1. Region 10 (Davidson, 2004) # 1 Using the 11 Principles of Effective Character Education to Start, Strengthen, & Assess Your Program Adapted with permission by Jim Carroll from a presentation by: Matthew L. Davidson, Ph.D Research Director Center for the 4 th & 5 th Rs (Respect & Responsibility) DavidsonM@Cortland.edu 607-753-5798

2. Region 10 (Davidson, 2004) # 2 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.

3. Region 10 (Davidson, 2004) # 3 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 action. Eleven Principles of Effective Character Education From: The Character Education Partnership

4. Region 10 (Davidson, 2004) # 4 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.

5. Region 10 (Davidson, 2004) # 5 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.

6. Region 10 (Davidson, 2004) # 6 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.

7. Region 10 (Davidson, 2004) # 7 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.

8. Region 10 (Davidson, 2004) # 8 What kind of values?  Performance Values:  Are “willing values” required for success in performance environments.  E.g., perseverance, courage, hard work, optimism, self- control, 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.

9. Region 10 (Davidson, 2004) # 9 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.

10. Region 10 (Davidson, 2004) # 10 Wooden’s Pyramid of Success

11. Region 10 (Davidson, 2004) # 11 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)

12. Region 10 (Davidson, 2004) # 12 The Faces of Responsibility

13. Region 10 (Davidson, 2004) # 13 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.

14. Region 10 (Davidson, 2004) # 14 1-Minute Buzz Break QIn groups of 2-4 people list the performance values and moral values that are critical for your kids. QTake at least one value and attempt to break it down into the specific knowledge and skills required for putting this value into action.

15. Region 10 (Davidson, 2004) # 15 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?

16. Region 10 (Davidson, 2004) # 16 Principle 7 “ Character education should strive to develop students ’ self-motivation. ”

17. Region 10 (Davidson, 2004) # 17 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.

18. Region 10 (Davidson, 2004) # 18 Character Education is an inside job!  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.

19. Region 10 (Davidson, 2004) # 19 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?

20. Region 10 (Davidson, 2004) # 20 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.”

21. Region 10 (Davidson, 2004) # 21 Developing the Complete Moral Person—Head, Heart, and Hand  Developing “Innies” interconnects head, heart, and hand:  Through careful individual planning, self- assessment, 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.

22. Region 10 (Davidson, 2004) # 22 Benjamin Franklin’s Virtues 1. Temperance8. Silence 2. Order9. Resolution 3. Frugality10. Industry 4. Sincerity11. Justice 5. Moderation12. Cleanliness 6. Tranquility13. Chastity 7. Humility

23. Region 10 (Davidson, 2004) # 23 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

24. Region 10 (Davidson, 2004) # 24 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.

25. Region 10 (Davidson, 2004) # 25 100 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

26. Region 10 (Davidson, 2004) # 26 Trouble Card How to avoid trouble and make a good decision: 1.Is this something that would be considered wrong by my parents, teachers, or religion? 2.Does it go against my conscience? 3.Will it have bad consequences, now or in the future? 4.Will I feel sorry after doing it? 5.Will it cause me to lose self-respect? (adapted from Phyllis Smith-Hansen, Lansing Middle School)

27. Region 10 (Davidson, 2004) # 27 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 innie- promoting, self-monitoring tool for students.

28. Region 10 (Davidson, 2004) # 28 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. ”

29. Region 10 (Davidson, 2004) # 29 “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.

30. Region 10 (Davidson, 2004) # 30 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”

31. Region 10 (Davidson, 2004) # 31 “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.

32. Region 10 (Davidson, 2004) # 32 Fenway High School Motto Work Hard. Be Yourself. Do the Right Thing.

33. Region 10 (Davidson, 2004) # 33 St. Benedict’s Prep “Whatever hurts my brother, hurts me.”

34. Region 10 (Davidson, 2004) # 34 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

35. Region 10 (Davidson, 2004) # 35 Principle 9 “ Character education requires moral leadership from both staff and students. ”

36. Region 10 (Davidson, 2004) # 36 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.

37. Region 10 (Davidson, 2004) # 37 Principle 10 “ The school must recruit parents and community members as full partners in the character-building effort. ”

38. Region 10 (Davidson, 2004) # 38 Parents Need Help Walking the Performance/Moral Character Tightrope  Developing both performance and moral character requires their help.  Education is needed for both!

39. Region 10 (Davidson, 2004) # 39 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. ”

40. Region 10 (Davidson, 2004) # 40 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.

41. Region 10 (Davidson, 2004) # 41 The Steps of Reflective Practice Brainstorm Organize Prioritize Plan Implement Reflect Begin again

42. Region 10 (Davidson, 2004) # 42 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.

43. Region 10 (Davidson, 2004) # 43 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

44. Region 10 (Davidson, 2004) # 44 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.