Schools and Parents: Raising Good Kids Together Coast Episcopal School Faculty November 2008 Coast Episcopal School Faculty November 2008

Schools and Parents: Raising Good Kids Together

Schools and Parents: Raising Good Kids Together

Coast Episcopal SchoolFaculty

November 2008

Coast Episcopal SchoolFaculty

November 2008

“Good Kids” have: Components of Moral Life

“Good Kids” have: Components of Moral Life

• Empathy• Conscience• Altruism• Moral Reasoning


these slides at:

www.csee.org/ul/ces08s.ppt

these slides at:

www.csee.org/ul/ces08s.ppt

45-minute Plan45-minute Plan

• no calling higher than yours• work on “character” is worth it• parent-school collaboration

increases success• 5 practices for schools• practical steps for implementation• two stories and encouragement

• no calling higher than yours• work on “character” is worth it• parent-school collaboration

increases success• 5 practices for schools• practical steps for implementation• two stories and encouragement

Three Key StudiesThree Key Studies• Berkowitz & Bier (2005), What

Works in Character Education (33 programs)

• Catalano et al. (2002), Positive Youth Development (77 programs)

• Benninga et al. (2003), Relation of Character Education Implementation and Academic Achievement in Elementary Schools (681 schools)

• Berkowitz & Bier (2005), What Works in Character Education (33 programs)

• Catalano et al. (2002), Positive Youth Development (77 programs)

• Benninga et al. (2003), Relation of Character Education Implementation and Academic Achievement in Elementary Schools (681 schools)

What Works in Character Education

Marvin W. Berkowitz & Melinda Bier, CEP, 2005



Findings We can help children be kinder, more

thoughtful Effects go beyond the program goals “there is ample evidence that character

education improves academic performance” Results last at least a few years

Findings We can help children be kinder, more

thoughtful Effects go beyond the program goals “there is ample evidence that character

education improves academic performance” Results last at least a few years





Components of Good Programs Make the agenda explicit (decide what you want) Involvement beyond the school (families!) Provide models (live, literary, historical) Integrate into the curriculum Use multi-strategy approach (peer interaction,

direct teaching, professional development)

Components of Good Programs Make the agenda explicit (decide what you want) Involvement beyond the school (families!) Provide models (live, literary, historical) Integrate into the curriculum Use multi-strategy approach (peer interaction,

direct teaching, professional development)





Effective Program Strategies Explicit agenda (preach &

practice) Provide Models and Mentors Peer Interaction Skill Training Family Involvement Direct Teaching Integration into Curriculum Professional Development

Effective Program Strategies Explicit agenda (preach &

practice) Provide Models and Mentors Peer Interaction Skill Training Family Involvement Direct Teaching Integration into Curriculum Professional Development

Positive Youth DevelopmentRichard Catalano et al, 2002

Positive Youth DevelopmentRichard Catalano et al, 2002

Looked at 161 programs; 77 had evaluation criteria sufficient for analysis; 25 had “important youth outcomes”

96% of effective programs are integrated program into curriculum

Successful programs implemented more than 9 months

60% of effective programs incorporated family component (info, training, implement at home)

Looked at 161 programs; 77 had evaluation criteria sufficient for analysis; 25 had “important youth outcomes”

96% of effective programs are integrated program into curriculum

Successful programs implemented more than 9 months

60% of effective programs incorporated family component (info, training, implement at home)

Character Improves Academics


• Benninga et al., Relation of Character Education Implementation and Academic Achievement in Elementary Schools (2003)

• 681 schools applying to be “Distinguished Schools”

• sample matched with other schools• correlate with standardized test scores• …(small) positive correlations between

character education and higher academic scores

• Benninga et al., Relation of Character Education Implementation and Academic Achievement in Elementary Schools (2003)

• 681 schools applying to be “Distinguished Schools”

• sample matched with other schools• correlate with standardized test scores• …(small) positive correlations between

character education and higher academic scores



• Benninga et al.,Three criteria characteristic of good character ed

programs in elementary schools correlate with higher academic scores

• ability to ensure clean & secure environment• evidence that parents & teachers modeled and

promoted good character education• quality opportunities for students to contribute in

meaningful ways to the school and its community

• Benninga et al.,Three criteria characteristic of good character ed

programs in elementary schools correlate with higher academic scores

• ability to ensure clean & secure environment• evidence that parents & teachers modeled and

promoted good character education• quality opportunities for students to contribute in

meaningful ways to the school and its community

Parenting ExpertsParenting Experts

Diana Baumrind, Berkeley Family Socialization Project

Marvin W. Berkowitz, Sanford N. McDonnell Professor of Character Education, UMSL

Thomas Lickona, Center for the 4th and 5th Rs (respect and responsibility), SUNY Cortland

Larry Nucci, Center for Moral Development, UIC

Marilyn Watson, National Teacher Education Project, Child Development Project

Diana Baumrind, Berkeley Family Socialization Project

Marvin W. Berkowitz, Sanford N. McDonnell Professor of Character Education, UMSL

Thomas Lickona, Center for the 4th and 5th Rs (respect and responsibility), SUNY Cortland

Larry Nucci, Center for Moral Development, UIC

Marilyn Watson, National Teacher Education Project, Child Development Project

Parenting StylesDiana Baumrind, Ph.D.

Parenting StylesDiana Baumrind, Ph.D.

• Unengaged• Authoritarian• Permissive• Authoritative

(teaching styles, too)

• Unengaged• Authoritarian• Permissive• Authoritative

(teaching styles, too)

Parenting StylesParenting Styles

DEMANDINGNESShigh low

DEMANDINGNESShigh low

authoritative

permissive

authoritarian unengaged

high

NURTURANCE

low

Authoritative Styledemandingness

Authoritative Styledemandingness

set high (but REALISTIC) standards communicate the

standards/expectations expect standards to be lived up to monitor whether standards are being

met

set high (but REALISTIC) standards communicate the

standards/expectations expect standards to be lived up to monitor whether standards are being

met

1

Authoritative Stylenurturance

Authoritative Stylenurturance

quick to respond in times of need provide support, love, encouragement,

warmth, tenderness offer support and involvement needed

to meet demands use disciplinary situations to teach (i.e.,

low power assertion, physical punishment)

quick to respond in times of need provide support, love, encouragement,

warmth, tenderness offer support and involvement needed

to meet demands use disciplinary situations to teach (i.e.,

low power assertion, physical punishment)

1

moral reasoning fact: moral reasoning fact: The level of adolescent moral

reasoning is predicted positively by authoritative parenting style, negatively by permissive style

(THUS: high standards, demands AND high levels of nurturance, support)

The level of adolescent moral reasoning is predicted positively by authoritative parenting style, negatively by permissive style

(THUS: high standards, demands AND high levels of nurturance, support)

ModelingModeling

We are models; we present models

Practice AND Preach We teach in discussing moral

events and our opinions about them

We teach by inviting others in

We are models; we present models

Practice AND Preach We teach in discussing moral

events and our opinions about them

We teach by inviting others in

Democratic Decisions/Discussions

Democratic Decisions/Discussions

Show respect by bringing children into discussions in meaningful ways

Foster belongingness Teach the skills of negotiation Teach and demonstrate conflict

resolution skills

Show respect by bringing children into discussions in meaningful ways

Foster belongingness Teach the skills of negotiation Teach and demonstrate conflict

resolution skills

Democratic Decision Making

Democratic Decision Making

This is where the SKILLS of character are practiced (showing others that their opinions are respected; negotiating later conflicts in life)

This is where the SKILLS of character are practiced (showing others that their opinions are respected; negotiating later conflicts in life)

Induction is perhaps the single most powerful parental influence on

children’s moral development

Marvin W. BerkowitzMcDonnell Professor of Character

Education,UMSL

Induction is perhaps the single most powerful parental influence on

children’s moral development

Marvin W. BerkowitzMcDonnell Professor of Character

Education,UMSL

Induction entailsInduction entails

pointing out the child’s actions and effects, plus…

explaining the reasons for parental (or teacher) behavior and its implications for the child and others

pointing out the child’s actions and effects, plus…

explaining the reasons for parental (or teacher) behavior and its implications for the child and others

why the importance of induction?

why the importance of induction?

• It teaches or reinforces knowledge, with feeling

• it links the self and others• it stimulates understanding of reasons

for picking one course of action vs another

• research links induction to greater empathy more highly developed conscience higher levels of moral reasoning altruism

• It teaches or reinforces knowledge, with feeling

• it links the self and others• it stimulates understanding of reasons

for picking one course of action vs another

• research links induction to greater empathy more highly developed conscience higher levels of moral reasoning altruism

“Good Kids”: Components of Moral Life

“Good Kids”: Components of Moral Life



10 implementation steps10 implementation steps

1. High expectations communicated

2. Expectations monitored, lived up to

3. Highly supportive school community

4. Scaffold support (developmental discipline)

5. Great staff/teacher modeling

1. High expectations communicated

2. Expectations monitored, lived up to

3. Highly supportive school community

4. Scaffold support (developmental discipline)

5. Great staff/teacher modeling

10 implementation steps10 implementation steps

6. Bring other models in

7. Explain reasons for good and bad

8. Discipline with others in mind

9. Invite meaningful participation

10. Teach negotiation by negotiating

6. Bring other models in

7. Explain reasons for good and bad

8. Discipline with others in mind

9. Invite meaningful participation

10. Teach negotiation by negotiating

Practical SuggestionsExpectations

Practical SuggestionsExpectations

Expect partnership

Make sure this is clear at the outset

Define what partnership means

Expect partnership

Make sure this is clear at the outset

Define what partnership means

Practical SuggestionsParent Training

Practical SuggestionsParent Training

Teach general parenting skills (setting limits, negotiating privileges, discipline)

Five practices for goodness

Train for volunteer work in school

Teach general parenting skills (setting limits, negotiating privileges, discipline)

Five practices for goodness

Train for volunteer work in school

Practical SuggestionsParent Implementation of

Program

Practical SuggestionsParent Implementation of

Program

Case studies, discussion questions for home

Carrying out what is learned from parent training

Parent-school compacts / contracts

Case studies, discussion questions for home

Carrying out what is learned from parent training

Parent-school compacts / contracts

Practical SuggestionsParent-School

Compacts/Contracts

Practical SuggestionsParent-School

Compacts/Contracts

compact for academic/behavior expectations

compact for nurturance

compact for athletic or artistic performance

compact for discipline

compact for academic/behavior expectations

compact for nurturance

compact for athletic or artistic performance

compact for discipline

Pick an area to work onPick an area to work on

Individual work, group work

Marie-Claire’s school

Jim’s story

Individual work, group work

Marie-Claire’s school

Jim’s story

Character is a set of feelings, understandings,

and skills,plus

the disposition to use them in the service of others

Character is a set of feelings, understandings,

and skills,plus

the disposition to use them in the service of others

Documents

Schools and Parents: Raising Good Kids Together Coast Episcopal School Faculty November 2008 Coast Episcopal School Faculty November 2008