Flemington-Raritan Regional School District

Based upon this input and a survey of current character education programs in public schools, the committee developed the following list of character traits to be included in the FRSD program.

Responsibility

Respect/Courtesy

Self-Esteem/Pride

Caring/Compassion

Diligence/Perseverance

Tolerance/Patience

Honesty/Fairness

Cooperation/Good Sportsmanship

Loyalty/Citizenship

Courage

• Banners advertising the trait of the month.
• Celebrations of the trait of the month.
• Awards related to demonstrating the trait of the month.
• Public Address System exhortation of the trait of the month.
• Media Center displays of materials related to the trait of the month.
• Classroom activities related to the trait of the month.
• Grade level and or team activities related to the trait of the month.
• Speakers, drama presentations, videos and other large group gatherings related to the trait of the month.

• Principal is the primary driving force of the program in each school.
• Building level character education planning committee will be active in each school.
• Parents will be part of each building level character education committee.
• The first faculty meeting of each month must serve as a kick-off of trait of the month and provide opportunities for staff to share character education ideas and successes.

• Conscious implementation of strategies designed to develop character
• Modeling of appropriate behavior
• Exhortation on the traits and behaviors related to the traits
• Use of literature that has themes related to the traits
• Democratic classroom practices

CARING AND COMPASSION

Definition: To be sympathetic and understanding toward the needs and feelings of others.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel or family
• Generate a list of how this trait can be demonstrated today at school or home

Teachers can create a caring community in the classroom by helping students to:

• Know each other as persons, i.e., “Sharing Circle.”
• Respect, care about and affirm and compliment each other -- and refrain from peer cruelty. i.e., “Compliment Circle.”
• Feel valued membership in, and responsibility to, the group i.e., “Messages to teacher” Book, Concern Box, Interview Partners.
• Pose everyday problems and solve them as a group by role-playing.

Students could study heroes and other examples of caring and courageous persons in history and the news -- then find everyday heroes in their own communities and tell their stories, i.e., Mother Theresa, community helpers, Martin Luther King, Jr. Construct a “Bulletin Board of Heroes” to display the theme. Include related newspaper articles and acts of kindness shown by school members.

Students can develop their awareness of the needs of others, their desire to help, and the skills and habits of helping through: a) exposure to inspiring role models, and b) opportunities for service in their schools, families, and communities. School jobs, “class adoptions” of younger classes by older classes (Journal Jotters, Journal Buddies, Reading Buddies), “Adopt a Whale” type programs, Service clubs - peer leadership, student council.

Read a piece of literature which pertains to this trait and discuss it.

• Working together for a common purpose, the ability to take winning or losing without gloating or complaining.
• Classroom Application:
• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Cooperative Learning Groups, such as Learning Partners, Jigsaw Learning.
• Games designed to end in a tie - ex. Running - each person has to cross the finish at the same time!
• Team testing
• Small group projects
• Deciding common goals
• List a different way to cooperate each day - ex. Listening when others speak.
• Spell Sport - using the letters of the alphabet, you give each team a word, allow a minute for them to figure out their strategy, then each team finds a letter of the word, and the team lines up in the proper spelling order.
• Everyday math cooperative groups
• Gotcha's - Gotcha doing good or a “warm fuzzy” jar.
• Highlight examples of cooperation around the world such as - Save The Children, We Are The World, Red Cross, Berlin Airlift, National Relief Efforts.
• Highlight sports figures that demonstrate trait and tell why.
• Give praise for a job well done.
• Moments in History that demonstrate cooperation.

Winners Without Losers by James P. Raffini

The Cooperative Sports & Games Book by Terry Orlick

Guide, Check, Praise - by Kagan

COURAGE

Definition: The willingness to face obstacles and challenges with determination.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

Using a cooperative learning structure discuss the following questions.

Do I have the courage to resist peer pressure?

Am I able to take a position on an issue even though my friends take a different position?

How can I offer encouragement to others who face difficult decisions?

Do I stand up for the “under dog” when he/she is being treated unfairly:

• Keep a journal of words and examples illustrating courage found in books texts, journals, periodicals, or films.
• Keep a chart and add new examples of courage as they arise during the year.
• Read novels and stories in which a character displays courage.
• Example: The Story of Harriet Tubman.
• Write down one thing you are afraid of. Think about how you can show courage and overcome that fear. This can be done in written form or in a cooperative learning structure. Share and discuss your thoughts.
• List moments in History that demonstrate courage. Discuss.

Holocaust - Number the Stars by Lois Lowrey Diary of Anne Frank

Westward Expansion - Long Ago Children

Wizard of Oz - The Cowardly Lion

Aesop Fables - Lion and the Mouse

Book of Virtues - Bennett

Civil War - Follow the Drinking Gourd

DILIGENCE/PERSEVERANCE

Definition: Working hard without giving up in a careful, consistent manner.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family
• Have students generate a list of how they can demonstrate this character trait, at home and at school.

• Write the quote on the board “ninety-nine percent perspiration” discuss its meaning.
• Have students write when diligence paid off, “(in their personal life)”.
• Give an assignment with an element of difficulty - let students know that perseverance is needed to accomplish this task.
• Invite a person from the community who has accomplished something in spite of disability through perseverance and diligence.
• Discuss diligence, patience and perseverance in playing an instrument. Have older children who are in advanced music program speak to the younger children.
• Discuss skills acquired by an athlete that are results of persistent endeavor. Invite an athlete to speak about this. “What makes a champion”.
• Show a picture (of art) - discuss the trait necessary to accomplish this.
• Let students bring in an item; such as a wood shop project - clothing item they have made. Let students tell other students what part perseverance played in accomplishing this project.
• Have students discuss/write about a historical figure (such as explorers) and the part that diligence played in their accomplishments.
• Students may discuss their dreams for the future and how difficult those dreams might be to achieve.

Books That Build Character; A Guide to Teaching Your Child Moral Values Through Stories. William Kilpatrick and Gregory and Suzanne M. Wolfe. Touchstone/Simon and Schuster. 1994.

The Book of Virtues: A Treasury of Great Moral Stories. William J. Bennett. Simon and Schuster. 1993

HONESTY/FAIRNESS

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel
• or family
• Have students generate a list of how they can demonstrate this character trait today at home and at school.

• Brainstorm recent situations in which it was a challenge to be honest.
• Tell a short story about how one “small” lie can lead to another.
• Discuss the consequences of “small” lies.
• Have students develop a list of types of dishonesty (ex. Cheating on tests, exaggerating, “white lies”). Discuss if any forms are “OK”. Why not? What action can take place instead (ex. Study harder for tests, give honest compliments, etc.)
• Consider hypothetical value choices: What would you do if...? Teachers may construct their own choice situations or use a resource such as Tough decisions: 50 activities in values and character education, by A. Bourman.

Stega Nona by Tomie de Paola.

The Wolf Who Cried Boy by Jeffrey Dinardo.

Corey Coleman, Grade 2 by Larry Dane Brimmer.

The Christmas Coat by Clyde Robert Bulla.

George Washington and the Cherry Tree.

The Boy Who Cried Wolf.

Jack and the Beanstalk

LOYALTY

Definition: Faithful to a person, a team, your country or an idea.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated at school or home.

• Students write one way they can be loyal in school or at home and illustrate. (Display in room or hall).
• In an ongoing “Character Journal” create an area for the topic Loyalty. Each time they are loyal, or see someone be loyal, record/illustrate in journal under Loyalty section. (There should be a section for each trait studied).
• At the close of each month, have students read their journals and reflect on the traits they've demonstrated or observed.
• Loyalty through Friendship:
• Tell/write/illustrate what it means to be a friend.
• Write a letter to a friend.
• Tell a friend why he/she is special; write it on a heart and give to him/her.
• Role-play being loyal to a friend or not being loyal and discuss. Ex: You have a new friend that you really enjoy doing things with. This friend doesn't like your oldest and dearest friend and tells you not to play with or hang around that person. (Role-play)
• Discuss/write about Historical Figures who were loyal or disloyal to an idea, person, cause, etc.
• Review a current media source: newspaper magazine, internet - look for examples of loyalty or disloyalty in our community, country, or world in current events.
• Discuss/write about Literary Figures who were loyal or disloyal to an idea, person, cause, etc.
• Loyalty through Teamwork:
• Encourage a fellow teammate when he/she is feeling down about his/her performance.
• Give genuine praise for a job well done.
• Brainstorm how animals can be loyal to people.

  Discuss what can be learned from animal loyalty.

  Write/Illustrate an example. Read a book demonstrating this.

  1. Create mini scenarios and write on index cards. Give a card to each student. With a partner or in a small group, each student will read the card and tell if loyalty was or was not demonstrated and why. A writing activity can follow where students need to tell how loyalty can be demonstrated in the cases that it was not.

• Answer the question: Why is it important to be loyal? Write/present to class or small groups or partners.
• Each time someone in class shows loyalty, write it on a heart and create a chain to hang around the room.
• Pledge of Allegiance - every day.
• Sing patriotic songs - daily.
• Read a book from the attached Resource List and discuss how loyalty was demonstrated.

All available in district's library collection:

The True Francine, Marl Tolon Brown

The Berenstain Bears and the In-Crowd, Stan Berenstain

Sounder, William Armstrong

Tough Enough, Ruth Carroll

The Book of Virtues, William Bennett

The Day They Gave Babies Away, Dale Eunson

The Children's Book of Virtues, William Bennett

Practical Primary Plays, Jean Clark

CITIZENSHIP

Definition: Demonstrating your rights and privileges as a citizen of the United States as well as the school and community.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Do the pledge of allegiance every morning as a class.
• Since you take the time to honor the flag each day, save a few minutes to honor some important people too. Every day students recite the Pledge, select one student to choose a person that he/she would like to honor and explain why he chose that person. Soon the students should be recognizing parents, coaches, teachers, and doctors.
• Sidewalk sweepers - Invite each class in your school to choose an area of the sidewalk to “adopt”. Then have the participating classes sweep their adopted areas daily. Post a small sign that lets everyone know which class is maintaining each area of the sidewalk.
• Seek ways to involve local businesses in the life of the school, perhaps through mentoring opportunities or partnerships with student groups.
• Promote service clubs with real missions for the school community.
• Write letters to local or national officials about laws and concerns (national and/or local).
• Send a thank you to the president of the U.S.A.
• Emphasizing and teaching the significance of school rituals. Talk about the importance of recognizing certain rites as a community and properly acknowledging them.
• Lead by example. For instance, pick up the discarded piece of paper in the hall. Clean the chalkboard out of respect for the next teacher.
• Discuss the real meaning behind the National holidays. Work on projects, assignments that connect and theme with Veteran's Day, Memorial Day, Election Day, President's Day, Flag Day, Arbor Day, Thanksgiving, Colonization, Revolution, 4th of July.
• Discuss less fortunate countries and their needs. How can we help???
• Study current events.
• Valentine for Veterans - make a paper valentine and thank the veterans for all their hard work.
• Around voting - have the children call people to remind them to VOTE!!
• Discuss and talk about the history of voting in this country and how fortunate we all are. (Compare and contrast with other countries policies)

Lily and Miss Liberty by: Stevens, Carla

Civics for Today by: Branson, Margaret & Coombs

Civics: Citizens & Society by: Kownslar, Allan O. & Smart, Terry L.

Our Country's Freedom by: Cavannah, Frances

The Statue of Liberty by: Society for Visual Education

Take Off Your Hat When the Flag Goes By by: Perry, Scott & Hulet, Grant

Patriotism by: Davis, Nancy

What is Patriotism? by: Greenhaven, Staff

Patriotism by: Johnson, Linda

The Value of Patriotism by: Rosen Group

Flags by: Crampton, William; Shone, Karl; Plomer, Martin

The American Flag by: Armbruster, Ann

Patriotism, patriotism, patriotism by: Hoke, Helen

Papa Gets Elected (Berenstain Bears Series) by: Berenstain, Stan and Jan

Other Resources:

Filmstrip: The Story of the Star-Spangled Banner

Assembly: Flags Around the World

Songs: America

You're a Grand Ole Flag

There are Many Flags in Many Lands

God Bless America

RESPECT

Definition: To feel or show honor for the feelings and rights of yourself, others and the world around you.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Reading - Utilize stories that demonstrate people motivated by a concern for the rights of others, by self respect and/or concern for the environment.
• Social Studies - Study events whose outcome was the result of individuals of countries commitment to the rights of others.
• Science - Emphasize the role of man's effort to improve and maintain the environment, animal rights, individuals part in global warming, medical ethics, etc.
• Research newspaper articles identify people who are respected. Find and clip the lead two paragraphs that relate to six persons of different backgrounds, responsibilities and interests.
• Tape the clippings on a sheet of paper and by each one, list one or more things contained in the article you feel indicates respect for each person.
• Each of us has opinions about what our individual strengths are. Trace your profile on a piece of paper. Cut out words from headlines that you feel demonstrate your good qualities. Paste them inside or around your silhouette. These give evidence of your self-respect.
• Each of us must respect our environment. Find and cut out four articles about events that relate to the environment. Write a brief summary of each event. Include how each could affect people in the future. How might you be affected as an individual. Name something you could do related to the event that would be positive or beneficial for the environment.
• Circle pictures of names of people whose professions automatically command respect, President, Senator or Congressman, doctor, etc. In small groups, review our selections and discuss society's views and whether some people deserve the respect automatically granted by their professional position.
• Self-respect makes you feel good. Design an ad for self-respect. Be sure to include at least 5 ways to show self-respect like taking care of your body, having pride in your appearance, being honest, being polite, etc.
• Prepare a respect chart. Go through a newspaper or magazine and find people who are giving or receiving respect. Make a list of those people in one column. In the opposite column, write how they give respect or receive it.
• Teach and insist upon the use of manners as an indicator of respect for others.
• Be fair - comment upon fairness frequently.
• Develop rapport that leads students to be open to the teacher's positive influence.
• Respond to wrong or incomplete answers in a way that affirms whatever is good about a student's response.
• Demonstrate that the class values the views of students by providing a forum for their thoughts and concerns.
• Give personal commentary on how respect or the lack of respect shapes behavior and attitudes.
• Teach in an age appropriate manner the “moral” and pragmatic necessity of mutual respect as an essential component of a democratic society.
• Celebrate the accomplishments of individuals who were motivated by a respect for themselves, others and/or the environment.
• Host a Respect Day Celebration.
• Help students get to “know” each other through such activities as:
  • - Partners
  • - Thank you, please, etc.
  • - Class directory
  • - Pen pals in another class
  • - Seat lottery
  • - Coat of arms (share self)

Educating for Character, Thomas Lickona, 1991

COURTESY

Definition: Polite, well-mannered behavior toward others.

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Students to keep journal to record: Why is it important to be polite to other people? How do you feel when you are polite and how do others feel? Can you think of one way you can be polite to others today?
• Practice DO'S and DON'TS: DO use good manners, be courteous polite and civil to everyone. DON'T use put-downs, insults, yelling or ridicule to embarrass or hurt another.
• Teach students how to listen attentively to other students and adults, and teach them to avoid interrupting people.
• Students write and produce their own books of good manners. These books emphasize values, and respect for others in addition to proper behavior in different social situations. These books might be called “Manners for Grade ____ Students,” “Manners is our Favorite Subject,” or “We Love Good Manners.”
• Students create posters and banners about manners.
• Students create a classroom newspaper on manners.
• Students write articles to the newspaper (Our Times) about their studies of good manners.
• Students take pictures or cut out pictures from magazines/newspapers of children using good manners. They add text and publish posters of good manners.

Video: “How to Civilize Your Child”

Video: “Amazing Advantage for Kids

List of Children's Picture Books such as – Perfect Pigs by Brown, Pass the Fritters

Critters by Chapman, What Do You Say, Dear?, What Do You Do, Dear? by Joslin, Mind Your Manners by Parish, Big Black Bear by Yee, Manners by Aliki, Hello Gnu, How Do You Do? by Hazen.

RESPONSIBILITY

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Have class develop a responsibility check list for school behavior. It could include such items as: Do I complete my work on time? Is my work completed to the best of my ability and something I am willing to share with my classmates? Do I arrive on time and well prepared? Do I follow rules? If I break a rule, do I own up to that fact? Do I take home and return completed all school forms and letters? Duplicate the list and have students keep it in their notebooks.
• Hold class discussions on responsibility. What is it? Why is it important? How do I show I am responsible?
• Have class develop a code of conduct. Publish and display the code. Ask students to become committed to following the code.
• Have the class divide into small groups to discuss recent movies they have seen and incidents within the movies that demonstrate the trait of responsibility. From each group, select one example to share with the whole class.
• Look at recent comics that deal with family life and have the students identify characters who are not acting responsibly. What should these characters do differently? Copy the comics and erase the dialogue and have students create their own so that the characters are acting responsibly.
• Look in newspapers for stories that contain aspects that cause serious problems to an individual or a community. Working in small groups have students answer these questions: Were the problems caused by someone acting irresponsibly? How could the problems be resolved in a responsible manner? How are those affected by the problems coping?
• Look in newspapers or magazines for photos or stories of people who are responsible. After choosing the story or photo, write a short paragraph explaining why that person was chosen as a responsible role model.
• Have kids list the responsibilities they have at home such as going to bed on time, helping with the housework or watching a younger sibling and in school such as doing homework, paying attention in class, not running in the halls. Ask what responsibilities do we have to our neighbors, our towns the region in which we live and to the entire world? Find newspaper and magazine stories that show examples of responsibilities beyond our homes and schools. Cut out each article and list the location, the headline, who is responsible and how is being responsible helping. Do for local, regional, national and international stories.

Educating for Character, Lickona, Thomas, 1991

SELF-ESTEEM/PRIDE

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• To help strengthen students' sense of being unique, practice exercises which explore significance of names and increase appreciation for other cultures. On 1st day of school, have students sit in circle and divide into two circles of ten. Have each student introduce him/herself by first name and a word that describes how he/she is feeling that morning. Each person in turn states the name of person(s) before them and then his/her own name and descriptive word. (I.e., “Hi, I'm Chris and I feel cool.” Or “Hi, I'm Danielle and I'm delighted to be here.”) Students can help out if the person whose turn it is has trouble remembering. Follow up by sharing feelings about activity and/or read book about names.
• Positive self-talk or bragging can raise our spirits and help us to focus on positive aspects of ourselves. Emphasize that only the truth may be told. Have students find a partner (preferably someone they aren't well acquainted with) and tell them that each person has 90 seconds to boast about themselves such as accomplishments, awards, skills, personal attributes. If students are reluctant to share, have teacher model behavior for 90 seconds. Have partners applaud each other after their turn.
• Introduce the concept that we often make ourselves unhappy. Brainstorm ways we could make ourselves unhappy, sick, i.e., saying negative things about self, not getting enough sleep on school nights, eating too much junk food, never telling anyone what you really feel. Have students partner and list ways we make ourselves unhappy. Afterwards reverse questioning and ask, “How can you take better care of yourself?” For example, by eating healthier foods and exercising more, saying more positive things about self, getting more sleep on school nights. Have students agree to do one or two things on list that week and be prepared to talk about how they felt as a result of doing them.
• Provide students with positive feedback quickly and easily by using Post-it notes. Messages on the note include personal acknowledgment, appreciation, or other communication to the student about his/her work, contribution to class, effort or specialness. Make a commitment to give out a minimum of 10 per day. Notes may be attached to return homework, desks, textbooks.
• Have student understand how they appear to others, collages from magazine pictures or drawings that illustrate their traits, fears and true self images.
• Have students use think, pair share to develop a list of personal strengths. Members of the group should be supportive of each other.
• Activity involving writing “I HAVE A DREAM” speech. Have a brief discussion of students' personal dreams involving their family, their future, their world. Share Dr. Martin Luther King's “I Have a Dream” speech. Students can each write their own individual speech, or can collaborate and write one as a group. After speeches are written, have students deliver them to the group or to another class; or the speeches can be exchanged and read silently. Primary grades can simply list their dreams and perhaps illustrate one or two of them.
• To instill pride, teachers should encourage students that they are accountable for the quality of their work.
• Activity involving students in rating a values survey, (have students create a list of values to be ranked in order of importance to the students. Results of survey should show student's true feelings. They may be shared in smaller groups.
• Students can keep a sensitivity log which shows date, to whom, and what was done to show sensitivity. Also, log can be kept showing a record of all the nice things people do for you! Include classmates, teachers, family, other adults, etc. Set aside 5 minutes each day after lunch/recess for students to record on these pages.
• Encourage compliments in classroom. Talk about how a compliment means much more when it is specific. Mention the difference between flattery, which is insincere, and compliments, which are heartfelt and show thought.

101 Ways To Develop Student Self-Esteem and Responsibility, Vol. 1 The Teacher as Coach, Jack Canfield, Frank Siccone, 1993. Allyn & Bacon.

Celebrating Diversity, Building Self-Esteem in Today's Multi-Cultural Classrooms, Frank Siccone, 1995. Allyn & Bacon.

100 Ways To Enhance Self-Concept In The Classroom, Jack Canfield, Harold Clive Wells, 1994. Allyn & Bacon.

Bridges - A Self-Esteem Activity Book for Students In Grades 4-6, J. Victor McGuire, Ph.D., Bobbi Heuss, 1995. Allyn & Bacon.

TOLERANCE/PATIENCE

• Review definition
• Discuss how this trait was demonstrated recently by classmates, school personnel, or family.
• Generate a list of how this trait can be demonstrated today at school or home.

• Study different cultures - perhaps one or two students from the class could share their own cultures - ethnic foods, traditional dress, customs. Invite the parents in to talk about adjusting to a new country.
• “Adopt a Grandparent” program - invite senior citizens in to talk about the difficulties encountered as you grow older and some ways the children could learn to help older people.
• Learn about the diversity in nature - how life comes in different forms and learning how all life depends on each other.
• Brainstorm a list of intolerant behaviors (gossiping, name-calling, violence, rejection) - Then for a week, keep a log noting each time you see or hear about an example of these behaviors - whether it be in school, home, T.V., neighborhoods. Then the student can write about the change he made/suggested to correct the behavior.
• “Peace-education” curriculum - students learn about peace and peace making; ex. History of peace-making, famous historical figures who were peace-makers, peace makers today. Talk about conflict resolution - preventative - resolving conflicts in a constructive manner.
• Pen-pals and cultural-exchange programs with students and schools in foreign countries.
• Martin Luther King, Jr. - discuss differences in beliefs, talents that people might have - talk about respecting the differences in one another.
• Make a personal bulletin board - filled with photographs, quotations, letters, awards, - anything that conveys who you are and what you value - what is important to you. It can counteract any stereotyped images the children might have of teachers. - The students could make their own personal oak tag board about themselves.
• To improve patience - Plant bean sprouts or grass seed in a cup and let the children watch the daily growth. Or plant tulip bulbs outside in the Fall and wait for them to blossom in the spring.
• Remind students not to call out and to raise their hand and wait for their teacher to call on them, wait quietly in line, “Speaker Power”.

Books:

Teaching Tolerance, Sara Bullard, 1996

100 Ways to Enhance Values and Morality in Schools and Youth Settings, Howard

Kirschenbaum, 1995

Organizations:

Teaching Tolerance

The Southern Poverty Law Center

400 Washington Avenue

Montgomery, AL 36104

(334) 264-0286

U. S. Holocaust Memorial Council

2000 L. Street NW, Suite 588

Washington, DC 20036

(202) 653-9220

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