical, or a question that asks "do you agree or disagree with

the following statement."

OUR METHOD: 1. BEFORE THE DISCUSSION

• A provocative opening question can trigger a spirited and highly productive interchange. A dry, uninspiring question can reduce the whole thing to a boring, academic exercise. You can tell a good question by the results it produces. A

good question makes the kids really, really want to answer it. It grabs them emotionally as well as intellectually. It is

challenging and often even fun. It stimulates critical thinking while promoting cross-talk, or debate between the students. Above all, it hits the nail on the head with regard to content. In the end the line of questioning may be disarmingly simple,

but it prods the kids into thinking very deeply and critically about the topic.


• We have discovered some questions that almost always produce dividends. If the

student takes a personal stand, a good thing to do is ask, "How does that choice make you feel about yourself?" or "What would

you think of a character in a movie who made the same choice?" Other golden

questions include "What would be the right thing to do?" and "Why or why not?"


• Armed with our line of questioning, we are ready to face the students. Before

introducing the main topic, we always warm up the students with what we call "party

game" questions. These are fun situations in which kids can express themselves without

having to think really hard. The party game is usually on a topic somewhat related to the

central issue.

OUR METHOD: 2. DURING THE DISCUSSION

• In converting the techniques we learned in the production of our videos to classroom use, we

want to mention one additional thing that we see as necessary for the completion of the learning

process. classroom projects and activities. To insure that the students derive the most from the

classroom discussion, the teacher will need to have some challenging follow-up projects, including

writing assignments and organized group activities. These will reinforce the key learning objectives

while making the discussion memorable for a long time to come.

3. AFTER THE DISCUSSIONCLASSROOM ACTIVITIES

• Spirited classroom discussions are valuable for encouraging critical thinking. They promote articulate speech and

respectful, active listening. They also can be a lot of fun, even for kids who are not usually at ease speaking in a group. When

students participate in a real discussion, in which they formulate their thoughts on a topic, express their personal

judgments, and are respected for their opinions by the other participants, then real learning takes place. In these kinds of

discussions people have a more memorable experience. Moreover, group discussions serve as a learning lab for

democratic principals that really pay off later in life when, the students participate in the society at large. Therefore, the

entire process is good for the students and for the society as a whole.

CONCLUSION

THANKS