What's Happening in Character Education?

Digital Citizenship: Leading Us Into Character Education Version 2.0

Posted by Jason Ohler on Thu, Feb 16, 2017 @ 09:02 AM

Technological innovation moves so quickly that we often don't have time to consider its unintended consequences. A result is that it’s difficult to respond to hot-button character-related issues like cyberbullying and sexting because they seem to appear out of nowhere. Our challenge is to find ways to teach our children how to navigate the ethics of the rapidly moving digital present, consciously, proactively and reflectively. In K-12 parlance, we want them to become wise, skilled and caring digital citizens.

The Evolution of Digital Citizenship

Digital citizenship has evolved over the years. In its original set of K-12 standards for the use of educational technology, the International Society for Technology in Education (ISTE) defined the broad area of ethics and technology as addressing “social, ethical and human issues” – the phrase “digital citizenship” was nowhere to be found. ISTE only became concerned with issues of citizenship when the development of the Internet led to the creation of common virtual space. This led to the formation of communities, which in turn made us want to understand our expectations of each other as community members. Years later, when the ISTE competencies were rewritten, the Internet had become a staple of modern society. At that point, digital citizenship had become one of its primary standards.  

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Topics: 11 Principles, Techology

The Day I Met the Movement

Posted by Shahira Koudsi on Thu, Feb 9, 2017 @ 09:02 AM

I spent four months in Washington, D.C. to pursue a fellowship at Character.org. I wanted to gain experience in the nonprofit education management in the US and deepen my knowledge on character education. The ideal place for this was at the national headquarters of the character education movement in the US: Character.org.

I am from Amman, Jordan. Back home, I am working on developing StoryWalks; a project focused on growing the social and emotional skills of children through elements of storytelling and drama. In a region turmoiled with conflict, I hope to take part in nurturing children to become adults who accept differences, collaborate in building their communities and bring positive change to our world. My project, an instrument in character education, was furthered by the new perspectives I gained during my fellowship at Character.org.

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Topics: Character.org, Character Educaiton

Creating a Culture of Kindness

Posted by Christa Tinari on Thu, Jan 26, 2017 @ 11:01 AM

"No act of kindness, however small, is ever wasted." ~Aesop

Kindness is a wonderful thing! A quick look in the dictionary reveals that to be kind means to be: thoughtful, friendly, considerate, warm, helpful and caring towards others. Who among us wouldn’t wish for a bit more of that?

Join the Kindness Revolution

Most educators highly value kindness in themselves and in their students. Being kind feels good, creates more positive bonds between students (and educators), and boosts learning. It may even have beneficial health effects like better sleep and reduced stress levels. This is why programs like Random Acts of Kindness have taken off like wildfire! In the forthcoming book, Create a Culture of Kindness in Middle School, my co-author and I describe the story of a teacher named Kiren Chanda. Her 8th grade students came up with the idea of a Random Acts of Kindness campaign in their classroom. The campaign quickly spread to other classrooms, and eventually, the entire school. The students’ simple acts of kindness, such as holding doors open for one another, giving each other compliments, writing thank-you notes, offering to assist with tasks like cleaning up, and simply offering smiles, created a ripple effect that made a positive and lasting impact on the school climate.

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Topics: Kindness,, Random Acts of Kindness, Caring Community

3 Ways to Improve Learning, Social Relationships and Character with Music

Posted by Lynne Kenney on Thu, Jan 19, 2017 @ 09:01 AM

When we think of music, often what comes to mind is song. We may think of Broadway musicals, Bach or Justin Timberlake. In our minds we might imagine orchestras or pianists. Music has been central to civilization for thousands of years. In fact, before we had language we used musical tones and sounds to communicate. The tone of a grunt signaled a message in our prehistoric ancestors, while the beat of a drum brought village people together in unity far and wide. What we think of a little less often is what music is made of and how it impacts our learning, behavior and social relationships.

Music is all around us as we hear the subway cling and clatter, the pitter-patter of our children’s footsteps and the ambient noise inherent in life.Music engages our sensory, motor and auditory pathways in the brain fostering engagement and synchronicity (Patel & Iverson, 2014). Curiously, the ability to synchronize with a beat is associated with learning language and grammar (Corriveau & Goswami, 2009; Gordon et al. 2015).

At its core music is made of beats and rhythms that create sound, melody and even movement. These beats
and rhythms are meaningful scaffolds we can use in school, at home and in life to enhance foundational aspects of our learning, behavior and character.

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Topics: character, Music

Ten Steps to Self-Care: The hardest advice to take is our own

Posted by Phyllis L. Fagell on Thu, Jan 5, 2017 @ 09:01 AM

Even my iPhone thought I was overextended. On a Sunday night, a message flashed across my screen: "There's a lot going on tomorrow. There are nine events scheduled, and the first one starts at 4 am. Your alarm is set for 5:05 am." My first instinct was to laugh, and then wonder what on earth I had going on at 4 am. A friend joked that I was so busy, I had allotted time for dreaming.

As a school counselor, I tell parents not to overwhelm their children with laundry lists of activities. Even young students can feel frayed. Recently, I met with a 7-year-old so prone to rage he avoids competitive sports, and a 10-year-old so chronically exhausted she asks to nap at school.

Many of us have scaled back our kids' commitments, yet still have trouble achieving balance in our own lives. We take ten minutes for lunch and listen to our voicemail in the car. If we exercise, it may be at the expense of sleep. Our friendships take a backseat when we connect through texts instead of over lunch.

Self-care may be an overused buzzword, but it's critical. If we follow the advice we give children, we can restore equilibrium. Here are ten tips we can teach kids and apply to our own lives.

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Farewell--The Case for Character goes on

Posted by Rebecca Sipos on Thu, Dec 22, 2016 @ 08:12 AM

As I contemplate my retirement at the end of this month, I have been reflecting a lot about Character.org and the state of character today. As an organization, we have much to celebrate. Some notable numbers:

  • Largest group of National Schools of Character in our 2016 class
  • Significant growth in applicants for 2017 from 28 different states, 12 more than last year
  • Most participants ever in our National Forum
  • Highest ratings ever for programming--both at the conference and in recent trainings (more than 90% out rated sessions a 4 or 5 out of 5 )
  • Recent grants and donations are spurring new momentum and innovations. (Look for a redesigned and improved website in 2017.)
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Topics: character, Sipos Becky ,

10 Best Blogs of 2016: Character.org Edition

Posted by Character.org Staff on Thu, Dec 8, 2016 @ 13:12 PM


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Topics: character

Elections Matter: A Time to Revisit Ethics and Character Education

Posted by David Wangaard on Thu, Dec 1, 2016 @ 10:12 AM

No matter what your political persuasion was in the recent election, I have not heard anyone say, “Let’s do that again!” Maybe there are political junkies that enjoyed the whole experience, but many parents and educators just wanted to hide the kids. Most of us did not see the national election as a role model for the democratic process. While there have been rough elections in the past, the most recent displays of incivility encourage us to revisit the importance of ethics and character as part of the core function of education in a democratic republic.

It is impossible to say if the nation had embraced comprehensive character formation a generation ago, we could have avoided the ugliness in this election. However, we certainly do not want to stand by idly and allow the recent dose of incivility to corrupt our vision of political life. Elections and those we elect matter, and our political future depends on helping society affirm the importance of ethics and character for a flourishing culture. One component of a flourishing culture is the ability to resolve differences respectfully and ultimately work together to advance shared goals. Given the acrimony of the past year, we will need to work extra hard to see people of different views be willing to work together cooperatively.

So what are educators to do? Nationally we have spent more than a generation laboring in our schools without a clear consensus or commitment to research-based practices in support of student character development. In my role as a Character.org National Schools of Character (NSOC) site evaluator, it is clear that the NSOC program only attracts a small fraction of US schools. And even among NSOC schools, it is challenging to have the majority articulate a research-based view of student ethical development and character formation.

To advance a national vision for student character development, Character.org has published the research-based 11 Principles of Effective Character Education. The 11 Principles do not articulate one program for school implementation, but principles that have been demonstrated in research and practice to help improve school cultures, student academic performance, and positive character. The NSOC program was founded in 1999 and has subsequently recognized hundreds of schools that have demonstrated school-wide improvements and positive student character.

One teachers’ story captures the school culture impact of the NSOC program. During an NSOC site visit in New Jersey, a veteran teacher of 25 years told me, “I almost gave up on public education. I was frustrated with issues associated with student discipline and learning. This fall I transferred to my present school, and it has become a joy to be a teacher again.” This public school was only a few blocks away from where she had taught for over 15 years. The school was in the same district and enrolled essentially the same blue-collar socio-economic population. What was the difference between the two schools? The teacher’s current school had chosen to include character development in its strategic plan and participate in the NSOC process. The principal, teachers, staff, parents and students were all working together in support of the understanding and demonstration of positive character. The teacher noted, “This school and its focus on character have revitalized my vision for public schooling. This is a caring and responsible place to learn and a great place to teach." The change in school culture had re-energized this teacher who provided clear anecdotal evidence of the benefits of educating with character and the NSOC process.

Space prevents a full introduction to the 11 Principles of Effective Character Education, but they are available to review online and include things like: (1) The school community promotes core ethical and performance values; (2) The school defines character comprehensively to include thinking, feeling and doing; and (3) the school uses a comprehensive, intentional and proactive approach to character development. The identification and instruction focused on core ethical, and performance values create a distinction between ethical and character education and some other positive youth development programs - programs such as social-emotional learning and growth mindsets. This is not a criticism of these other initiatives, but a recognition that while they may serve to develop a complimentary set of skills and attitudes, they are not a substitute for ethics and character development.

The unique role of modern ethics and character education is to help focus adults and students on the critical need to create and sustain an ethical learning community. As recognized by the founders of American public education, our democratic republic requires a society that is literate and ethical. How we have ignored the second dimension of this equation is a matter of much debate. As an example of this omission, I have observed that many teachers and students struggle to clearly define a strategy to address an ethical dilemma. A minority of those interviewed will suggest steps that include “make a good choice” with little reference to how the “good choice” might be defined. The core ethical values identified in the first principle of the NSOC program help students frame the outline of a good choice. Regrettably, core ethical values are not broadly recognized as an important guiding component of American public education.

The opportunity offered by the recent election helps us all look in the mirror and ask if we are doing all we can to raise up a new generation of ethically literate citizens who seek to demonstrate positive character. Those of us working to advance research-based character education hope the election is an opportunity for reflection and recommitment to this basic purpose of education.

While the NSOC project has been cited as one resource, my agency The School for Ethical Education also supports free resources for educators to advance ethical reasoning and student character formation. Secondary teachers are invited to visit our Reasoning with Ethics blog page to learn about a strategy to catalyze ethical discussions using dilemmas in current events.

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I Am Grateful.

Posted by Rebecca Sipos on Thu, Nov 17, 2016 @ 09:11 AM

I just finished reading Brain on Fire , a powerful memoir of journalist Susannah Cahalan’s descent into madness. It is a gripping personal story as well as a fascinating look at the cutting edge of neuroscience. But one small story in the book really captured my heart--the story of Dr. Souhel Najjar, the doctor who was instrumental in diagnosing Cahalan’s disease. No one else had been able to figure it out. Dr. Najjar was impressive with his heartfelt and sympathetic bedside manner, but it was his backstory that touched me and explained why he had such an affection for the weak and the powerless.
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Topics: role models, Reflection

Leaving Your Ex(trinsics)

Posted by Marvin Berkowitz on Thu, Nov 10, 2016 @ 09:11 AM

“Leaving Your Ex(trinsics)” is the title of Chapter 6 in my book You Can’t Teach Through a Rat, and the one I most frequently recommend to educators, because the issue of intrinsic vs. extrinsic motivation seems the most nagging and intractable issue that educators in general and character educators in particular struggle with.  There are multiple reasons to struggle with this issue.  On the positive side: (1) it is the point of Character.org’s 7th principle in their 11 Principles of Effective Character Education (which is used to evaluate schools nationally for excellence in character education, namely Schools of Character); (2) it is after all the point of character education; that is, getting kids to internalize core values so they become part of who they are and take them wherever they go in life; and (3) it works.

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Topics: intrinsic motivation