Character Education

         Character education is the effort to help students understand, care about, and act upon core ethical values (Elkind & Sweet, 2004). Everyone in the school community is a character educator, whether they are teachers, administrators, or custodians. Each member is helping to shape the character of the children they come into contact with through the way they talk, the behaviours they model, the conduct they tolerate, and the expectations they have (Elkind & Sweet, 2004). With this being said, I would argue that character education is very much part of the hidden curriculum. It is interwoven into many aspects of school life, from how students and staff greet each other, to how discussions occur in the classroom, and the expectations of students during sports activities (Drake, Reid, & Kolohon, 2014). In my work as a Tutor in the Classroom, I observe character education all the time. Particularly when the teacher is faced with a "teachable moment," they use the opportunity to address the class and teach them about the values they should hold in order to be kind and caring individuals. For example, when a child was exhibiting behaviours that did not represent respect, the teacher I was working with talked about respect and what it means so that his students were more likely to understand and be respectful within the classroom. 

            Since the objective and value-free education of the mid-1990s, education took a significant shift in order to educate effectively for students of the 21^st century. The four pillars of education for the 21^st century are learning to know, learning to do, learning to be, and learning to live together (Drake et al., 2014). Most educators today recognize the importance of the “Be” aspect of the curriculum. Character education has become an important part of Ontario’s K-12 program (Drake et al., 2014). I noticed when looking at the front matter of the Ontario and British Colombia Social Studies curricula that they focused heavily on creating active citizens by educating them holistically.

            It is important that children are engaged in activities that make them critically think about moral and ethical questions and give them opportunities to practice moral and ethical behaviour (Elkind & Sweets, 2004). Throughout my experiences as a student, I don't remember doing specific activities that related to character education within the classroom. As a result, in this blog, I will discuss some of the activities that can be used within an elementary school classroom in order to integrate character education into students’ learning. 

http://www.goodcharacter.com/EStopics.html

            This website provides educators with great ways to teach various aspects of character education in the classroom, such as trustworthiness, responsibility, and caring for others (Elkind & Sweet, n.d.). Teachers can purchase the videos in order to demonstrate the character trait they are teaching about to provide the class with examples of how to demonstrate the trait appropriately. They can also do the activities with their students. One of the activities I thought would be effective in order to teach respect was by brainstorming a list of “Do’s and Don’ts” for treating people with respect (Elkind & Sweet, n.d.). You could use this list to create a “Respect Contract” in which the students could lay out a set of rules for having a respectful classroom. I believe that this would be effective as it allows students to have a voice within the classroom. They are able to come up with a list of rules collaboratively with the teacher and their peers which would help them to understand the rules and why they are in place. In addition, students learn in an engaging manner what respect means and how to demonstrate it. This could be an extremely beneficial activity for the beginning of the school year so that students know what behaviour and character traits are expected of them in the classroom.

            Another activity that can be incorporated into the classroom is “Bucket Filling.” The concept is based on the book Have You Filled a Bucket Today? by Carol McCloud. In addition to being loved, children need to learn how to love others so that they can lead happier lives (Sherman Elementary, 2015). It is important to teach students that when they love and care about others and show that love through what they say and do, they will be able to fill their own buckets as well as others' buckets.

How full is your bucket? For kids [Video]. (2012). Retrieved from 

https://www.youtube.com/watch?v=A5R6-2m_qHk

        

          This story is a shortened version of the original story, written by Rath and Reckmeyer (2009). This picture book conveys a powerful message about how little acts of love and appreciation can affect the well-being of others (Rath & Reckmeyer, 2009). 

         Filling buckets is an interesting way to teach character education. They learn how they can be bucket fillers and bucket dippers.

A bucket filling classroom [Image]. (2014). Retrieved from
http://crafting-connections.blogspot.ca/2014/09/anchors-away-monday-9114-bucket-filling.html

Bucket filler anchor chart [Image]. (2011). Retrieved from
http://imbloghoppin.blogspot.ca/2011/08/bucket-fillers.html

       

     A bucket filling moment is when a student helps someone out, shows appreciation, or uses kind words with others. These acts of kindness fill the invisible buckets of others and the buckets of the students participating in these acts (Ready Teacher, n.d.). In contrast, a bucket dipper is someone who says unkind words or who misbehaves. They dip into the buckets of others and keep their own buckets empty as well (Ready Teacher, n.d.).

A drop for your bucket [Image]. (2015). Retrieved from
https://www.pinterest.com/pin/502362533413464977/

Bucket fillers [Photograph]. (2011). Retrieved from
http://imbloghoppin.blogspot.ca/2011/08/bucket-fillers.html

       As demonstrated through this picture, bucket filling can also be used in the classroom through reward systems. Teachers can give out drops for students’ buckets when they catch them participating in acts of kindness. This can help promote appropriate behaviour in the classroom as well as teaching students to be kind to one another. The bucket filling concept is certainly one that I would consider using in my future classroom in order to teach character education.

Character education at Julian Elementary [Video]. (2010). Retrieved from 

https://www.youtube.com/watch?v=qaaZTprxg8Y

       Finally, this video provides some amazing ways to incorporate character education into schools and create a welcoming community fit for successful learning. I loved how the school had character traits painted around the school showing what they expected students to demonstrate. From friendship groups to teach children social skills, to the peaceful playground that has colourful game markers and one set of rules per game in order to keep children engaged and playing fairly at recess, it seems like Julian Elementary school has thought of it all when it comes to teaching about character. It was amazing to see the vast amounts of activities that the school has running that help to teach students how to Be.

        Although character education is being emphasized in today’s curriculum and in classrooms, a downside to character education is that it is value-laden. Particularly in Canada, a country that is both multicultural and diverse, this is a significant issue (Drake et al., 2014). With that being said, how can we decide whose values are considered the “right” values and which values are worthy of cultivating? How can we address cultural differences when teaching career education?

References

A bucket filling classroom [Image]. (2014). Retrieved from http://crafting-connections.blogspot.ca/2014/09/anchors-  away-monday-9114-bucket-filling.html

A drop for your bucket [Image]. (2015). Retrieved from https://www.pinterest.com/pin/502362533413464977/

Bucket fillers [Photograph]. (2011). Retrieved from http://imbloghoppin.blogspot.ca/2011/08/bucket-fillers.html

Bucket filler anchor chart [Image]. (2011). Retrieved from http://imbloghoppin.blogspot.ca/2011/08/bucket-fillers.html

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Elkind, D. H. & Sweet, F. (2004). How to do character education. Retrieved from http://www.goodcharacter.com/Article_4.html

Elkind, D. H. & Sweet, F. (n.d.). Teaching guides (for elementary school). Retrieved from http://www.goodcharacter.com/EStopics.html

Julian Character Education [JulianElementaryEd]. (2010, November 1). Character education at   Julian Elementary [Video file]. Retrieved from https://www.youtube.com/watch?v=qaaZTprxg8Y

Rath, T. & Reckmeyer, M. (2009). How full is your bucket? For kids. Gallup Press.

Ready Teacher (n.d.). How full is your bucket? Retrieved from http://readyteacher.com/have-you-filled-a-bucket-today/

Ready Teacher (n.d.). Videos of bucket filling moments. Retrieved from http://readyteacher.com/video-of-bucket-filling-moments/

Sherman Elementary (2015). A bucket filling school. Retrieved from http://www.watertowncsd.org/Sherman.cfm?subpage=42124

Willow Canyon Wildcat [WillowCanyonWildcat]. (2012, April 15). How full is your bucket? For

kids [Video file]. Retrieved from https://www.youtube.com/watch?v=A5R6-2m_qHk

Incorporating Technology in the Classroom

7 ways to get funding and grants for technology in your classroom [Image]. (2013). Retrieved from http://nutmegeducation.com/2013/07/29/7-ways-to-get-funding-and-grants-for-technology-in-your-classroom/

       In contemporary society, technology has become ever-present and advances in technology are happening constantly. Technology provides us with new and enhanced capabilities and has become a new way of thinking (Drake, Reid, & Kolohon, 2014). The prevalence of technology globally has created a new culture of learning; a culture in which technology can be used as a tool to engage students and enhance their learning. Due to the increasing advancements of technology, teachers have begun to include it in schools quite heavily for activities such as keeping blogs, social networking, and student learning through educational apps. Additionally, a growing number of school districts now have policies in place to support students in bringing their own devices to school for the purposes of learning (Drake et al., 2014). Students are even beginning to take part in blended classrooms which includes an education program delivered in part through online delivery and in part in a location away from the home (Staker & Horn, 2012). 

      Technology works best when it facilitates and enhances learning. One of the most interesting ways that teachers have incorporated technology into the classroom that I have witnessed is through an activity called “Mystery Skype.” School boards have begun to promote classrooms that are global in nature (Drake et al., 2014). By collaborating with other students from around the world, this is the perfect way to do this! “Mystery Skype” is a global guessing game, devised by teachers, to be played between two classrooms around the world (O’Connell, 2013). The goal of the activity is to guess the location of the other class by asking them geographical questions in a “20 Questions” style (Todd, 2015). Lessons must be completed before the activity, as students must have prior knowledge about their local history and geography so that they can appropriately answer the questions that the other class asks. I believe that this activity is great as it incorporates a variety of subjects, including history, geography, and language. It also allows students to practice deductive reasoning, inquiry, listening skills, and problem solving. At the same time, they learn about the culture, climate, history, and the diverse population of another region and become more globally-educated citizens. 

Mystery skype [Photograph]. (2013). Retrieved from
http://www.classroomquests.com/2013/03/mystery-skype.html

This is an activity that I would really like to incorporate into my future classroom as it allows students to become more technologically literate and works to create citizens who value learning about the diversity in the world. I think it would be important as the teacher to guide and facilitate, while allowing the students to do the inquiry and problem solving on their own. I know teachers who have incorporated this activity into their grade 6 class, but I wonder, at what age is this appropriate to use in a classroom? Could it be implemented for students younger than grade 6?

      Additionally, the use of iPads in classrooms to enhance learning is becoming more popular. This video shows some of the benefits of using iPads for learning in the classroom. 

Why use iPads in education? [Video]. (2013). 

Retrieved from https://www.youtube.com/watch?v=f_6TcE4-65E

By using iPads, students can explore, create, collaborate, and communicate (Drake et al., 2014). In fact, some apps have proven to be transformational for educators. For example, iPad apps have had an influence on student work, collaboration, differentiated instruction, and communication (Drake et al., 2014). I have often been in schools that have class sets of iPads that teachers can sign out. Because most activities on the iPad that I have seen have been done in pairs, students are given an opportunity to collaborate and interact with peers to solve interactive problems. Teachers can use the technology to provide students with hands-on ways to learn through gaming and social networks. Below is a great link to some of the best educational iPad apps for students from K-6:

http://www.teachthought.com/learning/44-education-apps-for-k-6-open-ended-learning-on-the-ipad/

      For example, apps such as iMovie and ThingLink can be used to create media presentations or used for project-based learning within the classroom and Garage Band could be used in music class for composition and arrangement. 

      One of the downsides related to including technology in the classroom is that not all students or schools have equal access to technology or the Internet. Teachers who are in schools in low-income communities or who have students from low-income families may not have access to this kind of technology because they are unable to afford it. This poses an issue as an important aspect of education is equality; however, when it comes to technology, this is not the case. Although I have not experienced this issue in the schools I have worked in so far, I know that it is a very real issue and I wonder how teachers can incorporate technology into their classes in different ways if they are lacking some of the resources. How can we advance towards a culture of learning through technology when there is not equal access for all? 

      Additionally, as we move towards using technology more in the classroom, it is extremely important that teachers teach students about the ethical and responsible use of technology so that they can be digital citizens. The following video provides some quick tips for teachers and explains why teaching digital citizenship is important in the twenty-first century:

Why teach digital citizenship? [Video]. (2011). 

Retrieved from https://www.youtube.com/watch?v=dm5qka9cFTQ

On a related note, it is important to remind students to "THINK" before they use technology so that they become digital citizens.

Think poster [Image]. (2014). Retrieved from https://s-media-cache-ak0.pinimg.com/236x/1e/02/0d/1e020de9d7076cb9d71258b613601793.jpg

     Educators must embrace the use of technology in the classroom for instruction, exploration, and assessment of learning as we move towards a highly technological age. As future educators, we can professionally develop by staying updated on new ways to incorporate technology into the classroom so that our students can continue to become technologically literate individuals. 

References

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom

Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Common Sense Education [Common Sense Education]. (2011, September 7). Why teach digital

citizenship? [Video file]. Retrieved from https://www.youtube.com/watch?v=dm5qka9cFTQ

James Long [James Long]. (2013, June 11). Why use iPads in education? [Video file]. Retrieved

from https://www.youtube.com/watch?v=f_6TcE4-65E

Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.

O’Connell, J. (2013, September 10). Mystery skype for a global adventure [Web log post]. Retrieved from

http://judyoconnell.com/2013/09/10/mysteryskype-for-a-global-adventure/

Todd, B. (2015, June 11). Mystery skype: Design phase [Web log post]. Retrieved from

http://beckytoddlibrarian.org/mystery-skype-design-phase/

TeachThought Staff (2013). 44 education apps for K-6 open-ended learning on the iPad.

Retrieved from

http://www.teachthought.com/learning/44-education-apps-for-k-6-open-ended-learning-on-the-ipad/

7 ways to get funding and grants for technology in your classroom [Image]. (2013). Retrieved

from http://nutmegeducation.com/2013/07/29/7-ways-to-get-funding-and-grants-for-technology-in-your-classroom/

Mystery skype [Photograph]. (2013). Retrieved from http://www.classroomquests.com/2013/03/mystery-skype.html

Think poster [Image]. (2014). Retrieved from https://s-media-cache-

ak0.pinimg.com/236x/1e/02/0d/1e020de9d7076cb9d71258b613601793.jpg

Teaching Growth Mindset to Primary Students

Michael Jordan quote [Image]. (2013). Retrieved from https://www.pinterest.com/pin/253257179017778195/

        Mindsets guide the interpretation process that constantly takes place in people’s heads (Dweck, 2006). A growth mindset is the belief that failure is temporary and that abilities and talents can improve with effort and persistence, while a fixed mindset is the belief that success is the result of innate intelligence and talent (Drake, Reid, & Kolohon, 2014). Students with a fixed mindset are discouraged and are unsure as to how to proceed when faced with difficulties, whereas students with a growth mindset welcome challenges and are consistently looking for opportunities to learn (Drake et al., 2014). Carol Dweck, a psychologist and the growth mindset “guru” emphasizes the need to educate children on the growth mindset. The following Ted Talk entitled The Power of Believing You Can Improve, will provide an overview of the growth mindset and our ability as educators to change students’ mindsets.

Carol Dweck: The Power of Believing That You Can Improve

The power of believing that you can improve [Video]. (2014). Retrieved from https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

        Teaching about mindset is especially important as scientific evidence demonstrates that an emphasis on intellect or talent leaves students fearful of challenges and making mistakes (Dweck, 2007). Children who were praised for their intelligence solved significantly fewer problems after a failure than those children who were praised for their efforts, as demonstrated in this image (Dweck, 2007). 

Mindset 2012 NIU advising summit [Image]. (2013). Retrieved from http://www.slideshare.net/StevenEstes/mindset-2012-niu-advising-summit

       When it comes to assessment, it is important that teachers discuss within their feedback both the students’ competencies and their areas for improvement (Drake et al., 2014). I know that in my experience as a student, I always liked getting feedback that told me what I did well and what I needed to do to improve so that I had something to strive for on my next assessment. This table shows what teachers can do and how they can assess students so they facilitate the development of a growth mindset. 

McMillan, Helsten, & Klinger [Image]. (2010). Retrieved from Drake, Reid, & Kolohon (2014).

       Additionally, students perform better in school when they and their teachers believe that intelligence is not fixed, but can be developed (Dweck, 2010). In a study of 100 students in New York transitioning into grade 7, students’ mindsets were measured at the beginning of the school year. It was found that students with a growth mindset outperformed their peers who had fixed mindsets (Dweck, 2010). As a teacher candidate, I recognize the importance of teaching students about a growth mindset as “it relates to the presence of failure and perseverance” (Dweck, 2006) within the classroom. I have been lucky to have the opportunity to observe some of the practical ways that educators incorporate teaching about mindset into their programs. My mom, who is a primary teacher, began introducing the topic of growth mindset by having her students build a house of cards.

Growth mindset [Photograph]. (2015). Retrieved from https://twitter.com/CNFKenollie/status/595252773236699136

     This activity started a conversation about perseverance and grit. By challenging the students with a difficult task, they had to problem solve and think about different strategies to use so that they could be successful. 

       Another way to teach about mindset and differentiate between a growth mindset and a fixed mindset is to create a list of statements and questions that reflect what each mindset would sound like in a classroom setting (Dweck, 2006). 

Sorting mindset statements [Photograph]. (2014). Retrieved from https://twitter.com/CNFKenollie/status/537709823203475458

       Finally, teaching students about “The Power of Yet” is an amazing way to get them to develop a growth mindset so that they believe that their lives are filled with endless possibilities. 

Sesame Street: Janelle Monae - Power of Yet

Sesame street: Janelle Monae - Power of yet [Video]. (2014). Retrieved from https://www.youtube.com/watch?v=XLeUvZvuvAs

I particularly like this video as it teaches students through song and makes the topic relevant to their lives so that they can better understand the word “yet”. 

The power of yet [Photograph]. (2015). Retrieved from https://twitter.com/CNFKenollie/status/644586155611176960

       Recently, my mom created this board with her grade one students about things that they can do and things that they “can’t do…yet” to teach them about the power of “yet” by using examples from their lives. 

       Additionally, the math game “Brain Points,” developed by Carol Dweck and her colleagues, rewards “yet” by giving rewards for effort, strategy, and progress rather than when students get the right answer (Dweck, 2014). This game is a brilliant way for students to use perseverance and problem solving strategies within the classroom.

I will conclude this blog on teaching students in a primary classroom about growth mindset by stating that, as educators, we need to teach children to understand the power of “yet” and know how to dream big dreams. We must create a time where children live in a world FILLED with “YET”.

The power of yet [Image]. (2014). Retrieved from http://webenglish.se/power-yet/

References

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Dweck, C. S. (2007). The secret to raising smart kids. Scientific American Mind, 18(6), 36-43.

Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26-29.

Dweck, C. S. (2014, November). Carol Dweck: The power of believing you can improve [Video file]. Retrieved from https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

Growth mindset [Photograph]. (2015). Retrieved from https://twitter.com/CNFKenollie/status/595252773236699136

McMillan, Helsten, & Klinger [Image]. (2010). Retrieved from Drake, Reid, & Kolohon (2014).

Michael Jordan quote [Image]. (2013). Retrieved from https://www.pinterest.com/pin/253257179017778195/

Mindset 2012 NIU advising summit [Image]. (2013). Retrieved from http://www.slideshare.net/StevenEstes/mindset-2012-niu-advising-summit

The power of yet [Image]. (2014). Retrieved from http://webenglish.se/power-yet/

The power of yet [Photograph]. (2015). Retrieved from https://twitter.com/CNFKenollie/status/644586155611176960

Sesame Street [Sesame Street]. (2014, September 10). Sesame Street: Janelle Monae – Power of yet [Video file]. Retrieved from https://www.youtube.com/watch?v=XLeUvZvuvAs

Sorting mindset statements [Photograph]. (2014). Retrieved from https://twitter.com/CNFKenollie/status/537709823203475458