crisis intervention or emergency care crisis intervention or emergency care deficit- or problem-...

Crisis Intervention orEmergency Care

Crisis Intervention orEmergency Care

Deficit- or Problem-Centered PreventionDeficit- or Problem-Centered Prevention

Asset-Centered Protective Prevention

Inoculation

Asset-Centered Protective Prevention

Inoculation

Character education combines direct teaching and community building strategies to promote

personal and social integrity and the development of moral virtues, moral emotion, moral reasoning,

and other assets and qualities that make good character possible.

It promotes moral, social, artistic, intellectual, emotional, physical,

academic, and personality development through all of school life.

The moral component provides a context of principles for the

“non-moral” components: social, cultural, prudential, and civic.

Character EducationCharacter Education

The third definition comes from Robert Heslep at the University of Georgia. He is the author of Moral Education for Americans published by Praeger in 1995.

AUTONOMYAUTONOMY

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EducationSocial

Education

CulturalEducation

Moral EducationMoral Education

HETERONOMYHETERONOMY

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Human Nature Good

Human Nature Bad

CivicEducation

These types of education that constitute character education when combined were drawn from Moral Education for Americans by Robert Heslep and published by Praeger in 1995

FOCUS ON AUTONOMYFOCUS ON AUTONOMY

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ValuesCentered

Personal- Values

Centered

Reciprocal- Relationship

Centered

Reciprocal- Relationship

Centered

Universal- PrinciplesCentered

Universal- PrinciplesCentered

FOCUS ON HETERONOMYFOCUS ON HETERONOMY

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Human Nature Good

Human Nature Bad

Responsible- CitizenshipCentered

Responsible- CitizenshipCentered

Developed by Gordon Vessels ©


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A Morality ofContemplation

Choosing FreelyConation

A Morality ofConsonanceCooperationConscience

A Morality ofConvictionInculcation

Commitment

A Morality ofComraderyConformityConnection

PROCESS-ORIENTED PROGRESSIVES

CONTENT-ORIENTED TRADITIONALISTS


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Human Nature Good

Human Nature Bad



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FreedomCreativity

CompetitionSelf-Regulation

FreedomCreativity

CompetitionSelf-Regulation

MaturationFacilitation

CooperationParticipation

MaturationFacilitation

CooperationParticipation

MotivationInspirationHabituation

Indoctrination

MotivationInspirationHabituation

Indoctrination

Progressive Methods and Outcomes

Traditional Methods and Outcomes


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Human Nature Good

Human Nature Bad

ObligationInculcation

SocializationTransmission

ObligationInculcation

SocializationTransmission


Unstructured Peer-Group Interaction and Play

Vessels’ Learning ModesVessels’

Learning ModesKevin Ryan’s


Learning Modes

Interpersonal and Environmental Support

(Relationships)ETHOS

Developmentally Appropriate Discipline &

ReinforcementEXPECTATIONS

Observation & Modeling EXAMPLE

Direct Instruction EXPLANATION

Active Experiential Learning in Classroom

and School CommunitiesEXPERIENCE

Service Learning & Other Learning Experiences in the Larger Community

EXPERIENCE

This alignment was created by Dr. Gordon Vessels. Professor Kevin Ryan may or may not agree that his five E’s correspond to Dr. Vessels’ seven modes exactly as shown

above. Professor Ryan’s work precedes Dr. Vessels work by many years, and it is presented here as validation of Dr. Vessels’ similarly eclectic approach.

Peer-Group Play

Vessels’ Learning ModesVessels’



Learning Modes

Environmental Support (Relationships) ETHOS

Discipline & Reinforcement EXPECTATIONS

Observation & Modeling EXAMPLE

Direct Instruction EXPLANATION

Experiential Learning (in-school)

EXPERIENCE

EXPERIENCE

This alignment was created by Dr. Gordon Vessels. Professor Kevin Ryan may or may not agree that his five E’s correspond to Dr. Vessels’ seven modes exactly as shown

above. Professor Ryan’s work precedes Dr. Vessels work by many years, and it is presented here as validation of Dr. Vessels’ similarly eclectic approach.

Experiential Learning (out-of-school)

Vessels’ Explicit Learning Modes

Learning Modes Inferred from Benson

Environmental Support

Family, neighborhood, school, and adult support; parents involved in school; youth valued in the community

Peer-Group Play

Discipline & Reinforcement

Family, neighborhood, school boundaries; high expectations

from parents and teachers; youth valued in community

Observation & ModelingParents, peers, and other

adults modeling responsible

behavior

Direct InstructionValues articulated by adults and discussed; community

focus on shared values

Experiential Learning at School

Creative activities and youth programs provided by the school or school system

Activities and programs provided by secular and religious organizations;

community service

Experiential Learning in the Community

Inferences with respect to the Search Institute’s methodology are those of Dr. Gordon Vessels and may require correction based on feedback. The alignment is also Dr. Vessels’ work and is

intended to give credit to the Search Institute for using all avenues to learning.

Vessels’ Explicit Learning Modes

Learning Modes Used by the DSC

Interpersonal and Environmental Support

Emphasis on building caring teacher-student relations and

caring democratic communities

Peer-Group Interaction and Play

Discipline & Reinforcement

Helping students recognize theharmful effects of their actions and encouraging them to repair the damage they have caused

Observation & Modeling

Use of cross-grade buddie activities with year-long pairing

of students; emphasis on teaching by example

Direct Instruction

Direct teaching of social understanding (attitudes,

skills, values); use of literature to teach thinking and caring

Experiential Learning at School

Participation in class decision making; cooperative

learning; opportunitiesto help others

Helping opportunities that extend outside the school; learning about families and

cultures of the students

Experiential Learning in the Community

Inferences with respect to the methodology of the DSC’s Child Development Project are those of Dr. Gordon Vessels and may require correction based on feedback. The alignment is also Dr. Vessels’

work and is intended to give credit to this program for using all avenues to learning.

INTERPERSONAL-ENVIRONMENTAL SUPPORT

UNSTRUCTURED PEER-GROUP INTERACTION AND PLAY

DEVELOPMENTALLY APPROPRIATE DISCIPLINE & REINFORCEMENT

OBSERVATION AND MODELING

DIRECT INSTRUCTION

ACTIVE PARTICIPATION IN CLASS AND SCHOOL COMMUNITIES

REAL-WORLD EXPERIENCES IN THE LARGER COMMUNITY

literature; storytelling; displays; social skills instruction; multicultural teaching; virtue of the

week; ethics courses; infusion across the curriculum

recess at school; free play with siblings; socializing during school lunchtime; overnight visits with friends; center time in K-2 classrooms; camps

cooperative learning; class meetings; intercultural exchange; student government; extracurricular

activities; creative arts activities; service learning

exposure to "giraffes" or heroes; cross-grade tutors and buddies; teaching artists; teachers and parents

modeling virtues and doing volunteer work

service learning; organized sports; cultural festivals; vacations; scouting; movies and plays; museums;

church attendance; cross-cultural church attendance

caring and "authoritative" principals, teachers, and parents; caring and democratic

classrooms and schools

positive interactions with students; classroom management based on mutual respect and building intrinsic motivation; awards for model citizenship

SEVEN LEARNING MODESSEVEN LEARNING MODES


INSTRUCTIONAL STRATEGIESINSTRUCTIONAL STRATEGIES

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40 Developmental Assets

The Search InstituteAsset Type

SUPPORT

EMPOWERMENT

BOUNDARIESAND

EXPECTATIONS

CONSTRUCTIVEUSE OF TIME

COMMITMENTTO LEARNING

POSITIVEVALUES

SOCIALCOMPETENCY

POSITIVE IDENTITY

1 Family Support 2 Positive Family Communication 3 Adult Relationships

7 Youth Valued 8 Useful Roles Youth

11 Family Boundaries 12 School Boundaries 13 Neighborhood Boundaries

17 Creative Activities

18 Youth Programs

21 Achievement

Motivation

22 School Engagement

26 Caring

27 Equality and Social

Justice

28 Integrity

32 Plan/Decision Making

33 Interpersonal

Competence

37 Personal Control

38 Self-Esteem

39 Sense of Purpose

These assets were extracted from All Kids Are Our Kids by Peter L. Benson, San Francisco: Jossey-Bass, 1997. Dr. Benson is founder of the Search Institute.

Visit their website at www.search-institute.org. Their methodology and their identification of “developmental assets” is research-based.

4 Caring Neighborhood 5 Caring School 6 Parent Involvement in the School

9 Service to Others 10 Youth Feels Safe

14 Adult Role Models 15 Positive Peer Influence 16 High Expectations

19 Religious

Community

20 Time at home

23 Homework

24 Bonding to School

25 Pleasure Reading

29 Honesty

30 Responsibility

31 Restraint

34 Cultural Competence

35 Resistance Skills

36 Conflict Resolution

40 Positive View of

Personal Future

PARENTS AND TEACHERS WHO

Love their Kids

Establish good relationships

Supportive climate at home or school

Set High Expectations

Discipline firmly but fairly

Formulate and enforce rules respectfully

Model virtues and moral reasoning

Provide moral guidance and instruction

Use discipline problems as moral- educational opportunities

Provide opportunities and incentives to help others and the community

Allow unstructured interaction with developmental peers

Provide exposure to other cultures and subcultures

And try to make amends for errors . . . understand [ it is ]. . . a labor of love


From the Perspective of Eclectic Character Educators, Children . . .

Need extrinsic feedback just as much as they need learning experiences that are intrinsically interesting;

Need inner and outer inducements to acquire the capacity to persevere when tasks are difficult;

Need to be instructed and corrected using inductions;

Need rules to be firmly and fairly enforced by caring adults in order to develop respect for others;

Need exposure to good role models in order to acquire a moral code they can adhere to through

self-reward and self-condemnation;

Need to cooperate and compete in order to realize their potential as individuals and community members;

Need to do the right thing habitually yet know how to reason about moral issues in unfamiliar situations;

Need age-appropriate exposure to many cultures and subcultures in order to acquire a respect for diversity;

Need to be taught a virtue vocabulary since this makes the task of teaching and/or learning

underlying concepts much easier

From the Perspective of Eclectic Character Educators, Children . . .

Need extrinsic feedback just as much as they need learning experiences that are intrinsically interesting;

Need inner and outer inducements to acquire the capacity to persevere when tasks are difficult;

Need to be instructed and corrected using inductions;

Need rules to be firmly and fairly enforced by caring adults in order to develop respect for others;

Need exposure to good role models in order to acquire a moral code they can adhere to through

self-reward and self-condemnation;

Need to cooperate and compete in order to realize their potential as individuals and community members;

Need to do the right thing habitually yet know how to reason about moral issues in unfamiliar situations;

Need age-appropriate exposure to many cultures and subcultures in order to acquire a respect for diversity;

Need to be taught a virtue vocabulary since this makes the task of teaching and/or learning

underlying concepts much easier


KEY SCHOOL STATEGIES KEY SCHOOL STATEGIES

Virtue of the Week or Month

A Core Curriculum with Character Standards

Dance/Literature/Poetry/Music/Comedy/Drama/Storytelling/Visual Art/Puppetry

Textbooks That Address Social and Moral Issues

Social Skills Training

Class Meetings at Least Weekly

Classroom Newsletters / School Newsletters

Authoritative Teacher-Student Relationships

Developmental or Instructional Discipline

Service Learning Within and Outside the School

Cooperative Learning Daily

Exposure to Exemplary Models & Mentors

Intercultural Exchanges / Multicultural Teaching

Visual Displays That Create a Climate

Peace Education / Conflict Resolution

Reinforcement and Recognition

Reflective Writing and Self-Improvement Projects

Extra-Curricular Clubs, Sports, Activities

Grading System That Motivates All Students

Student Leadership, Decision-Making, Self-Governing

Teaching Parenting K-12


“Standards-Integrated” Instructional Unit Planning

1. Choose and prioritize character, arts, and academic standards you want to address during the year.

2. Select “Concepts” and/or “Significant Questions” to use as centerpieces for multi-week Instructional Units that will each address standards from all three areas.

3. Give each Unit a clever title that will elicit student interest, and choose a Masterwork from the arts or sciences to begin each Unit, one that students can EXPERIENCE in some way.

4. Create a list of “enduring understandings” and specific Unit objectives with the latter categorized: academic, character, communication, higher-level thinking, arts.

5. Make a list of Resources to use including primary sources, historical fiction, literature and art created in a relevant historical period, teaching artists to invite, etc.

6. Brainstorm titles for INQUIRY CENTERS and cluster these into categories to be used as lesson topics.

7. Brainstorm types of student CREATIONS that might enhance learning and be an authentic product to assess.

8. Select and list Methods to be used in the centers and otherwise, taking care to include as many modalities and avenues to learning as possible (use Vessels’ checklist)

9. Consider how these methods might be utilized in specific Centers and/or for REFLECTION at the end of the unit.

10. Create charts that list Inquiry Centers down the left column with additional columns used to describe the centers, identify the lesson topic and/or center category, list objectives each center will address, and list the specific standards covered in each center.

11. Create charts that list Creation Centers down the left column with additional columns used to describe the center, identify the lesson topic and related Inquiry- Center category, describe the assessment rubrics, and to list the standards covered.

12. break the unit into multiple lessons using Vessels’ lesson planning template or another to

CHARACTERCHARACTERCharacter implies moral character and

a personality characterized by empathy, internalized moral standards and values,

a conscience, the ability to reason autonomously, sensitively, and fairly about moral issues, and habitual action that is consistent with moral

thoughts and feelings (virtue).

Character implies moral character and a personality characterized by empathy,

internalized moral standards and values, a conscience, the ability to reason

autonomously, sensitively, and fairly about moral issues, and habitual action that is consistent with moral

thoughts and feelings (virtue).

Moral Character can be viewed as a combination of personal and social

integrity with each defined in terms of virtues (behavioral predispositions

embedded in personality and identity) and various types of feeling, thinking, and

knowing (moral reasoning, conscience, empathy), that change naturally and qualitatively as children mature if the

necessary supports are in place.

Moral Character can be viewed as a combination of personal and social

integrity with each defined in terms of virtues (behavioral predispositions

embedded in personality and identity) and various types of feeling, thinking, and

knowing (moral reasoning, conscience, empathy), that change naturally and qualitatively as children mature if the

necessary supports are in place.


THINKINGBEHAVING

FEELINGKNOWING

Values Beliefs

Conscience

Predispositions & Prosocial

Attitudes

Will Empathy

Conscience Motivation

Social SkillsVirtues Habits

MORAL CHARACTER

Personal and Social Integrity

Moral Reasoning Ability

Intentional Moral Action &

Consequences

Moral EmotionMoral Knowledge


Character Operationally DefinedIn terms of Personal Virtues or Personal Integrity,

people with moral character:

1. Show KINDNESS and compassion with

empathetic understanding;

2. Show the COURAGE to be honest and principled

irrespective of circumstances;

3. Have the ABILITY to independently resolve

problems, analyze situations where moral values

or principles may be in conflict, and adapt to

change in a personally and socially constructive

manner; and

4. Display a high level of EFFORT in their work and a

high level of commitment to individual and group

goals and standards.

With respect to Social Virtues or Social Integrity, people with moral character:

5. Show an interest in and concern for others in the

spirit of FRIENDSHIP and brotherhood and act on

these concerns routinely;

6. Show responsible and other-directed TEAMWORK

within families, groups, and communities; and

7. View the preservation of social institutions and the

improvement of both self and community as civic

duties or obligations of CITIZENSHIP.


Primary-Virtue Definitions for Kids

Kindness: making others feel better by knowing how they feel and causing good feelings.

Courage: being strong enough to do what is right when you are afraid to do so.

Ability: having the skills to figure out what is right and good and to make yourself and your world better.

Effort: doing your best and not giving up even when things are very hard.

Friendship: treating others the way you want to be treated.

Teamwork: helping to achieve group goals by doing your part and working well with others.

Citizenship: following rules and laws and trying to make yourself and your community better.


Abilityattentivecreativepreparedskillfulorganizedknowledgeablerealisticflexibleobjectivedeliberateprudentresourceful

Abilityattentivecreativepreparedskillfulorganizedknowledgeablerealisticflexibleobjectivedeliberateprudentresourceful

Couragehonestexploringbrave sorryindependentrisk-takingdecisiveassertiveself-disclosingself-evaluatingperseveringprincipled

Couragehonestexploringbrave sorryindependentrisk-takingdecisiveassertiveself-disclosingself-evaluatingperseveringprincipled

Efforthard-workingenergeticdeterminedcompetitivestudiousself-disciplinedambitiousdedicatedoptimisticidealisticpersistentconscientious

Efforthard-workingenergeticdeterminedcompetitivestudiousself-disciplinedambitiousdedicatedoptimisticidealisticpersistentconscientious

Kindnessnicelovinggentlecheerfulthankfulfriendlycomfortingcourteoussensitiveinterestedcompassionateempathetic

Kindnessnicelovinggentlecheerfulthankfulfriendlycomfortingcourteoussensitiveinterestedcompassionateempathetic

Teamworkon-taskrespectfulcooperativeproductiveresponsiblepositivemediatingpunctual/prompthumble/modestgenuine/sincerecompromisingtemperate

Teamworkon-taskrespectfulcooperativeproductiveresponsiblepositivemediatingpunctual/prompthumble/modestgenuine/sincerecompromisingtemperate

Citizenshippeace-lovingrule-followingdrug-freelaw-abidinghealth consciousrights-respectingvolunteeringeducated/employedsocially responsibleculturally literatehistorically literate family valuing

Citizenshippeace-lovingrule-followingdrug-freelaw-abidinghealth consciousrights-respectingvolunteeringeducated/employedsocially responsibleculturally literatehistorically literate family valuing

Friendshiphelpingsharing/givingfair/justforgivingpatientconsideratesupportiveunderstandingtrustworthydevoted/loyalcharitablealtruistic

Friendshiphelpingsharing/givingfair/justforgivingpatientconsideratesupportiveunderstandingtrustworthydevoted/loyalcharitablealtruistic

Social Virtues / Social IntegritySocial Virtues / Social Integrity

Personal Virtues / Personal IntegrityPersonal Virtues / Personal Integrity

Primary & Elaborative Personal & Social VirtuesPrimary & Elaborative Personal & Social Virtues


Citizenship: Rights Respecting, Educated/Employed, Patriotic/ Voting, Historically Literate, Cult- urally Literate, Family ValuingKindness: EmpatheticCourage: Persevering, PrincipledAbility: Deliberate, Prudent, ResourcefulEffort: Optimistic, Idealistic, Persistent, ConscientiousFriendship: Charitable, AltruisticTeamwork: Compromising, Temperate

• Self-Directed, Principled, and Self-Governing Autonomy• Autonomous Critical Thinking About Moral Issues, Laws, and Social Conventions• Integration of Roles, Values, Behaviors, and Attributes into Prosocial and Ethical Identity

Courage: Independent, Decisive, Risk-Taking, Assertive, Self- Disclosing, Self-EvaluatingKindness: CompassionateAbility: Flexible, ObjectiveEffort: Ambitious, DedicatedFriendship: Understanding, Trust-worthy, Devoted/LoyalTeamwork: Humble/Modest, Genuine/SincereCitizenship: Volunteering

• Full Rational Conscience

• Early Autonomous Moral

Reasoning

• Social Consciousness or

Sense of Duty to Others

Besides Peers & Friends

• Mutual Trust

In Personal Friendships

Teamwork: Cooperative, Positive, Productive, Responsible, Mediating, Punctual/PromptKindness: Sensitive, InterestedCourage: RemorsefulAbility: Knowledgeable, Organized, RealisticEffort: Self-Disciplined, StudiousFriendship: SupportiveCitizenship: Drug-Free, Health- Conscious, Law-Abiding

• A Beginning Rational Conscience• Fairness as Equity• Context-Dependent Justice• Perspective Taking / The Cognitive Part of Empathy• Even-Handed Reciprocity in Friendships

Friendship: Fair, Forgiving, Patient, ConsiderateKindness: Comforting, CourteousCourage: Brave, SorryAbility: Prepared, SkillfulEffort: Energetic, Determined, CompetitiveTeamwork: RespectfulCitizenship: Rule-Following

• Authoritarian

Conscience

• Fairness as Equality

Competence / Want To

Do Things Well

• Unevenhanded Recipro-

city in Friendships

Kindness: Nice, Loving, Gentle, Cheerful, Thankful, FriendlyCourage: Honest, ExploringAbility: Attentive, CreativeEffort: Hard-WorkingFriendship: Helpful, SharingTeamwork: On-TaskCitizenship: Peace-Loving

• Affective Empathy

• Initiative / Do Things

• Conformity to Rules

• Nonselectively Sociable

OTHER TARGETED PRIMARY AND

ELABORATIVE VIRTUES

TARGETED PSYCHOLOGICAL

PROCESSES

MAIN PRIMARY-VIRTUE FOCUS

FOR LEVEL

DEVELOPMENTAL

LEVEL

(GRADES)

KINDNESS

FRIENDSHIP

TEAMWORK

COURAGE

CITIZENSHIP

NINTHTENTH

ELEVENTHTWELFTH

NINTHTENTH

ELEVENTHTWELFTH

SIXTHSEVENTHEIGHTH

SIXTHSEVENTHEIGHTH

THIRDFOURTH

FIFTH

THIRDFOURTH

FIFTH

FIRST

SECOND

FIRST

SECOND

PRE-K&K

PRE-K&K

VESSELS’ CORE CURRICULUM


Operational Definition of Moral Character

Operational Definition of Moral Character

“Process” Extraction:Affective & Cognitive Processes

Types of moral thinking and feelingprocesses that may or may not bring

about moral behavior

“Content” Extraction:Virtues & Meta-Moral Characteristics

Types of habitual good behavior thatsuggest the possibility of related moral

feeling and thinking

ReasoningConscienceSocial Integrity

Personal Integrity

Primary Virtues:KINDNESSCOURAGE

ABILITYEFFORT

Targeted at all 5developmental levels

in four objectives

Primary Virtues:FRIENDSHIPTEAMWORKCITIZENSHIP

Targeted at all 5developmental

levels in 3 objectives

Elaborative

Virtues:

Twelve for each of

the four Primary

Virtues listed above

with 8 to 10

targeted at each of

the 5 developmental

levels in 4 objectives

Elaborative

Virtues:Twelve for each of

the three Primary

Virtues listed above

with 5 to 10

targeted at each

of the 5

developmental

levels in 3

objectives

Age-appropriate forms

or precursors targeted at each of the 5

developmental levelsin 1 objective

Age-appropriate forms

or precursors targeted at each of the 5

developmental levelsin 1 objective

Motivated by (1) a sense of obligation to others

that reflects internalized

social-role expectations and moral principles, (2) a genuine concern

for others that includes affective empathy and role taking, and (3) self-

regulative and self-reinforcing feelings

that accompany reflexive

self-judgment, that is, a social-empathetic, emotionally self-

regulating conscience

Have the independentability and will (1) to think critically about Moral issues, (2) to

reason autonomously and objectively when

values and ethical principles are in conflict, (3) to

engage in critical and objective self-evaluation that amends self-

exonerative reality distortion, and (4) to effectively take the

perspective of others about self and others


Instructional Focus for Early Elementary (Middle Childhood)

Targeted Virtues for Early Elementary (Middle Childhood)

The primary focus for first and second grade students is . . .

● Friendship and the elaborative virtues of fair, forgiving,

patient, and considerate.

Other targeted virtues include:

● Kindness and the elaborative virtues of comforting and

courteous;

● Courage and the elaborative virtues of brave and sorry;

● Ability and the elaborative virtues of prepared and skillful;

● Effort and the elaborative virtues of energetic,

determined, and competitive;

● Teamwork and the elaborative virtue of respectful; and

● Citizenship and the elaborative virtue of rule-following.


Psychological Processes

The targeted processes forfirst and second grade children are . . .

● Expanding their natural affective empathy to include a beginning cognitive or perspective-taking component,

● Promoting the process of internalizing adult rules and standards through inductions, which connect transgressions with their affects, elicit empathetic distress and guilt, and yield an early authoritarian conscience,

● Promoting the development of a beginning notion of fairness that appreciates equality but not equity,

● Promoting the transition from wanting to do things (initiative) to wanting to do them well (competence), and

● Encouraging early forms of cooperation and

friendship that will be limited by a one-way social perspective that is self-serving, unevenly reciprocal, and instrumental.

Psychological Processes

The targeted processes forfirst and second grade children are . . .

● Expanding their natural affective empathy to include a beginning cognitive or perspective-taking component,

● Promoting the process of internalizing adult rules and standards through inductions, which connect transgressions with their affects, elicit empathetic distress and guilt, and yield an early authoritarian conscience,

● Promoting the development of a beginning notion of fairness that appreciates equality but not equity,

● Promoting the transition from wanting to do things (initiative) to wanting to do them well (competence), and

● Encouraging early forms of cooperation and

friendship that will be limited by a one-way social perspective that is self-serving, unevenly reciprocal, and instrumental.


1. Students will begin to take the perspective of

others, will internalize adult rules and

standards, and will begin to show a desire to

do things well. They will demonstrate this

growth through their responses to teacher

questions and their expressed feelings and

attitudes, and by behaving in accordance

with adult rules and expectations when

adults are not present.

2. Students will expand their understanding of

kindness to include being polite, comforting,

and courteous, and will demonstrate this

understanding by using gentle talk and

touch and offering to play with upset peers,

and by adding to their social skills the

courtesies of saying "good morning" and

"excuse me," and by not interrupting the

teacher when she is talking to someone else.

Sample Standards or Instructional Objectives

crisis intervention or emergency care crisis intervention or emergency care deficit- or problem-...

Documents

autonomy focus

outcomes focus

character education

author of moral education

types of education

moral reasoning

moral emotion

development of moral