teaching for impact

Mrs. Thomson

My Father is a Liar

Schools are not just there to feed the economy; they are there to sustain and nurture the culture, the political system, the entire society.

8

9

Promotes core ethical and performance values

1.1: Stakeholders select core values

1.2: Core values guide everything

1.3: Core values are visible

Principle 1

10

Defines “character”comprehensively to include thinking, feeling, and doing.

2.1: Thinking (understanding)

2.2: Feeling (reflection, appreciation)

2.3: Doing (behavior, students practice)

Principle 2

11

Uses a comprehensive, intentional, and proactive approach

3.1: Intentional at all grade levels

3.2: Integrated into academic content

3.3: Integrated into classroom routines

3.4: Integrated throughout total program

Principle 3

12

Creates a caring community.

4.1: Student – staff relationships

4.2: Student – student relationships

4.3: Peer cruelty prevention

4.4: Adult relationships

Principle 4

13

Provides students with opportunities for moral action.

5.1: Clear expectations5.2: Moral action within school; tied to the curriculum5.3: Moral action in community; tied to the curriculum

Principle 5

14

Offers a meaningful and challenging academic curriculum that respects all learners

6.1: Challenging curriculum

6.2: Meeting diverse student needs

6.3: Addresses performance character

Principle 6

15

Fosters students’self-motivation

7.1: Students intrinsically NOT extrinsicallymotivated.

7.2: Behavior management and discipline tied to core values; academic integrity stressed.

Principle 7

16

Staff is an ethical learning community that shares responsibility for character education and adheres to core values

8.1: Staff modeling

8.2: Staff development for ALL; staff is ethical

learning community

8.3: Staff planning and reflection;

enough time for character education.

Principle 8

17

Fosters shared leadership and long-range support of the character initiative.

9.1: Leaders champion effort

9.2: Leadership group plans

9.3: Student leadership

Principle 9

18

Engages families and

community members as

partners in the character-

building effort10.1: Engages families

10.2: Communicates with families

10:3: Involves community

Principle 10

19

Assesses school

culture/climate, staff’s

functioning, and

students‘ character11.1: Assesses culture/climate

11.2: Staff report on progress

11.3: Assesses student progress /behavior

Principle 11

Mother’s Love = Life

Character Formation works best when it is incorporated into the curriculum, not injected as an artificial add-on.

The 4 Purposes of Education:• Academic Learning• Civic Character, Knowledge &

Skills• Moral Character & Knowledge• Performance Character & Skills

“Integrity without knowledge is weak and useless;

Knowledge without integrity is dangerous and dreadful”

- Samuel Johnson

The Road that leads to two paths…

Perspective for Moms

Character Formation, in whatever form, can only be effective if the teachers model the program, not just parrot it or give lip service to it.

Research:“Children learn more from what we do than from what we say.”

Research:“Children learn best when there is consistency between what we say and do.”

Even Dogs Know How to Pray

“Practice what you preach…

But don’t forget to preach what you practice!”

- Tom Lickona

Model the virtues! This is the only effective way for any Character Formation Program to work.

Remember: Posters and tarpaulins are “not” Programs. They are just decorations.

Everything that happens inside the Classroom IS Character Building.

Stop anything that makes it look like an ARTIFICIAL ADDITIVE.Posters only. Individual Certificates. Bookmarks. Pins. Buttons.

High GlitzLow ImpactStrategies

2 Active Ingredients Essential to

Formation of Character

Loving Relationships

Setting Good Example

The Child and His Faithful Dog

I have come to a frightening

conclusion

I am the decisive element

in the classroom

It is my personal approach

that creates the climate

It is my daily mood

that makes the weather..

As a teacher

I possess a tremendous power

To make a child’s life……

Miserable or joyous

I can bea tool of torture

or an instrument

of inspiration

I can humiliate or humor

Hurt or

heal.

In all situations,

it is my response that decides

whether a crisis

will be escalated

or de-escalated

And a child

humanized

Or dehumanized.- Haim Ginott

The Power of

the Teacher to

Impact the Lives

of the Students

Kohlberg’sSix Levels

ofMoral

Development

Level I

I don’t wantto get into trouble.

Level 2

I want a reward.

Level 3

I wantto please somebody.

Level 4

I follow the rules.

Level 5

I am considerateof other people.

Level 6

I have a personalcode of behavior and

I follow it.

Level 1: I don’t want to get in trouble.

Level 2: I want a reward.

Level 3: I want to please somebody.

Level 4: I follow the rules.

Level 5: I am considerate of other people.

Level 6: I have a personal code of behavior and I follow

it.

REFLECT ON THIS:

All Teachers leave their marks on

children everyday.

REFLECT ON THIS:

Some of those marks are temporary. But some are indelible.

4 Exercises to Make Teachers Realize Their

Power

1Recall a teacher who

inspired you or wounded you.

2

Read Haim Ginott’sQuote Everyday

3Have a Staff Discussion

of the ways teachers have impacted their lives positively and negatively.

4Meditate on the former

students who have come back to thank you well after they have left the

classroom.

Teaching is Like Fatherhood

18Simple Ways

to Make a Lasting Impact

1Make them

curious.

Curiosity = fuel for

discovery

2Model Macro-

Thinking

3Tell Stories

4Know what to overlook

5 Set them up to

surprise themselves

Do your best to place them in situations

where they can see not only their growth

academically, but personally as well.

6Make them feel on even ground when

you speak.

From “speaking to students”

to “talking with

students”

7Acknowledge &

Honor Emotions

8Show Trust

9Compliment

them (authentically)

10 Recognize

nuance

11Go out of your way to speak to them outside of class.

12 Model the

challenging of convention.

13Be honest

14See through their

behavior & Academic

Performance

FOCUS on the

HUMAN BEING!

15Convince

them they can

16Take Extra

Time

17Be Human

18Establish a

Relationship

Educators exist to produce

GOOD PEOPLE,not just

good test results

1. Successful teachers have

clear objectives

2. Successful teachers have a

sense of purpose

3. Successful teachers are able to

live without immediate feedback

4. Successful teachers know

when to listen to students and when

to ignore them

If only people listened to this Dancer

5. Successful teachers have a positive attitude

6. Successful teachers expect their students to

succeed

7. Successful teachers have a sense of humor

8. Successful teachers use praise

authentically

9. Successful teachers know how

to take risks

10. Successful teachers are consistent

11. Successful teachers are

reflective

12. Successful teachers seek out mentors of their

own

13. Successful teachers

communicate with parents

Garbage Man

14. Successful teachers enjoy their

work

15. Successful teachers adapt to

student needs

16. Successful teachers welcome

change in the classroom

17. Successful teachers take time

to explore new tools

18. Successful teachers give their students emotional

support

Pineapple Sample

19. Successful teachers are

comfortable with the unknown

20. Successful teachers are not threatened by

parent advocacy

21. Successful teachers bring fun into the classroom

22. Successful teachers

teach holistically

23. Successful teachers never stop

learning

24. Successful teachers break out

of the box

25. Successful teachers are

masters of their subject

Teachers Impact