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/