Creating the Be: Character Education

Throughout this course, we have learnt a great deal about the importance of the Know, Do and Be and how we need to incorporate and integrate each of these aspects into the curriculum .  Much of what we have learnt about the KDB is how to incorporate these intentionally.  An area I feel we forget to realize is that there are many little things we teach our students on an unconscious level.  I believe much of these underlying teaching help construct the Be.  Students learn through modelling, and so teachers need to recognize that they need to model in an appropriate way.  

Character education is an integral part of the Ontario's K-12 program (Drake, Reid, & Kolohon, 2014). When done properly, character education is interwoven in every aspect of school life and is focused on safe schools, anti-bullying, and ethical conduct (Drake, Reid, & Kolohon, 2014).  Areas that teaches students to act in a way that is socially appropriate, such as honesty, trustworthiness, respect and empathy are considered character education (Government of Ontario, 2008).  All of these values can be taught explicitly into the classroom, for example
classroom rules.  Through creating a list of expected classroom behaviours it not only helps in classroom management, but in creating respectful citizens.

Although teachers can implement rules within the classroom, it is imperative that the teacher follows these rules and teaches them implicitly as well.  For example, using manners such as please and thank you, and acknowledging when a student does the same will assist in shaping students in a positive way (Teachnology, 2012).  This can go the same with teaching things such as acceptance, empathy and kindness.  I think as teachers, we have a huge rule in developing these character traits.  Over the summer, I worked at a daycare.  I can recall that many of the children loved playing dress-up.  And so if a little boy asked me to help him put on a dress, I did not react any differently than if I was helping the girls.  Another example is if a child was upset, I empathized with them and acknowledged through positive reinforcement if another child came up to do the same. Here is a great website that provides examples on how to effectively implement character education within your classroom.  It has examples for teachers on an elementary, middle, and high school level.

Overall, we are well aware that as teachers we have important roles in the lives of our students.  We can help mold positive behaviour and characteristics through character education and modelling.  If you would like to find ways to teach specific character traits within your classroom, such as flexibility, determination, patience, etc., click Here to access free lessons, activity sheets, and videos!

Resources

Drake, S.M., Reid, J.L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Ontario, Canada: Oxford.

Government of Ontario. (2008). Finding common ground: Character development in Ontario schools, K-12. Ontario, Canada. Queen's Printer For Ontario.

Teachnology (2012). Character education for elementary classrooms. Retrieved from http://www.teach-nology.com/currenttrends/character_education/elementary_classroom/

Assessment: Applying it to the Mindfulness Pedagogy

I've always had a love-hate relationship with the idea of assessment as learning (AaL) within the classroom. I love that the goal of AoL is for students to be able to monitor their own learning by reflecting on their successful achievements, point out the areas they do not yet know, and create learning strategies that are effective for them (Drake, Reid, & Kolohon, 2014).  However, in any instance where I personally have needed to be self-reflective in my work, I have always been hesitant. In elementary school, I can recall times where my teacher would ask us to assess our work and the work of our peers and really feeling uncomfortable with the idea.  I wasn't overly confident with my writing and so when my peers were involved in assessing my work, I had this fear of being judged.  Allowing others look at my work felt very personal and I would worry about what they would think.  What if my work is completely amateur compared to the person assessing my work? Did I have the right idea with this assignment or is how I interpreted this assignment completely different than my peer's interpretation?

Recently in my EDUC 4P46 course which discusses Mental Health and Well Being in Schools, we discussed the concept of mindfulness and being aware of your thoughts in a non-judgmental way. 


Mindfulness is a concept that has recently been gaining popularity within schools.  It allows for students to be aware of their thoughts, feelings, and sensations as they occur in the present, and with an attitude of openness and non-judgment, especially when they are unpleasant (Coffey, Hartman, & Fredrickson, 2010).  To the right is a brief definition of what it is to be mindful.   

What is the Mindfulness Pedagogy?
A mindfulness pedagogy's goal is to create a compassionate and thoughtful learning environment for children (Bai, 2001). Mindfulness can be seen as a form of self-assessment for it allows students to get a greater sense of their internal life (Kelley, Lambert, & Pransky, 2015). Because students are able to first recognize their own thoughts in a nonjudgmental way, it demonstrates that all students think differently, which creates greater acceptance of their peers.  Some mindfulness-based techniques being utilized in schools today are the use of yoga and breathing techniques. 

Enjoy the following video to get a better understanding on the benefits of mindfulness and how schools today are implementing it into their classroom!

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

Overall, mindfulness is a very useful approach that is receiving greater acceptance within the classroom (Kelley, Lambert, & Pransky, 2015).  Ultimately, it allows you to fully be aware of the present and creates a greater understanding, acceptance, and control of your emotions and thoughts in a positive way.  It is something that I see could have benefited me in my learning with concerns to the doubts of my capabilities and so that is why I am a strong advocate for the use of mindfulness in schools.

For teachers who are interested in the use of mindfulness-based techniques in their classroom, the following is a guide they can follow:  Progress in Mindfulness Practice

http://ukedchat.com/wp-content/uploads/2015/04/MindfulnessChartPDF2.pdf

Bai, H. (2001). Beyond the educated mind: Towards a pedagogy of mindfulness.
Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing mindfulness and constructing mental health: Underlying mindfulness and its mechanisms of action. Mindfulness, 1(4), 235-253. 
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment:    Engaging the 21^st-century learner. Don Mills, Ontario: Oxford University Press.
Kelley, T. M., Lambert, E. G., & Pransky, J. (2015). Inside-Out or Outside-In: Understanding Spiritual Principles Versus Depending on Techniques to Realize Improved Mindfulness/Mental Health. Journal of Spirituality in Mental Health,17(3), 153-171.

The Holistic Curriculum

When trying to figure out what I wanted to discuss for my first blog, I knew I wanted to write about something I didn’t have much knowledge on, but that peaked a certain interest in how I’m interested in teaching my future classrooms.  For me, personally the traditional model is what I experienced and because I was successful at learning within this model I could see how some people could say it is an effective method of teaching.  Even now, I know that it works for me but because of what we have been learning within our education courses and how a more constructivist approach is idealistically best for all students, it has made me question where I could be today.  Would my strengths/weaknesses still be the same or would I be more creative?  

One type of constructivist approach, the holistic curriculum and its focus on allowing the child to be engaged in their learning through their mind, heart, body, and spirit (Drake, Reid, & Kolohon, 2014) is something that I had never known could be possible, but that really sparks an interest as to what I am looking to achieve within my classroom.  An example of this holistic curriculum are the Waldorf schools.  When children are able to relate what they are learning to their own experience, it allows them to become alive, and what they learn becomes their own (Barnes, 1991). Waldorf schools are designed to foster this kind of learning, and storytelling is a key method for teaching (Drake, Reid, & Kolohon, 2014).  I think storytelling is so important in students' learning because it can relate to the importance of personal narratives and knowing your lived experiences are what shape your worldview (Clandinin, 2006).  If students are able to share their stories in their learning at a young age, it can lead to not only their own personal development but brings out different perspectives from their peers. 

   

https://www.youtube.com/watch?v=JlHnixpl5mQ  

References

Barnes, H. (1991). Learning that grows with the learner: An introduction to Waldorf education.     Educational  Leadership, 49(2), 52-54.

Clandinin, D. J. (Ed.). (2006). Handbook of narrative inquiry: Mapping a methodology. Sage Publications.
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment:    Engaging the 21^st-century learner. Don Mills, Ontario: Oxford University Press.