Model it. Expect it. Celebrate it.
"How does one cultivate a compassionate nature in children? Helpful stories and maxims abound....important in this case, as in so much of the rest of moral upbringing, is the power of consistent example. Treat no one with callous disregard. Children know when they are being taken seriously by others, and they imitate what they see. Therein lies both our hope and our peril" (Bennett, 1993, p. 108). This makes my school special. The adults truly believe in our mission and the children we serve. The children watch us like hawks and expect genuineness and consistency. "We help foster a mature sense of responsibility in our children in the same way that we help cultivate their other desirable traits: by practice and by example" (Bennett, 1993, p. 186). Practice and example have been a common theme throughout my research. Our students must have clear expectations and sound examples to persevere and succeed. "How do we encourage our children to persevere, to persist in their efforts to improve themselves, their own lot, and the lot of others? By standing by them, and with them and behind them; by being coaches and cheerleaders, and by the witness of our own example" (Bennett, 1993, p. 528). The following data shares some ways that we are trying to be witnesses of our own example:
Below is one of our Elementary School Meetings. During this meeting we celebrate student successes in many ways. Here you will see some of the kindergartners being honored for showing Behavior & Pride. They received a big woo-hoo and an award. Some may seem perplexed, but it is the beginning and there was no end to their teachers' cheerleading once we returned to the classroom. These students were recognized for their habits during parent-teacher conferences as well. Their parents had seen the awards brought home and confirmed their pride in their son or daughter.
Below is one of our Elementary School Meetings. During this meeting we celebrate student successes in many ways. Here you will see some of the kindergartners being honored for showing Behavior & Pride. They received a big woo-hoo and an award. Some may seem perplexed, but it is the beginning and there was no end to their teachers' cheerleading once we returned to the classroom. These students were recognized for their habits during parent-teacher conferences as well. Their parents had seen the awards brought home and confirmed their pride in their son or daughter.
Treat Others the Way You Want to Be Treated "To befriend a friendless or less fortunate schoolmate can be a profoundly maturing activity for a child" (Bennett, 1993, p. 270). In this puppet story, Mrs. Santelli, Kiwi, Kirby and Andre learn about making friends, feelings and handling the "unknown". This story helps the students consider habit five: treat others the way you want to be treated. Many of my students connect with this story because we are a charter school and so the children come from many different school districts. When they enter school in kindergarten they may not know any other students, so they all feel like the new kid and are anxious about making friends.
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No Excuses Here, the principal discusses No Excuses with Kiwi and Kirby. Kiwi shares her problem about getting her reading done without an adult to help her. She tries to use it as an excuse, but Mrs. Chekan explains that she can be a responsible student and try her best.
Responsible persons are mature people who have taken charge of themselves and their conduct, who own their actions and own up to them -- who answer for them. We help foster a mature sense of responsibility in our children in the same way that we help cultivate their other desirable traits: by practice and by example. Household chores, homework, extracurricular activities, after-school jobs, and volunteer work all contribute to maturation if parental example and expectations are clear, consistent, and commensurate with the developing powers of the child" (Bennett, 1993, p. 186). |
Do the Right ThingThe principal, Mr. Conway, teaches a student about stealing. As our leader, Mr. Conway sees his job as one of example for his teachers and students. He believes that his teachers and students need to see and believe in his commitment to the habits. Bennett contends, "Moral education must provide training in good habits" (1993, p. 11). "In the end, we are answerable for the kinds of persons we have made of ourselves. 'That's just the way I am!' is not an excuse for inconsiderate or vile behavior" (Bennett, 1993, p. 186). I find profound value in this quote. I know that my students didn't choose the family they were born into or the circumstances under which they live, but I have to prepare them to take responsibility for the choices they make now to better evaluate possible consequences in the future.
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