Introduction
A school dedicated to character development stands intended for ethics reminiscent of caring, honesty, fairness, responsibility, and respect for self and others form the basis of good character. These values are used on the basis of human relations in the school, celebrate their manifestations in the school and neighborhood, and hold all school members accountable to standards of conduct consistent with the core values. They are also a matter of obligation in those schools, which are committed to these values as having asserted on the sense of right and wrong of the individual and community. It also emphasizes that the soundness of these values, and our conscientiousness to endorse them, draw from the piece of information that such values insist our human dignity, encourage the development and well being of the individual, hand around the common good, meet the conventional experiment of reversibility (i.e., Would you want to be treated this way?) and universality (i.e., Would you want all persons to act this way in a similar situation?), and report to rights and responsibilities in an autonomous society. The school makes clear that these basic human values go above religious and cultural differences and communicate our universal compassion.
Schools unswerving to character development give the impression of being a moral lens to evaluate how virtually the whole thing that goes on in school has an effect on the character of students. It is what sometimes identify as the concealed curriculum (e.g., school ceremonies and procedures; the teacher’s example; students relationships with teachers, other school staff, and each other; the discipline policy); the intellectual curriculum (i.e., core subjects, including the health curriculum); and extramural programs (i.e., sports teams, clubs, service projects, after-school care).
Character Education Curriculum
“Standalone” The programs which can be useful for the elements of the first step of an enduring endeavor but are not a satisfactory replacement for a holistic loom that integrates character development into every characteristic of school life are called “Standalone” character development.
As a final point, to a certain extent, simply in the making of opportunities to happen, with a premeditated and practical approach, the school staff takes intentional hierarchy for developing character, drawing everywhere achievable practices shown by investigating to be effectual.
Affianced schools are providing effective character educations that have the cream of the crop who champion the attempt. Slightest schools and districts institute a character education committee over and over again cool, calm and collected staff, students, parents, and possibly community members that takes accountability for planning, accomplishment, and prop up.
The customary governing organization of the school or district may be given the functions of this committee. The leadership as well takes steps to make available the long-range support of the character education inventiveness, together with the support at the district and state levels. In addition, contained by the school students believe developmentally suitable roles in the most important effort through class meetings, student government, peer mediation, cross-age tutoring, service clubs, task forces, etc. Students learn the most by doing that is they are constructive learners in the intellectual domain. Many opportunities have to been brought to apply values such as compassion, responsibility, and in having interactions through community service for developing a good character. By grappling and facing the consequences, students do learn practically and are prepared with the requirements of life for others and giving of oneself.
Schools that reach out to families and include them in character-building efforts greatly enhance their chances for success with students. They take caution at each point to exchange a few words with families via newsletters, e-mails, family nights, and parent conferences in relation to goals and behavior regarding character education. To put together better trust connecting home and school, they are represented on the character education committee. Schools to make a particular attempt to achieve out to subgroups of parents who may not feel part of the school community. To end with, schools and families improve the value of their partnership by recruiting the help of the wider community in encouraging character development.
Schools and communities promoting character education are looking forward to the signs of positive behavior and academic achievements by students. This education is really helpful in teaching strategies that are really helpful in developing positive character traits in children and youth. Students learn about the right and good and act accordingly through observation of role models and, above all, practical experiments. Character education holds that core ethical values like respect, honesty, responsibility, love, and caring are quite essential in order to create a learning and nurturing environment. It is definitely intended to reinforce what parents teach. Schools are among the very few places where children can learn positive character traits since many of them are not being taught values at home.
Bibliography
American Youth Policy Forum. “Character Education Makes a Difference: Reinvigorating the Work of Schools”, 1998.
Character Education Partnership. “Eleven Principles of Effective Character Education”.
Escalante, Pastor C. “Effective Approaches to Character Education”. Alemar-Phoenix, 1973. p. 257.
Helen Dwight Reid Educational Foundation. “The Journal of Experimental Education”. HELDREF Publications, 1932. p. 217.
Otto, Henry John. “Social Education in Elementary Schools”. Rinehart, 1956. p. 273.
Worzbyt, John C. O’Rourke, Kathleen. Dandeneau, Claire J. “Elementary School Counseling: A Commitment to Caring and Community Building”. Brunner Routledge, 2003. p. 7. ISBN 1560325062.