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Joanna Lima's List: Character Education

    • schools should embrace their role as a partner   with parents in character education
    • true character   education is about acquiring virtuous habits. It's about knowing   what persistence is and then being able to stay the course,   or about having a rich understanding of what kindness is and   then being able to apply it.

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    • a developmental process that involves knowledge, feelings, and action, and thereby provides an integrated foundation on which to structure a coherent and comprehensive CE effort. It tells us that we need to engage our kids in activities that make them think critically about moral and ethical questions, inspire them to become committed to moral and ethical actions, and give them ample opportunities to practice moral and ethical behavior.
    • Social and emotional learning is emphasized as much as academic learning.

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    • Character education is the development of knowledge, skills, and abilities   that enable the learner to make informed and responsible choices. It involves   a shared educational commitment that emphasizes the responsibilities and   rewards of productive living in a global a diverse society.
    • Character education is not an "add on" to the existing curriculum.   To be effective, it should be integrated across the curriculum, thus promoting   high self-esteem and the acquisition of school success.

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    • one of the six goals of the Department of Education is to "promote strong character and citizenship among our nation's youth" (Strategic Plan 2002-2007).
    • Within the character of the citizen lies the welfare of the nation.
       — Cicero

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    • Parents are the primary moral educators of their children.
    • “To whom are your students looking to learn sound character traits?” The answer is troubling.
    • ten troubling youth trends in our society that point to an overall moral decline. Those include violence and vandalism, stealing, cheating, disrespect for authority, peer cruelty, bigotry, bad language, sexual precocity and abuse, increasing self-centeredness and declining civic responsibility, and self-destruction.

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    • 13. Giving group grades.
        Give group grades only when absolutely necessary, absolutely fair for each member, and when you have taught the students how to work together. Assess learning with individual quizzes or papers. Avoid having students grade each other - that can turn into a popularity contest. Have students assess their own learning by comparing what they can do with criteria.
    • meetings provide excellent opportunities for students to practice communication and socialization skills mandated in the curriculum
    • Creating such an environment of mutual respect is necessary in order for each class member to develop the confidence to make a statement or voice an opinion while still feeling safe.

       

      Self-esteem is raised because the setting provides an opportunity for students to recognize abilities, describe activities, and even admit mistakes without feeling vulnerable.

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    • determine the preferred learning style of each student in your classroom
    • . Once you know that, you can group students accordingly.

      For example, you would want to avoid having a group of all visual learners. Consider including a logical learner, a kinesthetic learner, and an audio learner along with the visual learner in the same group.

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    • at the beginning of learning, students need a great deal of support;  gradually, this support is taken away to allow students to try their independence. This is what  Pearson (1985) called the gradual release of responsibility. If students are unable to achieve  independence, the teacher brings back the support system to help students experience success until  they are able to achieve independence (Cooper, 1993).
    • Modeling by the teacher is also done  through reading aloud (Anderson, Hiebert, Scott, & Wilkinson, 1985), through demonstrating response  activities and discussions (Martinez & Roser, 1991), and through shared writing (Cooper, 1993). Students  also provide modeling for each other through cooperative learning.

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