The Education of Good Character

0 Comments | Insight on the News, March 15, 1999 | by Stephen Goode

Lickona says that, to work, any character-education program has to be thorough, even relentless, keeping the value of good behavior ever before the eyes of the students and on their minds. Brookside Elementary School in Binghamton, N.Y., for example, has developed "Books That Build Character," a program that focuses books students read and that teachers read to them each month around words such as respect and cooperation. Brookside also has a monthly newsletter for parents on how to integrate discussion of character into family life, a newsletter to which parents have responded with enthusiasm, Brookside librarian Marge Day tells Insight. (Other schools, including Troup High, have had problems arousing the interest of parents.)

But not only do words such as responsibility, honesty and respect have to be regularly discussed, there has to be a system of rewards in place that allows the school community to celebrate good character. "When people see it happen, attention must be paid," says Lickona. At Troup High, students are recognized daily for good character through announcements over the intercom. "Tiger Pride Cards" (the school's mascot is the Tiger) go to honor-roll students, students with good attendance and those "caught in the act of demonstrating good character," says principal Parsons.

There also are monthly PAWs (personal-achievement awards) for students with outstanding good behavior. For truly exemplary behavior and uncommon virtue, Troup offers the PAW Leadership Award to students who complete a portfolio that includes work in at least 14 of 16 categories, including school and community service.

Lickona says that punishments must be a part of character-education programs, too. "It's important when you have rules that something happens when you break them. Children then take the rules seriously." If one child belittles or insults another, a face-to-face apology is at least in order. Better yet would be a face-to-face and a written apology, he says.

If one student damages the property of another, restitution is in order. Restitution shows that there are consequences for wrong behavior and that when basic relationships have been violated, the violator will be held accountable. The lesson that must be learned is that there are basic human relationships that should be held as sacrosanct.

Lickona emphasizes that good behavior must be brought home by concrete examples. A year ago one of his graduate students -- a third-grade teacher -- found himself discussing President Clinton's character and the Monica Lewinsky scandal with his young charges. The graduate student's story got Lickona thinking about how to deal with with younger kids in the face of the Clinton legacy.

In last fall's issue of the Center's newsletter, Lickona opens with quotations from Catholic Bishop Donald Wuerl of Pittsburgh, which Lickona points out are applicable to everyone, not just Catholics. "There is a right and a wrong. What the president did was wrong. Even he admits that." Also: "All of us are called to live a moral life, even powerful and popular persons." Students also could discuss such themes as "Why faithfulness in marriage is of the utmost importance" and "Why no one in a democratic republic, not even the president, is above the law."