Overview: Reflecting on your own character is important to grow and stay accountable. This lesson is designed for students to reflect on the character skill of caring and the ways they display it to others. It also allows students time to discuss how they can continue to show care towards others and how they can make changes to become even more caring.
Character Education Objectives:
Students will
reflect their own character.
share their character traits with a partner and discuss similarities.
Discuss the character trait of caring with students. Ask them what caring looks like and what caring sounds like. Encourage them to think about people who they know that are caring and what they say and do.
You may want to write those traits down on chart paper.
Small Group/Partners
Give each student a body outline.
Encourage students to think about their own character of caring. Give them a few minutes to brainstorm how they are caring. Remind them with some of the examples they thought of in the large group.
Have each student describe the things that make them caring in the body outline by either writing or drawing. Encourage students to fill their entire body because it’s important not only to self-reflect, but also to compliment yourself and the work you do.
Students will share their character body outline with a partner or small group.
Discussion Questions
How do you and your partner/group members show caring the same way?
How do you and your partner/group show caring in different ways?
When is it hard to be caring?
What do you do when
How can you show caring more often or in a better way?
Journal
Encourage students to journal one thing they will commit to in order to become more caring. Have students be specific with their commitment, not something general like “I will be nicer” or “I will care more.”
Teachers care about the relational aspect of teaching. They take time to establish a trusting and caring connection with students, who in turn become more receptive to what’s being taught. Caring is at the heart of our character and will help in creating a positive school climate. Here are our tips for educators: an introduction to caring:
Questions to ask:
What are your thoughts on teaching caring, kindness and empathy in the classroom?
In what way are our students already upholding the Pillar of caring?
Are there examples of where we could improve in words or actions on the part of students toward the Pillar of caring? How about as a staff?
What can we do to teach students to be more caring and kind to others?
Activities to do:
Write 3 classroom key beliefs around the Pillar of caring that you would like to instill in your students.
Write 2 key beliefs you would like to instill in students throughout the school, hallways, lunchroom, etc.
What instructional strategies or classroom management techniques could you use to be intentional and explicit in instilling these beliefs?
Positive Sticky Notes – Leave sticky notes with positive messages
Thank You Letter – Write (and send!) an anonymous letter to someone you respect in your school, workplace, or other community space.
Caring Bulletin Board – Create a bulletin board in your school and provide plenty of paper in fun shapes or designs where adults and students can write down the acts of kindness they have received or benefitted from.
Project to explore:
One of the effective ways to implement CHARACTER COUNTS! in a school is the creation of a school-wide project. As this lesson is on the Pillar of caring, a school could consider as a project a Campaign of Kindness. As a staff, brainstorm the following:
Slogan for the campaign
Agree upon at least four action items that would help to implement the Culture of Kindness campaign
Assign responsibilities for staff, students and parents
Establish a timeline with a specific target date for the Kindness project
Overview: Goal setting is an important skill every student needs to develop to become a more productive citizen. However, students do not always understand the difference between goal setting and goal achievement, nor do they grasp the steps it requires to achieve their goals. So, this lesson will walk students through the steps and supports needed to set and attain their goals.
Character Education Objectives:
Students will:
discuss the difference in goal setting and achievement.
share a desired goal they have to become a more productive member of society.
create a map to help them navigate the journey to reach their objective.
Duration:
Creating the map may take more than one day depending on students.
Our citizenship does not stop at the physical space we occupy. Citizenship has expanded to the communities we have created online. Digital citizenship is important for students as they complete school work and socialize in the digital space. This lesson is designed to give students tips on being a safe digital citizens.
Character Education Objectives:
Students will discuss their own digital citizenship.
Students will brainstorm ways to be a safe digital citizen.
Where are you a digital citizen? YouTube? SnapChat? TikTok? Google?
What do you do the most on the Internet?
How do you know it is to talk to someone on the Internet?
Large Group
Explain to students that just like their neighborhood, school and family, the internet is a community as well. As a community member, they a responsibility to be a safe digital citizen.
Break the students into five groups. Each group will be assigned a different Internet safety tip. The tips are:
Don’t give out personal information.
Never send pictures to strangers.
Keep passwords private.
Don’t download anything without permission.
Tell an adult if you receive a mean or strange message.
Have the groups develop a slogan, song, rhyme or short skit for their rule. The goal is to find a way to create something catchy so students are able to retain the rules.
Have groups present their ideas to the large group.
Journal Remind students that there are a lot of restrictions put on internet access at school, but in some settings (home, friend’s houses) there are few restrictions. What are some other things you can do to make safe internet decisions?
Seven ways to build strong character and integrity in children
From guest contributor Dr. Michele Borba
Wondering what can you do to help your kids counter negative influences and stand up for what they know is right? The answer is to nurture a solid moral core that will guide them to stand up for their beliefs and act right without us. And the best news is that we can teach kids the core virtues and skills of strong character and moral courage and can begin when they are toddlers.
1. Know What You Stand for So Your Kid Knows Parents with clearly identified moral convictions are more likely to raise good kids. Because their kids know what their parents stand for and why they do, their kids are more likely to adopt their parents’ beliefs. So begin by asking yourself what virtues and moral beliefs matter most to you. Make a list, then narrow them to your top three. These will become your personal moral code and guide you in how you will raise your child. It’s also the best way to help your child develop his own moral beliefs. Here are five quick questions to gauge how well you’re parenting solid moral beliefs in your child:
You can quickly name the 3-5 virtues you want most for your child to acquire.
Your child could name the virtues you believe in most without prompting.
You reinforce your child whenever he shows your selected virtues in his behavior.
Your child can clearly see your chosen virtues in your daily behavior.
You use those virtues as your day to day code of ethical behavior and family living.
2. Walk Your Talk One great question to ask yourself each day is: “If I were the only example my child had to learn moral habits, what did she learn today from watching me?” The answer can be quite revealing. By watching your choices and hearing your casual comments, kids learn our moral standards. Make sure the moral behaviors your kids are picking up on are ones that you want your kids to copy. How many of these messages apply to you? Do you…
Eat a “sample” from a store’s candy bin in front of your child without paying?
Buy a ticket for a “child under twelve” even though your child is older?
Drive faster than the speed limit with your child as a passenger?
Tell your child to say you’re not there when your boss calls?
Do the majority of your child’s work on a school project, but have him sign his name?
3. Share Your Moral Beliefs and Take Stands Speaking frequently to your child about values is called direct moral teaching. Parents who raise ethical kids do it a lot. So look for moral issues and talk about them as they come up: from TV shows and news events to situations at home, school, and friends. Tell your kids how you feel about the issue and why.
Share examples of morally courageous heroes such as Rosa Parks, Pee Wee Reece, Harriet Tubman, Abe Lincoln. There are wonderful books and videos in your local library that you can share with your child.
Most important: Stand up for your own beliefs whenever you feel a major value is jeopardized. Your kid needs to see and hear about moral courage so he has an example to copy.
4. Ask Moral Questions to Stretch Moral Development Questioning is an important parenting tool for enhancing children’s consciences and strengthening moral beliefs. The right kind of questions can help kids expand their ability to take another perspective and ask themselves: “Is this the right thing to do?” Both are critical precursors to taking any moral stand. Here are a few questions parents can ask that stretch your kid’s moral thinking:
“How would you feel if someone treated you that way?” “If you don’t follow through on your word, what do you think would happen?” “If everybody acted that way (i.e. cheated, shoplifted) what would happen?”
5. Boost Empathy Kids who stick up for others are kids who feel for others. Empathy is what motivates that feeling, halts cruel behavior and urges kids to take a stand. Here are two powerful ways to nurture empathy:
Ask: How would you feel? Ask kids to ponder how another person feels using situations in books, TV, and movies as well as real life. It forces them to think about other peoples’ concerns.
Use role playing. It helps kids imagine others’ feelings so ask your child to think how the other person would feel if roles were reversed. “Switch sides: what would the other person say and do?” Young kids can use puppets or toy figures to act out the problem from both sides.
6. Reinforce Assertiveness Not Compliance If you want to raise a child who can stand up for his beliefs, then reinforce assertiveness—not compliance. Encourage him to share his opinions and stand up for what is right. And do so from early age so he can weather the storm of negative peer influence. Parents who raise morally courageous kids expect their kids to act morally—even demand that they do.
7. Teach Assertive Skills The truth is that it takes real moral strength to go against peer pressure and to stick up for your beliefs. So teach your child assertive skills so he can take the right kind of stand whenever he’s confronted with a moral dilemma. Here are three ways to boost moral courage:
Teach assertive posture. Teach your kid to stand up for his beliefs by using confident, assertive posture: stand tall with feet slightly apart, head held high, and look the person straight in the eye.
Say no firmly. Stress that he must say his beliefs using a friendly, but determined voice. Then don’t give in. His job is not to try changing the other person’s mind, but to follow his beliefs.
Tell reasons why. Ask your child to give the person the reason for his stand. It helps strengthen his conviction: “Stop bullying him; it’s cruel.” Or “No, it’s illegal and wrong.” Repeating the belief several times boosts assertiveness and helps your child not back down from his stand.
Keep in mind that your child’s moral growth is an ongoing process that will span the course of her lifetime. The moral knowledge, beliefs, and habits you instill in her now will become the foundation she’ll use forever.
Michele Borba, Ed.D. is an internationally renowned consultant, educational psychologist and recipient of the National Educator Award who has presented workshops to over a million participants worldwide. She is a recognized expert in parenting, bullying, youth violence, and character development and author of 22 books including UnSelfie: Why Empathetic Kids Succeed in Our All-About Me World, The 6Rs of Bullying Prevention: Best Proven Practices to Combat Cruelty and Build Respect,The Big Book of Parenting Solutions, and Building Moral Intelligence. She has appeared over 130 times on the TODAY show and is a frequent expert on national media including Dateline, The View, Dr. Oz, Anderson Cooper, CNN, Dr. Drew, and Dr. Phil. To book her for speaking or media even refer to her website: www.micheleborba.com. Follow her on twitter @MicheleBorba.
Overview: Fairness is hearing all sides to a story, even when it’s hard to see there is another side. This lesson is designed for students to stretch their perspectives in stories that feel like there is a good and a bad side. Students will be encouraged to think about how a story that they thought they knew looks different when they see the perspective of others.
Character Education Objectives:
Students will:
identify the perspectives of each character.
discuss the impact of seeing only one side of a story.
reflect on their own experiences with fairness.
Materials:
Choose a classic good vs bad story like Hansel and Gretel, Three Little Pigs and The Big Bad Wolf, The Three Billy Goats Bluff, Little Red Riding Hood, Jack and the Beanstalk, etc.
Lesson:
Large Group
Read or tell the story you chose. Pick a story where there is a good vs. bad dynamic with the characters.
Explain to the students that every story has two sides. To be fair, you need to hear both sides. Share with students that the story you just read only shares one side of the story. We know this because the story focuses on the one character and we know what that character does before, during and after the main events.
The other side of the story is the “bad guy’s” story. For example: In Hansel and Gretel there is only the story of the children and the witch’s story goes untold.
Explain to the students that they will be creating another story to show the view point of the other character in the story.
Small Group
You can also do this in a large group depending on the developmental level of your students.
Students will write and/or draw a short story that involves telling the side of the other character in the story. The story will need to include the following:
The main plot points of the story.
Why do you think the character did what they did?
What did this character do before the event?
What was the character thinking during the event?
How did the character feel after the main events?
What did the character do after the main events?
Have the groups share their short story out to the large group.
Discussion Questions
When you first read the story, did you think about the side of the other character? Why or why not?
Did writing the other character’s side of the story change how you felt about the character? If so, how?
What would happen if you didn’t think about the other character’s side of the story?
Journal
Think about a time when you were in a disagreement with someone. What was your side of the story? What do you think their side of the story was?
Embracing Diversity (Grades 6-12)
Overview:Learning about other traditions and holidays is important to promote acceptance not just tolerance of other viewpoints, religions, belief systems, and perspectives. This lesson will discuss having integrity with a focus on fairness to promote a classroom that embraces diversity.
Character Education Objectives:
Students will:
discuss traditions of their culture and family
share ideas about promoting a fair environment for all learners to be who they are
depict what it means to embrace culture using a form of artistic expression (Day 2)
Use the Venn Diagram to compare and contrast your family cultural tradition with your partner’s family cultural tradition
Small Group Discussion: (10 mins)
What is a definition of culture?
What makes up culture?
Whole Group Discussion: (15 mins)
As a class define culture- use the definitions created in small group and wordsmith to create a classroom definition
Discuss the elements that make up culture
How do we promote fairness in the diverse culture where we live?
What does integrity have to do with being fair to other cultures?
Exit Ticket: (5 mins)
What is something you learned about promoting cultural fairness and awareness today?
Lesson Plan Day Two
Journal: (5 mins)
What does it look and sound like to allow everyone to be who they are in a classroom?
Think-Pair-Share (5 mins)
Discuss the following quote with a partner: “Be yourself, everybody else is taken” – Oscar Wilde
Whole Group Discussion (5 mins)
Make a list with students about what is needed in a classroom of fairness to allow everyone to be who they are?
Individual Work (20 mins)
Give students the freedom to choose an activity from the Integrity and Fairness Cultural Expressions Project Grid to share about what it means to have the integrity to showing fairness for all cultures in the classroom.
Play some different cultural music while they work (or take suggestions from students and ensure they are not explicit).
Exit Ticket (5-10 mins)
Share your work with a partner or record a video of yourself sharing your Integrity and Fairness Cultural Expressions Project and post to your classroom social media using #CharacterCounts.
References
Teacher- to learn more information on teaching culture and to get some ideas to help with discussion check out this resource:
Recognizing, Addressing, and Preventing Cyberbullying
From guest contributor, Pamela Zuber
COVID-19 has changed so much about our daily lives. If we’re lucky, we’re able to use technology to continue to work, stay informed, and keep in touch with our family and friends.
But technology can be a double-edged sword for some children and young people. While using computers, phones, and other devices allows them to attend school remotely and spend time online with their friends, it can also expose them to cyberbullying.
What is cyberbullying?
In cyberbullying, people post hurtful things about other people online. They might post these messages through
Email
Messaging apps, text messaging, direct messaging, or instant messaging
Social media apps such as Snapchat, Instagram, TikTok, or Facebook
Online chats, gaming communities, message boards, chat rooms, or forums
Since social media and internet sites are social, others could see these messages, which could magnify the victim’s shame, embarrassment, and fear. In addition, it’s often difficult to remove some of these posts, so the messages can continue to harass a person long after a bully posted them.
Cyberbullying is particularly insidious because a bully can attack a person from anywhere or anytime. In the past, if a student threatened another student in school, the confrontation may have ended when classes ended. Now, people can use technology to start, continue, or intensify their harassment.
How can we stop cyberbullying?
As horrible as cyberbullying is, there are ways to stop it. There are many online guides that explain what cyberbullying is and how to prevent and address cyberbullying.
In addition, it might be a good idea to remind children and young people that our online lives shouldn’t be all that different from our actual lives.
We could remind them that when they post something online, the audience members reading or watching their posts are real people. They have real emotions and can be hurt by hurtful comments.
Ask them, “How would you feel if someone posted something insulting about you?” Your conversation could spur them to consider other people’s feelings and help them foster respect for others.
Keeping the lines of communication open can help if you think your children are the targets of cyberbullying. If you talk regularly with your children, they may be more likely to share their problems with you and go to you for help.
Frequent conversations can also help you notice if your children seem nervous or fearful or don’t seem like themselves, which could be clues that they’re being cyberbullied or if something else is wrong.
Communication fuels cyberbullying, but it’s also a tactic for ending it. Reinforcing kindness and respect and providing safe spaces to share can help prevent and stop cyberbullying and other harmful exchanges.
About the author: Pamela Zuber is a writer and editor at Sunshine Behavioral Health who is interested in mental health, addiction and recovery, human rights, gender issues, and several other topics.
At CHARACTER COUNTS!, we often refer to the Six Pillars of Character as universal values. In other words, they are values that transcend race, ethnicity, gender, religion, and even time. Put another way, nearly everyone can agree that more trustworthiness, respect, responsibility, fairness, caring, and citizenship would be good and even necessary for our individual, community, and societal growth.
Though the Six Pillars are universal, they are not absolutes. Like anything else in society, what the Pillars look like, sound like, and feel like can change due to context or circumstance. What is considered perfectly respectful behavior at a football game would not be considered respectful in a boardroom, for example. How we define what each pillar looks like and sounds like in unique circumstances is particularly important when Pillars appear to be in conflict. One definition of citizenship may include following the rules, respecting the law, and so on. And yet, Rosa Parks is often highlighted as an example of fairness, for her protest on the bus in which she technically broke the law – an unjust, unfair, and racist law, but a law nonetheless. Does that mean she’s a bad citizen? Or, a student may argue that she was showing caring by letting her friend copy homework so her friend wouldn’t get in trouble, while a teacher might argue that the student was being irresponsible and untrustworthy by letting her friend cheat.
The tendency in these moments is to ask, “which Pillar is more important?” but that’s the wrong question. The right question is, “in this time, given these circumstances, what does it mean to put the Six Pillars into action?” When one asks this question, Rosa Park’s action is not only a demonstration of fighting for fairness, but citizenship, as she tries to make her community a better place for everyone, regardless of race.
Of course, some may view the constant need to negotiate what the Six Pillars look like in different circumstances as soft or unprincipled, but maybe it’s the opposite. The intentional, deliberate conversation about what the Six Pillars look like for us, in this situation, is exactly the kind of conversation, sometimes hard conversation, we must have if we’re going to work together successfully. Yes, the Pillars are universal, but what we want them to look like for our students, school, community, family, and society is ultimately up to us.
