Informational
Handbook & Guide
for Support and Implementation of the
Student Citizen Act of 2001
( Character and Civic Education)
“ Intelligence plus character— that is the goal of true education.”
— Rev. Martin Luther King, Jr.
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Division of Instructional Services
Character Education
www. ncpublicschools. org
Character
Education
Character
Education
Informational
Handbook & Guide
for Support and Implementation of the
Student Citizen Act of 2001
( Character and Civic Education)
“ Intelligence plus character— that is the goal of true education.”
— Rev. Martin Luther King, Jr.
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Division of Instructional Services
Character Education
www. ncpublicschools. org
Character Education Informational Handbook and Guide
Developed and Printed 2002
Project Coordinator: Charlie Abourjilie, NC Character Education Consultant
Edited by: Mike Frye, Department of Public Instruction
Anne R. Lee, NC Center for Character Education
Dr. Helen LeGette
Melanie Mitchell, Kenan Institute for Ethics
Ginny Turner, Editor, Character Development Publishing
Dr. Philip Fitch Vincent, Character Development Group
Design and layout by Sara Sanders, SHS Design
May 28, 2002
May 28, 2002
Dear Educator:
By passing the Student Citizen Act of 2001, our state legislature and our governor have
partnered with the Public Schools of North Carolina to champion character education. We all
realize that schools must be safe, orderly and caring communities where all students have every
opportunity to learn and develop strong character. As adults, whether a teacher, coach, parent,
administrator, or volunteer, our role in supporting and reinforcing the home, and modeling good
character in front of our children at all times, is paramount.
We are proud to make this N o r t h   C a r o l i n a   C h a r a c t e r   E d u c a t i o n   I n f o r m a t i o n a l   H a n d b o o k
&   G u i d e available to you. This handbook has been designed to offer a closer look at the Student
Citizen Act of 2001 and more importantly to serve as a tool for your efforts in implementing
character education in your school or district. The ideas and samples included inside are merely
that— samples and ideas that you may draw upon. The real strength of your efforts in character
education will not come from a book but rather from the collective strength and will of your
school, families and community.
Thank you for all that you do.
v
Overview of this
Handbook and Guide
“ Intelligence plus character— that is the goal of true education.”
— Rev. Martin Luther King Jr.
T his handbook, as well as the information provided, is intended for use as an introductory guide to
character education for local boards of education, superintendents, character education
liaisons/ coordinators, principals, teachers, community members, and anyone influencing the lives of
our children through our public schools.
In the fall of 2001, the Student Citizen Act of 2001 ( SL 2001- 363) was passed into law by the
North Carolina State Legislature. This Act requires every local board of education to develop and
implement character education instruction with input from the local community. In addition, the
legislation directs the State Board of Education to modify the middle and high school social studies
curriculum to include instruction in civic and citizenship education. The Act also calls for local boards
of education to adopt reasonable dress codes for students.
With the passage of the Student Citizen Act of 2001, the state of North Carolina has affirmed that
the development of character in our children is the cornerstone of education. In fact, throughout
history, the very foundation of American education has been the preparation of students for life and
full participation in a democratic society. Benjamin Franklin said, “ Nothing is more important to the
public weal [ well- being] than to form and train up youth in wisdom and virtue.”
Today, more than ever, societal needs call for a renewed emphasis on traits such as respect,
responsibility, integrity, and citizenship in the public schools. While many teachers and administrators
across the state are effectively fostering the development of character in students, there is still much
work to do.
Character education is not new to North Carolina, but it is time for a renewed commitment from
our local boards of education and all of our schools, both to meet the requirements of the law and to
make progress in priority areas facing our teachers and schools. For example, character education is,
or can be, a key component in the following areas:
• Improving school and classroom climate
• Creating safer ( Safe & Drug Free) and more caring schools
• Closing the achievement gap
• Helping address teacher recruitment and retention
• Academic achievement for all
• Academic integrity
• Professional ethics
• Athletic and extracurricular participation
• Health and physical education
• Service to others
• Community building and commitment
But, ABOVE ALL ELSE, this commitment is to and for ALL of our CHILDREN, their PARENTS, and
every COMMUNITY in North Carolina.
vi
Thank You!
A deep, heartfelt thank you goes out to many wonderful teachers, educational leaders, and
organizations who helped compile and/ or who contributed information to this handbook.
The teachers and communities of North Carolina owe a debt of gratitude to the following
organizations for their outstanding work for children, families, and communities, in the field of
character education, and for sharing their work with others, allowing us to use and reprint their
information: the Character Education Partnership ( CEP) in Washington D. C., the former North
Carolina Character Education Partnership, The Center for the 4th & 5th Rs at the State University
of New York at Cortland, the Center for the Advancement of Ethics and Character at Boston
University, the John Templeton Foundation, the North Carolina Center for Character Education,
the Kenan Institute for Ethics at Duke University, the Cooperating School Districts and Character
Plus in St. Louis, Missouri, and the Character Development Group, of Chapel Hill, and the
teachers and community leaders, such as the National Conference for Community and Justice
( NCCJ), from Guilford County, who created the Guilford County Schools Character Education
Handbook several years ago.
In addition to these organizations, gratitude and honor should be bestowed on the
following individuals for their help and contributions, not only to this handbook, but to
children, schools and communities across North Carolina and our nation: Dr. Marvin Berkowitz,
Dr. James Comer, Debra Henzey, Dr. Duane Hodgin, Dawn Woody, Carol Hudson, Anne Lee, Dr.
Helen LeGette, Dr. Tom Lickona, Linda McKay, Melanie Mitchell, Dr. Kevin Ryan, Bill Parsons,
Marvin Pittman, Peggy Veljkovic, and Dr. Philip Vincent.
“ YOU ARE THE DIFFERENCE.”
North Carolina Character Education Office
Department of Public Instruction
301 N. Wilmington St.
Raleigh, North Carolina 27601
phone: ( 919) 807- 3854 fax: ( 919) 807- 3826 e- mail: cabourji@ dpi. state. nc. us
ncpublicschools. org/ charactereducation
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE vii
Table of
Contents
Defining and Understanding Character Education . . . . . . . . . . . . . . . . . . . . . .1
What Is Character Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Definitions and Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Components of Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
10 More Good Reasons for Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Seven Rules of Thumb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
The Crucial Role of Civic Education and Service- Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Character Education and Civic Education in North Carolina Schools Today . . . . . . . . . . . . . . . . . .9
Laying the Foundation for Your Character Education Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
The Student Citizen Act of 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Overview of the Student Citizen Act of 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Ideas to Get You Started in the School and Classroom . . . . . . . . . . . . . . . . . .17
100 Ways to Promote Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Developing Character Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
The Seven E’s of Teaching a Character Trait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Short Lessons— Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Perseverance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Courage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Self- Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Character Education by Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Suggested Timeline for Developing a Character Education Program . . . . . . . . . . . . . . . . . . . . . . .60
Morgan Road Elementary School: A National School of Character . . . . . . . . . . . . . . . . . . . . . . . .61
Five Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Suggestions for High Schools in Character Implementation and Development . . . . . . . . . . . . . .65
Character Education and Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
A Few Things I’m Thankful For . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Samples and Idea Starters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Laws of Life: Writing About What Really Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
“ Character is POWER.”
— Booker T. Washington
viii CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Parents, Business, Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
20 Strategies to Help Your Children Develop Good Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Ten Tips for Raising Children of Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
What You Can Do to Help Your Child at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Children and Danger: A Look at the Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Character Education and the Business Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
30 Ways Mayors and Local Government Can Promote Good Character . . . . . . . . . . . . . . . . . . . . .88
The North Carolina Character Education Partnership ( 1996– 2001)
Model Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Character Education School Implementation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Reflections from the Partnership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Sample Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
How to Plan and Assess a Comprehensive Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Character Education School Site Self- Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
School as a Caring Community Profile- II ( SCCP- II) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Northwest Guilford High School: School as a Caring Community Profile . . . . . . . . . . . . . . . . . .117
“ I Will” Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Resources, Links, Character Education Bibliography . . . . . . . . . . . . . . . . . . .119
The North Carolina Center for Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
Youth Violence Prevention and Positive Youth Development . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
North Carolina Character Educators of the Year ( NCCEY) Awards Program . . . . . . . . . . . . . . . .122
Fayetteville State University Character Development Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Character Education Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Curricular Resources Available through NCDPI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
Character Education Internet Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Character Resources
( SAMPLE bibliography listed by grade level and character trait / 1997/ 1998) . . . . . . . . . . . . . . .130
“ Great learning and superior abilities will be
of little value... unless virtue, truth and integrity
are added to them.”
— Abigail Adams
defining&
understanding
Defining and
Understanding
Character
Education
2 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Defining &
Understanding
Character
Education
“ Character education is not
something new to add to your plate.
It is the plate!”
— Superintendent John Walko ( NY school)
WHAT IS CHARACTER EDUCATION?
C haracter Education is a national movement creating schools that foster ethical, responsible, and
caring young people by modeling and teaching good character through an emphasis on universal
values that we all share. It is the INTENTIONAL, PROACTIVE effort by schools, districts, and states to
instill in their students important core, ethical values such as respect for self and others, responsibility,
integrity, and self- discipline. It is not a “ quick fix” or silver- bullet cure- all. It provides long- term solutions
that address moral, ethical, and academic issues that are of growing concern about our society and the
safety of our schools. Character education may address such critical concerns as student absenteeism,
discipline problems, drug abuse, gang violence, teen pregnancy and poor academic performance. At
its best, character education integrates positive values into every aspect of the school day.
Character education...
• is taught through modeling, climate, and curriculum.
• comes from the HOME, COMMUNITY and the SCHOOLS.
• is a proactive way of adapting and using existing educational materials to promote
understanding and inspire the development of good character traits among all students in
every part of their learning experience.
• is learning how to make good decisions and choices.
• is learning about positive relationships and their development based upon our development
and depth of character.
• is grounded in RELATIONSHIPS and school culture.
• is a PROCESS, not just a program.
• at its best, is comprehensive school reform.
• is informed by research, theory and most importantly, teacher and student involvement.
• is bringing out the BEST in ALL OF US— students and teachers.
“ Effective character education is not adding a program or set of
programs to a school. Rather it is a transformation of the culture
and life of the school.”
— Dr. Marvin Berkowitz
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 3
Definitions
and Benefits
Character Education is the deliberate effort to help people understand, care about, and act upon
core ethical values.* An intentional and comprehensive character education initiative provides a lens
through which every aspect of school becomes an opportunity for character development.
Benefits:
• It promotes character development through the exploration of ethical issues across the
curriculum.
• It develops a positive and moral climate by engaging the participation of students, teachers
and staff, parents, and communities.
• It teaches how to solve conflicts fairly, creating safer schools that are freer of intimidation, fear,
and violence, and are more conducive to learning.
Civic Education consists of both a core curriculum and teaching strategies that give students the
knowledge, skills, virtues, and confidence to actively participate in democratic life.
Benefits:
• It teaches how government, businesses, community groups, and nonprofits work together to
create strong communities.
• It emphasizes that both individual and group participation is important to the vitality of
communities and critical to sustaining our democratic way of life.
• It teaches civility and respect for others when deliberating, negotiating, organizing, and
advocating for one’s own positions on public issues.
Service- Learning is a pedagogy that connects meaningful community service experiences with
academic learning, personal growth, and civic responsibility. Service- learning goes beyond
extracurricular community service because it involves participants in reading, reflection and analysis;
provides students an opportunity to develop a personal connection to what they are learning; and
creates a context for the application of concepts introduced in the classroom.
Benefits:
• It enhances the educational goals of the curriculum through experiential learning and critical
reflection.
• It helps students develop the skills and virtues required for full participation and leadership
in their democratic communities.
• It serves the public good by providing a needed service to individuals, organization, schools,
or other entities in the community.
* Opening sentence taken from The Center For the 4th and 5th Rs ( Respect and Responsibility), Dr. Thomas Lickona, State
University of New York at Cortland.
Developed by the Governor’s Character Education Advisory Committee 2001
4 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Components
of Character Education
A fter more than a decade of experience with diverse communities, educators learned that these
components are critical to the lasting success of character education:
Community participation. Have educators, parents, students, and members of the community
invest themselves in a consensus- building process to discover common ground that is
essential for long- term success.
Character education policy. Make character education a part of your philosophy, goal or
mission statement by adopting a formal policy. Don’t just say it— put it in writing.
Defined traits. Have a meeting of parents, teachers and community representatives and use
consensus to get agreement on which character traits to reinforce and what definitions to
use. Formally state what your school means by “ courage” or “ perseverance” before they are
discussed with students. ( The suggested traits listed in the Student Citizen Act might be a
great place to start.)
Integrated curriculum. Make character education integral to the curriculum at all grade levels.
Take the traits you have chosen and connect them to classroom lessons, so students see
how a trait might figure into a story or be part of a science experiment or how it might affect
them. Make these traits a part of every class and every subject.
Experiential learning. Allow your students to see the trait in action, experience it and express it.
Include community- based, real- world experiences in your curriculum that illustrate
character traits ( e. g., service learning, cooperative learning and peer mentoring). Allow
time for discussion and reflection.
Evaluation. Evaluate character education from two perspectives: ( 1) Is the program affecting positive
changes in student behavior, academic achievement and cognitive understanding of the
traits? ( 2) Is the implementation process providing the tools and support teachers need?
Adult role models. Children “ learn what they live,” so it is important that adults demonstrate
positive character traits at home, school and in the community. If adults do not model the
behavior they teach, the entire program will fail.
Staff development. Provide development and training time for your staff so that they can create
and implement character education on an ongoing basis. Include time for discussion and
understanding of both the process and the programs, as well as for the creation of lesson
plans and curricula.
Student involvement. Involve students in age- appropriate activities and allow them to connect
character education to their learning, decision- making and personal goals as you integrate
the process into their school.
Sustaining the program. The character education program is sustained and renewed through
implementation of the first nine elements, with particular attention to a high level of
commitment from the top: adequate funding; support for district coordination staff; high
quality and ongoing professional development; and a networking and support system for
teachers who are implementing the program.
From Field- tested Resources in Character Education, Cooperating School Districts of Greater St. Louis
more...
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 5
10 More Good Reasons
for Character Education
I n Thomas Lickona’s Educating for Character, he identified 10 wide- ranging reasons for the need for
character education, not only in our schools but also within our society. His splendid work appeals
to all of us— parents, educators, neighbors, and community leaders. The following list is in addition to
Dr. Lickona’s. This was created in response to the pressure teachers and schools face daily.
1. Purpose. Why did you become a teacher or get into education in the first place? Your answer is
your purpose. We all got into education for essentially the same reason— to touch the lives of children.
To positively impact the life of a child. We all wanted to, and still want to, make a difference.
2. Focus. The demands and scrutiny on teachers and public education today are higher than ever
before. It’s quite easy for teachers to become buried in societal and institutional demands. And yet, we
must not lose focus of why we are there in that classroom— for children. We must place our focus on
the needs and possibilities of our children. They are our future.
3. Safe Schools. In the wake of recent school tragedies, all too often people were left asking, “ What
went wrong with “ those” kids? Where were the parents? Why didn’t the school know this was going to
happen? Who else is to blame? Safe schools aren’t about blame and scorn, fancy programs, more
money or even improved self- defense. They are about the people inside those buildings and the
environment they create. The same can be said of character education. It’s not about pretty posters and
motivational quotes. It is about people caring about others.
4. Achievement. When teachers have more time to teach in a civil, respectful environment, and
children feel safe, appreciated and respected— then real achievement and learning can take place. It’s
called a quality learning environment, and the research shows that how students feel about their
learning environment and their opportunity for success are crucial factors in student achievement. The
evidence is clear, from New Mexico, to Ohio, to North Carolina and hundreds of places in between,
academic achievement can be a powerful byproduct of successful character education efforts.
5. Diversity. Reverend Martin Luther King Jr. had a dream that one day his children would be
judged, “ not by the color of their skin, but by the content of their character.” That dream becomes a real
possibility when we realize that nearly all cultures, world religions and schools of thought have their
most basic tenet in common— TREAT OTHERS THE WAY THAT YOU WANT TO BE TREATED. Many refer
to this as the “ Golden Rule.” Words and language may change, in Judaism it is stated as “ What you hate,
do not do to anyone” and in Hindu as “ Do nothing to thy neighbors which thou wouldst not have them
do to thee,” but they all yield the most common character trait of RESPECT. Appreciating diversity
begins with knowing and understanding those things we have most in common.
6. Not the “ Flavor of the Month.” Character education” is nothing new. Discipline, civility,
respect for self, others and society, teachers as role models— these things have been a part of education
for as long as people have been learning. Character education is simply true, quality teaching. It’s not
a program to implement and then set on a shelf until you go on to something else. It’s a process of
caring and determination. Strength lies in comprehensive processes, not in new, short lived programs.
6 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
7. “ At- Risk” Students. All children are “ at- risk” at some point in their life. And all children,
whether they are labeled “ at- risk” or not, need mentors, role models and caring adults in their lives.
They crave nurturing, caring, positive relationships— the essence of character education. All children,
labeled or not, want to be successful, appreciated and feel a sense of belonging. There may be no truer
statement than the words of James F. Hind, “ You’ve got to REACH them before you can teach them.”
8. Transition. Educators around the world spend countless hours and dollars trying to come up
with a solution to making the transition from elementary to middle and middle to high school easier
for children, both socially and academically. The process of character education is a pre- K through 12
process that ideally utilizes the same language, high expectations and high regard for relationships,
throughout the school life of a child. Common language, similar rules and procedures, and common
expectations make for a smoother transition.
9. Work Force Readiness. One major goal of schools in all communities is to prepare our
children for the world of work. Much of this preparation focuses on vocational and technical skill and
knowledge, as it should. But we can’t forget what employers crave most— quality people with a strong
sense of respect for themselves and others and high levels of responsibility, determination and self-discipline.
Any and all businesses are going to train new employees to do “ their way,” but they first need
and want quality people of character to employ.
10. Teachers and Students. The results of well implemented character education practices is a
gift for both teachers and students. Teachers want to teach. They want to make a positive difference by
touching lives. Students want to feel accepted and they want to learn. They want limits, structure and
guidance. Character education can be those things for both teachers and students. For the teacher,
improved classroom climate and student motivation make our jobs much easier. All students will tell
you that the teachers who mean the most are the ones who care. Character education is a win- win
situation for all involved!
Adapted from Developing Character for Classroom Success. Abourjilie, Charlie. Chapel Hill, N. C.; Character Development
Publishing, 2000. Reprinted with permission.
4
7
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 7
Seven Rules
of Thumb
1. Students are treated with respect, responsibility, and care.
2. Significant others treat other people in the student’s presence in the same way.
3. Expect and demand good character of all members of the school community.
4. Espouse good character.
5. Provide opportunities to practice character.
6. Provide opportunities to reason about, debate, and reflect on ethical issues.
7. Involve parents in the school’s character education efforts.
Dr. Marvin Berkowitz, University of Missouri St. Louis, working through grant sponsored by the John Templeton Foundation
Four Supported
Practices
1. Promoting student autonomy and influence
2. Student participation, discussion, and collaboration
3. Social skills training
4. Helping and social service behavior
Dr. Marvin Berkowitz, University of Missouri St. Louis, working through grant sponsored by the John Templeton Foundation
“ Good teaching cannot be reduced to technique: good teaching
comes from the identity and integrity of the teacher.”
— Parker Palmer, The Courage to Teach
“ We have a profound moral contract with our students. We insist,
under the law, that they become thoughtful, informed citizens.
We must— for their benefit and ours— model such citizenship.
The routines and rituals of a school teach, and teach especially about
matters of character.”
— Sizer & Sizer, The Students Are Watching
community
8 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
The Crucial Role
of Civic Education
and Service- Learning
M aking character education a part of students’ lives, inside and outside the classroom is what
teaching character is all about. It can’t be reduced to a list of traits posted on the wall. It’s about
the necessity of learning why civility and respect toward everyone are important.
The Student Citizen Act of 2001 requires a focus on character education and civic education. This
focus can be achieved through a commitment to change the school culture through community
involvement, curriculum integration, and attention to climate and the ways in which we interact with
others.
It’s no accident that the new legislation addresses both character and civic education because
experience shows that an integrated character education program can foster compassionate young
people who have the desire to help others and to be involved in their communities. These students are
more likely to believe that they can and should make a difference. Linking character education with an
experience- based civics curriculum is a very powerful combination. It assures that students also have
the knowledge, skills and abilities to be effective community voices.
Definitions
Character education is the deliberate effort to help people understand, care about, and act upon
core ethical values. An intentional and comprehensive character education initiative provides a lens
through which every aspect of school becomes an opportunity for character development.
Civic education consists of both a core curriculum and teaching strategies that give students the
knowledge, skills, virtues, and confidence to actively participate in democratic life.
A Word About Service- Learning
The Student Citizen Act of 2001 encourages service- learning as a teaching strategy. Service- learning is
a pedagogy that connects meaningful community service experiences with academic learning,
personal growth, and civic responsibility. Service- learning goes beyond extracurricular community
service because it involves participants in reading, reflection and analysis; provides students an
opportunity to develop a personal connection to what they are learning; and creates a context for the
application of concepts introduced in the classroom.
Service- learning is a highly effective and meaningful teaching strategy because it is integrated into
the academic curriculum; provides young people with opportunities to use newly acquired academic
skills and knowledge in real life situations in their own communities; and includes structured time for
young people to think, talk, and write about what was learned during their service activity. Research
tracked by Learning in Deed shows that strong civics coursework teamed with service- learning not only
helps students score higher on most tests, they also more likely to participate in class projects and are
less likely to get into trouble. A new study from Indiana shows that students involved in service- learning
as part of the civics curriculum are far more likely to be active participants in their communities into
adulthood.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 9
Character Education and
Civic Education in North Carolina
Schools Today
I n the summer of 2001, the North Carolina Character Education Partnership ( NCCEP) completed a five-year
grant project to develop, pilot, and disseminate a model character education initiative. NCCEP
developed a process and gathered resources to assist schools in a system- wide approach to
implementing character education. This wealth of materials is available to every school, through the
North Carolina Department of Public Instruction, and by contacting the North Carolina Center for
Character Education ( NCCCE).
The Civic Education Consortium has actively supported the professional development of teachers
and innovative curricula in addition to the expansion of civic education in its “ content home” in the
social studies curriculum, especially in the courses required for grades four and eight, as well as in the
high school ELPS course ( soon to be renamed Civics & Economics).
In addition to these two statewide efforts, there are many, many efforts going on in schools across the
state. Below is a glimpse of what character education and civic education look like in North Carolina
classrooms today. These are just a few examples of character and civic education in our schools. Your
schools may have innovative projects just waiting to be discovered, celebrated, and shared.
Each of Donna Stevens’ Timber Drive/ Garner kindergarteners and first graders get a
chance to take home “ Persevering Penguin,” one of her Character Education
‘ Characters’— a stuffed animal accompanied by a once- blank journal, now filled with the
stories dictated by classmates and written down by parents. The journal entries represent
lessons about perseverance learned during the day and at home. First thing the next
morning, the child and teacher read aloud what was written, and the penguin gets to go
home with another student that afternoon. After everyone in class has had a chance to
take home Persevering Penguin, there’s Respectful Roo, Truthful Tiger, Courageous Lion,
and so on. NCCEY Winner 1999
Pam Myrick and Sharon Pearson of Southwest Middle School in High Point brought local
civic issues inside the school by developing and piloting the “ Citizen I Am” project, where
students actively examined, debated, evaluated and held a Town Meeting on the
proposed Federal Express hub at the Piedmont Triad International Airport, which was
particularly important to Southwest students and their parents because of the school’s
proximity to the hub. Developed with the Civic Education Consortium 1999
Note: The NCCCE is a nonprofit resource organization that was founded to provide a seamless transition from the NCCEP. They
can be contacted at 919- 828- 1166 or www. NCcharacter. org.
10 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
“ The Epiphany Project” has Matt Bristow- Smith’s alternative ninth- grade students at
Tarboro High School focusing on writing about how they got to be where they are and if
they could change one single event in their lives, what would it be? In addition to writing,
reflecting, word- processing, and desktop publishing their stories, these students use their
personal discoveries as an introduction to pen pals at the elementary alternative school.
Perhaps for the first time in their lives, these high school students have the chance to be
positive role model. And their letters caution, advise, plead with, and implore their
younger pen pals not to follow their example. NCCEY Winner 1999
“ Why Can’t I Go to School with You?” asked students in Susan Taylor’s ELPS class at
Leesville Road High School, frustrated that they were often reassigned to schools and
could not attend schools with their closest friends. To answer that question, students
investigated the various methods that school systems across the nation use to determine
student assignment and weighed them against Wake County’s assignment method.
School board members were involved in this exploration and helped judge the final
presentations. Most students ended up agreeing that Wake County’s assignment system
was one of the fairest methods for high- growth school systems, which was not their belief
before the project began.
Developed through the Civic Education Consortium Summer Institute 1999
“ The truest friend to the liberty of this country is he
who tries to promote its virtue.”
— Samuel Adams
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 11
Laying the Foundation
for Your Character
Education Plan
S chool boards and superintendents should engage and inspire principals and other school leaders
in fulfilling the mandate of the Student Citizen Act of 2001. System- wide leadership is crucial in
both sharing the decision- making process and involving communities in implementing the policies
and strategies necessary to create a more safe, orderly, and caring school system. A focus on civic
education and character education will help young people develop the skills necessary to make
informed choices for the good of themselves, and their communities.
Step One: Develop a policy on how your district will satisfy the Student Citizen Act of 2001 and the
integration of character education system- wide. Those in leadership need to talk about the process
your district will adopt.
On pages 94- 99 you will find a brief outline of the model developed by the NCCEP over the past
five years to aid school systems in a holistic approach that has been recognized nationally. This model
promotes a commitment to community consensus- building, curriculum integration and a focus on
climate.
Step Two: Appoint a lead person in the central office to coordinate assessments, monitor progress,
and evaluate achievement of district objectives. It is recommended that all principals assess what they
are already doing. The Self- Assessment enclosed ( pages 108- 111) is a quick and simple way to assess
where a school is in terms of its character education, civic education, and service- learning strategies.
And, just as importantly, it will enable your central office to account for and to monitor each school’s
efforts against an easily understood and standard template.
Step Three: Distribute information to all principals in your system, including the Self- Assessment, the
Guide to Implementing the NCCEP Model Initiative, and the Resource List. Principals should complete
their assessments and return results to the lead person in the central office within a few weeks. Each
principal should appoint a lead person in each school to review the assessment and determine next
steps. Encourage your principals to identify their schools’ strengths, build on what they are already
doing, share best practices, and recognize any gaps.
The enclosed Guide to Implementing the NCCEP Model Initiative can provide guidelines for
principals for full- fledged integration of character education, as well as serve as a guide for pinpointing
areas of improvement and expansion.
Step Four: Revise existing reporting mechanisms to provide a means of setting goals and monitoring
your system’s progress in achieving them. Central to the successful integration of character education
and the fulfillment of this mandate is the identification of available and needed resources, and meeting
accountability requirements.
The Student
Citizen Act
of 2001
the student
citizen act
14 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Overview of the
Student Citizen Act
of 2001
Civic Education
T he Act directs the State Board of Education to modify the high school and middle school social
studies curriculum to include instruction in civics and citizenship.
The Act encourages the Board to include the following components, at a minimum, in the revised
high school curriculum:
1. having students write to an elected official about an issue important to them;
2. instruction on the importance of voting and participating in the democratic process;
3. information about current events and governmental structure;
4. information about the democratic process and how laws are made.
The Act encourages the Board to include the following components, at a minimum, in the revised
middle school curriculum:
1. a tour of local government facilities such as the local jail, courthouse or town hall;
2. that students analyze a community problem and make policy recommendations to the local
officials;
3. information about getting involved in community groups.
The State Board of Education must make these modifications to the social studies curriculum by
December 15, 2001, and the modified curriculum must be implemented during the 2002- 2003 school
year.
Character Education
The Act directs each local board of education to develop and implement character education instruction
with input from the local community. The Act directs local boards to incorporate this instruction into the
standard curriculum.
Local boards of education must develop character education instruction as directed in this Act by
January 1, 2002, and must implement this instruction beginning with the 2002- 2003 school year. If a
local board of education determines that it would be an economic hardship to begin to implement
character education by the beginning of the 2002- 2003 school year, the board may request an extension
of time from the State Board of Education. The local board must submit the request for an extension to
the State Board by April 1, 2002.
In developing character education instruction, the Act recommends a list of eight traits for inclusion
in character education instruction. This list of traits is not new. These traits were included in legislation
in 1996, when the General Assembly first allowed local boards of education to adopt character education
programs. The eight traits are:
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 15
Courage
Having the determination to do the right thing even when others don’t; having
the strength to follow your conscience rather than the crowd; attempting difficult
things that are worthwhile.
Good judgment
Choosing worthy goals and setting proper priorities; thinking through the
consequences of your actions; and basing decisions on practical wisdom and good
sense.
Integrity
Having the inner strength to be truthful, trustworthy, and honest in all things;
acting justly and honorably.
Kindness
Being considerate, courteous, helpful, and understanding of others; showing care,
compassion, friendship, and generosity; and treating others as you would like to be
treated.
Perseverance
Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition,
or discouragement; and exhibiting patience and having the fortitude to try again
when confronted with delays, mistakes, or failures.
Respect
Showing high regard for authority, for other people, for self, for property, and for
country; and understanding that all people have value as human beings.
Responsibility
Being dependable in carrying out obligations and duties; showing reliability and
consistency in words and conduct; being accountable for your own actions; and
being committed to active involvement in your community.
Self- discipline
Demonstrating hard work and commitment to purpose; regulating yourself for
improvement and restraining from inappropriate behaviors; being in proper control
of your words, actions, impulses, and desires; choosing abstinence from premarital
sex, drugs, alcohol, and other harmful substances and behaviors; and doing your
best in all situations.
This list was developed by the Wake County Character Education Task Force in 1994, on behalf of the Wake County Public
Schools System. It was selected to be used in the 1996 legislation.
1
2
34
5
67
8
16 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
In addition to the above list of traits, the Act encourages local boards of education to include
instruction in the following:
1. Respect for school personnel— holding teachers, administrators, and all school
personnel in high esteem and demonstrating in words and deeds that all school personnel
deserve to be treated with courtesy and proper deference.
2. Responsibility for school safety— helping to create a harmonious school atmosphere
that is free from threats, weapons, and violent or disruptive behavior; cultivating an orderly
learning environment in which students and school personnel feel safe and secure; and
encouraging the resolution of conflicts and disagreements through peaceful means including
peer mediation.
3. Service to others— engaging in meaningful service to their schools and communities.
Schools may teach service- learning by ( i) incorporating it into their standard curriculum or ( ii)
involving a classroom or other group of students in hands- on community service projects.
4. Good citizenship— obeying the laws of the nation and state; abiding by school rules; and
understanding the rights and responsibilities of a member of a republic.
Dress Codes
The Act directs local boards of education to include a reasonable dress code for students among its
policies governing the conduct of students.
For full text of the Student Citizen Act 2001, go to www. ncga. state. nc. us,
look up House Bill 195 ( HB 195), General Assembly of North Carolina
Session 2001, ratified bills.
Ideas to Get
You Started
in the School
and Classroom
ideas to get
you started
! The ideas and activities shared in this section are provided merely
as samples and examples. They are NOT mandated. Schools/
teachers are free to use and adapt the following ideas or may
develop their own.
18 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
100 Ways to Bring
Character Education to Life
( Center for the Advancement of Ethics and Character) 1
Building a Community of Virtue
1 Develop a school code of ethics. Distribute it to every member of the school community. Refer to
it often. Display it prominently. Make sure all school policy reflects it.
2 Institute a student- to- student tutoring program.
3 Promote schoolwide or intraclass service clubs to serve the school, class, or external community.
4 Encourage students to identify a charity or in- school need, collect donations, and help administer
the distribution of funds.
5 Ensure that the school’s recognition systems cover both character and academics.
6 Recognize a variety of achievements, such as surpassing past personal achievements or meeting
a predetermined goal.
7 Consistently prohibit gossip and, when appropriate, discuss its damaging consequences.
8 Enforce a zero- tolerance policy on swearing. Prohibit vulgar and obscene language in the
classroom and on school property.
9 Use morning announcements, school and classroom bulletin boards, and the school newsletter
to highlight the various accomplishments— particularly character- oriented ones— of students and
faculty members.
10 When conflicts arise around the school or class, teach about discretion, tact, and privacy— and
about discreetly informing appropriate adults of the conflict.
11 Have students take turns caring for class pets and taking them home over weekends and holidays.
Discuss and demonstrate the responsibility required to care for living creatures.
12 Invite student volunteers to clean up their community. With parental support, encourage students
to build a community playground, pick up litter, rake leaves, plant trees, paint a mural, remove
graffiti, or clean up a local park or beach.
13 Find out the significance behind your school’s traditions and emphasize those that build school
unity.
14 Display the school flag. Learn the school song. If you don’t have either, have a contest!
15 Have ceremonies to mark the beginning and end of the school year and for teachers and staff
members who are leaving.
16 Examine school assemblies. Do a minority of students control the majority of assemblies? How
could more students be involved? Are the chants at pep assemblies appropriate? Do they build
school spirit without demeaning other schools?
17 Ensure students behave responsibly and respectfully when watching athletic competitions.
18 In physical education and sports programs, place a premium on good sportsmanship.
Participation in sports should provide good habits for the life beyond sports.
19 Hang pictures of heroes and heroines in classrooms and halls. Include appropriate explanatory
text.
100 ways
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 19
20 Make the school a welcoming place. Can people walking through the schools halls get a good
idea of what is happening in classrooms? Is the principal frequently visible to students? Are there
clear welcome signs prominently placed near the school’s main door?
21 Start a school scrapbook with photos, news stories, and memorabilia reflecting the school’s history
and accomplishments. Involve school members in contributing to and maintaining the collection.
Show it off to visitors and new families.
22 Publicly recognize the work of the “ unsung heroes” who keep the school running: the custodians,
repairmen, secretaries, cafeteria workers, and volunteers. Develop a system of welcoming and
orienting new students to the school.
23 Develop a system of welcoming and orienting new students to the school.
24 Prohibit the display of any gang symbols or paraphernalia on school property. Remove graffiti
immediately— including in student bathrooms.
25 Let students take some responsibility for the maintenance and beautification of the school.
Classes could “ adopt a hallway,” shelve misplaced books, plant flowers, and so on. Post signs
identifying caretakers.
Mining the Curriculum
26 Have students do a major paper on a living public figure (“ My Personal Hero”), focusing on the
moral achievement and virtues of the individual. First, do the groundwork of helping them
understand what constitutes a particularly noble life.
27 In history and literature classes, regularly weave in a discussion of motivations, actions, and
consequences.
28 Insist that quality matters. Homework should be handed in on time, neat and complete. Details do
count.
29 Include the study of “ local heroes” in social studies classes.
30 Help students form friendships. When forming cooperative learning groups, keep in mind both the
academic and emotional needs of the students. These groups can be an opportunity to group
students who might not otherwise interact with one another.
31 Ensure that students have a firm understanding of what constitutes plagiarism and of the school’s
firm policy against it. But more importantly, help them understand why it is wrong.
32 Celebrate the birthdays of heroes and heroines with discussions of their accomplishments.
33 Choose the finest children’s and adult literature to read with your students— literature rich with
meaning and imagery. Don’t waste time with mediocre or unmemorable texts.
34 Don’t underestimate the power of stories to build a child’s moral imagination. Read aloud to
students daily.
35 Conduct literature discussions— even in the youngest grades. Ask questions that encourage
reflection. Don’t immediately jump to “ the moral of the story” while ignoring the richness, beauty,
or complexity of the text. General questions could include: What did this book make you think
about or feel? Tell me about [ a character’s name]— what kind of person was he? Why do you think
the author wrote this book— what did she want to say to the reader? Don’t leave a story, however
without having students grapple with its moral message.
36 Build empathy in literature and social studies classes by teaching children to put themselves in the
shoes of the people they are reading about or studying.
37 Read and discuss biographies from all subject areas. Help students identify the person’s core or
defining characteristics.
55... 56...
57...
20 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
38 While studying about great men and women, do not consistently avoid the subject of personal
weakness— especially in the upper grades. A study of a person’s “ whole” character can provide a
powerful lesson in discernment and compassion. Consider a thoughtful discussion of the
following questions: Can a person be “ great” ( and good) and still have some character flaws?
39 Teach students to write thoughtful letters: thank- you notes, letters to public officials, letters to the
editor, and so on.
40 Assign homework that stimulates and challenges students. Engaging and demanding assignments
will give rise to self- discipline and perseverance.
41 Set up a buddy reading system between an older and younger class. Carefully teach the older
students techniques that will help make their teaching experience successful. Impress upon them
the responsibility and patience required when helping those who are both younger and less
skilled in a subject than they are.
42 Have students memorize poetry and important prose selections, such as the preamble to the
Declaration of Independence or the Gettysburg Address. In the process, make sure they
understand the ideas that make these worthy of committing to memory.
43 In science, address with each unit ( when appropriate) the ethical considerations of that field of
study. Students need to see that morality and ethics are not confined to the humanities.
44 In math classes, specifically address the habits— such as courage, perseverance, and hard work—
required to be a successful math student. Class rules and homework policies should reflect and
support these habits.
45 In social studies, examine— and reexamine yearly, if the curriculum affords the chance— the
responsibilities of the citizen. What can students do right now to build the habits of responsible
citizenship?
Involving Teachers, Administrators, and Staff
46 Choose a personal motto or mission statement.
47 Tell your students who your heroes are and why you chose them.
48 Lead by example. Pick up the piece of paper in the hall. Leave the classroom clean for the next
teacher. Say thank you.
49 Employ the language of virtue in conversations with colleagues: responsibility, commitment,
perseverance, courage, and so on.
50 Make your classroom expectations clear and hold students accountable.
51 Admit mistakes and seek to make amends. Expect and encourage students to do likewise.
52 Follow through. Do what you say you will do. For example, administer tests when they are
scheduled; don’t cancel at the last minute after students have prepared.
53 If you engage in community or church service, let your students know in an appropriate, low- key
manner.
54 Illustrate integrity; let students see that you yourself meet the expectations of hard work,
responsibility, gratitude, and perseverance that you place upon them.
55 Give students sufficient and timely feedback when you evaluate their work. This demonstrates to
students that their work matters and that teachers take an interest in their improvement and
success.
56 Teach justice and compassion by helping students separate the doer from the deed.
57 Stand up for the underdog or the student who is being treated poorly by classmates. But use
discretion: sometimes use an immediate response; sometimes use a private small- group
meeting— perhaps the person in question ought not be present.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 21
58 Use constructive criticism ( individually and collectively), tempered by compassion. Use class
discussions as opportunities to teach students to do the same when responding to one another.
59 Include in faculty and staff meetings and workshops discussions of the school’s moral climate.
How can the ethos of the school be improved?
60 Begin a bulletin board where teachers and administrators can share their own “ One Hundred
Ways.”
Involving Parents
61 Create a written code of behavior for the classroom and the school. Ask parents to read and sign
the code, as a pledge of mutual support.
62 Consider having a parent representative present while developing such school codes.
63 Make the effort to notify parents of student misbehavior, via notes, phone calls, and personal visits.
64 “ Catch students being good” and write or call parents to report it.
65 Communicate with parents about appropriate ways they can help students with their schoolwork.
66 Send a letter home to parents before the school year starts, introducing yourself, your classroom,
your enthusiasm, and your expectations, particularly your hope that they will help you help their
child.
67 Involve as many parents as possible in the PTO.
68 Frequently share the school’s vision and high ideals for its students with parents.
69 Open a dialogue with parents. They can be a teacher’s greatest ally in helping students succeed.
They can provide pertinent, invaluable information about their children’s academic and social
background, interests, talents, difficulties, and so on.
70 In the school newsletter, inform parents of upcoming events, units of study, and opportunities to
participate in school and after- school activities.
71 Develop a list of suggested readings and resources in character education and share it with
parents.
72 When appropriate, provide literacy classes or tutors for parents.
73 Provide parents with access to the school library. Provide a suggested reading list of books with
solid moral content that make good read- alouds.
74 Structure opportunities for parents to meaningfully participate in classrooms, beyond providing
refreshments and chaperoning field trips. For example: reading with students, presenting a lesson
in an area of expertise, tutoring, sharing family heirlooms, helping organize class plays or projects.
75 Send out monthly newsletters to parents that include details on your character education efforts.
76 Include anecdotes of commendable student performance in the school newsletter.
77 Include a “ parent’s corner” in the newsletter, where parents can share parenting tips, book titles,
homework helps, and so on.
78 When your school welcomes a new student, welcome the student’s family as well.
79 What can your school do to encourage greater attendance at parent- teacher conferences?
Examine the times they are held and how they are advertised. What is being done to reach out to
the parents who never come?
80 During parent- teacher conferences, ask parents, “ What are your questions or concerns?” Then
listen carefully to their answers.
... 100
22 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Involving Students
81 Begin a service program in which students “ adopt- an- elder” from the community. Arrange
opportunities for students to visit, write letters to, read to, or run errands for their adoptee.
82 Structure opportunities for students to perform community service.
83 Prohibit students from being unkind or using others as scapegoats in the classroom.
84 Make it clear to students that they have a moral responsibility to work hard in school.
85 Impress upon students that being a good student means far more than academic success.
86 After students have developed an understanding of honesty and academic integrity, consider
instituting an honor system for test taking and homework assignments.
87 Provide opportunities for students to both prepare for competition and engage in cooperation.
88 Help students acquire the power of discernment, including the ability to judge the truth, worth,
and biases of what is presented on TV, the radio, and the Internet.
89 Invite graduates of the high school to return and talk about their experience in the next stage of
life. Ask them to discuss what habits or virtues could make the transition to work or college
successful and what bad habits or vices cause problems.
90 Have students identify a substantive quote or anecdote from which they can begin to develop a
personal motto.
91 Overtly teach courtesy.
92 Make every effort to instill a work ethic in students. Frequently explain their responsibility to try
their best. Create minimum standards for the quality of work you will accept— then don’t accept
work that falls short.
93 During election years, encourage students to research candidates’ positions, listen to debates,
participate in voter registration drives, and if eligible, vote.
94 Use the language of virtue with students: responsibility, respect, integrity, diligence, and so on, and
teach them to use this language.
95 In large middle and high schools, assess what is being done to keep students from “ falling through
the cracks.” Every student needs at least one teacher or counselor to take specific interest in them.
96 In middle and high schools, consider instituting ( or strengthening) an advising program. Advisors
should do more than provide job and college information— they should take an interest in the
intellectual and character development of their advisees.
97 Hold students accountable to a strict attendance and tardiness policy.
98 Through stories, discussion, and examples, teach students about true friendship. Help them
recognize the characteristics of true friends and the potentially destructive power of false
friendships.
99 “ Doing the right thing” is not always an easy choice— especially in the face of peer pressure. Help
students, both individually and as a class, to see the long- term consequences of their actions. They
may need the support of a responsible adult both before and after choices are made.
100 Remind students— and yourself— that character building is not an easy or a one- time project.
Fashioning our character is the work of a lifetime.
Note: This list was created and updated by the staff of the Center for the Advancement of Ethics and
Character at Boston University ( 605 Commonwealth Ave., Boston, MA 02215, Telephone 617- 353- 3262)
with input from various teachers and administrators.
1 Kevin Ryan and Karen E. Bohlin, Building Character in Schools ( San Francisco: Jossey- Bass Publishers, 1999), pp. 229- 238.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 23
Developing
Character Activities
“ I care not about what others think of what I do, but I care very
much about what I think of what I do. That is character!”
— Theodore Roosevelt
W ith your selected character traits in front of you, determine your strategies and the character
activities that will help develop character in students. For example, if your action plan requires
you to increase responsibility in your students, your implementation plan would be create activities to
yield the desired attitude and behaviors. A long list of character activities undertaken by Hamilton
County, Tennessee schools is provided in this section, listed under action plan goals and areas of
school life. Look these lists over; you may want to adopt them in your schools. At the very least, they
should spark some ideas.
If you have several areas in which you want to improve, don’t try to take on everything at once—
that’s a great way to have the program collapse quickly. Select one, or perhaps two, areas to focus on
and begin. Once you start to see small improvements in these areas, everyone will be eager to do more
and go further with character education.
Character Activities
To begin, here are some of Hamilton County’s students and teachers describing selected character
activities in their own words:
“ All Sing at Ooltewah Elementary is a very special time for everyone. Children,
teachers, staff, and visiting parents gather in the cafeteria for a magical forty- five
minutes. Together everyone experiences the effect of music and community as songs
are sung and celebrations made.
“ During each All Sing, the character trait of the month is highlighted. Before the
event teachers are asked to name one student who displays the month’s trait. These
children are announced and invited to come to the stage to lead the school cheer.
Teachers act out skits to help children understand the character trait. This has proven
to be an excellent way to celebrate the community of the school while also
highlighting the character trait.” — Ooltewah Elementary School
“ One of the most anticipated events at East Side Elementary is the C. A. T. Program
( idea created by third grade teacher Will Campbell). Once a month the excitement
and intrigue of a C. A. T. Program permeates the school. First, let me tell you what
C. A. T. stands for. The ‘ C’ is for Character, the ‘ A’ is for Academics, and the ‘ T’ is for
Trait Tracers.
“ Now let me tell you what happens at a C. A. T. program. During the C. A. T. program,
children receive awards for displaying character in the classroom. Each month there
24 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE activities
is a different character word. And each month the students vote for the student in
their class who has best demonstrated the character trait of the month ( this is where
Trait Tracers fits in). Academic Awards are also given to children in each class who
have made academic achievement. We also have special performances and songs that
relate the character word of the month. But one of the most talked- about features of
the C. A. T. program is the C. A. T. man. He is a fictional character who mysteriously
appears at the C. A. T. program.
“ Since East Side Elementary has started the C. A. T. program, the morale in the school
as well as in the community has been very positive. The C. A. T. program has been
featured on every local television station in Chattanooga. Parents also pack the
auditorium to see their child perform or to see if their child will win an award at the
C. A. T.” — East Side Elementary School
“ For the character trait of honesty in the spring of 1999, Tamara Armour, a freshman
at Brainerd High School, came up with one of our most popular school- wide character
projects. She suggested that students create original bumper sticker designs
promoting the value and importance of honesty in the lives of Brainerd’s students.
“ The project was promoted through school- wide announcements, signs posted
throughout the building, and classroom teacher encouragement. Early on, the
students were voicing excitement about and interest in the bumper sticker project.
“ On the chosen day, donated poster board that had been cut into bumper sticker
shape and size was distributed to each second block teacher. Teachers were asked to
discuss with the students the meaning and implications of genuine honesty. Following
the class discussion, each student was instructed to concisely express his ideas about
honesty in a slogan appropriate for a bumper sticker. Using colored markers, pencils,
crayons, and/ or paint, the students proceeded to design original ‘ honesty bumper
stickers’ complete with catchy slogans and illustrations. The finished work was
displayed throughout the school, and for several weeks, honesty generated
enthusiasm and excitement in Brainerd’s halls. Each student’s participation earned
him an out- of- uniform day as well as peer recognition of his clever bumper sticker.”
— Brainerd High School
These are a few of the activities implemented by Hamilton County, Tennessee. As you can see, each
school has come up with something a little different, in keeping with its age groups and school
atmosphere. What follows is a complete list of the ideas that were implemented in various schools in
Hamilton County last year or were suggested for the upcoming year. Any number of them may work
well in your school.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 25
1. STAFF DEVELOPMENT
GOAL: Provide staff development for character education and establish a common
language for implementation of goals.
ACTIVITIES:
• Provide teacher training.
• Seek help from the NC Center for Character Education, the Character Development Group, the
Center for the 4th and 5th R’s, or other national resources in character education.
• Use the Character Education Institute to access information, in particular the Character
Education Curriculum.
• Establish a county- wide clearing house for distribution of material and information about
character education.
• Make a resource notebook available to teachers with character education resources/ ideas.
• Make weekly character lessons available to teachers, and use a character report form to
record implementation.
• Have each grade level turn in a list of character activities to the principal.
• Set up a system to evaluate the success of character education in reducing discipline
problems, improving student grades, and increasing participation in extracurricular activities
and parent/ community involvement.
2. CURRICULUM DEVELOPMENT
GOAL: Integrate character education with the school’s academic environment.
ACTIVITIES:
• Implement a dress code to promote an environment conducive to learning.
• Tie a school- wide discipline program to character traits and use character language in
disciplinary conferences.
• Incorporate a leadership course into the curriculum. ( High School)
• Make conflict resolution and citizenship part of the psychology curriculum, and make
psychology a required course. ( High School)
• Have students and teachers work on and agree to a code of behavior for schools and
classrooms. ( Elementary school)
• Provide every student with an Agenda mate. ( High School)
GOAL: Integrate character education with the curriculum.
ACTIVITIES:
• Have guidance counselors visit classrooms with lessons on each trait.
• Hold seminars on the relationships between that month’s character trait and a literature or art
piece.
• Incorporate a section on good sportsmanship into the Wellness/ Physical education
curriculum.
• Make teams responsible for developing school- wide programs/ activities that tie in with each
monthly trait.
• Weave the question, “ What is the right thing to do?” into stories and social studies units.
• Define the difference between heroes and celebrities and study the positive traits of heroes
through social studies and whole language units.
26 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
• Re- write literature ( e. g., How would the Cinderella story turn out if the characters had valued
our character traits?).
• Have students write poems/ essays/ short stories on character.
• Show videotapes that deal with character traits.
• Read stories from The Book of Virtues, Chicken Soup for the Teenage Soul, or any other
collection of character- centered literature.
• Select outstanding authors, athletes, scientists, and historians in the various disciplines and
have students write research papers recognizing their accomplishments and achievements.
• Have journal writing focus on traits.
• Have students find newspaper articles that involve traits.
• Tailor art class assignments to the trait of the month.
• Let students select a friend and make up a good character poster about that friend.
3. BUILDING COMMUNITY TIES
GOAL: Gauge and build community consensus on common values and recruit community
support for character education initiatives.
ACTIVITIES:
• Procure funding through financial resources, such as private/ public foundation, state/ federal
government grants, U. S. Department of Education ( e. g., Partnerships in Character Education
Pilot Projects).
• Invite guest speakers to talk to students in the classroom about how they have integrated the
concept of character into their adult lives.
• Invite speakers to present keynote speeches about character at major events ( e. g., sports
banquets, graduations, awards ceremonies).
• For high schools: bring alumni back to talk about successful transitions to college, work, or
military.
• During regular assemblies, feature guest speakers from the community who can speak about
the trait for that month in particular.
• For elementary schools: Have community members come into classrooms and read stories
focusing on character.
GOAL: Promote partnerships between parents, schools, community, businesses, and faith
communities.
ACTIVITIES:
• Develop a scrapbook recognizing alumni, reflecting the school’s history and
accomplishments.
• Seek and encourage media coverage promoting character education.
• Involve the local newspaper and other media to help reward the school’s citizen of the quarter
and other honorees.
• Make a success portfolio of the school’s character education efforts available for public
viewing.
• Enlist businesses to help publicize and promote character development efforts by sponsoring
prizes, billboards, special sections in local newspapers, etc.
parents
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 27
4. INCLUDING PARENTS
GOAL: Involve parents in the character education program.
ACTIVITIES:
• Send home an informational packet on the premises and expectations of the character
program.
• At the beginning of the year, have both parents and students sign a pledge to build character.
• Devote an entire parent- teacher organization meeting to the character development program.
• Discuss character as well as academics in parent- teacher conferences.
• Send teacher letters home to parents monthly.
• Send newsletters on the character education program home to parents.
5. SERVICE LEARNING
GOAL: Integrate character education and service learning.
ACTIVITIES:
• Require students to obtain a certain number of hours of community service.
• Focus field trips and projects on character traits ( e. g., for “ citizenship,” sponsor a stream
cleanup).
• Offer “ cool character” awards to organizations students work with.
• Pair high schools with elementary schools for tutoring, holiday parties, and other projects.
6. HONORING STUDENTS OF CHARACTER
GOAL: Publicly recognize the work and achievements of students.
ACTIVITIES:
• Give a citizenship award to selected students.
• Recognize citizenship award recipients at the end- of- year awards ceremony.
• Have the honors board recognize “ Kids of Character.”
• Give students and parents who are nominated for showing the character trait of the month the
opportunity to have lunch with the principal.
• Institute a “ Random Acts of Kindness” program that gives awards for spontaneous good acts.
• Give out certificates for exemplary character at Class Night.
• Display photos of students of the month for each class on a bulletin board.
• Have a “ Citizen of the Week ( or Month)” announced by the principal.
• Give the “ Student of the Week” special privileges ( e. g., a week of no uniform, sports event or
ice cream passes, etc.).
• Include anecdotes of commendable student behavior in the school newspaper.
• Recognize students of exemplary character by letting them give the morning announcements.
• Send home cards of praise to recognize students who demonstrate good character.
• Give out awards based on the school mascot for remembering the Quote of the Week.
• Hold a special party for BUGS—“ Being Unusually Good Students”— award recipients.
28 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
school • Set up a system under which students are given a ticket when caught demonstrating character;
these tickets can grant the student special privileges, or they can be redeemed to purchase
small items.
7. SCHOOL ENVIRONMENT
GOAL: Incorporate character traits, school motto, and character quotes into the
environment of the school.
ACTIVITIES:
Announcements
• Include a focus on the character trait in the morning announcements.
• Include a “ Thought for the Day” based on that day’s character trait in the announcements.
• Encourage students to create thoughts for the day around the character trait of the month, and
select some to be read during morning announcements.
• If your district produces a “ character newspaper,” read stories from it over the intercom.
• Have the principal or members of the student council read the Quote of the Week over the
intercom.
Art/ Creative projects
• Have students write and produce plays emphasizing the traits for each month ( these can draw
good publicity— even TV coverage!).
• Have students create a character “ quilt” out of paper.
• Have students create a “ chain of kindness”— a paper chain with acts of kindness written on
each link.
• Have art classes paint character quotes on the walls.
• Hold a poster contest for posters to be displayed in homerooms.
• Sponsor an essay contest on the importance of character traits.
• Sponsor a contest in which students write and perform songs based on the character traits.
Displays
• Display banners, slogans, and quotes related to the traits in all areas of the school.
• Display character quotes in the teachers’ lounges, on lunch menus, computer lab screen
savers, etc.
• Publish lunch menus with character quotes.
• Have students and teachers work together on classroom displays based on the trait for the
month.
• Change prominent bulletin boards monthly to reflect character traits.
• Put up a “ Great Wall of Character” to display quotes, photos of students, and other important
character- related items.
• Put the trait of the month on the school’s marquee.
Special events
• Have the yearbook feature a page that focuses on the character traits.
• Hold theme days ( e. g., encourage wearing red, white, and blue on “ Citizenship Day”).
• Focus your graduation or end- of- year ceremony on character.
Pages 23- 28 adapted from Operating Manual for Character Education Programs. Character Development Publishing. 2001.
12 3 4 5 6 7
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 29
The Seven E’s
of Teaching
a Character Trait
1. Explain it— define it, illustrate it, and discuss its importance.
2. Examine it— in literature, history, and current events.
3. Exhibit it— through personal example.
4. Expect it— through codes, rules, contracts, and consequences.
5. Experience it directly.
6. Encourage it— through goal- setting, practice, and self- assessment
7. Evaluate it— give feedback.
Source unknown. Handout received at Mid- Atlantic Character Education Conference 2001
RESPECT:
To have high regard for, to hold in esteem,
to treat with courtesy and consideration
Short Lessons
• Talk about how good manners— courtesy, politeness, kindness— demonstrate respect. Which
actions demonstrate a lack of respect?
• Brainstorm ways in which we communicate verbally. Develop a list of positive and negative
words they hear every day. which show respect and which do not? How do these words make
you and your students feel?
• Discuss individuals/ groups of other cultures. How do they show respect and how can you
show respect towards them?
• Discuss rules. What are rules for? Why do we have rules? Which rules do we like and which do
we not like? Why? Relate this to playing a game, such as football. How does following the rules
demonstrate respect?
• Using the U. S. flag, lead the class in the Pledge of Allegiance. Discuss how this demonstrates
respect for our country. What is the correct position for reciting the pledge? How does this
position demonstrate respect?
• Ask students how they show respect for themselves. What does a person’s way of walking,
acting, dressing and talking say about him or her?
• Ask students how they can show respect to their parents and grandparents. Why should we
respect older people?
• Cards of Courtesy— Give out cards when you see students showing exemplary respect for
others. At the end of a certain period of time, count the number of cards for students and hand
out appropriate “ Thank You Gifts.”
Student Assignments
• Be spies. Pay attention and try to catch other students or teachers being respectful. Nominate
these people for a ribbon in school colors to wear for the week. ( Teachers: Allow students to
present the person with a “ respect ribbon.”)
• Keep a respect log. For 24 hours, list every example you can find of people demonstrating
respect. This list could include family members, strangers on the bus, etc. As a class, list how
many different ways there are to show respect.
• Interview your parents or grandparents and find out how they were taught to demonstrate
respect to older people and people in authority.
“ Life is not so short but that there is always time enough for courtesy.”
— Ralph Waldo Emerson
30 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
respect
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 31
STUDENT HANDOUT
What Teenagers Can
Do about Prejudice
and Discrimination
1 Work on yourself first. You may want to deny you have prejudices. That’s a normal reaction, but
the first step is to recognize that we all have been “ programmed” to have prejudices and
stereotypical thoughts, to one extent or another. Don’t feel guilty when you find these thoughts in
yourself; just work to change them. Also look for ways you might discriminate against others without
realizing it, and work on changing that behavior, too.
2 Don’t tell or laugh at jokes that stereotype or put people down. What seems like a joke
or harmless teasing to you, may not be funny to someone else. If you do accidentally offend
someone, don’t feel bad; just apologize and refrain from making that joke again. If someone else
makes an insensitive joke in your presence, tell them it’s not funny. You’ll be surprised what a difference
it can make.
3 Learn about people who are different from you. Read books and watch movies about other
cultures, attend multicultural fairs, art exhibits, etc. Ask for a multicultural curriculum in your
school.
4 Form a Multicultural Club at your school. A Multicultural Club is an extracurricular club
where people of different backgrounds get together to learn about each other. It can be a
support group for students who feel frustrated with discrimination and can be an educational
resource for the school. Be sure to invite everyone to join.
5 Make a special effort to expand your circle of friends to include those who are
“ different” or ignored. Who do you see around you that seems lonely or excluded? Try talking
to that person. If you feel awkward approaching them by yourself, ask a friend to go with you.
Invite them to eat with you at lunch or join your game on the playground.
Contributed by the National Conference for Community and Justice. 332 S. Greene St., Greensboro, North Carolina. Executive
Director, Steve Simpson.
32 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Role Plays
R ole playing is designed to help students see the choices they have in situations and to show them
that they do not have to continue in past patterns. It encourages creative problem solving and
enables students to experiment with solutions. However, role playing can be threatening to many
students. Others will participate eagerly but sometimes not thoughtfully. “ Facing Lines” and “ Group
Decisions” are preliminary activities for role playing. You will stand a better chance of having more
participation and better involvement, if you first use these or other warm- ups.
FACING LINES
This involves only brief action and creates less self- consciousness than role- playing because the whole
class is not watching. The activity encourages a variety of solutions to the same problem and forces
people to think and act quickly. Stress that they are to try to get into the character they are assigned and
play that part. Everyone will understand that this is acting and not necessarily how someone really feels.
Ask for two rows of partners facing each other. Use the whole length of your room. Designate one
line “ X” and the other “ Y.” Do not begin until everyone is quiet, so they can all hear you. Read the
scenario to the students. Then allow thirty seconds for all students to stand quietly and think about their
roles and get in character. When you say “ Begin,” students start talking with their partners. They
continue until you say “ Time,” which should be about two minutes later. They must then freeze in place.
Scene one: Line X is Robin. Line Y is Leslie. Leslie asks to use an old school paper of Robin’s
which she intends to hand in as her own work. Although Leslie is a good friend, Robin is
generally against cheating.
Scene Two: Line X is Tracy and Line Y is Toby. Tracy has just teased Toby because Toby speaks
English with a heavy Chinese accent.
Scene Three: Line X is Lee. Line Y is Terry. Terry is observing a religious fast and is not eating
lunch during the month of March. Lee is making fun of Terry.
DISCUSSION:
1. How did it feel when you were in each role? Which made you most uncomfortable? Why? In
which scene were you playing a part with which you could identify?
2. Share your solutions to the problems in each scene with the class. Were there many different
solutions? What are some similar situations you might encounter with friends or classmates?
3. What were some things your partner did that were helpful in coming to solutions? What
kinds of behavior turned you off? What might you or your partner have done differently?
GROUP DECISIONS
T his requires people to think quickly in stressful situations and with some time pressure. As a small
group they must reach agreement. Conflicts often necessitate such quick thinking. Several possible
solutions usually come up in different groups; thus, divergent problem solving is encouraged. Because
acting per se is not involved, students who are uncomfortable “ on stage” often participate more.
Divide students into groups of three or four. Read the first situation to the class. Then allow thirty
seconds of quiet thinking time. Then each group has one or two minutes to talk together and reach a
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 33
decision about what it will do. Students are playing themselves— they are to decide what they would do
if the three of them were actually in the situation. After you call time, have each group share its decision
with the class.
Situation One: You* are on a school trip. You get separated from the group because you
wandered off for a while. You know you will be in trouble for not staying with the group and
you are trying to decide what to tell the teacher.
Situation Two: You are in the classroom at recess. The principal comes in with a new girl for
the class. Serena uses crutches and has metal braces on her legs. She also wears a patch on
one eye.
Situation Three: Your class has been planning a trip to a local fair. All of you would be able to
bring a few dollars each. It is the day before the fair and you realize that several kids in your
class won’t have any money to bring along.
DISCUSSION:
1. How did you feel in each situation? Which ones were easy? Which ones were hard?
2. In which decisions could your group reach consensus? In which could they not? In what
types of real- life decisions do you have to reach decisions quickly?
3. What kinds of things did someone in your group do or say that helped your group?
4. What are some values which are important to you in making decisions in situations such as
these?( honesty? kindness? sympathy? friendliness? thoughtfulness? etc.)
* In all of these situations “ you” means the three or four students in the group.
Contributed by NCCJ ( Greensboro)
34 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Traditional
Role Plays
T his is the more standard role play. When using role play, give the characters names not belonging
to anyone in your class. Remind the students that they will be playing a part. No one will think they
are acting out their own feelings. The discussion afterwards will be much more effective if they will get
into the character of the person they are playing. After the role play ends, have participating students stay
where they are in the scene. Using character names, ask each in turn how he or she is feeling. As each
person answers, he/ she returns to a regular class seat. Now ask ( back to their real names) how they feel
as themselves. When discussing the role- play, it is important to direct questions in either character
names or real names— depending on what you are asking. Ask the students who participated if the
problem was resolved. If they reached a resolution, did the characters feel satisfied?
ROLE PLAY 1: At a class party Mitra, who is Hindu, told the parent serving the food that she
could not eat the pizza, because it had meat on it. The parent said in a loud voice that she was
sure it would be okay just this once and handed her the plate. Mitra was adamant that she
could not eat it. Ralph, who is standing nearby is disturbed and surprised when his friends start
teasing Mitra and telling her she is weird and to “ just eat it.”
ROLE PLAY 2: Carlene is constantly being picked on because of her size. Linda sees a big
group of kids on the playground making fun of her.
ROLE PLAY 3: Phil and Martin are best friends, although they are of different races. Gilbert
takes Martin aside on the playground and tells him that he should not hang around Phil so
much because they are not of the same race.
ROLE PLAY 4: Your school is in an uproar. A racial slur was discovered spray- painted on a
student’s locker. Some concerned students call for a meeting to discuss the incident and see
what should be done. Gretchen, Clara, and Bruce are at the meeting ( Gretchen is in charge of
the meeting).
ROLE PLAY 5: Rodney is always making jokes about other people and calling students names.
Louise ( who is often the target of Rodney’s jokes) tells Richard that she cannot take it any
longer and will stop coming to class if the teasing continues.
DISCUSSION:
1. Give some specific examples of things one or more of the actors did in the skit which helped
the situation. Are there other ways to handle a similar problem?
2. Which of these situations do you think are most likely to be issues for you and for your
school?
3. What kinds of things tend to make it hard to speak up or challenge someone when they are
being unfair or mean to someone?
4. Why is it sometimes easier to think of more ideas when you are not directly in a situation?
Contributed by NCCJ ( Greensboro)
GLURP
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 35
GLURP
Have students design a “ GLURP.”
G Something I’m GOOD at
L Something I LIKE
U Something I could do “ UMPTEEN” times
R Something I do to RELAX
P Something I’m PROUD of
They can use art, words, pictures.
Share with the group. Be sure they speak loudly and clearly and that the group is quiet and respectful as
each person shares his/ her GLURP.
Contributed by NCCJ ( Greensboro)
36 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Heroes
and Sheroes
A sk each person to name one of their heroes/ heroines ( sheroes) and why he or she admires that
person. ( Stress that it does not have to be a famous person.)
What is a hero? By definition, a hero is described as an individual admired or commended for
brave, noble or outstanding character. Heroic deeds are meant to be acknowledged, but often there are
“ unsung heroes,” who may not receive recognition. Heroes are considered to be good role models. To
know them is to not only hold them in high esteem, but to also learn from them.
Have a discussion about what makes a person someone to admire:
Why do you think people admire sports figures and entertainers so much?
Is money a sign of a person’s importance?
Name some people who are not famous, but who are admired because they try to help
other people or do good things for their community? ( may be a family member, a
neighbor, minister/ rabbi, public official, scout leader, teacher, etc.)
What is a role model? What makes someone a role model?
Can young people be role models? Why or why not?
How can young people teach others?
Have group brainstorm about young role models. ( This would be a good opportunity to
talk about the Greensboro Sit- in’s, which were started by four college students from
NCA& T State University.)
Is anyone in the class involved in volunteer work ( scouting, church group, etc.)? Ask them
to share what they are doing and how being involved makes them feel.
Tell about one of two of your own heroes/ sheroes. Why do you admire that person?
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 37
Alike
and Different
1. Ask two students ( a boy and a girl— different races) to come to the front of the room. Ask the rest of
the class to call out differences between the two and have the boy and girl step away from each other
as each difference is names: sex, color, hair, dress, etc.
Then ask students to call out similarities: blood, humanity, language, arms and legs, brain, both
wearing jeans, both wearing sneakers, etc. The two students are to walk toward each other as the
similarities are named. Soon they will have moved so close to each other that you must stop, because
there are more similarities than differences.
2. If you have more time, another method of looking at similarities and differences is to put the students
into groups of three– five to compile a list of:
3 things they have in common
3 ways they are different
Share the lists with the others in the class. Be sure the class is quiet enough to hear the lists being
read.
We appreciate the different things about others, because we can learn a great deal from
them. However, we need to realize how much we are all alike. Usually we have more things
in common than we realize.
Contributed by NCCJ ( Greensboro)
RESPONSIBILITY:
Obliged or expected to account for
Short Lessons
• Write or review class rules and discuss each student’s responsibility to abide by these rules.
• Brainstorm ways to demonstrate responsibility for school work. Have each student identify
one area of responsibility he or she will work on.
• Discuss chores assigned at home. What are the consequences of not doing these chores? How
many of the students have pets? Who is responsible for taking care of these pets?
• Discuss what responsibilities students think that parents have toward their children. Do those
responsibilities change as the children get older?
• Identify the responsibilities students have, compared with other persons they live with, such
as siblings. Does the baby of the family have the same responsibilities? Why or why not?
• Ask students, “ What are the responsibilities you’d like to have as an adult? Why?” Have
students write these responsibilities on paper and collect the papers. Ask volunteers to share
the ideas.
• Have students choose a person they know, such as a policeman, principal, or fast food worker,
and then write down what they think that person’s responsibilities are.
• Have students list at least five things they would expect their students to be responsible for if
they were teachers. Write all the ideas on the board and tally which five things got the greatest
number of “ votes.”
• Ask students to identify the advantages of being responsible when they come to school. How
do they benefit?
• Discuss with students how they plan to assume responsibility for their lunch cards or lunch
money during the school year. ( Other examples include coats, books, book bags, and
pencils.)
• Ask which students are responsible for doing their laundry and cleaning their rooms. How can
they assume responsibility for these tasks? What effect could it have if they take on
responsibility for these things?
For Students
• Practice keeping a list of all homework this week. Note when you have completed each
assignment.
• Ask your parent or guardian what their responsibilities are. As homework, write a paragraph
describing those responsibilities.
• Assume a new responsibility at home, such as cooking dinner one night or taking care of a
younger brother or sister or a neighbor’s child for an hour. Write a paragraph about your
responsibility and what it involves.
• Work in teams to design a poster demonstrating responsibility.
38 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
responsibility
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 39
“ Enter your classroom every day looking for some way to make
every student feel good about something. It may be the way a
student is dressed, answers a question, helps another student, etc.
Use any opportunity, anywhere, anytime.”
— Joseph Katarski
Student Activities
1. Read a popular children’s story in which one or more characters demonstrate responsible behavior.
Throughout the story, point out instances of responsibility and irresponsibility and discuss these
examples.
When the story is finished, have students draw a picture illustrating one of the character’s responsible
actions. Below this drawing, tell the students to write a sentence or paragraph describing the
responsible action and how they feel about it. Circulate as the students draw and write, offering
encouragement, acknowledgment, and assistance as needed. Post the drawings along with a banner
that reads, “ Characters with Good Character.”
Conclude the activity with discussion questions like...
• Does responsible action just happen or do we have to think about it and then do it?
• Is an action responsible if it is sloppy or poorly done? Why or why not?
• What must we do to let people know we are responsible people?
2. See “ Taking Responsibility for Myself” Worksheet
40 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
TAKING RESPONSIBILITY FOR MYSELF
A re you responsible for what happens to you? You need to be! What would happen if there was
an emergency and you were asked these questions? Make sure you learn the answers so you
can be responsible for yourself.
My full name is: ___________________________________________________________
My parents names are: _____________________________________________________
My address is: ___________________________________________________________
House number, street name, apartment number
___________________________________________________________
City and state
___________________________________________________________
Zip code
My phone number is: (___________) ________________________________________
My birth date is: __________________________________________________________
My school’s name is: _______________________________________________________
My teacher’s name is: _____________________________________________________
My classroom number is: __________________________________________________
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 41
PERSEVERANCE
Sticking to a purpose or aim
Short Lessons
• At the beginning of the year, have students set and record their goal grade for the year. At the
end of each interim and report period discuss with each student individually how he or she
can continue to reach that goal.
• Talk about perseverance in relationships. Do parents have to persevere with children? Do
couples and married people have to persevere in their relationships? Do friends sometimes
need perseverance?
• Tell students about Thomas Edison, who tried 1,000 different combinations before he found
the right materials for the light bulb. ( For a resource, use the book The Wizard of Sound, by
Barbara Mitchell.) Talk about the importance of trying out an idea, sometimes over and over
again.
• Ask students to write down on a piece of paper all the things that they think they can’t
accomplish in life. Tear up the papers and remind the students that they can do anything they
want to do if they are determined.
• Ask students to watch for examples of persons who show enormous perseverance— such as
a person injured in an accident who must learn to walk again— or a baby learning to walk for
the first time. Discuss the rewards these people will realize because of their determination.
• Talk about goals. Why are they important? What are they for? Ask students, if we don’t know
where we are going, are we likely to get there?
• Summarize The Seven Habits of Highly Effective People, by Steven Covey. Share these habits
with your class and briefly describe how each habit can lead to accomplishing goals.
• Read selections of Chicken Soup for the Soul, by Jack Canfield and Mark Hansen.
Discuss/ reflect on the perseverance of individuals in these short stories.
• Interview an older relative, neighbor or friend. Ask the questions below, plus any others you
think are important. Write a brief report describing what you learned.
What has brought you the greatest success in life?
What is one thing you would like to tell younger people about successful living?
perseverance
42 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
ACTIVITY: THE TORTOISE AND THE HARE
A esop’s Fable, The Tortoise and the Hare, contains many educational lessons. First, we learn the value
of perseverance. Second, we learn that achieving our goals in life requires hard work, even when
we feel like giving up. Finally, we learn that success can be achieved against all odds. What seems
impossible may be possible if we don’t give up.
THE TORTOISE AND THE HARE
A hare once made fun of a tortoise. “ What a slow way you have!” he said. “ How you
creep along!”
“ Do I?” said the tortoise. “ Try a race with me and I’ll beat you.”
“ What a boaster you are,” said the hare. “ But come! I will race with you. Whom shall we
ask to mark off the finish line and see the race is fair?”
“ Let us ask the fox,” said the tortoise.
The fox was very wise and fair. He showed them where to start and how far they were
to run.
The tortoise lost no time. He started out at once and jogged straight on.
The hare leaped along swiftly for a few minutes till he had left the tortoise far behind.
He knew he could reach the mark very quickly, so he lay down by the road under a
shady tree and took a nap.
By and by he awoke and remembered the race. He sprang up and ran as fast as he
could. But when he reached the finish mark the tortoise was already there!
“ Slow and steady wins the race,” said the fox.
Discussion Questions
Aesop’s fable also includes a lesson about procrastination ( to delay or postpone). The hare didn’t take
winning the race too seriously. He took a nap because he thought that winning the race was a sure
thing. Besides perseverance, the tortoise showed a lot of courage when he challenged the hare, a much
faster runner, to a race.
• Who are the main characters?
• How can you tell the hare was being unkind to the tortoise?
• Why do you think the tortoise challenged the hare to a race?
• In the beginning, did it look like the tortoise would win the race?
• What does the fox’s statement, “ Slow and steady wins the race,” mean?
Practicing Perseverance
Choose three volunteers and role- play the story. Discuss the character traits or the lack of character
traits exhibited by each character.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 43
POETRY
If
by Rudyard Kipling
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated don’t give way to hating,
And yet don’t look too good, nor talk too wise:
If you can dream— and not make dreams your master;
If you can think— and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken
And stoop and build ’ em up with worn- out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch- and- toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘ Hold on!”
If you can talk with crowds and keep your virtue,
Or walk with Kings— nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the earth and everything that’s in it,
And— which is more— you’ll be a Man my son!
Would men or women who practiced these above mentioned traits be considered to possess good
character? Do you agree with all that Kipling is advocating? Would we desire for our children that they
tell the truth, and trust themselves if acting in an honorable manner, to be willing to lose and to start
again, and to keep their virtue?
courage
COURAGE:
Attempting things that are worthwhile;
following your conscience rather than the crowd; bravery
Short Lessons
• Give students a list of situations. Have them decide which reactions are courageous and which
are foolish. ( Examples: Walking away from a fight vs. fighting, jumping off the roof vs. not
jumping even if your friends call you “ chicken,” making fun of someone vs. standing up for
someone.)
• Talk about courageous acts that are required during times of war. If possible, show video clips
of battlefield heroism or of persons hiding Jews during World War II. Have any of your students
had a brush with death? Ask them to share how they felt.
• Bring in foods from a different culture to share with the class. As they are trying the foods, talk
about how it takes courage to try something new that you’ve never eaten before.
• Tell the story of Joan of Arc and the Trojan Horse. What did Joan do that was so heroic?
• Videotape a clip from the news about a person in your community who showed courage.
Show it to the class and talk about what caused that person to be courageous.
• Talk about the courage required by the early settlers, pioneers, and immigrants who founded
our country. Does it take courage even today to move to a new place? How many of your
students have lived in other states or even other countries?
• Ask students to share what they found out when interviewing someone from another country.
• Talk about the clothes that students wear. Does it take courage to dress differently from the
crowd? What do they think of people who dress differently?
• Read stories from your students about times when they were courageous. Ask students to
guess which student wrote the story. Throw in your own story of courage.
• Talk about when we feel afraid. Have any of your students had to walk home late at night?
Been alone in the house on a dark night? Discuss ways to feel courageous.
For Students
• Write a poem or short story about courage. Develop a character who has to make a choice
that requires courage. Remember that there are many forms of courage.
• Write a personal story about a time when you were courageous. Be sure to tell your teacher if
your story is too personal to be read aloud in class.
• Imagine a world in which everything is different. ( For example, maybe you got dropped onto
an unknown planet from a Star Trek spaceship.) Write an essay about what you see. How do
you feel? Imagine your courage as you explore this new world.
44 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 45
Student Activities
1. For Elementary School... Have sharing time. Create circle discussions for the purpose of building
self- confidence.
2. For Middle School... Discuss “ The Road Not Taken” by Robert Frost.
The Road Not Taken
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that, the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
The Road Not Taken, Robert Frost
• How did the author decide which road to take? Why do you think that he chose “ the road less
traveled by”? What would you say about the writer’s sense of adventure and why?
• This is a poem about choices. What choices have you made recently that you can remember?
Why do you suppose that you can remember these choices and not others?
• Some choices are made every day. Others are made less often. Give some examples of both.
• Why do we have to choose, anyway? Why can’t we just “ do it all”?
• “ You can do anything that you want. You just can’t do everything that you want.” Discuss.
• How do you make your decisions about what to do or where to go?
• If you take the “ road less traveled,” are you thinking like everyone else or are you thinking for
yourself?
46 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
• What do you think it means to take the road “ less traveled by” and how can doing so make
“ all the difference”?
• Give some examples of where you have taken the “ road less traveled.” Did you see your choice
as being in any way courageous? Why or why not? What do you think your life would be like
if you had made another choice? Would you be better or worse off than you are right now?
Would anyone else that you know be better or worse off?
• What do you think the following means?
“ We don’t make right decisions. We make decisions right.”
Some roads taken lead to happiness, others lead to sorrow; most have a measure of both.
Having decided on your road, is there anything that you might be able to actually do that would
increase the joy and decrease the pain? Or are you merely launched on a journey over which you
have no control?
3. For High School... Create class discussions on Excerpts from Walden by Henry David Thoreau,
such as...
What I Lived For
I went to the woods because I wished to live deliberately, to front only the
essential facts of life, and see if I could not learn what it had to teach, and not,
when I came to die, discover that I had not lived. I did not wish to live what was
not life, living is so dear; nor did I wish to practice resignation, unless it was
quite necessary. I wanted to live deep and suck out all the marrow of life, to live
so sturdily and Spartan- like as to put to rout all that was not life, to cut a broad
swath and shave close, to drive life into a corner, and reduce it to its lowest
terms, and, if it proved to be mean, why then to get the whole and genuine
meanness of it, and publish its meanness to the world; or if it were sublime, to
know it by experience, and be able to give a true account of it in my next
excursion.
— Henry David Thoreau
integrity
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 47
INTEGRITY:
Honesty, sincerity, and completeness
Short Lessons
• Give students a series of ten scenarios in which they would choose to be honest or dishonest
Ask them to privately record what choices they would make in each situation. Collect the
papers and give each student an “ honesty” rating based on their choices. Return the papers
to students at the next class.
• Play the song, “ Honesty,” recorded by Billy Joel. Divide the stanzas into sections ( you may
want to leave out some stanzas as inappropriate). Assign groups of students to discuss what
each stanza means and present their interpretation to the class.
• Divide students into groups. Ask each group to create a three- minute skit in which a person
has a choice and either chooses to be honest or dishonest. Make sure students include the
consequences of the choice in each skit.
• Ask students to brainstorm times when they feel tempted to be dishonest. Divide those times
by whether they involve family members, friends, or strangers. After you’ve discussed why
students would be dishonest in those situations, turn the situations around so that the student
are the ones being lied to. How do they feel now?
• Discuss cheating on homework. What are the effects of not being honest in school?
• Calculate the dollar amount that shoplifting costs a typical store. Use real numbers from a
local retailer, if possible. Then, calculate how much the store- owner would have to raise prices
to compensate for what is lost due to shoplifting. Relate this to everyday items that a student
would purchase, such as candy and sneakers.
• Ask students for examples from TV programs that make dishonesty seem glamorous. Can they
recognize dishonesty even when it seems justified?
• Discuss with students why they often consider it an accomplishment to “ get away with”
cheating or stealing. Have them give examples of such situations, then ask them to identify
who they injure with those actions.
• Brainstorm and develop a list of characteristics of a person who is trustworthy and a person
who is not.
• Use well- known sports or entertainment figures to talk about how people get certain
“ reputations.” Are reputations ever built on trustworthiness? What kind of reputations do the
students want to have? Why are “ bad” reputations more popular than “ good” reputations? Can
students get a reputation just because they are members of a certain family?
• Ask students to identify five persons in their lives they think are trustworthy. What are the
characteristics that make each of those persons trustworthy? How would they rate their own
trustworthiness? How would their friends or parents rate it?
• Discuss what it means to “ give your word” that you will do something. Relate “ trustworthiness”
to the character trait “ responsible.”
48 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
• Invite a speaker from the Big Brother/ Big Sister program to discuss the program with your
students. Ask the speaker to emphasize the importance of trustworthiness to the success of
this program and to discuss the characteristics of a good mentor. Provide information about
how your students can become involved with this program if they are interested.
• Invite a speaker from the employment office to discuss with students the types of jobs
available and the requirement that employees be trustworthy.
• Have students write an essay on one of these two topics: I) What would a society be like if no
one believed in honesty? What kinds of consequences would this cause? 2) What would a
society be like if everyone was 100% honest? What kinds of consequences would this cause?
Student Activities
1. Tell the children the story The Boy Who Cried, ‘ Wolf!” ( Summary: A young boy, for his own
entertainment, makes believe and screams that a big wolf has come into the village. The people
in the village are very alarmed at first. But after he pulls this stunt several times and no wolf is ever
seen, the villagers begin to realize that he is just pretending. One day a mean wolf actually comes
into the village. But this time when the boy cries out to forewarn the others, everyone knows that
he is not trustworthy and they ignore him.)
Discuss the importance of telling the truth at all times. Use the following questions in your
discussion:
• What happens if someone lies a lot? ( Others stop believing you.)
• Why didn’t the people believe the boy when there really was a wolf? ( Because his repeated
lying made him untrustworthy.)
• What is the best way to make sure people believe us all the time? ( Always be honest.)
• Has this sort of thing ever happened to someone you know?
2. Ask the children if they know what a “ contract” is. Through class discussion, help them
understand that it is an agreement and a special kind of promise. Say: “ A contract is made when
two or more people discuss a particular situation, decide what to do about that situation, and
then promise each other they will do it. An oral contract is one that is spoken; the people tell
each other what they will do. There are also written contracts. The people write what they will
do, and then sign their names.” Explain that signing their names to a written contract means that
you agree what is written and you promise to do what it says.
Prepare a written contract for the class. Have the children choose the most important rules— rules
they agree to uphold. ( Emphasize that it is up to each child to suggest changes if he/ she doesn’t
agree with or isn’t prepared to abide by certain rules.) List these on a large piece of paper. Then
write, “ I will follow these rules at school” ( or wherever appropriate). Sign the contract yourself, and
ask each of them to sign it. Post the contract in a conspicuous place to remind everyone of the
commitments they made.
In addition to, or instead of, the class contract, you might have each child make up his/ her own
document. Photocopy the “ Class Rules Contract” or create your own. Have each child fill in the
blanks with commitments he or she agrees to keep. Then sign your names. Have the students take
these documents home for parents’ signatures.
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 49
3. Before discussing the concept of integrity, have the students read literature and see audiovisual
presentations on the Holocaust ( e. g., Steven Speilberg’s “ Schindler’s List”) and the Nuremberg
Trials. ( Remember first to preview or review these.)
Begin by defining “ integrity” and discussing how it relates to the Holocaust. Discuss the motivations
and the activities of the Nazis during the Holocaust and the defense used by war criminals during
the Nuremberg Trials. ( Many charged with war crimes attempted to rationalize their behavior by
arguing that they were merely following orders.) Ask how integrity plays into this issue and discuss
what alternative courses of action could have been followed. Ask what they would have done.
Read about and discuss those who protected Jews and other persecuted groups from the Nazis
during the war. Say: “ It would have been easy to disagree with the government’s abominable
behavior and still do nothing about it. How is this an issue of integrity?”
Ask them if they can think of any issues in the United States— even in their own community— which
require individuals to make sacrifices to do what is right rather than what is convenient.
Have them write an essay on an incident or issue in history ( other than the Holocaust) in which
individuals demonstrated great integrity in the face of strong pressure to compromise their
principles.
4. Ask students what supplies employees often take from the office for use at home or elsewhere
( e. g. pens, paper, paper clips, envelopes, staplers, staples, paper pads, computer supplies and
calendars). On the chalkboard, list these supplies.
Have the students form small groups and give each group an office supplies catalog to calculate the
value of the items listed. Tell them to estimate the total loss to the company in one year. Discuss the
monetary loss to the company over the long term, the waste of supplies, and the loss of
employer/ employee trust.
Ask: “ Does taking these items represent a violation of trust in all cases?”
If they answer that it doesn’t matter in the case of staples and paper clips, ask:“ Would it matter if the
boss knew?”
“ Choose always the way that seems the best, however rough
it may be. Custom will soon render it easy and agreeable.”
— Pythagoras
“ The elegance of honesty needs no adornment.”
— Merry Brown
50 CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE
Integrity
HONOR CODE
On my honor, I have neither given nor received non- permitted assistance on
this assignment.
x ________________________________________________________________
Student signature
Suggestions for use
• Have students write and sign this on all written assignments, work, tests, quizzes, etc.
• Before you use an honor code, discuss what “ honor” means, both their views on it and the
teacher’s point of view.
• Tell them you realize that this is simply their given word and you know that it can easily be
broken, but tell them about honor and their word ( the value of it, etc.).
• Tell them what “ non- permitted assistance” is, and isn’t.
• Tell them about the respect that people earn by always remembering the pledge and staying
true to their word.
“ The final forming of a person’s character lies in
their own hands.”
— Anne Frank
self- discipline
CHARACTER EDUCATION INFORMATIONAL HANDBOOK & GUIDE 51
SELF- DISCIPLINE:
The control of one’s own actions or feelings; self- control
Short Lessons
• Identify strategies for practicing self- discipline when in heated situations, such as counting to
10, stopping to breathe deeply several times, going for a walk, thinking about the
consequences, and trying to identify what the other person is feeling. Have students give an
example of when they have used these strategies.
• Discuss examples of persons who no longer have control over their own lives. Ask the students
how they would feel if they were in prison or confined to a bed. Help students identify the
advantages of exercising control over emotions and actions.
• Talk about athletes and how they become good enough to get their million- dollar jobs. When
top athletes have these good jobs, can they quit? What happens when athletes lose self-control?
Point out that self- control is a learned skill, just as athletic training is learned.
• Discuss verbal and non- verbal communication. Role- play situations in which nonverbal
conflict causes problems and discuss possible ways to control nonverbal reactions.
• Ask students to identify situations in which peer pressure could overwhelm self- control.
Develop a list of the kinds of pressures your students face.
• Brainstorm a list of all the excuses people use for being late. What is the wildest excuse they
have ever heard? Which ones have they used? Does anyone know a dog that eats homework?
• Discuss what happens when they are part of a group and someone makes the entire group
late for an event. How do they feel about that person? Ask students to provide an example of
when this has happened.
• Talk about strategies for being on time. Choose a hypothetical situation, such as being on time
for school, and strategize ways to be punctual.
• Discuss the benefits of going to school for 12 or more years. Does it take patience to come to
school day after day? What are the rewards of getting an education?
• Collect a list of interventions that took years to develop. If possible, show slides or pictures of
these interventions. Ask the students to guess how long each one took. Discuss the patience
that was required to develop the interventions.
• Discuss what Benjamin Franklin meant when he said, " He that can have patience can have
what he will."
For Students
• Pay close attention to every situation today and write down all of the times you see someone
practicing self- control. What are the consequences?
• Pay attention t