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How To Build A 36-Week Character Education Curriculum: Inside
How To Build A 36-Week Character Education Curriculum: Inside
Inside:
36 Character Traits
Introduction
In the age of high-stakes testing and working with others, ethical motivation to
increasing academic expectations, the support these skills is necessary. Including
pressure placed on students, teachers, an ethics component makes social
and school leaders to perform is emotional learning meaningful (Burroughs
significant. For students, this added & Barkauskas, 2017). In addition, many of
pressure comes at a time during which the skills associated with social emotional
they are already experiencing the learning overlap with those of critical
pressures that come with childhood and thinking, and can be reinforced at the
adolescent development (Dumas, Ellis, same time. Research has shown that they
& Wolfe, 2012; Killen, Rutland, Abrams, positively influence one another and both
Mulvey, & Hitti, 2012). Academic progress serve to increase learning, achievement,
and achievement often suffers during college and career readiness, and other
these foundational years as it is impacted important twenty-first century skills (Arslan
by the emotional and social issues & Demirtas, 2016; Dymnicki, Samboldt, &
children and adolescents experience Kidron, 2013; Varela, Kelcey, Reyes, Gould,
as these areas often overlap (Suldo, & Sklar, 2013). By using critical thinking in
Gormley, DuPaul, & Anderson-Butcher, a character education program to support
2013). In efforts to address the needs social emotional learning, educators
of the whole child, educational goals can address the social and emotional
have incorporated ideas of social and needs of students while building higher-
emotional learning to create “learning level thinking skills. This type of program
environments that optimize the social, not only helps develop well-rounded
emotional, physical, intellectual, and individuals, but also helps improve
moral development of children” (Payton, learning, achievement, motivation, and
Wardlaw, Graczyk, Bloodowrth, Tompsett, behaviors toward themselves and others.
& Weissberg, 2000, p. 179). Because
social emotional learning pays close Social Emotional Learning
attention to how students view and treat
others, including themselves, to develop Social emotional learning is defined as
skills in relationships, problem solving and the “process through which children and
adults acquire and effectively apply the elementary students while simultaneously
knowledge, attitudes, and skills necessary increasing their engagement (American
to understand and manage emotions, Psychological Association, 2010).
set and achieve positive goals, feel and
show empathy for others, establish and The five competencies of SEL—self-
maintain positive relationships, and make awareness, self-management, social
responsible decisions” (CASEL, 2017). awareness, relationship skills, and
The idea is that in learning to understand responsible decision making—are
and regulate their own emotions and supported from various theoretical
feelings, while being mindful of the impact vantage points (CASEL, 2017). Vygotsky’s
of their behavior, students will become Sociocultural theory recognizes that
better equipped to work individually zones of proximal development contain
and with others (Varela, Kelcey, Reyes, emotional elements, that these contribute
Gould, & Sklar, 2013; Zins & Elias, 2007). to learning, and that when a child has
The term social emotional learning (SEL) positive emotional functioning, school
was popularized in the 1990s, particularly performance improves (Miller, 2016).
with the formation of the Collaborative According to Maslow’s hierarchy of
for Academic, Social, and Emotional needs, security and safety must be in
Learning (CASEL) (CASEL, 2017). SEL place to be able to belong, fulfill needs
has implications for students, educators, of esteem, then finally reach the place
classrooms, and schools. Though it where an individual can achieve self-
is technically a non-academic area of awareness, and realize his or her potential
competency, research shows that it (Maslow, 1943). The competencies of SEL
positively impacts academic success in a can be described by the interpersonal
wide variety of situations. Gifted students and intrapersonal intelligences from
can benefit from SEL to help them interact Gardner’s Multiple Intelligences. These
with peers while learning to manage address the abilities to “detect and
and balance their academic needs respond appropriately to the moods,
and their need to fit in with others their motivations, and desires of others…[and
age (Clark, 2013). A study conducted at the ability to be] self-aware and in tune
twenty-four high-risk elementary schools with inner feelings, values, beliefs, and
showed increases in math, reading, and thinking processes” (Northern Illinois
writing skills at schools that implemented University, Faculty Development and
an SEL program. This occurred even Instructional Design Center, n.d., p. 1).
though those areas were not specifically The self-awareness competency of SEL
targeted (Schonfeld, et al., 2014). SEL has includes confidence, optimism, and
also been shown to improve the school self-efficacy (CASEL, 2017). These are
environment by decreasing aggression in grounded in Bandura’s Social Learning
Theory, which posits that self-efficacy (the been introduced (Facione, 1990; Gromley,
belief that an individual can accomplish 2017). Critical thinking has acquired
a desired goal set by oneself) and prominence as a vital twenty-first century
agency (the idea that an individual can skill that involves analyzing, questioning,
impact one’s surroundings), are vital for and evaluating problems, solutions, and
healthy cognitive development (Bandura, perspectives (Jenkins & Andenoro, 2016;
1997; Bandura, 2006; Miller, 2016). The Partnership for 21st Century Learning,
other competencies of SEL contain 2015). These higher-order thinking skills
similar elements. Self-management, involved in critical thinking help students
social awareness, relationship skills, and perform better and are vital for college
responsible decision-making relate to and career readiness (Barnett & Francis,
the observational learning facet of Social 2011; Lombardi, Kowitt, & Staples, 2014).
Learning theory in that by interaction
and observation, individuals learn how to In efforts to develop critical thinking
control their behaviors and interact with skills in students, educators focus on
one another to meet societal expectations teaching students to view a problem
and achieve acceptance (CASEL, 2017; from multiple perspectives and explain
Miller, 2016). why an answer is reasonable or why a
specific process makes sense (Butera et
As students gain proficiency in these al., 2014). Questions that promote critical
areas, the opportunity to improve the thinking are those that require reflection
school climate and culture is evident. and depth of thought. An important goal
A school culture where these traits are of incorporating critical thinking–based
prominent is the kind of culture needed questions is to solicit responses that
for critical thinking to grow and thrive, include justification for a solution or
since SEL and critical thinking are position. Further questions should prompt
interrelated. students to consider the implications of
their responses (Maina, Maina, & Hunt,
Critical Thinking 2016). By articulating potential implications,
students connect the problem or situation
Critical thinking traces its roots back to their own knowledge and experience,
to Socrates when he introduced his adding a crucial real-world application
methods of questioning, reasoning, and with relevance. Research shows that
supporting arguments (Schneider, 2013). It when students understand how a concept
has endured over time as a vital element applies to them, they become more
of academic success, but has garnered engaged and retain what is learned to
increased attention in recent years as a much greater degree than otherwise
more rigorous educational standards have (Freeman & Wash, 2013).
• Allocates time and resources for training and • Partner with other teachers to
planning for school faculty and staff to develop promote grade-level and school-wide
an integrated character education plan collaboration.
• Include the weekly character trait in
• Extends into extra-curricular events and seeks school functions, such as assemblies,
support from local businesses, government, concerts, and pep-rallies.
media, and community members
Suggested activities can be adapted for various grade levels and address multiple learning
styles and preferences. These activities may encompass one or more character traits.
Individual and small group activities are included and may be modified to meet individual
student needs. The time frame and duration of each activity can be customized to meet the
educational goals and standards of each school, grade-level, and classroom.
Each student writes a blog post that uses his or her own Students work in small groups to create 5-minute “mini-
words to define and describe the character trait and documentaries” that are educational in nature to teach
includes examples of how the character trait can be the meaning of and the importance of the character trait.
demonstrated. Blog posts may be posted online on a These may be recorded or presented in-person in front
teacher-created blog, or on paper as part of a wall mural of a class.
in the classroom or school.
Acrostic
Just Tweet It
Students use each letter of the character trait to form
Each student composes a 140-character “tweet” with a word or phrase that relates to or demonstrates
advice on how to exhibit the character trait in and out the character trait. Students create posters or digital
of class. “Tweets” may be posted digitally with teacher displays of their acrostics. These may be displayed and
discretion, as part of a slide show to display in class, or presented in the classroom or around the school.
as sticky notes posted on the classroom door.
Each student chooses a literary character* who Students work in small groups to design an experiment
exemplifies the character trait. Students write a short that observes and records the results of exemplifying
essay describing how the literary character exhibits the the character trait in real life. For example, groups
trait using specific examples from the text. The essays select one or two members to perform random acts of
may be shared with the class, and displayed, if desired. kindness while the other students observe and record
responses from the recipients. After the experiment,
*Option: The teacher may provide a list of literary texts from students organize and report their findings. Students
which students choose their literary characters. This can answer probing questions such as:
support current instructional goals
and objectives. • What do the results of your experiment tell you about the
impact of exhibiting this character trait? Explain.
• What would happen if this character trait was
Historical Figure demonstrated daily in our school? Why?
Someone You Know The teacher and students discuss the character trait and
its meaning. Students write an essay or journal response
Students work individually or with partners to select to the prompt: Now that you know about this character trait,
someone they know who personifies this character trait. what are you going to do about it?
Students design posters or multi-media presentations
that introduce their chosen individual* and explain, with
examples, how this person demonstrates the given Character Tale
character trait. Students present their work to the class.
Students write a story in which the main character or
*Option: In addition, students create character awards to be characters embodies this trait. The story should include
presented to the chosen individuals. the consequences of the main character or characters
demonstrating the trait.
What would the world be like if this character trait were Each student nominates a classmate who exemplifies the
nonexistent? Students work individually, with partners, chosen character trait. The nomination should include
or in small groups to brainstorm, discuss, and describe specific examples of how this student demonstrates the
how the world might be if the character trait was trait. The teacher posts nominations in the classroom
nonexistent or ceased to exist. Students present their or hallway.
ideas to the class for further discussion.
To Do List
Reflection
As a class, students brainstorm ways to bring the chosen
In personal journals, students write a reflection and character trait to life in the classroom. With guidance
self-evaluation on how they do or do not demonstrate from the teacher, students discuss and refine the ideas,
the chosen character trait. As part of the reflection, and create a “to do” list to post in class or in the hallway.
students identify some ideas for personal growth in
this area.
Imagine If
Application Newsworthy
Students work individually, with partners, or in small groups Students write letters to the editor of the local newspaper
to brainstorm ways to apply the chosen character trait in describing a specific trait, its importance, and how they
mathematics (or another specified subject). Students share plan to develop the character trait.
and discuss their ideas with the class.
Students work in small groups to create a movie trailer Students work in small groups to produce and present a
for the focus character trait. The trailer should define live or recorded newscast that covers the focus character
and demonstrate the trait. Groups present their movie trait. The newscasts may be aired on a class or school
trailers at a classroom red-carpet style premier event. website.
Go Digital Etymology
As a class, start a school e-zine or webpage for Students research the etymology of the name of the
a chosen character trait with its description, its chosen character trait. Students write an essay or journal
importance, and tips on demonstrating the trait entry on the origins of the trait’s name, how it has or
in everyday life. The e-zine or webpage may be has not changed over time, and what the character trait
continued to include previous and subsequent traits. personally means.
Students contribute blog articles, artwork, and other
items to publish.
Game Night
Students compose poems about a selected character Students create a superhero character that personifies
trait. The poems may be compiled to create a book a selected character trait. Students include a drawing or
(print or online). Students share their poems at a poetry digitally created image, and explain how the appearance
reading. and behavior of the cartoon character demonstrate the
character trait. Students display their superheroes in
the class.
Dictionary
Students work individually or with partners to create The teacher designates a graffiti wall using butcher
a “recipe” for a chosen character trait. The recipe paper to cover a large wall space, either in the
includes a description of each ingredient and its classroom or in the hallway. Students create graffiti art
amount. The teacher may compile the recipes into a depicting the character trait. This may remain on the wall
classroom recipe book. to include other character traits, if desired.
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