The Importance Of Character Education

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

Many of us look up to someone important in our lives. This role model can be anybody, from “famous” individuals, fictional characters, and even “ordinary” people. Although they may be very different, each influences the lives of young people everyday. In Carl T. Rowan’s “Unforgettable Miss Bessie” and Mike Rose’s “I Just Wanna Be Average,” the authors demonstrate that one of the most common role models comes in the form of a teacher. Educators are said to be second in line after parents when it comes to influencing youth. They are trainers who play a crucial role in the development of students.

TED Talk stated that the greatest risk factors for children who are identified as having conduct problems are that they will end up in prison. 1 in 5 children that are diagnosed with conduct disorder from ages 5 to 6 years of age will cost over $1 million dollars. The book stated that they are often aggressive and psychological cruel to people. They will destroy people’s property, steal, skip school, and many more bad things if you treat it later it will be more difficult. Schools does use some of the strategies and resources that are recommended by The Virtues Project, because it helps to understand the how they should talk to children. I think that families and teachers do not integrate some strategies because sometimes it does not work,

“ His Expression remained the same- cynical, defiant, painful” (Gaines 84). Miss Emma did not think that Jefferson knew he was going to be put in the chair, which kind of furthers this whole idea that everyone has that’s he’s incompetent. Even his own aunt without realizing has degraded him. I think that maybe Jefferson can’t read or write but he’s a human who understands laws. At the beginning of the book I was feeding into the notion that he was mentally challenged, but I think now that he just grew up in the uneducated black stigma put on him by white people not letting black school have the same education. And so he knows he is going to die, he doesn’t fight he doesn’t resist he faces the unjust punishment with grace and is going o let

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Initially I define the two concepts of mistaken behavior and misbehavior, the first as error in judgment and action made in the process of learning life skills. Mistaken behaviors occur at three levels experimentation, socially influenced, and strong unmet needs. Teachers who use guidance see democratic life skills as difficult to learn, and they recognize that children are just at the beginning stages of a lifelong process of learning these skills. In the process of learning any difficult skill, children, like all of us, make mistakes. These teachers recognize that when children experiences conflicts it is because they have not yet developed the cognitive and emotional resources for more mature responses. The second Misbehavior. - The conventional term applied to conflicts that the child is involved in, resulting in consequences that often include punishment and the internalization of a negative label such a “naughty”. The complexity of teaching democratic life skills leads some adults to the misconception that young children know how to behave, they just choose to misbehave. When conflicts occur, teacher who focus on misbehavior tend to label the child’s character and attempt to shame the child into better behavior. Because of a lack of development and experience a child may internalize the negative message and act out even more. (Gartrell, 2014).

Hartman, E. (2006). Can We Teach Character? An Aristotelian Answer. Academy of Management Learning & Education, 5(2006), 68-81.

According to Hartman, we cannot decide the job or solution for a person; we just help him or her to figure out the perception by him/herself, create good values while ensure the happiness (79). Teaching ethics class for business students is a good idea to help them imagine their future and decide a right path for themselves. Thousands students learn the same things but each of them will have different outcomes. In order to ensure the accuracy of the research, people need to implement the studies on different students based on their races, genders, and cultures. Those factors can affect differently on the same principle. In conclusion, no matter who we are, what we do, one of the most important things is being a virtual person. We have to make sure that everything we do; we are doing right even though no one is watching

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

"Guidance teaching is character education in its truest, least political sense --guiding children to develop the empathy, self-esteem, and self-control needed for autonomy." (Gartrell, 2004, p. 22) As a guidance professional, I will have the ability to inform parents about the positive effects of guidance and the negative effects of punishment. If they are perceptive to this and through the use of guidance, our students will discover how to manage themselves, their interactions with their fellow students and with all within the world in a positive manner.

Why is character important? Why is it important to be a person of good morals, ethics, and character? Can that make you more productive in life, family, school, business, work, etc. ?

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

“The Science of Raising Courageous Kids” (Martin Brokenleg 2003), is a research based article that discusses the history of how children were viewed and treated by older civilizations and how the view has shifted to children as Brokenleg and Bockern (2003) stated, “sacred beings” and “gifts of the Gods” (p.22). Then, Brokenleg discusses what children need, act, feel, and who they are as a person- the main argument here. Children should be viewed as people of society; they are just in the learning stages of basic norms and human interaction. Lastly, the article discusses the importance of implementing these theories into the classroom in order to create courage kids.

Chaplain (2010) discusses how a multilevel nature of behaviour management, which extends from each child as a unique individual to the whole school ethos, can create effective learning. This coincides with clear expectations for behaviour in order to allow learning to happen.

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.