3 Mink Weaver Character Education Paper

Introduction Before delving into the topic of character education, one must understand the definition of character. As defined in the Encarta Dictionary character is, “the set of qualities that make somebody or something distinctive, especially somebody’s qualities of mind and feeling.” In order to have a feasible classroom the teacher must help the students to understand the importance of good character. The eight character qualities that Falwell Elementary School promotes and in particular through the third grade classroom are: diligence, courtesy, humility, loyalty, courage, creativity, responsibility, and integrity. One major reason to teach character education is for the students to be able to decipher right from wrong. In the past, schools were not as responsible for teaching this because parents took on the responsibility. (The Importance of Character Education, The Advantage Press, http://www.advantagepress.com/newsletters/decnews.asp) In today’s society, character principles are found to be taught in a smaller number of households. Therefore, teachers need to take on this task. Good character is not only helpful in the classroom but it is helpful for this nation as a whole. Building good character within a child will prove to be helpful throughout their entire life, which is why it is necessary to establish character education lessons as early as third grade. Survey’s show many students understand the necessities of good character, but they are not found putting this appreciation into action. (http://www.josephsoninstitute.org/98-Survey/98survey.htm) “In terms of honesty and integrity, things are going from very bad to worse.” If a student cannot display honesty in the classroom, this will occur in the workplace after school. Each student will eventually

make up the leaders of our society and it is necessary for leaders to display good character in order for our society to function. Diligence Students must understand the importance that diligence holds in the classroom. Therefore this concept will be integrated into the four different subjects of math, science, Social science and English. The teacher will introduce the section on diligence through reading a book entitled Fluffy Grows a Garden by Kate McMullen. Through this book, the students will see how Fluffy diligently worked in his garden for weeks and eventually after much hard labor he was able to see the fruits of his effort and they enjoyed a wonderful feast. The teacher will explain that in order to be successful in the classroom one must be diligent with the work that is given them. The teacher could compare diligence to an ant and how the ant diligently works to get food and to build their homes each and every day. After reading the story, the teacher will introduce the character quality for this lesson. A poster displaying the word “diligence” will be placed on the chalkboard to remind the students throughout the day. The teacher will then ask the class what they think diligence means. After a time is provided for response, the teacher will explain that it means putting your best effort to finish a task or in simpler terms, working hard. The math lesson that will be provided is based around this book is measurement. The teacher will explain that in order for Fluffy to measure his plant growth it was necessary for him to use measuring tools. The teacher will introduce the ruler to the class and explain what the different lines mean; centimeters, inches and feet. The teacher will proceed to explain how to use the ruler to measure objects. The students will then be

asked to break off into pairs. Each group will be provided with an object to measure. After measuring they will be required to write down the object and measurement on a piece of paper and then trade objects with another group. They will repeat these steps until each group has diligently measured every object. After this, the teacher will proceed to write down the objects and different measurements that were found on the chalkboard and compare answers, correcting any measurement problems within the groups. The teacher will then introduce the science lesson which will be based around SOL 3.1. This SOL states, “The student will plan and conduct investigations in which predictions and observations are made”. The teacher will explain to the students that as a class they will be growing their own garden just like Fluffy did in the book. The students will be placed into different groups of three. Each group should have several materials consisting of a pot, soil, water pitcher and a journal. The teacher will explain to the students the instructions for this project. Each student will be given a different job that they must diligently work at for a week and then the jobs will be switched. The jobs will consist of watering, writing, and measuring. The scribe will write down the observations. Such as on the first day the scribe will explain the soil, type of seed, surroundings, ext. The student who has the job of watering the plant will provide enough water for the entire surface to be dampened. Lastly, the measurer will dig the hole for the seed and measure how deep the seed was placed and the growth of the seed in the future days. The teacher will explain to the students that this will be a long task and it may become tedious, but they must work diligently in order to see their seed turn into vegetables. The English lesson that will be introduced around this book is vowel Phonemes. This lesson will be based around SOL 3.3 a. This SOL states, “The student will apply

word analysis skills when reading. They will use knowledge of all vowel patterns.” The students will be asked to find a partner and together find the three different vowel phonemes that are repeated throughout this story. The three different vowel phonemes are –ow, -u, and –ee. The students will then be given a worksheet that has 10 different words. Each word will have a blank where the vowel is to be. The students have to provide the correct vowel phonemes to complete the word (-ow, -u, and –ee). The Social Science topic that will be taught through this book is jobs. This can be found in Virginia SOL 3.8, “The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services.” The teacher will explain that Fluffy had an important job of gardening. Through Fluffy’s diligence in his special field of work everyone else was able to benefit by having a feast. The teacher will then proceed to give each student a job for the week. By doing these different jobs effectively the teacher will explain that the school day will proceed effectively. Courtesy The next character principle that will be introduced is courtesy. The teacher will use the book “The Bernstein Bears and To Much Teasing” by Stan and Jan Bernstein to help introduce the section of courtesy. After reading the book is read, the teacher will introduce the word Courtesy with another poster being placed under the word diligence. The teacher will then ask the students to give different ways that someone can be courteous throughout the day. One student will be asked to write the “Classroom Courteous Actions” on another poster board. Together the class will come up with 10 courteous actions that should be shown throughout the day in a classroom. While coming

up with courteous actions the teacher should proceed to ask why that action should be displayed in the classroom, so the students can understand the importance of courtesy. In English the students will be asked to write about how Brother Bear learned courtesy throughout the book. Through the book Brother Bear was not being courteous because he was teasing Sister Bear. Then at school everyone started teasing him for becoming the principal’s helper. He then began to learn the necessity of being courteous to others. One day during gym the students stopped teasing him and started teasing a cub that was bad at sports, so Brother Bear decided to be courteous and stand up for him. After writing in there journals the students will be separated into groups of five. They will then be asked to write a skit that involves courtesy. After creating a skit, they will be asked to perform it. Through this book the teacher will be able to introduce a Math lesson. This will be done through SOL 3.18 which states; “The student will analyze two-dimensional (plane) and three-dimensional (solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the number and shape of faces, using concrete models.” This lesson will also be used with the History lesson. The teacher will allow the students to examine several twodimensional and three dimensional geometric figures. They will then record what they found out about each geometric figure. In the next lesson they will use this recorded knowledge and put it to use. The teacher will then use the book to help introduce the History lesson on Greece and Rome. The teacher will explain the influences that they both have on our society such

as sports. This will be related to the book through the point when Brother Bear stood up for the other cub that everyone was making fun of during the several different sports that were played. As a class they will research the different sports that were played in Greece and Rome with books provided by the teacher. Then students will be divided into groups and be asked to come up with their own sport and the rules that entail it then they will draw an illustration of how it will be played. After completing this task, the teacher will allow each group explains their sport to the class.

Through this book the teacher will be able to introduce a Science lesson on thermometers and degrees Celsius. This will be related to the thermometer that Mama Bear used to check Brother Bear’s temperature with. The teacher will show the students with her large thermometer how to read the thermometer. Then as a class the students will create their own thermometers with piece of cardboard and white ribbon. They will proceed to color half the ribbon red and draw the numbers and lines on their thermometer. Then they will cut slits on the top and bottom of the thermometer. Then the teacher will explain how the ribbon will be placed through the slits and glued together in the back. After their thermometers are created they will practice using them and measuring temperature in degrees Celsius as a class. Loyalty The character principle, loyalty, will be introduced with the book Mitchell is Moving by Marjorie Weinman Sharmat. This book relates to loyalty through the loyal friendship that Margo and Mitch had, even when Mitch moved away. As Mitchell was traveling twelve days away he loyally wrote Margo each day expressing his how he

missed him. Eventually Mitchell asked Margo to come visit him. Margo faithfully came twelve days later and ended up moving beside Mitchell. The teacher can then introduce the poster that displays the word loyalty. She will then explain to the students that loyalty means to “remain faithful to a country, person, ruler, government, or ideal. The teacher will then proceed to explain that a science lesson can be used through this book. The teacher will remind the students that Mitchell brought moss, mud, and swamp water with him when he moved. This can relate with the SOL 3.7 that states, “The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans.” The teacher will then ask the class what they think makes up soil. One student will be selected to write the different responses on the board. In a different column the teacher will have another student come and write why the class thinks soil is necessary. The teacher will proceed to add any important facts that the class may have left out. Then she will explain how fresh soil can be produced through decomposition, which is the break down on matter through fungi or bacteria. As a class the teacher explains that there will be a certain area in the schoolyard where they are going to create a decomposition pile. This is be further clarified. The teacher will give example of different trash that can be placed in there pile such as, rotten food. Each day the students will place items in their decomposition pile and keep record in a class journal of what has happened. The teacher will then proceed to introduce a lesson on Social Studies. This lesson will coincide with the book comparing the loyalty that was shown through Margo and Mitchell to how as citizens we must remain loyal to the United States. This fact will coincide with the SOL 3.11 that states, “The student will explain the importance of the

basic principles that form the foundation of a republican form of government by recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms.” The teacher will explain that these people were loyal to their country by fighting for the rights and freedoms that we enjoy today. The teacher will then have a Veteran come and interact with the students. A lesson on writing letters will then be initiated for the English lesson. The teacher will remind the students how Mitchell was loyal and wrote to Margo each day that he was gone. Then the students will be instructed to take out a blank piece of paper. The teacher will proceed to review the different parts of a letter; heading, date, body, closing, and signature. The class will then be asked what goes in each section. A student will then go to the board and write where each section belongs on the letter. Then the students will be instructed to write a letter to a loyal friend, someone who has stayed by their side through thick and thin. For the math lesson the students will figure out how many days and weeks Mitchell faithfully wrote Margo, also they will convert this into hours. This lesson will coincide with SOL 3.16 that states, “The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. As a whole the class will figure out how many days and weeks. Then the teacher will ask the class how many hours are in a day. They will then proceed to multiply the hours and days to figure out how many hours Mitchell was gone and loyal while even being far away. Humility The last character quality that will be introduced is humility. The book that will be used for this section is The Bernstein Bears Lend a Helping Hand by Stan and Jan

Bernstein. Through this book both Brother and Sister Bear learn what it means to be humble and to not always do everything for themselves but to help others such as Miz MicGrizz. The Dictionary definition of humility is, “modest and unassuming in attitude and behavior, feeling or showing respect and deference toward other people, and relatively low in rank and without pretensions. This character quality will then be integrated into each of the four subjects. The Math lesson will be based around SOL 3.8 which states, “The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.” The teacher will introduce this lesson by asking the students about how Brother and Sister helped clean Miz McGrizz’s attic. The intended answer would be, “They helped to group or categorize the different items into boxes.” If needed, the teacher can help direct the students to this answer. The teacher will then explain that in math sometimes it is necessary to regroup numbers while solving problems of addition or subtraction. Then the teacher will proceed how this works by using M&Ms on a Smart board. A student will be selected to help pass M&Ms and wax paper out to the students. The class will review 10 problems together on how to regroup while using addition and subtraction. The next lesson that will be given is in history. This lesson will be introduced with an antique item, such as a gun, helmet, ext. The teacher will relate this to the book by pointing out the section that explains the humble aspect of cleaning the attic and finding several different antique items. The SOL that coincides with this lesson is 3.3 which states, “The student will study the exploration of the Americas by describing the

accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport; identifying reasons for exploring, the information gained, and the results from the travels.” This lesson will only provide an introduction of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport as explores. The teacher will explain to the students a brief explanation of when each person began and ended their exploration. The students will then be instructed about a timeline that they are going to make for the wall. The students will be divided into four groups and given a paper-size piece of cardboard and markers. Each group will be assigned a person and they will be directed to write the name and date of there person and a picture to exemplify one major accomplishment found within their text book. The people will then be clothes pinned on a rope in the correct positions with space in between to allow for the dates of each exploration throughout their lifespan in future lessons. The English lesson that will be used is based off of SOL 3.11 which states, “The student will edit writing for correct past and present verb tense.” The teacher will then ask the students to point out five past tense words. This will be found mostly in the section of the book where Ms. McGrizz is talking about the artifacts in her attic. Then the students will be instructed to find five present tense words. The teacher will proceed to pass out a worksheet that instructs the students to correct five sentences with incorrect verb tense. The last lesson to be instructed is science. This science lesson will be on SOL 3.11 which states; the student will investigate and understand different sources of energy. Key concepts include renewable and nonrenewable energy resources. The part in the book that will be integrated into this lesson is when the children find the old radio that looks like a

cathedral and still works. The teacher will then explain that radio work because of an energy source, whether it be batteries or an electrical chord. The teacher will then pass out a card with a word on each. These cards will be placed connected to yarn through two holes. The students will them place it around their neck. There will be two main words one two different children’s cards which say renewable and nonrenewable. On the other students cards will be examples of renewable and nonrenewable energy sources. In a class effort the students will be instructed to organize themselves into two groups according to what their card says. After the students have organized themselves into two groups a designated person from each group will be instructed to write the items in their group, in separate columns. Then one appointed person from each group will explain why each item was in their groups.

Courage Courage holds more than a simple classroom value. In teaching students about courage, teachers can enable them to be open in trying new things. Each student at some point in their life will face hard times but with character education in this area, the students will be able to examine the situation and make decisions knowing a best shot was given. Courage can be integrated into all four content areas by using the book by Patricia Polacco, Thunder Cake. In the story, a little girl is afraid of thunderstorms. Her grandmother realizes this, and sets about to help the little girl face her fears by collecting ingredients for a special cake during a thunder storm. The young girl learns to be brave in spite of her fear. The teacher may open with a discussion on fears and the need to overcome them. The students will participate in a discussion on how to be brave during

certain situations. After the unit is finished on this book, the class as a whole will have a project to make thunder cake. It is a fun way to reinforce the lesson. The math lesson that will be accompanying the book will be one of measurement. Making a cake which students will do at the end involves accurate measurements. In this lesson students will learn how to measure liquid volume determine appropriate weights of ingredients. This also incorporates SOL 3.14 b & c. The teacher will introduce what will be expected in this lesson. Explanations of each required measurement will be given; for example, what an ounce is, how it can be measured and what types of things are measured in ounces. The students will complete a work sheet comparing the various measurements in order to see which is greater. A list of conversions will be provided on top so students may see for example how many cups are in a quart. Next students will proceed in groups of 3 or 4 to stations set up for volume and mass. Each student in the group will take a turn measuring out specified amounts of water for liquid, and salt for weight. At the end of the lesson, the teacher will write out on the board some of the students’ results. The class will verbally go over answers and correct any mistakes that have been made. For a science lesson students will learn about storms and in particular, thunder. SOL 3.8 will be addressed. Posters of exciting, colorful storms may be hung up around the classroom. The teacher will explain this natural event of storms and what is happening to cause thunder to be heard. Since electron study may be too involved for this grade, a demonstration with a balloon may be used to shown how charges may attract and repel on a small scale for students. Following this discussion, students will be given a sheet explaining how to know distance of a storm. Students will be asked to figure out

several distances. They will construct a timeline of storms, starting with when the storm is one mile away and ending when it was ten miles away. They will also be asked to be creative and add drawings and color to their timeline. An English unit may be taught from the book as well. Students will improve their reading skills and vocabulary from the story in accordance with SOL 3.3. Students will be asked to listen for unfamiliar words as the teacher reads the story out loud. The teacher will put a list of newer words on the board. Students will be asked to read the words aloud following the teacher. Next each student will create appropriate sentences using each of the words from the board on a sheet of paper. Some newer words include: babushka, bellow, ingredients, and overripe. Students will also be checked on spelling and will be asked to correct their papers before handing them in. A social science lesson may be taught from SOL 3.6. Students will be given maps of the world and asked to locate Russia, which is where the little girl is from. The teacher will have them compare the classrooms location in reference to Russia. From this point the lesson may turn to Russian culture. Students will see a slide show detailing specific areas or objects in Russia as the teacher explains what each is. Afterward students will participate in a journaling on where there ancestors were from and any information on their family pertaining to the entry.

Creativity The next principle will be creativity. The teacher will point out that as each student in class is different we all have different ideas and strengths. There is an important facilitation guideline for promoting healthy expression in the DLAM resource

on pg. 86. When encouraging students to be creative and express themselves, students still need to learn to do so in appropriate ways. The page details how a teacher may guide students in appropriate expression. The book, “The Paper Crane,” by Molly Bang will be used to illustrate this principle. For math, the geometry portion in SOL 3.19 can be used. The students will examine the origami figure in the pictures. Then students will be asked to measure angles with their protractors from a simple folded figure on each of their desks. The students will be asked to take out a piece of paper and given a sheet with directions on how to make an origami bird. The folds and angles must be precise in order to make the exact bird. Students will follow step by step directions. Finished products will be hung from the ceiling in class as geometric creations. The students can then be given assignments from the text on various angles and measurements. A science lesson may be taught using a Life Processes SOL 3.4 a & b. The teacher will post a picture of a crane. The teacher will have students write down any observations they see about the crane and make predictions on where it lives and what it may eat. The teacher will launch a lecture on the crane including how it gets food, where it lives, where they are found, and behaviors of the crane. Students will design a life chart at the end of class on the crane, including a picture and basic information. An English lesson using SOL 3.10 will be taught. The teacher will ask students how a newspaper article is different than a letter might be. The class will discuss these answers. With the story being about a paper crane that comes to life and dances, students will be asked to write a short article on how they story might appear in the newspaper if the same occurrence happened here in their hometown. Students will be asked to do this

assignment checking for grammatical errors, but also making sure they include specific details as a real paper would do. A few examples will be read aloud with expression in the classroom. The activity is fun, but will also improve writing skills. The social science lesson will extremely reinforce the creativity principle. The civics SOL 2.12 will be used. This particular SOL focuses on diversity and contributions to America. A brief overview of Japan, where the art of origami comes from may be given. The teacher will reiterate that everyone comes from different backgrounds and have different talents or abilities to offer. Students will receive a list of people or people groups that have made contributions to American culture. A report list of expectations will be given. Students will be expected to compile information on each chosen contribution and or people. Students may receive help in retrieving facts on their report from the teacher, library staff, or a parent. However, students will be asked to write a 1-2 pg. report in their own words based on what they have found. Each student will be assigned a day to present their findings and a visual aid if applicable to the class.

Responsibility This is an important principle to be taught in any class. Students will see it is important to take responsibility for many things, such as actions, words, ideas, and mistakes. Being responsible prepares students for life tasks. An exercise from the DLAM resource is on page 55 about taking responsibility and making more “I” statements. The role-play cards will help children think through the situations respond with strong personal responsibility. This principle can be taught using the book, “The Trumpet of the Swan” by E.B. White.

A math lesson can be tailored around this book using computation SOL 3.8. Louis the swan works to pay for the stolen trumpet. The teacher will review how to add and subtract with decimals in the tenths and hundredths places. Then an exercise with amounts Louis earned each time will be given. Students will be asked to compute the total amount Louis has after each earning, and will also need to figure out how much more he has yet to earn by taking the needed amount and subtracting the current amount. This figures into the principle because it reminds students of earning something and taking responsibility for an action that has occurred. A science lesson can be taught based off of SOL 3.1 k. The teacher will explain that swans are hatched from eggs, and that is just the beginning of their life cycle. The teacher will continue explaining that they mature into younglings and on into the adult stage. Students will be given a chart of the life span and events of the swan’s life; however the events are not in order. Students will have to listen carefully to a short narrative with these events in order. The students will then number the pictures in chronological order. Students will be asked how even animals, including swans can be responsible. Students may give answers like caring for their young, etc. For English SOL 3.5 d & g, this story is excellent for character mapping. The teacher may begin the lesson by re-summarizing what happened in the story. The teacher will then explain that each student is to choose one of the 2 main characters and on a separate sheet brainstorm facts and qualities of their character. The teacher will then provide a blank character web (www.abcteach.com/ebwhite.trumpetswan.) Students will fill in each blank with short phrases or words that describe that character. Students may

then discuss which character was more responsible, and what other choices that could’ve been made. The social science lesson will be based on SOL 3.10. The teacher will ask students questions like why there is no running in the halls, or even on a larger scale why in the U.S. drivers must drive in the right hand lane. Students will give reasons, leading into a discussion on the purpose of rules and the need to behave responsibly. The teacher will reiterate the story details about the swan and human community’s rules. At this point that teacher can feel free to recall classroom rules for reinforcement. Students will be divided into groups and given chaotic theoretical situations. Students will be asked to brainstorm and reason out what rules need to be in place. Each group will create their own rule constitution according to that situation, and briefly discuss in class.

Integrity Integrity is an important principle to be taught especially since it a more internally measured thing. Students must take to heart the need to maintain one’s integrity, because no one else can do it in someone’s place. The definition of integrity incorporates more than simple honesty. It is “the quality of living honestly, truthfully, and sincerely so that others may always believe what one says and trust what one does…” A perfect book to illustrate this is Sam, Bangs, & Moonshine by Evaline Ness. A little girl named Sam always makes up things and tells it to others. Her friend Thomas always believes her and does what she says. However, one day her lies put Thomas and her cat’s lives in danger. She learns that she needs to always be truthful and stop making up false stories. The

teacher can facilitate class discussion by asking students why it is important to have integrity, and why it was important that Sam should have had integrity. A math lesson may be introduced using SOL 3.23 on probability and chance. The teacher will have on the board, several of Sam’s stories. Under each one they will decide if it was possible at first and secondly, if it was probable. The teacher will go over these stories in class. The lesson on probability can be given at this point. Students will take notes on possible events, and their probabilities. A worksheet will be distributed with word problems. After completing the calculations students will determine how probable each event is. Students will trade papers and grade in class. Difficult problems will be put on the overhead and as a class the teacher will walk through them. A science lesson may be taught using SOL 3.8 a on tides. The students will recall the danger of Thomas and Bangs the cat being caught on the rock when tide came in. The teacher will display a chart on tide level illustrating the various depths the water covers. The teacher will accompany a lecture on tide and pull of the moon with power point. Before and after tide pictures will be shown to give students a broad idea of what occurs and the danger behind it. Students will at the end of class read a story on how island fishermen adjust to the tides coming in and how their daily routine is affected. The English lesson plan will incorporate SOL 3.1 and 3.2 for oral language. The teacher will redo the story into play format, not only having lines for the characters in the story, but a narrator as well. Students will be assigned parts and sections. In class, the story will be read aloud as a play. Students will be able to practice listening, speaking, inflection, and speech rate. After the reading students will be asked questions to

determine if they were following along well. Doing the story in play format will not only be a fun interactive activity but it will foster classroom community. The social science lesson will focus on SOL 3.3a. Since the students learned about tides and the water in science class, this lesson will pick up on ocean exploration, and the well known explorers. Students will read selected diary entries from a sea captain’s journal while on a voyage. The students will learn what it is like on board a ship and responsibilities while on the water. A brief PowerPoint presentation will be given on 4 main explorers: Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport. Students will then be given maps and asked to use textbooks to trace out and label the routes of each explorer. A closing point can be made that a captain as well as an explorer needed to have integrity in order for a crew to trust and follow them.

Conclusion Teachers do more than just instill information into children’s minds. Educators shape who students become by molding them into individuals with character and hopefully leaving them with a lifelong love of learning. Character education is so important to include in the classroom setting. It reinforces what students learn while promoting those character principles. In the teacher’s guide “Don’t Laugh at Me,” the exercise on pg. 29 reemphasizes the mission of Falwell Elementary. You could conduct short class meetings on how to solve certain problems and encourage the working together of a shared goal. The exercise makes several helpful steps on conducting a meeting: “Create a goal for the meeting, state the problem/goal, get agreement to try to solve it, explore the problem, brainstorm solutions, choose a solution, agree to the

solution, and evaluate the solution.” (30) It is the expectation of the third grade class to graduate to fourth grade able to well display diligence, courtesy, humility, loyalty, courage, creativity, responsibility, and integrity. These principles not only make for a better individual, class, and school but a better community as a whole. As the Importance of Character Education states, “By emphasizing the feelings and rights of others, we attempt to lead students to a more empathetic and social understanding of the effects of their actions and the fact that this behavior impacts on the whole school community.”

Resources Roerden, Parker Linda. 2000. Don’t Laugh at Me. Operation Respect, Inc. Delong, Janice & Schwedt, Rachel. 1997. Core Collections for Small Libraries. Scarecrow Press.

( Suggested books were used)

The Importance of Character Education, The Advantage Press, http://www.advantagepress.com/newsletters/decnews.asp 2006 The Josephson Institute Online. http://www.josephsoninstitute.org/98Survey/98survey.htm 1998 Virginia Standards of Learning. www.pen.k12.va.us 2000 Abcteach.com www.abcteach.com/ebwhite.trumpetswan 2001.

Stan and Jan Bernstein. The Bernstein Bears and Too Much Teasing Random House Children's Books. Berenstain Bears First Time Books August 1985 Marjorie Weinman Sharmat. Mitchell is Moving. Simon & Schuster Children's Publishing. April 1, 1996 Stan and Jan Bernstein. The Bernstein Bears Lend a Helping Hand. First Time Books. 1998 McMullen, Kate. Fluffy Grows a Garden. Hello Reader. 2002 Polacco, Patricia. Thunder Cake. Philomel Books. 1990 Bang, Molly. The Paper Crane. The Trumpet Club. 1985. White, E.B. The Trumpet of the Swan. Harper Trophy. 1970 Ness, Evaline. Sam, Bangs, and Moonshine. Henry Holt and Co. 1966.