a comprehensive approach to effective character education
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A Comprehensive Approach to Effective Character Education. Marvin W. Berkowitz, Ph.D. S. N. McDonnell Professor of Character Education University of Missouri-St. Louis. Contact Information. Address:Marillac Hall 402 College of Education University of Missouri-St. Louis - PowerPoint PPT PresentationTRANSCRIPT
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A Comprehensive Approach to Effective Character
Education
Marvin W. Berkowitz, Ph.D.S. N. McDonnell Professor of Character
EducationUniversity of Missouri-St. Louis
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Contact InformationAddress: Marillac Hall 402
College of EducationUniversity of Missouri-St. LouisOne University Blvd.St. Louis MO 63121-4499
Phone: 314-516-7521FAX: 314-516-7356Webpage:www.characterandcitizenship.orgFacebook: www.facebook.com/UMSLCCCEmail: [email protected]
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What is character?
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Head Heart & Hands
“Good character consists of understanding, caring about, and acting upon
core ethical values”Character Education
Partnership(www.character.org)
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What is character education?
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Character education is…
A way of being, and most notably a way of
being with others.
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For most educators…
It is a NEW way of being.
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Character education IS rocket science
Effective character education requires
understanding character development
and the complex comprehensive
approach to character education
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“Schools are perfectly designed for the results we are getting. If we don’t like
the results, we need to redesign schools.”
Paul HoustonFormer Executive Director,
American Association of School Administrators
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PRIME Character Education
•PPrioritizing character education
•RRelationships
•IIntrinsic motivation
•MModeling
•EEmpowerment
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PPRIME: RIME: PPrioritizing Character Education
• There are two primary purposes of education: academic and character
• Schools often overlook character and focus primarily or exclusively on academics
• Character has to be an explicit centerpoint of the school’s mission and of the school leader’s philosophy
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“I’ve come to the frightening conclusion that I am the decisive element in the classroom. My
personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child’s
life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-
escalated and a child humanized or dehumanized.”
Haim Ginott
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“To educate a person in mind
and not in morals is to educate a menace to society”
President Theodore Roosevelt
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Dear Teacher:
I am a survivor of a concentration camp. My eyes saw what no person should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates. So, I am suspicious of education.
My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans. Reading, writing, arithmetic are important only if they serve to make our children more humane.
Sadker & Sadker, 1977
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Leadership is key
• Walk the talk• Human relations expert• Pedagogy of empowerment
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3 key skills of leading schools of character
• Walk the talk• Human relations expert• Pedagogy of empowerment
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Staff Buy-In• Relationships
– Brentwood Middle School
• Authentic collaboration• You have to feed the teachers….
– Invest in them; e.g. p.d.
• The Four W’s– Waiting you out– Work with the willing– Win over the doubters– Winnow out the un-redeemables
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PPRRIME: IME: RRelationships• The 3 R’s of character education are
Relationships, Relationships, Relationships
• Need to consider ways to doing the same work that also build positive relationships
• Relationships should be targeted within and between all stakeholder groups
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What’s done to children, they will do to society
Karl A. Menninger
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A Source of Moral Character
UNRELATED SIGNIFICANT ADULTS
“Invulnerable children” invariably have an adult outside the family who takes an enduring benevolent interest in the child
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“Golden Child” and “Tarnished Child”
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School Climate
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Character and academics only flourish in the context of healthy
relationships.
Healthy relationships only flourish in an authentic ethical
and pro-social culture.
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Adult culture of the school• Adults in the school must function as a caring professional learning
community• They must “walk the talk” and “talk
the walk”• The must treat each other as they want students to behave…with character!
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Motivating Parental Participation
• Get parents to understand involvement in school is part of their parental role
• Get parents to feel competent to contribute to school
• Get parents to feel welcomed by the school
• Get parents to feel welcomed by their child
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The Fab 5
• Induction• Nurturance• Demandingness• Modeling• Democratic family processes
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PRPRIIME: ME: IIntrinsic Motivation
• Educators often rush to using extrinsic motivation to promote character
• The true goal of character education is for students to internalize moral values
• Different pedagogical strategies are needed to foster intrinsic motivation
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Basic Needs of Students• Deci and Ryan (Self-Determination Theory)
– Autonomy (sense of empowerment)– Belonging (social connectedness)– Competence (ability to achieve/succeed)
• Eccles– Mattering (make a meaningful difference)– Responsibility (contributing group member)– Engagement (challenge and enjoyment)– Identity (knowing one’s place in a social
context)
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PRIPRIMME: E: MModeling
• Cannot demand from students what you will not do yourself
• Lickona: The single most powerful tool you have for influencing a child’s character is your character
• Students learn more from what you do than from what you say
• Ghandi: “You must be the change you want to see in the world.”
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PRIMPRIMEE: : EEmpowerment• Character develops in part through as sense of one’s autonomy• Character education should focus on the empowerment of all stakeholders: teachers, administrators, support staff, students, parents, community members, etc.• A philosophy of empowerment should be at the heart of the school
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“The first service that one owes to
others in community consists in listening
to them. “Dietrich Bonhoeffer Life
Together
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Evidence-Based Strategies
• The implementation strategies selected should be theoretically justified.• They should also be chosen because research has demonstrated their effectiveness.
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Most commonly found outcomes
• Socio-moral cognition (77 out of 106)• Pro-social behaviors and attitudes (71/167)• Problem-solving skills (57/86)• Violence/aggression (46/100)• Drug use (45/97)• Emotional competency (32/50)• Risk attitudes (31/70)• School behavior (28/69)• Academic achievement (21/33)• Attachment to school (20/33)
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Research supported methods
• Peer interactive strategies
• Service to others• Developmental
discipline• Role-modeling and
mentoring• Nurturance• Trust and
trustworthiness• High expectations• School wide focus
• Family/community involvement
• Pedagogy of empowerment
• Teaching about character
• Teaching social-emotional competencies
• Induction• Professional
development
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When in doubt…
• Go back to your base:– PPrioritize character
education– RRelationships are
the building blocks– IIntrinsic motivation
must be nurtured– MModel good
character– EEmpower all
stakeholders