Submitted by Donna Dunar, principal, Alta Leary Elementary School
What’s that old adage, “Necessity is the mother of invention”? In 2009, we earned National Schools of Character (NSOC) winner status; in 2008, we earned standing as “finalist.” As a finalist in the NSOC process, our site visitors rightly recommended that we work on the integration of character education so as to make it more systematic. We took this feedback to heart as we grappled with what this actually meant. Continue reading
This post was written by Ron Tucker, principal, Bayless Junior High School, St. Louis, MO
In this era of high-stakes testing and ever-increasing accountability, educators across the country have become familiar with the term “as evidenced by” when it comes to defending their school improvement plans. While testing is important, we know that developing healthy, responsible students is a mandate upon which we cannot compromise. As a native of the “Show-Me State,” I look for “evidence” that we are continually attempting to build a safe, caring school community that promotes tolerance for all of our citizens. Continue reading
By Joe Mazzola, CEP Executive Director
I’ve been following the trial of former Congressman William Jefferson in the Washington Post. (You probably remember the case. He was found with $90,000 stashed in his freezer. The money, marked by the FBI, was allegedly to be used to bribe the VP of another country. Jefferson was charged with 16 counts of bribery, racketeering and money laundering. ) Two recent articles really got me riled up. They summarize closing arguments by the defense counsel.
Basically, the attorney said his client was “stupid” and “exercised awful judgment,” but he was not a criminal. The lawyer made a distinction between ethics and the law, saying “prosecutors tried to turn what amounted to ethics violations into crimes. They’re trying to bend the law, stretch the facts to turn what is not a crime into a crime.” Continue reading
Pam Bylsma, assistant principal at Hinsdale Central High School (IL) offers her insight into developing intrinsic motivation in teens.
Over the course of eight years, Hinsdale Central High School has evolved into a culture where students exhibit ethical and performance values, earning us recognition as a National School of Character. How did we develop our students’ intrinsic motivation to do the right thing? How can you work with your teenagers so that they genuinely strive to be their ethical best? Continue reading
Lara Maupin, Associate Director of the National Schools of Character, reflects on her son’s feelings about end-of year awards. We welcome your comments on the value of awards and how best to foster intrinsic motivation. Click on the comment button below to responds.
It is that awards assembly time of year again, and many schools with an interest in character education, such as the public elementary school my own children attend, are giving out awards to students for exemplifying core values such as honesty, respect, and responsibility. In my work at CEP, I have encountered many such programs that I would consider effective and thoughtfully implemented.
My 10-year-old son received such awards for most of his years in elementary school but did not last year or again this year. Spurred by recent debate over the possible unintended negative consequences of such awards on young children, I asked my son how he felt about not receiving an award for honesty or one of the other values again this year.
He said, “It makes me feel like my teachers don’t notice the good things I do. They focus on the bad.”
That really made me think. Not because I worry about my son’s self esteem or because I think every kid should get a trophy for just showing up. Because I don’t. My son plays baseball and is an actor: he’s resilient. But I also know he struggles each and every day to do his best and be a good kid, and if these awards make him think his teachers don’t see this in him, I have to question their value.
So I ask, what is the impact of such awards or other “caught being good” programs on students, some of whom may be struggling with issues that make just keeping it all together at school an accomplishment? What are the best ways to foster intrinsic motivation and commitment to core values in students? For those who value and implement such recognition programs, how do you reflect on these issues and ensure that your programs do not unintentionally cause harm?
