1 Richardsonrufli Character Education Paper

Character Education

Elizabeth Richardson Chelsea Rufli

Liberty University Dr. Goodwin Education 410-001 Tuesday, September 04, 2007

Character education is a key concept that should be understood by anyone who is thinking about participating in the field of education in any way. “Whether [one is] a teacher, administrator, custodian, or school bus driver, [they] are helping to shape the character of the kids [they] come in contact with. It’s in the way [they] talk, the behaviors [they] model, the conduct [they] tolerate, the deeds [they] encourage, the expectations [they] transmit.” (“You Are A Character Educator”, 2004) It is important to understand that even if one does not directly teach character education, the person that is running the classroom will always be watched, in words and in deeds, by the students in the class. Most likely, a child will be listening when no one thinks they are. Although it would be wise to include the direct teaching of character education in the curriculum, it will take more than such to instill character in a child. Dr. Berkowitz says that “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.” (Berkowitz, ) The question still remains as to how this is most effective. Many scholars would probably agree that this type of education should be implemented into as many areas as possible, not just introduced during a specific time of day or week. Children need to learn that it does and will continue to affect every area of their lives. Responsibility

Responsibility is a character trait that younger children may not be aware of completely yet, but it still is an important concept to teach. In the first grade, children should start learning how to be more independent and how to do more and more on their own. With these knew privileges and practices needs to also be the sense of responsibility.

I chose the book Clifford Gets a Job to help make this point. Because Clifford is such a big dog, he needs a lot of dog food! Since dog food costs so much money, Clifford tries to help his family by going out and getting a job to help pay for the food he eats. At first, his prospects do not look good, and he gets fired from a few jobs. But he finally finds one that suits him well, and that pays in dog food too!

English 1.5

The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. b) Match spoken words with print. c) Identify letters, words, and sentences.

1.6

The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. b) Use two-letter consonant blends to decode and spell single-syllable words. c) Use beginning consonant digraphs to decode and spell single-syllable words. d) Use short vowel sounds to decode and spell single-syllable words. e) Blend beginning, middle, and ending sounds to recognize and read words. f) Use word patterns to decode unfamiliar words. g) Use compound words. h) Read and spell common, high-frequency sight words, including the, said, and come.

1.7

The student will use meaning clues and language structure to expand vocabulary when reading. a) Use titles and pictures. b) Use knowledge of the story and topic to read words. c) Use knowledge of sentence structure. d) Reread and self-correct.

Reading 1.8 The student will read familiar stories, poems, and passages with fluency and expression.

The teacher will summarize the story about Clifford, excluding the end, and how it relates to responsibility. The students will take turns reading the story to a partner, using clues they have learned to identify words, and make sense of what they are reading. They should then be able to summarize the story to the teacher, including the ending of the story. Math

Measurement 1.10 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

The teacher will create word problems involving amounts of money that would need to be spent on a certain amount of dog food, using pictures. She should ask how many pennies, nickels, dimes, or quarters are needed to buy the amount of dog food (up to 100 cents or less). The student will answer the word problems in units of each currency. Science Life Processes 1.5 The student will investigate and understand that animals, including people, have life needs. Key concepts include a. life needs (air, food, water, and a suitable place to live) The students in the classroom will investigate different types of animals, including people, and understand that all animals need certain things, and that some needs of animals are very different and very unique.

The teacher should provide the students with research materials at their reading level (or with many pictures) and put the students into groups, according to the animal they wish to learn about. The students should be able to tell the class what type of life needs the animal has including how much food it eats and where it lives, and if it migrates, etc. Students should then create a poster of their animal in its own habitat. Social Science

Civics 1.10

The student will apply the traits of a good citizen

1. recognizing the purpose of rules and practicing self-control; 2. working hard in school; 3. taking responsibility for one’s own actions The teacher will start a discussion on responsibility after having read the story about Clifford. Students should know that they eventually have to “accept responsibility for the consequences of [their] choices, not only for what [they] do but what [they] don’t do.” (http://bb7.liberty.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?co urse_id=_47271_&session_key=12nL314n47yy2uHRCcTx8LgkY63697dAh5jhwMJfrn87It

The students will share what they may be responsible for at home, including chores, dressing themselves, helping with a younger sibling, etc. The teacher should begin to assign roles in the class, such as line leader, door opener, and so on, depending on the needs and functions of the classroom. After a few days, the teacher and the students can discuss how things run smoothly when a person knows what their job is, and they perform it well. They should be able to see how their job is beneficial to the whole class, giving them a sense of importance and responsibility. The teacher should also help the students organize a clean-up project in their community. The students should go as a class and clean up a park, roadside, etc. in order to understand the importance of taking some responsibility in the community. (Don’t Laugh At Me, 2000) Respect Respect is such an important character trait to instill in children. It is something that when taught and practiced, can make the difference in a child’s success. Dictionary.com defines respect as being a “willingness to show consideration or appreciation.” I chose the book Effie to illustrate the meaning of respect. This book is about an ant with a very loud voice. No one wants to stay around long enough to hear what she has to say because she is so loud. But then one day, as an elephant is about to trample all of the little animals below, Effie is able to speak loud enough for the elephant to hear, and stops him and the other elephants from trampling the bugs below. I think this teaches respect in one big way. Even though people may be different than you, it doesn’t mean that they are useless or should not be listened to. The other ants did not listen to Effie, but she was actually very valuable to their community. She even saved their lives.

The other is that the elephant listened to Effie, even when she was so much smaller than he, and they got a lot accomplished. English Writing 1.12 The student will write to communicate ideas. a) Generate ideas. b) Focus on one topic. c) Use descriptive words when writing about people, places, things, and events. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. f) Use correct spelling for high-frequency sight words and phonetically regular words in final copies. g) Share writing with others. The teacher should invite the students in the classroom to write about why they should respect (appreciate) their parents, giving the examples that the other ants should respect Effie because she was able to save them, and the elephants respect her because she helped the animals become friends. Have them try to come up with at least three reasons of their own. This could include anything the students wish, from things that their parents do for them, or things that they say, etc. Afterward, the students could share their reason(s) with the class, and the teacher could even create a written list on the board to showcase all the reasons to the students. Song that can be taught to the children, where each group has their own part (or responsibility) in the song: Group #1: One, Two! Group #2: Do your best in all you do! Group #1: Three, Four! Group #2: Do your part then do some more! Group #1: Five, Six! Group #2: Don’t blame others for your fix! Group #1: Seven, Eight! Group #2: Set a good example and be first rate. Group #1: Nine, Ten!

Group #2: Make a mistake so try again! (Character Counts http://www.charactercounts.org/pdf/Exercising-Character/Exer-Char_06-09responsibility.pdf) Math Patterns, Functions, and Algebra 1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. The teacher should create a chart for the students to sort many of the animals in the book, and obtain concrete objects of all of the animals. Many of the animals have things in common, and many things are different, just like they already learned. The animals should be sorted by color, size, shape, and number of legs from the objects. The animals could include an ant, elephant, caterpillar, spider, butterfly, beetle, and a grasshopper. The students will get into pairs and write the names of the animals in the chart that the teacher created, under the appropriate headings. The students will be able to see what animals are alike, and which ones are not.

Social Science Civics 1.12 The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. The ants and the elephants in the story did not understand each other at first because their lives were so different. However, Effie tried to talk to the elephant, and they found that they had a lot in common and actually enjoyed each others’ company. They were also able to be very helpful in the community, and save many lives. In the same

way, people who are very different can still get along, help each other, and treat each other with respect. The teacher should invite the students to list as many common characteristics that the students share as possible. The first few obvious ones could include country, state, city, school, teacher, grade, clothes if there are uniforms, shoes, etc. Students should then team up with a partner, and make a list of at least five things that they have in common. This could include gender, hair color, common activities, etc. They could then make a list of five things that are different. This will teach students that although they may be very different, there are also things that are very similar in their lives, and vice-versa. The teacher could then talk about how the classroom is just like America. Many people are different, but there are many common goals as well, making the country united. Science Life Processes 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include a) life needs (air, food, water, and a suitable place to live); b) physical characteristics (body coverings, body shape, appendages, and methods of movement); and c) other characteristics (wild/tame, water homes/land homes). Following the same theme as before, discuss the animals from the book and their life needs, physical characteristic, and other characteristics. The teacher could take students outside and have them explore the outdoors. The students should record by writing down what animals they see, and then upon returning to the classroom, they could discuss the different attributes of the animals they saw or even heard.

Creativity Creativity is something that most children are born with, and carry with them throughout their lives. However, many students will lose this creativity as they grow older if it is not practiced and encouraged. Much creativity can provide an outlet for students to express their strengths, weaknesses, and artistic talent. I chose the book Flower Garden for the character trait because it displays the creativity of a father and daughter who decide to create a flower garden right outside of the window of their apartment building. They do not have a yard to create a garden, so they design a little flower garden to place outside for the mother to look at. Math Geometry 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners. The teacher will give the students kits of geometric plane figures, and have them sort the figures, trace the figures, and describe them as stated in the SoL’s. The students could be given a guiding sheet of different things they can create with their shapes, and should also be offered ideas on what they could create. The students should follow directions carefully for the beginning of the activity, but should feel free to create whatever shapes they wish afterward, either using the guiding papers or creating a free hand drawing on their own. The teacher could also ask the students to create a flower, and see how many different varieties are created.

Science Life Processes 1.4

The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include a) needs (food, air, water, light, and a place to grow); b) parts (seeds, roots, stems, leaves, blossoms, fruits); and c) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous). After learning about the life needs of a plant, he teacher should gather materials in order

that each student could plant a flower in a small Styrofoam cup. They should be given at least two choices, and should follow directions on how to plant their seed. At this point, students will know what their plant needs to survive, and even how much water to give them. The teacher should set a time each day where the students could go ‘tend’ to their plants. After the plants have bloomed, the students could be led into a hands-on learning experience about the parts of the flower. After this is done, the teacher could help the students replant the flowers in a window box for them to look at every day, just like the flower box in the story. The teacher could assign one student every day to water the box and take care of it. English Writing 1.12 The student will write to communicate ideas. h) Generate ideas. i) Focus on one topic. j) Use descriptive words when writing about people, places, things, and events. k) Use complete sentences in final copies. l) Begin each sentence with a capital letter and use ending punctuation in final copies. m) Use correct spelling for high-frequency sight words and phonetically regular words in final copies. n) Share writing with others. o) Use available technology. The teacher should create a list of 15 objects (animals, people, etc.) and will display them all to the students.

The students should choose one of these, and generate a story around the object. They should focus on this object throughout their story, and should use many descriptive words to describe not only the main object in the story, but also other things in the story as well. They should focus on creativity at first, and then rewrite a draft that should use correct grammar according to the SoL’s for their grade level. Social Science Economics 1.7 The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services. 1.8 The student will explain that people make choices because they cannot have everything they want. 1.9 The student will recognize that people save money for the future to purchase goods and services. The teacher will provide students with the materials necessary to create a mock grocery store. Students will take turns being the ‘buyers’ and sellers, and will earn money if they are working. Students will be able to buy things based on how much money they have earned. (Obviously the prices and money should be used on the level of knowledge they have of money, and can be based on the Math SoL Measurement 1.10) If something is too expensive, they will know that if they save their money and work again the next day, they will have enough when they become a buyer again. (This process will obviously take several sessions.) A discussion could then follow, making sure all of the SoL’s were understood.

Obedience

Obedience is a character trait that every person struggles with, whether young or old. So many questions arise, such as to whom should one be obedient, and if there are ever exceptions. However, students on a first grade level should be taught obedience when in regards to their teachers, parents, and sometimes even friends. I chose the book Gladys Told Me to Meet Her Here because it was a clear example of how important it can be to do as someone has asked. There is a little boy and he is waiting for a girl named Gladys. Gladys is late, and even though he was supposed to meet her at a specific spot, he wanders off to look for her, all over the park. Finally, are searching everywhere, he realizes that Gladys might just be where she told him to be. Sure enough, upon his return to their meeting spot, He sees Gladys waiting there for him. Math Computation and Estimation 1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts. The teacher will invite the students to create their very own word and picture problem. After giving the students an example, the students can use something that Gladys and Irving saw or did or even talked about while at the zoo. The teacher should then put the students in groups, and have them answer each others problems. One may continue this and have the students create another problem and have another partner solve it, or the teacher could create problems for the students to solve If the students do not read and follow the directions carefully, they will surely get the wrong answer. This will also teach that paying close attention to what is said is very important. Science

Resources 1.8 The student will investigate and understand that natural resources are limited. Key concepts include a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil); b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources. In the story, Gladys and Irving are visiting the zoo. The zoo is not only a place for people to go see animals, but it is also a place where plants and animals are protected from many things. The teacher could plan a trip to the zoo, or if that is not possible, they could research animals and plants that might live at the zoo. The teacher could then talk about endangered animals, natural resources, and taking care of the earth. The students would then have to create a list of things that they could practice in order to help the environment, animals, the air, etc. This could include anything from recycling to turning off the water while they brush their teeth. The teacher could start (if she has not already) a recycling bin in the classroom for paper, instead of it being thrown away. Students will be asked to place all of their paper in the bin, and will be practicing obedience while protecting the earth. English Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language.Express ideas orally in complete sentences. The teacher will hand out paper with the beginning of a sentence such as “I can help the earth by….” The students should write their ideas down and after everyone is finished, the students could stand where they are sitting and name some of the things that they might have written down. The students should follow all classroom rules, and should not talk when their peers are speaking.

Social Science Geography 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend. Gladys and Irving may have been able to find their way around better if they had used a map! The teacher should hand out samples of maps to the students, and go over the basic map symbols. Students should then be able to create a simple map of the classroom, using symbols for the desks, chairs, and other items in the room. Then, the students will create their very own map, of any place they wish. They could make up a zoo, a park, or house. These maps would be beautiful when hung around the classroom. Also, the class could collaborate and create a giant map of their school. The teacher could ask the students how to get from one place to another, and the students could help follow the map and lead the class in the right direction. It would be beneficial to use places both familiar and unfamiliar to the students. Accountability Dictionary.com defines accountability as, “the state of being accountable, liable, or answerable.” In the education field, students and teachers need to be held accountable for their actions. Accountability helps keep honesty and responsibility present. It is important for teachers to integrate this character quality into their teaching as it is a quality that will foster only success for the students. English 1.11

The student will print legibly.

a) Form letters. b) Space words and sentences.

The teacher will begin by reading, The Talisman, to the children. She will then stop before she gets to the end and have the students each write out their own ending before reading the real ending of the story. All the children will have an opportunity to read their version of how the story ends before they hear the actual ending. The students will re-write a final copy of their ending with correct letter formation, full sentences, and spacing. The teacher will then put the children in small groups to check each others work for correct letter formation and spacing. She will stress how even this activity of checking others’ work can be a form of accountability and it is important to be honest in all evaluations. Math 1.14

The student will compare the weights of two objects, using a balance scale.

The teacher will use math to introduce the concept of accountability to the students. They will be split up into teams of two, given four objects, and a balance scale. The students will weigh the first two objects and compare the measurements (one will heavier than the other). The students will then weigh the second two objects, both being equal in weight. The teacher will ask the students to explain the comparisons and use this as an illustration for accountability, explaining that accountability takes equal effort from both students. The students all need to work together to keep each other accountable, this is a responsibility of the students. If only one student is doing their part, the scale is not equal, like the uneven objects. Science

1.4

The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include d) needs (food, air, water, light, and a place to grow); e) parts (seeds, roots, stems, leaves, blossoms, fruits); and f) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous).

The students will learn about plant parts and plants’ needs. The teacher will test each student’s knowledge and then each student will get to plant their own seed and help it grow. The teacher will provide all the necessary materials and assign each student a partner. Each student will be responsible for keeping a record of their plant growth in their journals, and using the plant vocabulary they have learned. They will be responsible for watering their plant daily and making sure it gets sun. Each pair of partners will be responsible for checking each other’s journal entries and reminding each other to keep their plant watered. They will have to put their name on each of their partners’ entries to show that they have checked it. The teacher will explain that each partner is an accountability partner and they will be graded on their participation. Social Science 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver. The class will read short biographies of each of these historical figures(this lesson will take more than one day). They will also view a short animated video, George Washington Interactive Video on DVD. After learning about each figure, the students will pick their favorite one and write a short summary of their chosen figure’s contributions. They will also write a description of the kind of things their chosen figure would have need to be accountable for, and why that would have been important.

Integrity Integrity is defined as, “adherence to moral and ethical principles; soundness of moral character; honesty.” Teachers need to model integrity, as well as instill it in their students. Integrity is one of the underlying qualities that is the basis for all other character traits. Using the Virginia Sol’s and other resources, the teaching of integrity can be integrated into daily lessons. English 1.9

The student will read and demonstrate comprehension of a variety of fiction and nonfiction. a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to what is read. d) Make predictions about content. e) Ask and answer who, what, when, where, why, and how questions about what is read. f) Identify characters, setting, and important events. g) Retell stories and events, using beginning, middle, and end. h) Identify the topic or main idea

The teacher will introduce the story, The Berenstain Bears and the Trouble With Friends. The teacher will have the students predicted what they think the story is going to be about and tell about their own troubles with friends. The teacher will tell the students that one important thing to staying out of trouble with friends is to have integrity and honesty. The students will be told to look for examples of integrity in the story. The teacher then will review and ask the students where they saw integrity. The students will be required to summarize the story, characters, and main idea orally. The teacher will then discuss the story with the children and re-iterate the examples of integrity in Sister Bear’s friend. The students will write a journal entry on why they thing integrity is important and how it can help their friendships. Math

1.8 The student will recall basic addition facts — i.e., sums to 10 or less — and the corresponding subtraction facts. Each student will be given a small amount of lifesavers and placed into a small group. Each group will have to come up with five addition problems and model them with their lifesavers. After recording their addition problems on paper, they will model the five corresponding subtraction problems and record those. The teacher will check for accuracy and then instruct the students to divide up their lifesavers to eat. This part of the activity will call for integrity from each student as they divide everything up fairly and without conflict. Science 1.8

The student will investigate and understand that natural resources are limited. Key concepts include d) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil); e) factors that affect air and water quality; and f) recycling, reusing, and reducing consumption of natural resources.

The teacher will begin by explaining what a natural resource is and asking the students what they think some natural resources are. The teacher will discuss natural resources and recycling, etc, and factors that affect the world. Then the students will play a recycling game. The teacher will choose three of the six games to play (Trash can relay, bottle bowling, waste no water, newspaper relay, putt for points, and tumbling towers). Each game reinforces the recycling. The teacher will then relate this back to the character quality of integrity, and ask the students how they think that relates to recycling. Social Science 1.10

The student will apply the traits of a good citizen by

a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others. The teacher will use the DLAM lesson, The Caring Being, on page 31. The objectives are to raise awareness about positive and negative behaviors and to explore creating agreements around behaviors. The teacher will ask the students, “What behaviors or actions of people in this classroom have made you or someone you know feel angry, sad, or hurt?” Allow the students to write and draw out their thoughts, and then allow them to share with the class without using names. Then ask them about times when someone in the class has made them feel good or done something nice. Allow them time to think and write out their thoughts again, and then share with the class. Then have one student lie down on a large sheet of paper while a few others trace him/her. Tell the students this is “the Caring Being” and tell them to think about positive contributions they each can make to the classroom and write them on the Caring Being (examples being: sharing, listening, waiting my turn, etc.) Leadership Leadership is also a very important quality to stress in the classroom. Teachers should train up a classroom of leaders. Leaders are world changers. Leadership is defined by dictionary.com as: the position or function of a leader, ability to lead, or an act or instance of leading; guidance; direction. Leadership can be integrated into all aspects of teaching. English 1.2

The student will continue to expand and use listening and speaking vocabularies. a) Increase oral descriptive vocabulary. b) Begin to ask for clarification and explanation of words and ideas. c) Follow simple two-step oral directions. d) Give simple two-step oral directions. e) Use singular and plural nouns.

The teacher will read, The Berenstain Bears Don’t Pollute (anymore), and ask the students to pick out any new words they might not know the meaning of. Then go over their lists and define any new words. The students will be required to use their new words in a sentence. The teacher will relate the story to leadership and ask the students how the two could be related. The idea should be that Brother and Sister Bear showed leadership in their endeavors to recycle and not pollute. This can be tied back to the previous lesson about natural resources and integrity. The teacher can discuss how these traits are related and all good leaders have integrity. Math 1.12

The student will use nonstandard units to measure length and weight. The teacher will explain to the students that they will be using their leadership skills to

complete their math assignment. The assignment is to measure a desk and everyone’s height in the class. The students will be told to find something in the room to use as a measuring stick. They will have to exhibit their leadership skills as some student will have to initiate the decision process and they will all have to take part. Then they will be left on their own to find the measurements and report back to the teacher. After the assignment is complete, have the students come back together and discuss who came out as leaders and why.

Character qualities are an important part of education today. With the resources out there today, teachers can easily integrated character education into their daily lesson plans of the core subjects. Students who have character qualities instilled in them are more likely to succeed in the real world. A good character is held in high standard in the employment world, as it produces more dedicated, honest workers. If teachers truly care about their students, they will integrate

these teachings into their lessons. The world is holding these traits in higher standard, it is becoming more acceptable to be taught in the classroom. Teachers need to take advantage of this trend and run with it, sending out students who not only know their facts, but have character to go with their knowledge. Knowledge without character is useless.

References

(2004) You are a character educator. (2004). Today's School.

Berkowitz, Marvin. (2000). Character Education Informational Handbook & Guide. September 1, 2007. http://www.ncpublicschools.org/charactereducation/handbook/pdf/content.pdf

Character Counts. September 1, 2007. http://www.charactercounts.org/pdf/ExercisingCharacter/Exer-Char_06-09-responsibility.pdf

Education World. September 2, 2007. http://www.educationworld.com/a_lesson/03/lp30802.shtml

Dictionary.com. September 1, 2007. www.dictionary.com

Don’t Laugh At Me, 2000, 30-31, 38-39, 40-41.