Effective methods in character education

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Effective methods in character education

• Marvin W. Berkowitz, Ph.D.
• McDonnell Professor of Character Education
• University of Missouri-St. Louis
• 5 January 2005
• National Chung Cheng University

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• Marvin W. Berkowitz??
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• 2006/1/5

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Contact Information

• Address Marillac Hall 469
• College of Education
• One University Boulevard
• University of Missouri-St. Louis
• St. Louis MO 63121-4499
• USA
• Phone [phone]
• FAX [phone]
• Email berkowitz_at_umsl.edu

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• ?? Marillac Hall 469
• College of Education
• One University Boulevard
• University of Missouri-St. Louis
• St. Louis MO 63121-4499
• USA
• ?? 314-516-7521
• ?? 314-516-7356
• ????berkowitz_at_umsl.edu

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What works in character education?

• Funded by the John Templeton Foundation in
  cooperation with the Character Education
  Partnership

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Finding 1 It works!(Effective programs)

• 33 character education programs have adequate
  scientific evidence of effectiveness

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???? 1??! (?????)

• 33????????????????????????

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Effective Programs

• Peacebuilders
• Peaceful Schools
• Peacemakers
• Positive Action
• Positive Youth Development
• Project Essential
• Raising Healthy Children
• Resolving Conflict Creatively
• RIPP
• Roots of Empathy
• SDM/PS
• Seattle Social Development
• Second Step
• Social Competence
• Teaching Students/Peacemakers
• Teen Outreach Program

• Across Ages
• All Stars
• Building Decision Skills
• Child Development Project
• Facing History Ourselves
• Great Body Shop
• I Can Problem Solve
• Just Community Schools
• Learning for Life
• Life-skills Training
• LIFT
• Lions-Quest
• Michigan Model
• Moral Dilemma Discussion
• Open Circle
• PATHE
• PATHS

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• RIPP
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• SDM/PS
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• LIFT
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• PATHE
• PATHS

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Finding 2 It varies!

• Character education comes in quite varied forms.

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Types of Effective Character Education

• Whole school reform
• Classroom lesson-based
• Target behavior-based
• Modular
• Single strategy

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Finding 3 It affects much!

• The array of outcomes is quite disparate.
  Effective character education affects varied
  aspects of the head, heart and hand.

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Most commonly found outcomes

• Socio-moral cognition (82 out of 111)
• Pro-social behaviors and attitudes (71/167)
• Problem-solving skills (54/84)
• Violence/aggression (51/104)
• Drug use (51/104)
• School behavior (40/88)
• Risk knowledge/attitudes (35/73)
• Emotional competency (32/50)
• Academic achievement (31/52)
• Attachment to school (19/33)
• General Misbehavior (19/49)
• Personal morality (16/33)
• Character knowledge (13/15)

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• ?????? (82/111111??????,82???)
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Outcome Hit Rate Leaders

• Sexual behavior (91 10 significant out of 11)
• Character knowledge (87 13/15)
• Socio-moral cognition (74 82/111)
• Problem-solving skills (64 54/84)
• Emotional competency (63 31/49)
• Relationships (62 8/13)
• Attachment to school (61 19/32)
• Academic achievement (59 31/52)
• Communicative competency (50 6/12)
• Attitudes toward teachers (50 2/4)
• Violence/aggression (48 50/104)
• Drug use (48 51/104)
• Personal morality (48 16/33)
• Knowledge/Attitudes re risk (47 35/73)
• School behavior (45 40/88)
• Pro-social behavior and attitudes (43 71/167)

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Finding 4 It lasts!

• There is evidence of delayed and long term
  effects of elementary school character education,
  through middle school and/or high school and even
  into early adulthood

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Finding 5 Doing it well makes a difference!

• Implementing character education with fidelity
  (fully and accurately) increases effectiveness.

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Finding 6 Common implementation strategies

• Effective character education programs shared
  many implementation strategies

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Most Common Content Elements of Effective C.E.
Programs

• Social skills and awareness
• Personal Improvement/Self-management awareness
• Problem-solving/Decision-making
• Character/Ethics/Values
• Integration into core curriculum

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Most Common Process Elements of Effective C.E.
Programs

• Professional development
• Interactive teaching/learning strategies
• Peer discussions
• Role playing/Perspective-taking
• Cooperative learning
• Direct teaching
• Family/community participation
• Parent training
• Active family or community involvement
• Informing families or community
• Modeling/mentoring
• Adult role models
• Role models in literature

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Other Process Elements

• Classroom or behavior management
• Reward and/or recognition systems
• Developmental discipline/positive classroom
  management
• Monitoring systems
• School-wide strategies
• Leadership
• School-wide programs
• Service
• Community service
• Service learning

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Common Denominator Strategies

• Peer interaction
• Skill training
• Professional development
• Parental involvement
• Academic activities
• Multi-component approach

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Peer interaction

• Peer classroom discussion
• Moral dilemma discussion
• Role-playing/perspective-taking
• Peer mediation
• Cooperative learning
• Cross-grade initiatives
• Student government
• Shared reading

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Skills Training

• Interpersonal skills
• Conflict resolution
• Communication skills
• Active listening
• Relationship skills
• Assertiveness training
• Social awareness

• Intrapersonal skills
• Problem-solving
• Decision-making
• Anger management
• Relaxation techniques
• Self-awareness
• Emotional awareness

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Professional Development

• Study groups
• In-service training
• Support for external training (substitute
  teachers, fees, release time)
• Graduate education support
• Professional learning community development

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When teachers talk to teachers about teaching,
good things happen to kids

• Gus Jacobs
• Director, KC Regional Basic
• Schools Center

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Gus Jacobs Director, KC Regional Basic Schools
Center
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We need to feed the teachers so they dont eat
the children.Anonymous
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Parental Involvement

• Parents as consumers
• Parent training
• Continuing education
• Parents as partners
• School to home curricula
• Parents as collaborators
• Parents as character educators
• Parents as funders
• Parents as educational resources

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Academic Activities

• Worksheets
• Homework
• Integration in core content
• Literature
• Social studies
• Integration in special subject areas
• Art, Music
• Physical education
• Cross-disciplinary integration
• Vocabulary
• Writing/journaling
• Educational processes
• Cooperative learning
• Service learning

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Multi-component Approach

• Diverse set of implementation strategies
• Compilation of molecular programs
• Most effective programs averaged 10.4 strategies

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Turbo-charging

• Use a tested and effective approach
• Train the implementers
• Enlist leadership support
• Assess and feed data back to implementers
• Pay attention to school culture, including staff
  culture
• Build student bonding to school
• Think long-term and sustain the initiative
• Bundle programs
• Actively include parents and community
  representatives

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The Options for Choosing Values

• None versus some
• How many?
• Domestic or imported?
• Timetable for introduction
• Word of the month/week
• Word for each grade
• Word per year
• Words for the school/district

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The Core Values

• Respect (for self, others, living creatures, the
  world in which we live)
• Responsibility (self- and social)
• Caring (for self and others)
• Lickona (1991) highlights respect and
  responsibility
• Vincent (1999) highlights all three
• Josephson (1992) adds fairness, trustworthiness
  and civic virtue

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• Vincent (1999) highlights all three
• Josephson (1992) adds fairness, trustworthiness
  and civic virtue

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Teaching for Character

• Empowerment
• Caring for kids
• Caring about kids
• Developmental discipline
• Productive conflict resolution

• Infusion into the curriculum
• Promoting reflection
• Fostering social and emotional competency
• Promoting peer interaction

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Summary of Predictors of School Bonding

• Positive classroom management practices
• Good student health status
• Non-harsh, tolerant disciplinary policies
• Participation in extracurricular activities
• Smaller schools
• Non-cigarette smoking students
• Less rule-setting
• High expectations
• Less negative feedback to students
• Democratic classroom communication
• Adult modeling of academic motivation

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Summary of Results of School Bonding

• Reduced risk behavior
• Increased pro-social behavior
• Increased academic achievement
• Increased academic self-efficacy, motivation,
  expectations, and aspirations
• Increased self-regulation
• More mature moral reasoning
• Increased pro-social attitudes and norms

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Varieties of Class Meetings

• Norm setting
• Planning and decision-making
• Check-ins
• Problem-noticing and problem-solving
• Retrospective reflections
• Curriculum, current events, etc. discussions

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How to use teams for character education

• Build community at the team level
• Team staff should have weekly meetings to monitor
  and program for character education
• Team governance should be shared with students
• Curricula should be coordinated
• Weekly team meetings are essential
• A team judiciary may be helpful
• Team level service projects

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A middle school exampleUsing Advisory Groups

• Small family like groups promote bonding
• Keep group intact (including adult leader) as
  long as possible (looping)
• Multi-age the groups
• Use explicit character education content and
  methods (e.g., class meetings, service projects)

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Other Middle School Character Education Elements

• Build whole school community and identity (close
  the grade gap!)
• Integrate character into the curriculum and build
  from grade to grade (study morality)
• Service, service learning, and social justice
• Mentor elementary school students
• Self-reflection (journaling)
• Heroes
• Guided peer moral discussion

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Service learning

• Dont forget the learning part
• Good research on positive outcomes
• Can be integrated easily with the curriculum

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Heroes

• Can include famous heroes, mythical heroes, local
  heroes, self as hero, etc.
• Raoul Wallenberg Project has great curriculum
  materials (212-350-4875) or rachel_at_raoulwallenberg
  .org
• Giraffe Project (www.giraffe.org) also has
  excellent materials, including a high school
  curriculum Its Up To Us by John Graham

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Experiential Learning

• Requires preparation, experience, and reflection
• Integrate with curriculum
• Repeated trials with feedback often helps
• Good for building cooperation, self-understanding,
  courage, respect for diversity
• Can be done in the classroom, in the gym, on the
  playground, in community settings, or at retreats

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Participation in Governance

• Must be authentic
• Provides experiences in leadership and
  followership as well as opportunities for
  role-taking
• Promotes a sense of belonging and community
• Enhances sense of ownership of the organization

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The role of curriculum

• Reinforces the schools character mission
• Promotes reflection and understanding
• Is a vehicle for respectful discussion of moral
  issues
• Is a rich source of character material
• Gets all instructional staff involved
• Makes the hidden curriculum explicit

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How to use curriculum

• Be sure it matches the character mission
• Look for content in current curriculum
• Build lessons around the character issues in the
  curriculum (e.g., projects, writing)
• Adopt specifically character-focused curricula
• Allow students to identify character issues of
  relevance to course content
• Be interdisciplinary

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Motivating Parental Participation

• Get parents to understand involvement in school
  is part of their parental role
• Get parents to feel competent to contribute to
  school
• Get parents to feel welcomed by the school
• Get parents to feel welcomed by their child

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General Community Recommendations

• Support from Superintendents of schools
• Support from School Boards
• Support from community service organizations
• Partner with community youth groups
• Involve faith communities

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Community continued

• Influence community recreation
• Endorse and model public civility
• Media outlets aid in publicity
• Businesses recognize and celebrate character and
  invest in schools
• Communities support parents in being the primary
  influences on character development

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