|“It is the oldest thing taught to the youngest
The idea of moral/character education has been around for a long time. Moral/character education in the twenty-first century is a storm of controversy in America’s culturally and religious diverse population. Parents want their children to learn respect, loyalty, empathy, courage, kindness, and tolerance, yet worry about just which culture or religion morals and derived. These are core “human values” that are cross cultural, in essence “the golden rules”. The core human values need to be taught and reinforced as they are not instinctive mechanisms that automatically guide people through life. (Scaffe, 2).
Method’s for Teaching Value Education:
There are many techniques to teach values education. Some are
the most simplistic in nature yet they go unused. Everyday activities
can be used to teach and reinforce
Create a classroom constitution: This is where the students collectively
come up with ‘rules’ or a code to live by in the classroom and they each
sign it. This can include
*respecting each other and their property
*only speaking one at a time
*working together as a group
*not taunting one another
Other simple ideas are to create a positive classroom environment for
the kids in the class and to have set rules of your own for what will be
allowed (behaviors) in the
*hang pictures of heroes in the classroom
*don’t allow unkindness of any kind in the classroom
*treat ethical problems like intellectual
*evidence..weigh consequences..make a choice.
*read aloud a “two-minute story” everyday to begin or end
There are many ways to incorporate the values education throughout the school system. They range from literature to after school activities and sports.
Through literature- The reading of stories has always been a part of
the ciriculum. Teaching children values through fairy tales, parables,
and fables is an extrodinary
“Aesop’s Fables”: Stories with a moral dating back at least 2,300 years.
Stories that have been passed down for generations that have taught children
different values and
There are so many other recommended stories for children of all ages to read and learn from, stories that you and I both know and read when we were young.
* “The Little Engine that Could”
* “The Little Princess”
* “Island of the Blue Dolphin”
Using fictional dilemmas provides a context idea within the students
may reason. It has been demonstrated when students can relate stories about
“fictional teens” and the
SPORTS and After School Activities:
We can not ignore the potency sports play in molding the children of
this nation. Most kids are involved in some kind of recreational sport
or after school activity. Acc. to Dr.
1. create and implement a guiding sports philosophy that promotes core ethical value (respect, caring, compassion, cooperation, and fairplay).
*sports contracts are a good way to implement this into practice, they are much like the “classroom constitution. The coach and the team makes this together.
2. Balance the drive to win with the programs defined core values.
*clearly define values that the team has derived from the sports philosophy and integrate them with equal importance to winning.
3. create a positive environment for kids w/respect to the individuals and their differences.
*coaches are the teachers of the playing fields and courts, they need to be great role models as well as, teaching that personal skills vary and teamwork is the key.
4. link sports to other areas of the student’s life.
* link lessons like self-discipline and perseverance to academic success and personal goals.
Like sports there are so many after school programs and groups that promote the teaching of values and character. Some have been around longer than others but they all are very helpful. Here are just a few of the many groups that are out there:
*boyscouts and girlscouts
*the boy’s and girl’s club of America
*SADD(students against drunk driving)
There are some places and organization’s that already have programs
in place. Different counties in Maryland are getting involved and starting
programs. One example is in
Another program is a non-profit, non -sectarian organization which addresses the need for character education. They call themselves
“The Jefferson Center for Character Education”.
There cirriculum teaches students to-
*accept consequences of their actions
*they use a model called “STAR” system (stop, think, act, and review) to aide in making decisions and solving problems.
*set and acheive realistic goals
*teaches personal responsibility (attendance, punctuality, and reliability)
The Jefferson Center’s program includes short easy to follow lesson
plans developed by teachers for teachers. They incorporate monthly
“themes” that foster “common
Parent involvement in morals education is a key factor in the success of any public or private school’s capability to pass on to the next generation society’s morals and values. The whole community needs to take an active role in the character education of children.
Recommendation to policy makers-
I would recommend to the president that it is of the up most importance that moral/value/character educational programs be implemented in all schools. These programs would be highly beneficial and are as much of a part of the educational process as reading and math are, because they are all basic necessities in life. We owe this character education to our children and to our countries future.