100 Ways to
Promote Character Education in Schools
(This
list of successful strategies was collected from numerous teachers and
administrators, compiled by the staff of the Center for the Advancement of
Ethics and Character at Boston University.
1.
Hang character education posters in halls and classrooms. Refer to
traits throughout the day in different subjects as appropriate.
2.
Promote a project for each class that contributes positively to
the school or neighborhood/community environment.
3.
Be vigilant to prevent and stop scapegoating of one student by
others.
4.
Modify current recognition programs to include character
achievement.
5.
Encourage students to identify a charity, collect donations and
help administer the distribution of goods or funds.
6.
Consistently prohibit gossip and, when appropriate,
address/discuss its damaging consequences.
7.
Enforce a zero-tolerance policy on swearing. Prohibit vulgar and
obscene language in the classroom, on school grounds, and at school-sponsored
activities.
8.
Don’t allow unkindness of any kind in your classroom; no
“put-downs.”
9.
Help students to see that the “good” in others is more than
academic success.
10.
Use morning announcements, school/classroom bulletin boards,
and/or the school newsletter to highlight various accomplishments -
particularly character oriented ones - of students and faculty members.
11.
When conflicts arise, teach about self-discipline, respect,
integrity and the responsibility to discreetly inform appropriate adults.
12.
Have students take turns caring for class pets during the week, on
weekends, over holidays and vacations. Discuss and demonstrate the
responsibility to care for living creatures.
13.
Invite student volunteers to clean up the neighborhood or
community.
14.
Create a code of behavior for your classroom/school to which
students and teachers agree.
15.
Add character traits to your parent/student/school compact.
16.
Share a personal hero and tell the students why he/she is your
hero.
17.
Regularly weave character into your discussion of literature,
history and other subjects, asking “What’s the right thing to do?” and follow
up with a discussion.
18.
Lead by example. Address students respectfully; clean the
chalkboard for the next teacher; pick up litter on the playground or in
hallways; admit when you have made a mistake.
19.
Treat ethical issues like other intellectual issues – get the
facts, gather evidence, weigh consequences and options, make a decision and
follow through.
20.
Write, call or visit parents to praise their child.
21.
Include the study of “local heroes” or “heroes in the news” in
your classes.
22.
Institute an honor system for test-taking and homework
assignments.
23.
Use the language of character traits: “I have a responsibility
to…,” “It demonstrates integrity when…,” “Picking up litter shows
responsibility and respect for our school…”
24.
Reinforce the moral authority of parents, urging students to take
their problems to their parents. Discuss why this is sometimes difficult.
25.
Create a character education bulletin board or section in your
classroom; post sayings on the wall that encourage good character.
26.
Have students write their own sayings of significance or create a
personal motto; display on walls.
27.
Share stories of ethical conflict from literature, current
subjects, in the news or movies/TV shows.
28.
Encourage students to bring in articles about moral issues.
29.
Discuss campus “issues of character” on a regular basis
(vandalism, good deeds, etc.).
30.
Make classroom expectations clear and hold students accountable
for them.
31.
Strive to be consistent in dealings with students; avoid allowing
personal feelings to interfere with fairness.
32.
Require students to behave responsibly and respectfully when watching
athletic competitions. Have students identify what such behavior “looks
like” and “sounds like.”
33.
In physical education and sports programs, place a premium on good
sportsmanship. Again, what does good sportsmanship “look like” and “sound like.”
34.
Teach students about competition, helping them to see when it is
valuable and when it is not.
35.
Read aloud a “Two-Minute Story” every day to begin or end the
school day. Choose stories that are brief, yet value-centered. (The Chicken
Soup for the Young/Teenage Soul series is a good resource.)
36.
Explain the reasons for a particular school or classroom policy,
action or decision. Help students understand the “why” not just “what.”
37.
Have students discuss the ethical and character-developing elements
of being a good student.
38.
Talk with your students about why you’re a teacher. Explain how
you understand the responsibility and integrity of your profession.
39.
Let students know about your community service. Tell them about
volunteering in a food bank, coaching Little League or teaching at your temple
or church.
40.
Teach students to analyze the media critically. To what extent do
their messages encourage living a life of character?
41.
Bring recent high school graduates back to talk about their successful
transition to college, work or the military. Ask them how good moral habits
have helped in their adjustment.
42.
Invite local adults to talk about how they have integrated
character traits into their lives.
43.
Help reinforce students’ empathy. Ask questions like, “How would
you feel if no one would play with you?” or “How would you feel if someone made
fun of your name because they thought it was different?” Follow up with “What
choice can you make to show integrity (self-discipline, respect,
responsibility, etc.)?”
44.
Overtly teach respect and courtesy. Model and ask students to
identify what respect “looks like” and “sounds like.”
45.
Teach students how to listen attentively to other students and
adults and to avoid interrupting people. Again, what does it “look like” when
you are listening respectfully to someone.
46.
Read and discuss biographies of accomplished individuals. In upper
grades, encourage students to be discerning, seeing that an individual may have
flaws but still be capable of much admirable action.
47.
Assign older students to assist younger ones to show them the
school.
48.
Emphasize from the first day of class the importance of working
hard and striving for certain standards of achievement.
49.
Encourage high school students to become more active in their
community by performing service or attending city council or school board
meetings.
50.
During elections, encourage students to research candidates’
positions.
51.
Have older students sponsor a potluck supper for their parents.
Have students cook, decorate, serve and clean up.
52.
Work together as a class or school to clean up classrooms or
school grounds on a regular basis.
53.
Have the entire school identify campus beautification as an annual
theme. Have each club contribute to the project.
54.
Encourage high school students to volunteer for voter registration
drives, and, if eligible, to vote.
55.
Teach students how to write thank-you notes. As a class, write
thank-you notes to people who have done thoughtful things.
56.
Insist that quality matters. Homework that stimulates and
challenges students should be handed in on time, neat and complete. Details do
count.
57.
Help students form friendships. When forming cooperative learning
groups, keep in mind both the academic and emotional needs of the students. Use
this as an opportunity to group students who might not otherwise interact.
58.
Teach responsibility by instituting a student tutoring program.
59.
Have students memorize poetry and important prose selections such
as the Preamble or parts of the Gettysburg Address. In the process, make sure
they understand the ideas that make these works worthy of committing to memory.
60.
In science, address when appropriate the ethical considerations of
that field of study.
61.
In math classes, specifically address traits such as perseverance,
hard work, self-discipline and responsibility required to be successful math
students.
62.
In social studies, continuously examine the responsibilities of
the citizen. Help students identify what they can do right now to
build the habits of responsible citizenship.
63.
Follow through. Do what you say you will do. For example,
administer tests when they are scheduled with thorough preparation and adequate
notice; don’t cancel at the last minute after students have prepared.
64.
Model integrity; let students observe that you live the
expectations of hard work, responsibility, gratitude and perseverance that you
place upon them.
65.
Teach justice and compassion by helping students separate the doer
from the deed.
66.
Ensure students have a firm understanding of what constitutes
plagiarism and of the school’s policy against it. More importantly, help them
to understand why it is wrong and teach them how to use an author’s work as a
reference, a direct quote or paraphrase.
67.
As a staff, agree schoolwide on format and criteria for research
papers, footnotes and bibliography. Teach students how to use footnotes and
bibliography as a regular part of any research assignment in any subject area.
68.
Never underestimate the power of stories to build a child’s moral
imagination. Read aloud daily.
69.
Stand up for the “underdog” when he or she is being treated
unfairly. Use this as a teaching moment.
70.
Start or expand a class or school recycling program. Talk about
the general principles of carefully using what you have and not wasting as part
of our obligation as citizens of the world and caretakers of the environment.
71.
Use programs already in place such as DARE, Impact or the National
Honor Society, to reinforce character traits.
72.
Have students create songs, acrostic poems or skits illustrating
character traits. Let them perform at monthly assemblies.
73.
Emphasize the significance of school traditions and rituals.
Discuss the importance of recognizing certain customs as a community.
74.
Start a pen pal exchange between your students and students from
another school. Share ideas about what your class is doing to develop
character.
75.
When making school policy, allow student participation and
responsibility in some decisions.
76.
Collect interesting thought-provoking quotes worthy of reflection,
discussion and writing such as, “You cannot embrace victory unless you have
tasted defeat” (Michael Jordan) or “The truth never becomes clear as long as we
assume that each one of us, individually, is the center of the universe, “
(Thomas Merton). Ask students to do the same.
77.
Identify excellent literature selections for your grade level that
address specific character traits; share ideas regularly at staff/grade level
meetings.
78.
Develop a school motto.
79.
Institute a “Character Honor Roll.”
80.
Include discussions of the school’s “moral climate” and the
desired goals for the moral life of the school at staff meetings.
81.
Create a bulletin board where teachers and administrators can
share their own “100 Ways to Promote Character Education.”
82.
Include references to the character traits in school newsletters.
83.
Create/revise school brochure to include a reference to “Building
Good Citizenship through Character Education.”
84.
Include anecdotes of commendable student behavior in the school
newsletter.
85.
Develop with students a “School Code of Ethics” that reflects the
character traits. Distribute copies to all school members for display.
86.
Publicly recognize the work and achievements of the school’s
“unsung heroes” – custodians, maintenance workers, secretaries, cafeteria
workers, bus drivers and volunteers - and connect to character traits.
87.
Seek ways to involve local businesses in the life of the school,
perhaps through mentoring opportunities or partnerships with student groups.
88.
Establish a Newcomers’ Club for newly hired personnel and entering
students.
89.
Have athletes and coaches collaborate to develop a code of ethics
for athletics.
90.
Communicate with parents appropriate ways they can help their
children develop responsibility with their schoolwork.
91.
Encourage teachers to send out monthly newsletters to parents that
include references to ongoing character development in the classroom.
92.
Have students write in their journals about character traits.
93.
Designate a section in the school library that contains books with
stories depicting respect, responsibility, honesty, integrity, self-worth and
self-discipline and other moral lessons.
94.
Add books on character and moral development to your parent
resource center.
95.
Make the discussion of moral development and current school
projects a regular part of parent meetings.
96.
Label the behavior of students using the vocabulary of character
development: “You demonstrated integrity when you turned in
the money you found on the playground.” Teach students to use this language.
97.
Include character traits on spelling lists.
98.
Involve the entire school community (advisors, counselors, yard
duty, bus drivers, volunteers, custodians) in reinforcing character traits and
using the vocabulary.
99.
Use Newspapers in Education as a resource to discuss issues of
character.
100.
Remind students – and yourself – that building good citizenship
through character education is not an easy or one-time project. Fashioning our
character is the work of a lifetime.
Center for the Advancement of Ethics and
Character
605 Commonwealth Avenue
Boston, MA 02215
(617).353.3262
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