I think that modeling is critical, but I also believe we can help
students grow in social and personal development by what we EXPECT.

Creating a classroom or school environment where kids are expected --
and thereby empowered -- to treat themselves and others 'well' is
very doable. Large schools, small schools, blue schools, neon
schools... ALL schools can create such an environment. And I believe
that kids do grow and change based on these classroom experiences.

Three things are paramount: Holding High Expectations for ALL, Mutual
Respect, and Experiencing Each Individual as a Precious Being.

In such an environment, one could have a lesson on a particular moral
virtue, and it could be helpful. However, such lessons in themselves -
- especially outside the context of this sort of constantly
empowering and supportive environment -- will not do the trick.

All my best,

Tom

PS: Santa Clara University has developed a 'values education'
program, I believe. I think they do workshops....

On 6/30/08, Sara wrote:
> On 6/29/08, Liyah wrote:
>> So, you don't bleieve children can be taught not to steal, lie,
>> bully, etc? You think they just grow out of it or that it is
>> hopeless?
>>
>> I guess I am confused, do you not think character education is
>> needed?
>
> I think what you're speaking of is what some educators used to
> call 'the other curriculum'. School was certainly always a place
> where stealing and lying was frowned upon. ( traditionally many
> schools turned a blind eye on bullying and our new awareness and
> emphasis on it is just that - new)
>
> That now we label it character education is interesting - it goes
> by other names too. Values education is the term used around here
> but they're essentially the same thing.
>
> As to its effectiveness,.... I think that would vary greatly from
> community to community and school to school. I'm not sure in these
> incredibly large schools ( I graduated from high school with over
> 900 in my class) that the messages of character or value education
> are heard over the din. In smaller schools with younger
> children... I think it over just rolls over them.
>
> What I do think can be effective is being a model for them. For
> example, I do not bully in my classroom but I cannot say that for
> all my colleagues. Some use bullying themselves as a classroom
> management tool. What message are those children getting about
> bullying? I try to model a different way to be so they see that
> model and feel the positive effect of it.
>
> I think if we teach deliberate lessons in character education they
> go over their heads - it feels to them much the same as the long
> list of state capitals they're asked to memorize. I think
> true 'character education' is or should be embedded in the very
> fiber of the school or at the least embedded in the school day.
> That's first done by seeing your school as a community and giving
> the school a feeling of community. If our day is math, writing,
> reading, character education, science, social studies...Living life
> in a positive way is just that - a way to live life and a way to
> live a rewarding life. Character education as you call it should
> be an all day long endeavor and not confined to lying, stealing or
> bullying. There are many other aspects to character - those three
> focus on the negative aspects and have the message - 'don't do
> them'. So what are the things we should do? You've told us what
> not to do. We can't just say what not to do, we can't just
> emphasize the bad in people.
>
> Here's another example. We do an exercise every year - too long to
> describe - but the intention of it to show kids how bad they can
> be. It shows them the dark side of their nature and somehow that's
> considered a positive lesson. Do we do exercises that show kids
> how good they can be? What is our view of human nature? Are we
> essentially evil or good?
>
> I go on too long but I can't stop without saying - bullying happens
> when schools are too large and kids don't get enough attention. Do
> we in schools send children and teenagers the message that they are
> very valued by us, that each one of them as an individual is worthy
> and important and that their individuality is to be respected? And
> so as we would do that, they would then learn to do to those around
> them?
>
> Many schools indeed suppress the individuality of children - they
> want or need them to conform as a management tool. I have gone on
> long enough but I think any curriculum of character education will
> go unheard if that's all it is - more curriculum. Schools and the
> teachers in them need to be living the lesson.
>
>
> Or do you think it is useless to teach it? I guess I
>> just need clarification. I am glad you responded I like hearing
>> different views on the subject.
>>
>>
>>

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