Performance character and Moral character. Helping Our Students Become Smart and Good презентация

Smart & Good Schools Initiative
Integrating Excellence & Ethics for Success in School, Work, and Beyond

THE MEASURED EFFECTIVENESS OF CHARACTER EDUCATION
At all grade levels, students who have experienced quality character education outperform comparison groups not only on measures of social behavior
but also on measures of
academic performance.
—Journal of Research in Character
Education (2003)

Character has two major parts: performance character and moral character.

Performance Character
Commitment to continuous improvement
Goal setting
Work ethic Determination
Self-confidence
Initiative
Creativity
Moral/Ethical Character
Respect
Responsibility to others
Love (Compassion)
Humility
Integrity
Justice
Moral courage

WHAT’S THE DIFFERENCE?
Performance is the outcome (the grade, the honor or award, the achievement).
Performance character consists of those qualities needed to pursue our personal best—whether the outcome is realized or not.

Moral Character:
Doing the Right Thing
Moral character consists of the virtues needed for ethical behavior, positive relationships, and responsible citizenship.
Moral character honors the interests of others, so that we do not violate moral values as we pursue our performance goals.

Only by developing performance character will schools:
Promote academic achievement for all students
foster an ethic of excellence, not just higher test scores
develop scientific and entrepreneurial talent
produce a competitive, creative workforce.

Only by developing moral character will schools:
create safe learning environments
prevent peer cruelty
decrease discipline problems
reduce cheating
foster social & emotional skills
develop ethical thinkers
produce public-spirited citizens.

Respect
A person demonstrates respect when he believes in his own self−worth and the intrinsic worth of all people.
Responsibility
A person who is responsible recognises that he has a duty to himself, his family, community, nation and the world, and fulfils his responsibilities with love and commitment.
Harmony
A person who values harmony seeks inner happiness and promotes social cohesion. He appreciates the unity and diversity of a multi−cultural society.
Integrity
A person of integrity upholds ethical principles and has the moral courage to stand up for what is right.
Care
A person who is caring acts with kindness and compassion. He contributes to the betterment of the community and the world.
Resilience
A person who is resilient has emotional strength and perseveres in the face of challenges. He manifests courage, optimism, adaptability and resourcefulness.
CoreValues
2

Performance character and
moral character
are defined in terms of 8 Strengths of Character, assets needed for a flourishing life.

1. Lifelong learner and critical thinker
Approaches learning as a lifelong process
Shows skills of critical analysis
Takes seriously the perspectives of others
Seeks credible evidence
Integrates knowledge
Generates alternative solutions
Demonstrates intellectual humility (e.g., willingness to admit error).

2. Diligent and capable performer
Strives for excellence; gives best effort
Demonstrates initiative
Knows standards of quality and creates high-quality products; takes pride in work
Sets personal goals and assesses progress
Perseveres despite difficulty.

3. Socially and emotionally
skilled person
Possesses a healthy self-confidence and positive attitude
Demonstrates basic courtesy (showing of politeness in one's attitude and behavior toward other)
Develops positive relationships
Communicates effectively
Works well with others
Resolves conflicts fairly
Has emotional intelligence, including the ability to understand and manage one’s feelings.

4. Ethical thinker
Possesses moral discernment/insights
Has a well-formed conscience—including a feeling of obligation to do the right thing.
Has a strong moral identity; moral character is central to “who I am.”
Has the moral skills to translate moral discernment, conscience, and identity into effective moral behavior.

5. Respectful & Responsible
Moral Agent, Committed to Consistent Moral Action
Respects the rights and dignity of all persons
Understands that respect includes the right of conscience to disagree respectfully
Possesses a strong sense of responsibility to do what’s right
Takes responsibility for mistakes
Shows moral leadership.

6. Self-Disciplined Person Who Pursues a Healthy Lifestyle
Demonstrates self-control
Pursues physical, emotional, and mental health
Makes responsible personal choices that contribute to ongoing self-development, a healthy lifestyle, and a positive future.

7. Contributing Community Member and Democratic Citizen
Engage students in service learning
Resolve school conflicts democratically, with respect for differences of conscience
Demonstrates awareness of interdependence and a sense of responsibility to all humanity.

8. Spiritual Engaged in
Crafting a Life of Noble Purpose
Considers existential questions (e.g., “What is happiness?”, “What is the meaning of life?”)
Appreciates transcendent values (truth, beauty, goodness)
Seeks a life of noble purpose
Formulates life goals and ways to pursue them

100 GOALS
1. Write/say 10 goals you’d like to achieve in your life.
2. Divide them into categories (career, family, adventure, service, major accomplishments, etc.)
3. Select your top 10 goals.
4. Write a paragraph on your #1 goal.

In a Smart & Good School, character education is the process of maximizing the development of performance character, moral character, and the 8 Strengths of Character
within an
Ethical Learning Community.

4 Groups Comprise the Ethical Learning Community (ELC):
Faculty and staff
Students
Parents
The wider community

All members of the ELC
support and challenge each other to do their best work (performance character)
and
treat each other with respect and care
(moral character).

ELC PRINCIPLE 1:
Develop shared purpose and identity.
Promising Practice 1:
Build a unified school culture around excellence and ethics through consistent high expectations for learning and behavior.
Develop an honor code

I will be honest in all my actions.
I will treat others the way I want to be treated.
I will extend courtesy and kindness to all people.
I will respect our school building and every individual’s personal property.
I will take pride in our school programs.
I will have the courage to report bullying, drugs, and weapons in our school.
I will uphold this Honor Code and exhibit these behaviors when I represent our school off campus.

ELC PRINCIPLE 2:
Align practices with desired outcomes and relevant research.
Promising Practice:
Challenge parents to align parenting practices with relevant research.

ELC PRINCIPLE 3:
Have a voice; take a stand.

ELC Principle 3:
Have a voice; take a stand.
Promising practices:
Develop student voice.
Develop faculty and staff voice.
Develop parent voice.
Develop community voice.

ELC PRINCIPLE 4
Take personal responsibility for continuous self-development.

Promising practice:
Promote ongoing self-reflection on the quest for excellence and ethics.
Example: Journal:
What can you do to improve in each of your academic subjects?
What keeps you from doing better?

ELC PRINCIPLE 5
Practice collective responsibility for excellence and ethics.

ELC Principle 5:
Practice collective responsibility for excellence and ethics.
Promising practice:
Create a school norm of collective responsibility and structures that institutionalize it.

School structures that foster collective responsibility:
“Brother’s Keeper”
Culture of critique
Advisory groups
Concern meetings

ELC PRINCIPLE 6
Grapple with the tough issues—the elephants in your living room.

Character is
destiny.
—Heraclitus