Character Education: “Not a quick fix, but well worth the effort”

Katie Hood, Web Content Coordinator for CEP

Being a relatively new CEP staff member (I started in Sept.), I’m still learning a lot about character education. I know the basics now – start small, get leadership on board, engage your out-of-school community – but I am still amazed when I hear the National Schools of Character stories. True learning happens in these schools because students want to learn, teachers want to teach, and parents and community members support them.

I recently listened to a radio show that discusses issues in American education. This day’s particular show focused on character education, and featured CEP’s National Schools of Character director Lara Maupin, and Crestwood Elementary School (MO) principal Scott Taylor.

The most striking thing I realized while listening to the show was that the most common issues in education: bullying, poor academic performance, pressure for students to reach test scores rather than truly learn just aren’t issues at NSOCs.

Scott talked about how his school earned the “Nobel Prize of Education,” according to his superintendent. His school was the only school in 2011 to be distinguished as a Blue Ribbon School and also a National School of Character. He said in the show, “It’s a tremendous honor –really the highest honor you can achieve in education – and certainly we would not have accomplished that without the character program that we have in place.”

That struck a chord with me because the correlation is really becoming clear about how character education relates to students doing better and being better. They said that teachers have more time to teach when they use character education as the foundation of their pedagogy. Students hold themselves and each other accountable to the virtues and values that they establish as important in their school. These values are typically respect, responsibility, honesty, doing your best – standards that most agree are positive. That way, teachers can spend their time teaching instead of disciplining students’ bad behavior.

It is important, they say, for the school community (students, parents, teachers, administrators, community leaders) to all discuss and reach consensus about the values taught. There is no one-size-fits-all character education program that works for everyone, but there are principles that can help guide all schools in providing quality character education. And these principles work for all types of schools – urban, rural, suburban, rich, poor, middle-income, minority, homogeneous, you name it.

Character education is not an add-on. It’s the foundation. And “when parents, staff, and students come together – great things happen,” says Principal Taylor. The proof is in the 170 NSOCs. Lara says, “In all of our NSOCs, we’ve seen the metrics go in the right direction, for both academic and discipline and behavior.”

Listening to this show really helped me understand how effective, comprehensive character education can be a part of the reform so obviously needed in American schools.

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