Comprehensive Character-Building Classroom



Inventory



CBCI
















Make a copy for each member of your Local Assessment Team.
Fill this form out in pencil the first time. You may change your ratings when you get new information or there are changes in the classroom.
All final ratings submitted to the Character Development Foundation should be in pen.




Comprehensive Character-building Classroom Inventory

Name of Teacher:______________________________Grade/Subject:__________________

School:______________________________________ Date of completion:______________

      School Address:_________________

Person completing this assessment:___________________Position:____________________

Purpose of the Comprehensive Character-Building Classroom Inventory
To recognize, validate, award and improve the quality of character education in classrooms by involving teachers, students, parents, administrators and community members in the assessment process.

Rating:
There is a circle for each statement that needs to be rated. Rate the classroom by writing the number 1, 2, or 3.

(3) Fully or usually met: This item is demonstrated repeatedly. There is much evidence of this item in the classroom.
(2) Partially met or Sometimes: There is some evidence of this item, but improvement is needed. Write the reason for this rating.
(1) Not met: Either this item is rarely or infrequently in evidence or you have observed actions which are inappropriate. For example, 4.1 Positive Guidance might be rated a 1 if the teacher is not providing much guidance OR if the teacher is being negative by using insults. Write the reason for this rating.

Rate each statement as being either:3=Fully met; 2=Partially/Sometimes met; 1=Not met; 0=does not apply; or DK=Don't know.

Under each statement are boxes followed by indicators. Indicators describe more specific aspects of competence. Check off each as you see that it is met. The check mark indicates an affirmation of positive performance. If the indicator is not met, mark it with an M. If you are unsure, put a question mark. a= met; M = not met; ? = unsure

Examples are also provided in italics as samples of what to look for. They are not required, and it is possible for an indicator to be checked even if a specific example is not. There may be alternate examples of ways in which an item can be observed. Examples are samples, and are not required.

Under each statement list evidence to justify the rating or an explanation, and recommendations for improvement. This is especially important for ratings of “2,” “1,” and “X.”

Any rating based on what the teacher tells you, rather than direct observation, should have an “I” beside it. “I” stands for “Interview” and means that either the teacher volunteered information or you asked a question and the teacher answered it. Anything the teacher tells you is not exactly the same as an observation, and should be recorded differently.





How to Observe

1. Observations and ratings must be made during the same school year as the Local Assessment Team meeting.

2. Arrange a convenient time.

3. Plan to observe at least one hour. Students should be present most of that time.

4. Dress comfortably and inconspicuously. You want students to forget you are there.

5. Find an out-of-the-way spot in the classroom and sit down as soon as possible.

6. Observe without interrupting. Try to avoid talking with the teacher or students.

7. If students ask who you are and what you are doing, say “I am working on a project for your teacher. I am writing about the classroom.” This keeps students from being self-conscious or embarrassed.

8. It is very possible that you will not see evidence of some items. Leave them blank. You do not have to check off every item.

9. You may observe something you questions or do not understand. Write questions to ask the teacher during the interview. You may see things you do not like. Make notes on the CBCI and lower the rating. .

10. Final marks should be in pen or marker. In other words, when the CBCI is finalized it should reflect the most current information. If you rate a “2” or “1” and the teacher fixes it, you may change your rating and erase the previous rating. Using pencil allows for this. If you use pen, use white out. There should be no cross outs on the final copy.




DEFINITIONS

COMPREHENSIVE CHARACTER-BUILDING CLASSROOM
A comprehensive character-building classroom is one where character education is intentional, planned, organized, and reflective. Teacher, students, and parents know what character is and have set goals for developing it. Good character is encouraged, developed, supported and expected. It is actively promoted in a variety of ways.

FUNCTIONAL AREAS

Functional Area One: MORAL LEADERSHIP

The teacher serves as an exemplary moral leader, following ethical practices toward students, families, colleagues, administrators and the profession. The teacher upholds high ethical standards in the classroom.

Functional Area Two: MORAL CLIMATE

The teacher provides a moral climate that fosters the development of high moral character. The teacher uses sight (what is seen), sound (what is heard), teacher-student interactions, and an enthusiastic approach to promoting good character.

Functional Area Three: MORAL COMMUNITY

The teacher creates a moral community where students are exhorted to develop their character, they interact positively with each other by encouraging each other to show good character. They take responsibility for the classroom, and show planning skills.

Functional Area Four: MORAL CORRECTION

The teacher fosters high moral character in students by correcting their behavior in a positive, timely and instructional way. Behavior is treated as a product of character.

Functional Area Five: MORAL CURRICULUM

The teacher uses the curriculum to teach moral education, both through content and process. Students are guided into moral knowledge, moral feeling and moral doing.

Functional Area Six: CLASS PROJECTS

Students take responsibility for themselves and each other, as well as the school, community and world they live in.

Functional Area Seven: ASSESSMENT OF STUDENTS

Students, teachers, peers and parents assess student character development.

Functional Area One: MORAL LEADERSHIP
The teacher serves as an exemplary moral leader, following ethical practices toward students, families, colleagues, administrators and the profession. The teacher upholds high ethical standards in the classroom.
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1.0.1. The teacher uses respectful language, appropriate vocabulary and voice tones.
1.0.2. The teacher demonstrates self control through appropriate ways of coping with stressful situations and anger.
1.0.3. The teacher upholds and obeys the laws of the land.
Section I: The teacher treats students in an ethical manner, with respect and ™
dignity.

1.1.1. The teacher refrains from bias, preferential treatment or punishment based on
race, ethnicity, national origin, religion, gender, physical attractiveness, athletic skill, socioeconomic status, abilities or disabilities, or health-related illnesses such as AIDS.

1.1.2. The teacher recognizes and shows respect for the uniqueness and potential of each student even when there are perceived deficiencies.

1.1.3. Students are protected, kept safe and free from danger through:
 a. a safe environment.  b. proper supervision.
 c. adequate planning (foresight) regarding safety issues (preparation for emergencies such as fainting, seizures, fights, bomb threats, weapons, or fire).

 1.1.4. The teacher refrains from harming students physically or psychologically. Students are not deliberately humiliated, shamed, frightened, degraded, exploited, intimidated, hurt or placed in danger.

 1.1.5. The teacher refrains from engaging in any form of sexual relationship or other sexual misconduct with students, including sexual acts, sexually explicit language and pornography. The teacher refrains from fraternizing with students by dating them or becoming part of their social lives.

1.1.6. The teacher reports symptoms of abuse and neglect to the proper authorities.

 1.1.7. The teacher refrains from advocating, using in front of at school functions, or providing controlled and illegal substances to students. (controlled: tobacco products, alcohol, prescriptive drugs; illegal: marijuana, heroine, etc.)

 1.1.8. Negative information is only shared with the people who need to know. Problems with individual students are not talked about to others unnecessarily.

 1.1.9. The teacher handles information about students honestly and tactfully.

Section II The teacher treats families/parents in an ethical manner. ™
Parents:
1.2.1. are informed about

 a. the curriculum,
 b. planned activities such as field trips or controversial topics
 c. policies
 d. difficulties their child has had

 e. absences from classes and tardiness by their child
 f. their child’s academic progress
 g. their child’s character development

 1.2.2. are given access to all records kept on their child. (Buckley Amendment)
 1.2.3. are told that they have the right to make decisions regarding what is in the best interests of their child, even when that decision is different from the teacher's or school’s recommendation. Their wishes are respected and followed when they do not want their child to participate in some activities.

 1.2.4. The confidentiality of students and families is protected. The teacher refrains from disclosing confidential information about the family, unless it is a case of neglect or abuse. Parents are not talked about to other parents or members of the community, and only with staff on a "need to know basis." (If others "need to know" the information is passed on, otherwise it is not.)
 1.2.5. Families are treated with respect, and are not discriminated against due to race, national origin, socioeconomic status, religious beliefs, physical appearance, or parenting style.

 1.2.6. The dignity of the family, its culture, customs, beliefs and religion are respected. If parents are breaking the law or teaching their child(ren) to break the law, the teacher gives the child a clear moral message without denigrating the role of parent.
 1.2.7. Parents are welcome to visit the classroom at any time provided they check in at the office and do not interrupt the teacher or learning.

 1.2.8. The teacher encourages parents to come to him/her first when they question the teacher’s judgment, rather than going to other parents or administrators. If the issue is not resolved, they are informed as to how to contact the teacher's immediate supervisor.
1.2.9. The teacher presents the school program/curriculum in a positive light to parents.
 a. The teacher refrains from complaining to parents about the administrator or school policies.
 b. The teacher defends the program when parents are critical.
 c. The teacher takes concerns expressed by parents to the administrator.

 1.2.10. When parents volunteer in the classroom, they are treated with respect and their efforts are supported.
 1.2.11.Volunteers are notified that they have an obligation to keep confidential anything they learn about individual students and their families. When parents, teachers, student teachers, and researchers have been working in a classroom, they are informed regarding their ethical boundaries, that they should not pass on negative information about individual students to others who do not need to know.

Section III: The teacher treats other staff members in an ethical manner. ™
1.3.1. The teacher establishes a relationship of trust and respect by
 a) refraining from criticizing others behind their backs;
 b) openly communicating concerns directly to the person involved. Teachers have an obligation to tactfully confront peers over ethical issues.

 1.3.2. The teacher maintains a positive approach to issues and school life.

1.3.3. The teacher talks with other staff members in a way that does not degrade
 a. students;  b. parents;  c. other staff members;  d. or administrators.

 1.3.4. When the teacher experiences conflicts or concerns, he/she first goes to the person it involves. If the problem cannot be resolved, they both go to the person at the next level of supervision, following the appeals policy.

 1.3.5. Support personnel, such as aides, assistants and volunteers, are treated with respect and are supported in their own professional development. The teacher works with support personnel in a way that helps them be successful, not making demands that they are incapable of meeting, but encouraging them to use the skills they have.
 a. Expectations are clear and there is a written job description for them.
 b. There is regular, open, honest communication with them through staff meetings, conferences and informal conversations.
 c. When support staff are not fulfilling their obligations, this is explained clearly to them and put in writing. If the support person changes and meets the obligation, the indiscretion is "forgiven and forgotten." If termination is necessary, there is written documentation of the problem as well as the date of the conferences to discuss it.
Section IV: The teacher treats administrators in an ethical manner. ™
 1.4.1. Administrators are treated courteously and with respect both to their faces and behind their backs.

 1.4.2. Where there is a conflict over policy, the teacher takes a role of advocacy by clearly articulating the problem and researching possible solutions.

1.4.3. Rather than "let things go" in order to prevent “making waves,” the teacher confronts
 a. misconduct;  b. poor policies;  c. observed inappropriate practices.

 1.4.4. The teacher provides information to support his/her position, but refrains from demanding that his/her opinion be followed.

 1.4.5. When there is a disagreement over policy, a confidential meeting is held with the administrator, the problem is explained clearly and in a constructive manner. The teacher recognizes that this may not alleviate the problem, but continues to do research and bring more information to the administrator in a non-critical and positive manner.
Section V: The teacher is an ethical professional. ™
1.5.1 The teacher:
 a. is engaged in life-long learning regarding best practices, laws, standards and current research.
 b. speaks up when policies or practices are not in the best interests of students.
 c. educates others in a tactful and positive way about appropriate education.
 d. advocates for good educational practice. The primary focus of all decisions is "What is best for students?"
Section VI: The teacher upholds high ethical standards in the classroom: ™
Academic Honesty for Students
 1.6.1. Honesty is clearly defined as an expectation for students.
 1.6.2.Dishonesty is treated decisively with appropriate consequences.
Examples: High school and middle school: The teacher explains what kind of assistance is and is not acceptable for each assignment. Students are encouraged to put the names of all participants on group projects. Students are taught the appropriate use of information from others and how to cite it. The teacher discusses cheating, what it means, and the consequences. Primary and Preschool: Students are encouraged to tell the truth. They are helped to distinguish fact from fantasy (“Is that real or pretend?”).

Harassment by Students
 1.6.3. The teacher is vigilant in keeping the classroom a place where everyone can work and learn in an atmosphere of respect for the dignity and worth of all. The following are addressed decisively with consequences:
 a. Sexual harassment (offensive behavior that includes requests for sexual favors, attempts to engage in sexual activity, sexist remarks about an individual’s body, clothes or behavior, displaying sexually suggestive objects or pictures, as well as other physical conduct and expressive behavior of a sexual nature) is dealt with clearly and decisively.
 b. Any offensive behavior that is intimidating such as bullying, name calling, or ridicule is addressed decisively and with consequences.
 1.6.4. The teacher clearly explains that students are expected to treat the bodies and feelings of others with respect, to respect each other's space, and refrain from physically or psychologically harming or intimidating others.

Discrimination by Students
 1.6.5. The teacher rigorously opposes any form of discrimination, whether on the basis of race, color, national origin, sex, age, religion, handicap, disability or sexual orientation. (Discrimination or prejudice refers to having an unfavorable attitude of a hostile nature regarding a particular group, and/or demeaning behavior or language toward a class of people.)
 a. The use of racial slurs or derogatory nicknames is not tolerated, and has consequences. Students are expected to use appropriate language, and refrain from obscene words or gestures.
 b. The teacher provides appropriate education for students with handicaps. They are not excluded or denied a benefit. They have access to all the services provided for non-handicapped students.
 c. The teacher models and expects students to use inclusive language that respects females. Masculine pronouns (he, him, his) are not used when referring to both males and females.
 d. Diversity of race, ethnicity and ability is affirmed, welcomed and appreciated.
 

Functional Area Two: MORAL CLIMATE
The teacher provides a moral climate that fosters the development of high moral character. The teacher uses sight (what is seen), sound (what is heard), teacher-student interactions, and an enthusiastic approach to promoting good character.
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2.1 The environment looks like a character-building place (sight).
2.1. The environment is physically safe and healthy, organized and welcoming in a way that is conducive to learning.
 2.1.1. Equipment and furniture are in good repair.
 2.1.2. There are clear/wide traffic paths.
 2.1.3. An emergency plan is posted.
 2.1.4. Floor coverings are attached to the floor or backed with non-stop materials.
 2.1.5. Electric cords are not placed in traffic paths.
 2.1.6. There are clear procedures for using potentially dangerous products or machines.
 2.1.7. Good health habits such as cleanliness are used.
 2.1.8. Windows are secured in safe ways.
Examples of health habits: cleanliness of surfaces, sneezing and coughing into hand or tissue, handwashing before eating.

The room is:
 2.1.10. reasonably clean and neat.
 2.1.11. cleaning materials are available to students.
Examples: garbage bag for overflowing wastebaasket, carpet sweeper, sponge, bleach spray.

 2.1.12. organized. Books and materials are organized consistently to facilitate student access and clean up.
Examples: materials are organized and labeled; each material has its place; no piles of junk or areas of clutter; labels for storage and areas of the room

 2.1.13. aesthetically pleasing, attractive.
Examples: plants, aquarium, art work.

 2.1.14. Temperature, ventilation and light are appropriate.
 Fresh air is available.
 Natural lighting is used whenever possible.
 Temperature is controlled, not too hot or cold.
Floor plan.
 2.1.15. Space is arranged to facilitate learning.
 2.1.16. Every area of the room can be seen when standing.
 2.1.17. There is a large group meeting area.
 2.1.18. There are places to work independently.
 2.1.19. There is at least one small group or conference area where five to seven students can work together.
 2.1.20. Furniture can be re-arranged for different activities.

2.1.22. The large group area:
 does not face the door;  does not face strong light (window).

2.1.23. Personal space: There is a place for students to place things efficiently:
 belongings;  assignments and completed work;  messages for the teacher.

2.1.24. The following are placed in appropriate places:
 wastebasket and recycling system;  pencil sharpener;  sink (optional);
 drinking fountain or water;  daily supplies.

2.1.25. The small group area is:
 located away from noisy areas;  set up so the teacher can lead it and face the room.

2.1.26. Independent learning areas are:
 clearly defined spatially;  labeled;  set up for an obvious purpose.
 provided with materials so students can work independently.
Examples: labels, posters, tools of the trade
Examples:
High School: reading: reference materials, newspaper, magazines, books; writing area: writing and drawing materials; television/video area, computers, speaker telephone, bench press, informal furniture.
Middle School areas: Publishing, Reference and Research; drama, board games, computer, experiment table, books, literature, magazines, newspapers, listening center, carpentry area, piece of large motor equipment, snack area.
Primary grades areas: Art, Writing, Blocks, Math manipulatives, Books, Snack, Science, Drama, Puppet theatre, sand and water table.
Preschool: Art and writing, Blocks, manipulatives, Books, Science, Dramatic Play, Puppets, Listening, Computer.

 2.1.27. There is a sufficient quantity of resources such as textbooks, equipment and materials to avoid wasted time waiting.
 2.1.28. Books and materials are durable and in good condition.
 2.1.29. Students are generally comfortable, positive and engaged in learning.
 2.1.30. The entrance is clearly marked and welcoming.
Examples: room number, grade/subject, teacher's name, teacher's bio and picture, class picture, door decoration

 2.1.31. There are visuals promoting good character.
Examples: posters, mottoes, banners, decorations, portraits, signs, bulletin board

 2.1.32. There are visuals made by students.
 2.1.33. Student work is displayed on walls.
 2.1.34. Decorations are related to character education: portraits, mottoes, etc.
 2.1.35. Notices, fire drill instructions, announcements, news are posted.
 2.1.36. Goals for character are visible.
 2.1.37. Visuals are changed at least seasonally.
Examples: artwork, writing samples, photography, posters

 2.1.39. The teacher dresses as a well-groomed professional.
2.2. Sounds are used to promote a moral climate and character development. ™
 2.2.1. The sound in the room is usually pleasant.
 a. Voice tones are positive.
 b. Names of students are used positively.
 c. Conversations are on-task interactions rather than chaos.
 d. Students show they can be silent when asked.
 e. Music is used to promote climate and character.
2.3. Teacher-student interactions are positive. ™
 2.3.1. The teacher has positive interactions with individual students.
Examples: eye contact, facial expressions, body contact is appropriate, positive voice tone, positive language, dialogue rather than monologue (listens with attention and respect), courtesy, manners, giving attention to individual students, speaking with individuals as well as the whole class, positive greetings, positive dismissals, responding to student questions and requests, student names are known by the teacher and used often, interaction initiated before the school year begins through a letter, telephone call, home visit, step up day, or quality time with individual students.
 2.4 Activities are designed to promote enthusiasm for good character.
Examples: Students make posters, signs, bumper stickers, pins, hats, t-shirts, balloons, brochures, commercials, slogans, a mascot, a logo, or prizes to motivate themselves to have good character.

 2.4.1 Desired character traits are identified and goals are set.

 2.4.2. Goals (character traits) are defined as behavioral objectives (operational definitions).

Functional Area Three: MORAL COMMUNITY
The teacher creates a moral community where students are exhorted to develop their character, they interact positively with each other, take responsibility for classroom governance, and show planning skills.
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 3.1. The teacher gives direct moral instruction regarding universal moral law.
Examples: short presentations such as a reading, pledge, the reading of fables and stories, object lessons, mottoes, proverbs or famous quotations.

3.1.2. Procedures and policies are:
 clear,  specific,  reasonable,  efficient,
 tailored to meet student needs,
 in writing
 related to character education.
Examples: policy manual, charts

3.1.3 Policies and procedures are described for:
 a. specific times in the day;  b. areas in the room;  c. common situations.
Examples: a. arrival time; b. large group instruction; c. clean up; d. departure; e. manners with visitors; f. toileting; g. getting a drink; h. obtaining help; i. areas of the room; j. lining up; k. emergencies; l. make-up work; m. meal time/cafeteria; n. outdoor; o. halls

 3.1.4. Time is spent teaching procedures and policies so students know what they are.

 3.1.5. Students are given feedback regularly regarding their behavior in following policies and procedures.
Examples: group incentives, praise, positive and negative consequences
3.2 The classroom is relationship oriented: student to student.

3.2.1. Students form relationships with other students by:
 a. learning their names.
 b. pronouncing and spelling each other’s names correctly.
Examples: name games, spelling test of names, roster for all, names are visual in classroom

 c. spending time getting to know each other.
Examples: portrait drawing, biographies, interviews, photos, games like Ten Questions, student of the week

 d. building friendships.
Examples: pair and share, board games, puzzles, paired reading, group work, project work, free time

 e. helping each other feel part of the group, having a sense of togetherness and unity.
Examples: class name, logo, mascot, motto, song, rituals; class story, time-line, photographs

 3.2.2. Opportunities are provided for sharing and caring for each other.
Examples: New students are made to feel welcome. When student move away, they are given a send off. Sick students or those who were involved in accidents are contacted. Students congratulate each other when awards are won, acceptance letters received, and they have special accomplishments in co-curricular activities like sports, music or drama.

 3.2.3. Pro-social behavior such as cooperating, helping, taking turns and problem solving are encouraged.

 3.2.4.Moral exercises fostering student interaction are used.
Examples: role-playing, case studies, debate, cooperative learning, class meetings, open mic.
3.3 Class governance: Students are involved in class governance.
Examples: Student code of ethics, creed, mission statement, or constitution; student designed procedures, goals, class rules, consequences; use of town meeting, committees, class officers, parliamentary procedure, forums or open mikes, press conference.
3.4. Students are involved in planning and independent learning:
Examples: goal setting, developing strategies for achieving goals, independent learning or choice time, evaluation of their own work, sharing their accomplishments with others through representation, recall, review, and evaluation; some choices are given either in assignments or in how they do assignments.


Functional Area Four: MORAL CORRECTION
The teacher fosters high moral character in students by correcting their behavior in a positive, timely and instructional way.
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4.1. Positive guidance is used.
 4.1.1. Misbehavior is used as a springboard for teaching character.
 4.1.2Informal teaching (using the teachable moment) is used for character education, i.e. naturally occurring situations or crises are used as springboards for teaching character.
Examples: The teacher asks questions like "What will happen if you do that?" or "What would be the right thing to do?" "What character trait should you be showing?"

 4.1.3. Whenever possible the teacher observes student behavior before interfering.

 4.1.4. The teacher uses non-verbal cueing.
Examples: eye contact, gestures, facial expressions, touch, proximity

4.1.5. The teacher uses positive language (what should be done).
Examples: reminders, hints, questions, challenges, I-messages

4.1.6. The teacher uses effective listening.
Examples: concentrated listening, door openers, active listening

 4.1.7. The teacher uses guided listening by asking questions.
Examples: What did you do? What did you do wrong? What character trait did you show or not show? How is this behavior helping you? How should you behave differently?

 4.1.8. The teacher meets basic student needs for attention, social recognition, love and belonging, power, autonomy, justice, a sense of contribution to the group, and fun.

 4.1.9. The teacher encourages moral reasoning regarding behavior.
Examples: case studies, questioning, problem solving. “What do you think is the right thing to do?” “How will you make this decision?”

 4.2. Punishment is used sparingly and correctly if at all. (Punishment refers to the act of deliberately causing emotional pain by scolding. It is not to be confused with consequences.)
It is not done in public.
The reason is clear to the student.
The student’s self worth and value is affirmed.

 4.3 Positive reinforcement through tangible things like prizes is used sparingly if at all.
Prizes are not harmful.
Examples: Tangible: trinket, toy, money; Graphic: sticker, star, seal, badge; Preferred activity: homework pass; token economy, coupon. Unacceptable prizes: sweets that cause cavities, unsafe toys, time to smoke.
.
 4.4. Praise, encouragement and social recognition are used for positive behavior.
Examples: letters home, certificates, awards, public announcements, congratulations by peers or principal

4.5. Rules and consequences are  clear,  reasonable,  fair and  consistently enforced.

 4.6. Students are encouraged to solve their own problems whenever possible. Problem solving strategies are taught.
 4.7. Students are encouraged to mediate each other's problems

 4.8. Anger management and self-control are taught.

 4.8.1. The teacher models, teaches and allows healthy emotional expressions of anger, sadness and frustration. Students are encouraged to communicate their feelings and ideas in constructive ways.

 4.9. Empathy is encouraged by having students identify the feelings of others.

 4.10. There is a clearly defined plan for students who are disrupting the class and must be removed.

 4.11. The classroom is designed to foster self control.
 a. Social groups are arranged for maximum learning.
 b. Time is organized efficiently so students do not have to sit still for long periods of time.
 c. Students are given time to talk as well as listen.

4.12. The schedule is balanced with
a. structured and unstructured blocks of time;
(Unstructured: student choice of activity; Structured: teacher assigned tasks)
b. large group, small groups, and individual work;
c. quiet and noisy;
d. listening, talking, and writing;
e. creative and open ended as well as following directions, drill and memorization;
f. passive (listening) and active (doing) learning.

 4.13. Modifications are made in the environment, schedule and lesson plans to meet student needs.

4.14 The teacher advocates for:
 a. adjustment of class size depending on the age of students and special needs;
 b. multi-aged classes or other forms of heterogeneous grouping to foster caring and cooperation.





Functional Area Five: MORAL CURRICULUM
The teacher uses the curriculum to teach moral education, both through content and process. Students are guided into moral knowledge, moral feeling and moral doing.
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 5.1. Moral issues are included in the curriculum.
Examples: Character education is taught either 1) as a separate subject; 2) through an integrated approach using specific character traits such as “word of the month,” and/or 3) infused into the regular curriculum.

 5.2. The methods of teaching used in the classroom foster character development both through process and content.
Examples of process: Cooperative learning, joint projects, turn taking games.
Examples of content: Essay on a moral issue, debate on a moral topic.

 5.3. The curriculum covers developmentally appropriate moral issues.
Examples:
High school: drugs, alcohol, smoking, violence, sexual activity, driving, handling money, ethics in the work place, academic honesty, spectator sport behavior, bathrooms, cafeteria, parking, harassment.
Middle school: peer cruelty, bullying, respect for property, treatment of younger children, courtesy and manners, appropriate language, sarcasm, taking responsibility for personal possessions when changing classes, respect for the teacher, practical jokes, internet use, bike safety, sports ethics, respecting one’s changing body and the bodies of others, resisting negative peer pressure, refusal skills.
Primary grades: tattletaling, kindness to new students, kindness to animals, following school rules, doing homework, caring for others, accepting people who are different, taking responsibility for outdoor clothing such as jackets and hats, solving one’s own problems instead of interrupting the teacher, not stealing.
Preschool: using words instead of hitting, sharing resources such as toys, playing together, waiting one’s turn with the teacher, using kind words and hands, staying in one’s own space while standing in line or sitting in circle, asking for things instead of grabbing, using outdoor equipment properly, learning school procedures, separating fact from fantasy.

 5. 4. Students are encouraged to use critical thinking and decision-making skills as they approach subject matter.

 5.5. Multiple intelligences are encouraged when teaching character education.
(musical, bodily/kinesthetic, spatial, linguistic, logical, interpersonal, intrapersonal)

 5.6. Respect for cultural diversity and the values of different cultures is incorporated into the curriculum. Multi-racial/ethnic books and materials are available.

 5.7 The curriculum teaches basic moral knowledge (virtues such as courtesy, respect, honesty).

5.8 The curriculum explores moral feelings (emotions, aspirations, goals, ideals, desires, passions, motivations).

 5.9 The curriculum includes activities and assignments where students demonstrate moral behavior by doing worthy projects.


Functional Area Six: CLASS PROJECTS
Students take responsibility for themselves and each other, as well as the school, community and world they live in.
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6.1. Students are given responsibility for their own:
 a. work/assignments;  b. possessions;  c. space (desk, locker, cubby)

6.2. Students have classroom responsibilities such as:
 a. clean up;  b. chores;  c. room decoration;  c. class projects
Examples: putting on a play, publishing a book, making a video.

 6.3. The teacher arranges for students to take responsibility in the school (school service).
Examples: Keeping a shared space such as hall, bathroom, cafeteria, or outdoor area clean and decorated; a recycling project; mentorship or buddy program with younger children; bus monitor; safety patrol; peer mediation; student council, picking up litter.

 6.4. The teacher bridges classroom learning to the community, home and neighborhood.
Examples: social science research, field trips to cultural resources, field work, school-to-careers program.

 6.5. The teacher includes community service learning as part of the curriculum.
Examples: Skills learned in the classroom are used in a nursing home, child care center, city park or business partnership.

 6.6. The teacher uses the curriculum to guide students in advocating for a better world.
Examples: drug prevention, smoking prevention, environmental protection, Amnesty International, helping people in a third world country, legislative action.

 6.7. People in the community are invited into the classroom as academic resources.
Examples: police officer, fire fighter, mayor, political candidate, banker.
 

Functional Area Seven: ASSESSMENT OF STUDENTS
The character of students is assessed by students, the teacher, peers and parents.
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 7.1. Students are taught how to assess themselves regarding their character.

 7.2. A character assessment tool has been designed or modified to fit the classroom, and is being used regularly by:  teacher;  students;  parents;
Examples: Rubric, portfolio, rating scale, journal entries, paper and pencil tests, reflection papers.
 

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