Tag Archives: character education

On Purpose

I received several emails in response to my last month’s blog about “school principals.” My plan for this month was to write a follow-up blog focusing on the question that concluded the January blog: “Is my school a better school because I lead it?”

My plan changed after seeing three movies: “A Beautiful Day in the Neighborhood,” “1917,” and “Little Women.” Based on the experience of each of the main characters, I was reminded of an important character strength and virtue—purpose.

The importance of and need for developing a sense purpose in children and youth is new to me, as it may be for you. I used The Journal of Character Education (V15-N2, 2019) to help me get a sense of what it is about, and what to share with you in this blog.

Let’s start with the question, what does purpose mean?

The Journal editors write: “We are aware that motivation is central to the foundation of character, and particularly moral character. Purpose lies at the heart of such motivation [and] is central to the heart by being a core of the motivational impetus to be good.”

Several articles in the Journal addressed the meaning of purpose. A few examples:

“Purpose has been associated with increased hope and life satisfaction, positive affect, academic achievement, and with life transitions from early adolescence through emerging adulthood.”

“Purpose is a character strength, or virtue, that is vital to individual well-being and healthy communities.”

“Defining purpose as a beyond the self-life goal suggests that purposeful people are aware of the perspective of others, have some well-developed other-oriented values, such as compassion, justice, equality, and have a sense of social responsibility.”

“The potential for purpose emerges with the development of moral emotions and reasoning, future-mindedness, and the capacity to act on higher-order goals.”

“A definition of purpose includes three keys dimensions:

(1) purpose as a sense of direction,

(2) purpose that is personally meaningful, and

(3) purpose as a desire to make a difference on the broader world.”

Kendall C. Bronk’s (associate professor of developmental psychology at Claremont Graduate University): ”Review of the purpose literature concluded that the majority of definitions consists of three irrefutable components: commitment, goal-directedness, and personal meaningfulness.”

I want to briefly report on three articles. One addresses instruction (practices) and two that describe curriculum (programs).

Quinn, Heckes, and Shea write about classroom practices supporting the development of purpose among adolescents. In summary, the most common teacher-practice was “the identification of a goal or long-term intention in the classroom including encouragement, teacher-set goals, student-set goals, and goals set by both.” In order to help students find personal meaning, teachers most frequently utilized the following strategies: “making outward connections, attending to students’ interests, establishing a strong teacher-student relationship, and making content interesting…(including) using projects and group work, teaching life skills, making outward connections, and civics education.”

Stillman and Martinez’s article offers a “practitioner perspective” using a Six Seconds EQ Model (Know/Choose/Give). The inner circle of the framework included these skills—“know yourself, choose yourself, and give yourself”—and three competencies: enhancing emotional literacy/recognize patterns; consequential thinking/navigate emotions/intrinsic motivation/optimism; increase empathy/pursue noble goals. The EQ Model asked students to think about three questions: “What am I feeling? What options do I have? What do I truly want?”

The MPOWER program (Klein, et.al.) is a school program designed to promote purpose by “helping students connect to supportive people, identify their passion and core values, and discover their strengths.” The program’s primary thrust is to engage students in “grappling” with three essential questions: “What do they want to achieve? Who do they want to become? How do they lead purposeful lives?” The 4-Ps of MPOWER are: “people, passion, propensity, and pro-social benefits.”

Three Final Points

The Department of Education’s Office of Safe and Drug-Free Schools purpose is “to promote strong character and citizenship among our nation’s youth. Character education reaches the habits of thought and deed that help people live and work together as families, friends, neighbors, communities, and nations.”

I suggest that you read Heather Malin’s book, Teaching for Purpose: Preparing Students for Lives of Meaning, (Harvard Education Press).

“If you are not making someone’s life better, then you are wasting your time. Your life will become better by making other lives better.” – Will Smith

Ed DeRoche, Director, Character Education Resource Center, SOLES. USD February Blog 2020

ALL-STAR TEACHERS PLAY THE SKILLS GAME

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The 90th annual MLB All-Star Game was played on July 9th at Progressive Field in Cleveland, Ohio. The American League won the game for the seventh straight year. Players are selected based on their SKILLS by three groups—fan voting, player voting, and the Commissioner’s office.

In schools and classrooms, we call it the SKILLS GAME taught by All-Star Teachers at all grade levels. The “fan voting” includes parents and students. “Player voting” includes teachers and staff. The “commissioner’s” selections are from school and district administrators.

What might you find on a SKILLS SCORECARD?

On one of the older cards, you will find Bloom’s Taxonomy—the “go to game” for thinking skills a few decades ago.

Many of you will remember the SCANS Scorecard, highlighting the need for employee skills in three general areas:

basic skills (reading, writing, math, listening, speaking);
thinking skills (thinking creatively, making decisions, solving problems, reasoning); and
personal qualities such as responsibility, self-esteem, sociability, self-management, and honesty.

You may have seen the Business World’s Scorecard where people are talking and writing about “soft skills.”

“Like it or not, emotions are an intrinsic part of our biological makeup, and every morning they march into the office (and our schools and classrooms) with us and influence our behavior. Executives are starting to talk about the importance of such things as trust, confidence, empathy, adaptability and self-control.” – Shari Caudron, “The Hard Case for Soft Skills”

Currently we have the 21st-Century Skills Scorecard that includes:

Ways of Thinking (creativity, critical thinking, problem-solving, decision-making and learning);
Ways of Working (communication and collaboration);
Tools for Working (communications technology and information literacy); and,
Skills for Living (citizenship, life and career, and personal and social responsibility).

Two skills that cut across all four categories are “collaborative problem solving” and “learning in digital networks.”

The Fortune 500 Companies Scorecard identifies five top qualities these companies seek in employees:

Teamwork
Problem solving
Interpersonal skills
Oral communication
Listening

Another Scorecard offered by the Pew Research Center showed that adults identified several essential skills that were most important for children and youth to learn “to get ahead in the world today.” These included communication skills as the most important, followed by reading, math, teamwork, writing and logic.

There are two other very essential Skills Scorecards. One is on the topic of Emotional Intelligence (ET) and the other is a scorecard that describes Social Intelligence (SI).

You know well the All Star for Emotional Intelligence. Psychologist Daniel Goleman hit a couple of “homeruns” with his books Emotional Intelligence: Why It Can Matter More Than IQ, and Working with Emotional Intelligence. His scorecard included such skills as self-confidence, self-awareness, self-control, commitment and integrity.

In discussing emotional intelligence, Daniel Goleman cites Peter Salovey, a Yale professor who categorized components of emotional and social skills into five areas:

Knowing one’s emotions
Managing emotions
Motivating oneself
Recognizing emotions in others
Handling relationships

The scorecard for Social Intelligence is also revealing and relevant.

“Social intelligence [social skills] is as important as IQ when it comes to happiness, health, and success. Empathetic people are less likely to experience anxiety, depression, and addictions later in life. They are also more likely to be hired, promoted, earn more money, and have happier marriages and better-adjusted children.” –Mitch Prinstein, Ph.D., Board-Certified Clinical Child and Adolescent Psychologist

“If we increase social skills, we see commensurate increases in academic learning. That doesn’t mean that social skills (including cooperation and self-control) make you smarter; it means that these skills make you more amenable to learning.” – Stephen Elliott, Vanderbilt Peabody Education and Psychology Researcher and co-author of the newly published The Social Skills Improvement System.

Lastly, there is the Ten Skills Scorecard from the work of Stephen Elliott and Frank Gresham who surveyed over 8,000 teachers and examined 20 years of research in classrooms across the country. They identified these top 10 skills that students need to succeed:

Listen to others
Follow the steps
Follow the rules
Ignore distractions
Ask for help
Take turns when you talk
Get along with others
Stay calm with others
Be responsible for your behavior
Do nice things for others

“Top 10 Social Skills Students Need to Succeed,” Research News at Vanderbilt University, 9-27-2007

Does this sound like the “skills-game“ teachers are now playing in schools and classrooms? If so, then give these teachers your vote and be sure they are rewarded for being an ALL-STAR.

Ed DeRoche, Director, Character Education Resource Center, University of San Diego. BLOG, July 2019

Relationships: Teacher-Student and Teacher-Class

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April 2019 Blog
By Ed DeRoche, Director, Character Education Resource Center

Sometimes the things you want the most don’t happen and what you least expect happens. I don’t know – you meet thousands of people and none of them really touch you. And then you meet one person and your life is changed forever. — Jamie Randall (Jake Gyllenhaal), Love & Other Drugs

That person could be a teacher! So, let’s talk about teacher-student and teacher-class relationships. The first, teacher as coach/adviser/counselor. The second, teacher as conductor/director/ringmaster.

Both are grounded (or should be) in “relationships” that are positive, rewarding, and productive. Students deserve teachers who are encouraging conductors of learning rather than domineering ringmasters focused on maintaining order.

In the March 13th issue of Education Week (www.edweek.org), Sarah D. Sparks wrote an article titled, “Why Teacher-Student Relationships Matter.” She framed her full-page report around five questions. I have marked the author’s quotes with “SS.” All other quotes come from different references.

1. Why are student-teacher relationships important?

Positive teacher-student relationships are associated with fewer disruptive behaviors and suspensions, and lower school dropout rates.

A teacher’s relationship with students is the best predictor of how much the teacher experienced joy versus anxiety in class.

2. How does a teacher’s approach affect that relationship?

Sometimes teachers don’t understand the importance that their relationship with each student has on that student’s identity and sense of belonging. Vicki Nishioka, researcher with Education Northwest (SS)

Emotional control, and social and relationship skills are learned behaviors that must be taught and practiced by all students. Enter—the teacher! The ones that know how to counsel and conduct; the ones that respect, care about and show concern for the character development of their students. The ones that create a positive learning environment and show that they care are most likely to have their students reciprocate and show respect for them and their fellow classmates.

3. How can teachers improve their relationships with students?

In a word: Empathy. (SS)

We know from the work of Goleman and others that emotional intelligence consists of four attributes: self-awareness, self- management, social awareness, and relationship management. (You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.)

Research shows that teachers who cultivate empathy for and with their students are able to manage students’ behavior and academic engagement better.

4. How can teachers maintain healthy boundaries with students?

Experts caution that for teachers and students, “relationship” does not equal “friend,” particularly on social media. (SS)

Most school districts have rules guiding teachers about using social media such as Facebook and Twitter. Teachers can create “healthy boundaries,” by using common sense, by being honest with students about who want to share their personal stories, and, of course, there are always the liability issues.

5. How can relationships with students support teacher quality?

(Use) student feedback to improve teaching practices, and in particular, such feedback can be used to help teachers build deeper relationships with students. (SS)

Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience. – Clayton Cook, Professor, University of Minnesota

I conclude by quoting Neville Billimoria, a friend and Vice President, Mission Federal Credit Union. Neville writes a weekly column called “Soul Food Friday.”

In one recent posting, he addressed teachers directly about developing positive relationships with students.

Author Andy Stanley once said, “Rules without relationship lead to rebellion.” Far too many principals share rules with their teachers but they don’t have a relationship with them. And far too many teachers don’t have positive relationships with their students. So what happens? Teachers and students disengage from the mission of the school….To develop positive relationships you need to enhance communication, build trust, listen to them, make time for them, recognize them, show them you care through your actions and mentor them. Take the time to give them your best and they will give you their best.

Great companies that build an enduring brand have an emotional relationship with customers that has no barrier. And that emotional relationship is on the most important characteristic, which is trust. —Howard Schultz, Businessman

Reputation, Relationships, and Responsibility

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January 2019 Blog
By Ed DeRoche, Director, Character Education Resource Center

“I know. I’m lazy. But I made myself a New Years resolution that I would write myself something really special. Which means I have ’til December, right?” – Catherine O’Hara

It happens daily—the references to “character.” We read about it, we hear about it, we even practice it (at least most of us do).

The most frequently asked question: “What is character?” A quick answer: Character is who you are when no one is looking—or, these days, when everyone is looking (see tweeting).

I decided to frame my answer to the question around specific character strengths as I did in my November blog (gratitude) and December blog (emotions, empathy, and engagement).

My purpose is to encourage you and others (students, colleagues, parents) to think about, to talk about, to ask the “why and how” questions about learning, teaching, and practicing the “strengths” that support good, positive character behaviors.

For this blog I have selected three character strengths—Reputation, Relationships, and Responsibility.

Reputation

One cannot answer the character question better than William Hersey Davis has. (Positive Thoughts, 25 Sep 2016) Bolded words are mine.

Reputation is what you are supposed to be; character is what you are.
The circumstances amid which you live determine your reputation; the truth you believe determines your character.
Reputation is the photograph; character is the face.
Reputation comes over one from without; character grows up from within.
Reputation is what you have when you come to a new community; character is what you have when you go away.
Your reputation is learned in an hour; your character does not come to light for a year.
Reputation is made in a moment; character is built in a lifetime.
Reputation grows like a mushroom; character grows like the oak.
A single newspaper report gives you your reputation; a life of toil givesyou your character.
Reputation makes you rich or makes you poor; character makes you happy or makes you miserable.
Reputation is what people say about you on your tombstone;character is what angels say about you before the throne of God.

Relationships

“Character Development is a relational process. Character is a construct that links the person positively to his or her social world. Relationships are the foundation of character.” – Tuft’s Institute for Applied Research in Youth Development

Research clearly reveals that few factors in K-12 education have a greater impact on students’ educational experiences than a caring relationship with teachers. James Comer, professor of child psychiatry at Yale University, notes that, “No significant learning can occur without a significant relationship.”

We know that positive relationships can help reduce the negative effects of stress and boost one’s self-esteem. In classrooms, we know that it starts with the teacher taking time to build trust with each student. We know that trust has to be a joint responsibility between a teacher and his/her students. Teachers tell us that we need to pay more attention to the “relationship factor” because strong relationships help reduce behavior issues, improve classroom climate, enhance student attitudes and attention, and contribute to student achievement.

John Maxwell invites us to “Relationships 101” and the six most important “relationship” words. He notes that the least important word is “I.”

The most important word: WE
The two most important words: THANK YOU
The three most important words: ALL IS FORGIVEN.
The four most important words: WHAT IS YOUR OPINION?
The five most important words: YOU DID A GOOD JOB.
The six most important words: I WANT TO UNDERSTAND YOU BETTER.

Post this on your bulletin board and your refrigerator.

Responsibility

Responsibility is knowing and doing what is expected of a person; that is, doing what is right, being dependable, and fulfilling what one agrees to do even is if it means “unexpected sacrifice.”

The word “character” has two Cs in it; one stands for “choices” and the other for “consequences.” Living a life of good character doesn’t happen by chance, nor does it happen by circumstance. It happens by the choices one makes.

Our job as teachers and parents is to help young people learn to make good, positive, ethical choices and learn to take responsibility (a virtue) for their actions; to be willing to accept the negative consequences of their actions/behaviors and to do something about them—being responsible.

Sir Josiah Stamp writes: “It is easy to dodge our responsibilities, but we cannot dodge the consequences of dodging our responsibilities.”

Joan Didion, American journalist, notes that: “Character is the willingness to accept responsibility for one’s own life – it is the source from which self-respect springs.”

And Denis Waitley, speaker/writer: “The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”

Character Education Resource Center

The Three “E’s” in December

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By Ed DeRoche

Last month’s blog focused on the “G” (gratitude) in the word “Thanksgiving.” Of the ten blogs I have written this past year, the “G” blog received the most responses.

Well, when you’re on a roll, why change things?

So as you know, the word “December” has three E’s in it. I selected three special E’s to discuss this month – Emotions, Empathy and Engagement.

EMOTIONS

Several months ago I read Dacher Keltner’s book, Born to be Good: The Science of a Meaningful Life. He writes that emotions that bring out the “good in others and in one’s self can readily be cultivated” [taught and learned, observed and practiced, modeled and mentored]. “Emotions,” he says, are “the core of our capacities for virtue and cooperation, love and tenderness, and other virtues.”

It’s not news to you that social-emotional learning (SEL) programs are capturing the attention of school personnel and the public. In my March issue of News You Can Use, I provided an array of resources for teachers and administrators who want to implement SEL in their schools.

In a major report titled, The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students, researchers from the Collaborative for Academic, Social and Emotional Learning found that SEL programs improved students’ social-emotional skills, attitudes about self and others, connections to school, positive social behavior, academic performance, reduced students’ conduct problems and emotional distress. Bottom-line: SEL programs are among the most successful youth- development programs offered to school-age youth.

EMPATHY

In one of my blogs, I asked and answered nine questions about empathy. Let me share with you a very important piece of information that teachers and others need for teaching students about empathy.

Researchers Dan Goleman and Paul Ekman report that there are three different ways teachers (and others) must address the teaching and learning of empathy.

The first stage of becoming empathetic is cognitive empathy – the act of knowing how another person feels.
The second stage is emotional empathy – the capacity to physically feel the emotions of another.
The third stage is compassionate empathy – the combination of cognitive and emotional empathy to take action about what one feels and thinks.

Atticus Finch said, “You never really understand a person until you consider things from his point of view…until you climb in his skin and walk around in it.”
(To Kill A Mockingbird, Harper Lee)

That’s a good way of defining empathy – understanding what someone else is feeling because you have experienced it yourself or you can put yourself in his/her shoes.

ENGAGEMENT

Engagement includes relationships. So let’s start with some interesting information about “engagement” and then follow that with commentary about “relationships.”

A Gallup Poll found that 63% of students in schools are “highly engaged and enthusiastic about school.” Interestingly, there is an “engagement slide” – peaking during elementary school, decreasing through middle school and early high school, and then increasing through the rest of high school.

In a Kappan article on engagement in schools and classrooms, Shane J. Lopez reports that students polled suggest four ways to keep them engaged—note the relationships factor in each:

1) prepare them for the rigors of the work;
2) get to know them;
3) praise and recognize them for good school work, and;
4) have a school wide commit to building the strengths of each student.

“Teachers who are engaged in their work tend to have students who are engaged in learning.”

It is clear that in schools and in life there is a very close connection between emotions, engagement (relationships), and empathy. As author Robert J. Marzano writes:

Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction. If the relationship is strong, instructional strategies seem to be more effective. Conversely, a weak or negative relationship will mute or even negate the benefits of even the most effective instructional strategies.

Let’s “wrap-it-up.”
December is the month of holy days and holidays.

During this month let us celebrate and apply at home, in school, and where we work these positive emotions—joy, gratitude, hope, inspiration, awe and LOVE.

During this month let us not engage in what Professor William Glasser calls the “seven deadly habits of relationships – criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding to control.”

During this month let’s respond positively to Maria Shriver’s request that all of us join the “Inner Peace Corps.” She reminds us that “we are the American family and many of us are hurting and feeling isolated, lonely and scared. Let’s step up. Let’s serve one another. Let’s be friends.”

                             ++++++++++++++

Edward DeRoche, Director, Character Education Resource Center December 2018 Blog
For past issues of News You Can Use and Blogs: http://charactermatters.sandiego.edu

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The Three “E’s” in December

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By Ed DeRoche

Last month’s blog focused on the “G” (gratitude) in the word “Thanksgiving.” Of the ten blogs I have written this past year, the “G” blog received the most responses.

Well, when you’re on a roll, why change things?

So as you know, the word “December” has three E’s in it. I selected three special E’s to discuss this month – Emotions, Empathy and Engagement.

EMOTIONS

EMPATHY

In one of my blogs, I asked and answered nine questions about empathy. Let me share with you a very important piece of information that teachers and others need for teaching students about empathy.

Researchers Dan Goleman and Paul Ekman report that there are three different ways teachers (and others) must address the teaching and learning of empathy.

The first stage of becoming empathetic is cognitive empathy – the act of knowing how another person feels.
The second stage is emotional empathy – the capacity to physically feel the emotions of another.
The third stage is compassionate empathy – the combination of cognitive and emotional empathy to take action about what one feels and thinks.

That’s a good way of defining empathy – understanding what someone else is feeling because you have experienced it yourself or you can put yourself in his/her shoes.

ENGAGEMENT

Engagement includes relationships. So let’s start with some interesting information about “engagement” and then follow that with commentary about “relationships.”

In a Kappan article on engagement in schools and classrooms, Shane J. Lopez reports that students polled suggest four ways to keep them engaged—note the relationships factor in each:

1) prepare them for the rigors of the work;
2) get to know them;
3) praise and recognize them for good school work, and;
4) have a school wide commit to building the strengths of each student.

“Teachers who are engaged in their work tend to have students who are engaged in learning.”

It is clear that in schools and in life there is a very close connection between emotions, engagement (relationships), and empathy. As author Robert J. Marzano writes:

Let’s “wrap-it-up.”
December is the month of holy days and holidays.

During this month let us celebrate and apply at home, in school, and where we work these positive emotions—joy, gratitude, hope, inspiration, awe and LOVE.

                             ++++++++++++++

Edward DeRoche, Director, Character Education Resource Center December 2018 Blog
For past issues of News You Can Use and Blogs: http://charactermatters.sandiego.edu

My First Parent-Teacher Conference

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September Blog 2018
By Ed DeRoche

When I was a kid, my father and mother took me to my first parent-teacher conference. I told them that students did not attend these meetings. “You’re going.” I don’t know why my parents wanted me there because I did not plan to participate in their conversation. But I knew it was a big deal when they dressed up as if they were going to church.

As we waited in the hall to see my teacher, I noticed that other parents were giving me that “What is he doing here?” look. I knew then that all the other fifth-graders would hear about this tomorrow and that I’d be heckled all day long.

The classroom door opened and there stood Ms. James (a first year teacher leading her first parent-conference). She was smiling. I gasped! This was the first time I had seen Ms. James really smile. My friend, Andy, told me that teachers were ordered not to smile until winter break.

Ms. James seemed as nervous as my parents. There they were—three grown-ups, six pairs of eyes looking at me—as I was told to sit in the chair next to Ms. James’ desk, facing my parents. Their looks suggested (maybe demanded) that I pay “attention.”

Ms. James kept smiling as if something very funny was going to happen. I failed to see the humor in having to attend this meeting, but Ms. James seemed to be conveying the message that I was going to benefit from it.

When we were settled in and ready to talk, I noticed that Ms. James glanced at a card on her desk that had printed in big bold letters: Smile and be pleasant.

She handed my parents my report card, smiling. My Father began to breathe heavily and I noticed beads of perspiration on his forehead. My Mother clutched her pocketbook and kept saying, “Not my son! Not my son!” Being as astute as one could be at that age, I immediately sensed that something was wrong. Ms. James turned to me and gave me a “not to worry look.”

The report card went back to Ms. James who said, “Edward could do much better if he tried.” My Father retorted, “We have heard that story for the last four years.” My Mother asked, “Why doesn’t he do well in school?” This question and the possibility that my Mother might cry seemed to fluster Ms. James. I caught her glancing at another card on her desk: Stress pupil’s strengths.

“You must understand,” she said hurriedly, “Edward has a few strong areas on which we can build.” My Father countered, “Obviously school work is not one of them.” Ignoring my Father’s remark, Ms. James noted that I got a good grade in physical education, that all I talked about was sports, but needed to do better in the academic subjects.

My Father agreed and asked Ms. James, ”How do you explain the fact that he is not doing well?” Ms. James didn’t answer the question right away realizing, I think, that there were few strengths to talk about. She immediately checked another card on her desk: Be frank about weaknesses.

I looked at the classroom clock to see how much time we had left. This topic could easily take up most of the conference. I heard Ms. James say that such failures were usually the result of heredity and/or environment, sometimes both. I’m not sure what she meant but my Mother quickly responded that our family tree was loaded with teachers.

Ms. James told my parents that I appeared to be a slow reader, inattentive, a procrastinator (I looked it up when I got home) with limited interests except, of course, in sports. At this point Ms. James noticed that my parents appeared speechless. I don’t know why. Ms. James hit a “home-run” with her description— that was ME! She decided to move on and quickly checked the next card on her desk: Discuss student’s social adjustment.

“Let’s look at the citizenship side of Edward’s report card,” she said. “As you can see Edward appears to be an introvert and his social skills need work.” Another “home- run” for Ms. James! She added, “As you can also see, most of the checkmarks are in the ‘Needs Improvement’ column.” She went on to explain to my parents (and I guess to me as well) that we must get along with everyone, that we do things in groups, that this is our class where everyone is expected to cooperate and help one another.

My Father: “How can Edward learn school subjects if he has to spend time trying to be cooperative?” Ms. James sensed that he didn’t expect an answer and checked the last card on her desk: End conference on a positive note.

Ms. James: “Edward has the potential. I hope all of us can work on that.” There was a long pause. I’m not sure that my parents agreed with her. I don’t think they understood how she came to that conclusion given the information on my report card.

But they had not seen Ms. James in the classroom. She may not smile, but my classmates and I would “swear” to her enthusiasm, her persistence, and her determination in not letting one of us “off the hook.” These days, I think they call it “responsibility.”

The conference ended. As we left the classroom, Ms. James gave me a “thumbs-up” and told my parents that she would keep them informed about my “progress.”

Walking back to our car, I started to worry about my immediate future. Evidently, my mother was worrying about the same thing, saying, “Edward, I just do not know what on earth you’ll turn out to be.”

When we got into the car I asked my Dad to turn on the Red Sox-Yankee game. All I heard were two big sighs. I wondered why.

EDWARD is the Director of the Character Education Resource Center, Department of Learning & Teaching, SOLES, University of San Diego.

There’s No School Like Home

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By Ed DeRoche

I was home-schooled, not in math or science, but in character and behavior. I had co-instructors both of whom graduated from the 8th grade – my Mother and Father. My Father was French but didn’t speak it. My Mother was Irish but spoke fluent French (long story). My Father was a shoe salesman, and my Mother sold dresses in a women’s clothing store.

They were on the same page in all things related to the character and behavior for each of their four kids. Here are a few things they taught us (with tongue-in-cheek).

Entitlement: Don’t get the idea that you are entitled anything. The world was here first; it doesn’t owe you a living.

Religion: You better pray that when your Mother and I come home from work you have all your chores done and haven’t fought with your sister or brothers.

Logic: You want to know why? Because I said so. If you two are going to kill each other, do it outside.

Irony: Keep crying and we’ll give you something to cry about.

Perseverance: You are not leaving this table until you eat all of the spinach.

Wisdom: When you get to be our age only then will you understand what we are saying.

Justice: One day you will have kids, and I hope they turn out just like you.

Heritage: You’re just like your Father!  Patience: Just wait until we get home from work, then you will know!

Humility: Don’t ever think you are better than anyone else, because you are not.

Trust: If your Mother comes home from the conference with your teacher and it is not a good report, trust me, you’ll hear about it and won’t like what you hear.

To add to the “advice” from my parents, I have selected four of many “pieces of advice” offered by author Rodolfo Costa, Advice My Parents Gave Me: and Other Lessons I Learned from My Mistakes. https://www.goodreads.com

1. Learn to love someone when they least deserve it, because that is when they need your love most.

2. Many people are so poor that the only thing they have is money. Cultivate your spiritual growth.

3. Learn to adapt. Things change, circumstances change. Adjust yourself and your efforts to what is presented to you so you can respond accordingly. Never see change as a threat, because it can be an opportunity to learn, to grow, evolve and become a better person.

4. When you experience a negative circumstance or event, do not dwell on it. Be proactive — put your attention on what you need to do to bring the situation to a positive result.
Feel free to add your home-schooled “character” learnings here.

A New Year Reminder
“The best teacher is not necessarily the one who possesses the most knowledge, but the one who most effectively enables the students to believe in their ability to learn.” -Norman Cousins, American political journalist, author, professor

HOW TO REACH US
Edward DeRoche, Ph.D., Director Character Education Resource Center
University of San Diego
5998 Alcala Park, San Diego, CA 92110
(619) 260-2250
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AC-CENT-TU-ATE THE POSITIVE IN YOUR CLASSROOM

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October Blog

AC-CENT-TU-ATE THE POSITIVE IN YOUR CLASSROOM

Edward DeRoche, Director

“You’ve got to Accentuate the positive, Eliminate the negative…!”
-Song and lyrics by H. Arlen/J. Mercer

Last July, I read Neville Billimoria’s issue of “Soul Food Friday” in which he suggested that we read a book by Jon Gordon titled The Positive Dog: A Story About the Power of Positivity. (www.feedthepositivedog.com)

I bought the book and read it. The book is about positive thinking. It reminded me of a very popular book that I read years ago, Norman Vincent Peale’s The Power of Positive Thinking.

What is positive thinking? In short, it means “approaching life’s challenges with a positive attitude, making the most out of bad situations, seeing the best in other people, and viewing oneself in a positive light.”

Gordon’s book is a story about two dogs both of which, he writes, are within us. The “positive dog,” Bubba is his name, is loving, kind, and optimistic. Matt, the “negative dog,” is fearful, angry, and pessimistic. Gordon urges us to feed the “positive dog” and starve the “negative dog.”

This “positive-negative” story is similar to the Cherokee Indian’s parable in which a grandfather is talking with his grandson and says that there are two wolves inside us which are always at war with each other. One of them is a good wolf, which represents things like kindness, bravery, and love. The other is a bad wolf, which represents things like greed, hatred and fear. The grandson stops and thinks about it. Then turns to his grandfather and asks, “Grandfather, which one wins?” The grandfather quietly replies, “The one you feed.”

As a teacher you are probably asking yourself two questions: Why do I want to create a classroom of students who are positive thinkers? And, How will I do it?

There are two reasons (and probably more) to the Why question. One relates to the culture of your classroom. Students will do better when they are aware of the two “dogs” in themselves. Like any skill, positive thinking techniques need to be practiced to be effective. They need to be modeled (by you and others). They need to be imitated. They need to be acknowledged.

Being an effective classroom manager is the second reason. If students are taught to communicate in positive ways, to reflect on what they say and do, to value positive relationships, and demonstrate behaviors (words, actions) that empower them, research shows that these students will have fewer emotional problems, get better grades, and be more positive about their behaviors and relationships.

With regard to the How question, Gordon offers several suggestions that you can modify for your efforts to promote positivity in your classroom. He writes about the “positive boomerang”—“feed the positive dog” and you benefit yourself and others. Being positive not only changes you (the teacher), it changes everyone around you (students, colleagues).

I would remind you that classroom relationships are developed and tested daily, that challenges create opportunities, complaints may be the basis for solutions, and wrong choices should lead to second chances.

Gordon notes that both positive and negative energy are “contagious” and that “negative energy serves a purpose.”

“If you didn’t have negative experiences, you would never be able to appreciate the positive ones.” He adds, “Negativity builds character and strength when we use it to build positive and emotional muscle.”

In a chapter called “Feed the Positive Dog: Action Plan,” Gordon suggests that we feed the “positive dog” by “practicing gratitude—take 10 minutes each day and make a list of what you are thankful for.”

He also talks about “reaching out to others” and “deciding to make a difference.” Gordon recommends ‘”focusing on the get to vs. the have to, smiling more, writing thank-you notes, associating with positive and uplifting people, starting a “success journal” in which you (and your students) write down the one great thing about the day.

You may remember “The Positive Teacher Pledge” that appeared in my September Blog (http://www.smartbrief.com/original/2017/09/proverbs-practices-and-pledges):

I repeat the first four bullet points that underscore “positivity.”

I pledge to be a positive teacher and positive influence on my fellow educators, students, and school.
I promise to be positively contagious and share more smiles, laughter, encouragement and joy with those around me.
I vow to stay positive in the face of negativity.
When I am surrounded by pessimism, I will choose optimism.At the very least, put this on your bulletin board:
In this classroom: “Positive attitudes fuel; Negative attitudes drain! “

Character Education Resource Center deroche@sandiego.edu

TEACHING PROMISES, PRACTICES, AND A PLEDGE

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September 2017 Blog

TEACHING PROMISES, PRACTICES, AND A PLEDGE

Edward DeRoche, Director

Character Education Resource Center

Photo Credit: Huffington Post

The Promises

As you start this new school year, here are 10 “promises” that you should internalize into your teaching, the management of your classroom, and most importantly, in your relationships with students. What is modeled is imitated!

Behavior rewarded is behavior repeated—good and bad!
There is never a wrong time to do the right thing.
What we allow, we teach; what we accept, they will do. (M. Borba)
The classroom is as much a social setting as it is an academic one.
Character is about second chances but only if you learn from your mistakes.
If it is not right, do not do it; if it is not true, do not say it. (M. Aurelius)
Take the Pottery Barn oath: You break it , you own it.
Negative attitudes drain, positive attitudes fuel. (M. Marshall)
Relationships are to learning as location is to real estate. (J .Comer)
The world is run by “C” students! (A. Maguire)

Make it 15 by adding your won 5 promises!

The Practices

The question: What can we learn from the practices of effective, competent, and experienced teachers? Let’s take a look at a couple of reports.

Eric Jensen interviewed over 100 principals and asked them to list skills they look for when hiring a new teacher.

In no particular order, the following were listed:

Good attitude – optimistic
Resourceful – able to take care of their own problems
Love of learning – projecting this to students
Handle stress – being a resilient learner
Ability to read emotions – detecting when students are apathetic
Responsible – showing up every day, not blaming others
A willingness to try something new or different
Likes kids
Willing to be a role model
Loves learning and making a difference

Other considerations included: being a team member, enthusiasm, good sense of humor, flexibility, creativity, self-confidence, and a passion about teaching.

From Marvin Marshall’s Monthly Newsletter- Volume 10 Number 12,
December 2010 — http://www.MarvinMarshall.com

In an article in Principal, (May/June 2013, p. 56.) titled, “Four Steps to Close the Gap,” Gail Connelly, the NAESP Executive Director writes:

“Effective teachers do all three of the following. They are extremely good classroom managers. They know how to teach lessons that engage students, spark their eagerness to continue learning, and then lead them to the mastery of the subject matter. They have positive expectations for student success.” www.naesp.org

Annette Breaux is an internationally renowned author and speaker. She authored the national best seller 101 Answers for New Teachers and Their Mentors. Several years ago she wrote an article addressing the questions: Can anyone be a great teacher? What are the qualities great teachers have?

In summary, she says that they truly love children; are masters at classroom management; possess a thorough understanding of their subject matter; understand that they are actors on a stage …capable of entertaining, capturing and enrapturing their audiences every day; are positive, kind, compassionate, patient people; don’t impose their moods on their students; have a sense of humor and share it daily with their students.

She adds that great teachers recognize the importance of establishing positive relationships with their students, have high expectations of all students, and that they are not perfect teachers and when they make mistakes, they act as good role models do, admitting their mistakes, learning from these mistakes and offering apologies if necessary.

SmartBlogs on Education – Can anyone be a great teacher?

Annette Breaux, February 15, 2013

The Pledge

Now, as each of you begin a new school year take The Positive Teacher Pledge! Repeat after me!

I pledge to be a positive teacher and positive influence on my fellow educators, students and school.

I promise to be positively contagious and share more smiles, laughter, encouragement and joy with those around me.

I vow to stay positive in the face of negativity.

When I am surrounded by pessimism, I will choose optimism.

When I feel fear, I will choose faith.

When I want to hate, I will choose love.

When I want to be bitter, I will choose to get better.

When I experience a challenge, I will look for opportunity to learn and grow, and help others grow.

When faced with adversity, I will find strength.

When I experience a setback, I will be resilient.

When I meet failure, I will move forward and create a future success.

With vision, hope, and faith, I will never give up and will always find ways to make a difference.

I believe my best days are ahead of me, not behind me.

I believe I’m here for a reason and my purpose is greater than my challenges.

I believe that being positive not only makes me better, it makes my students better.

So today and every day I will be positive and strive to make a positive impact on my students, school and the world!

One of my Friday pleasures is to read Neville Billimoria’s email column call Soul Food Friday. Neville is Senior Vice President for Membership/Marketing and Chief Advocacy Officer at Mission Federal Credit Union. This “Pledge” is taken from the July 26, 2013 post of Soul Food Friday.

Comments/Questions

deroche@sandiego.edu