To be brutally honest, character education is just one more feel-good
brainchild of somebody who's never taught in a classroom - at least not
recently. I have all I can do to teach all the state standards and goals,
prepare for THE TEST, and do these things in a way that all modalities of
learning are covered so all students can succeed. To throw
another "class" or to try and incorporate this into my curriculum during
my 40 minute long class periods is not going to happen. Like other
posters, modeling good character is key to students' learning. And face
it, we're their teachers, not their parents. If we are actually expected
to teach this instead of parents, why don't the parents just turn their
kids over to us at birth? Because that's pretty much what it seems like
is expected of us. And I don't teach the little ones. I teach 8th
graders. Every year, another feel-good program is brought to us. Every
year, it fails. Why? Because it's all we can do to teach our curriculum
using all levels of learning and all modalities. Grrrrr. Karen

On 6/30/08, Tom wrote:
> 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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