KEY POINTS

TEACHING CHARACTER

CREATING POSITIVE CLASSROOMS

Kiwi from NZ living & leading in Jakarta with a great team of teachers

Head Teacher Singapore School Kebon Jeruk, Indonesia

- GEG West Jakarta Co-Leader

- PhD Candidate University of Auckland

- Graduate Studies Director, Global University

@globaledtalk

Linkedin craighansennz

Skype craighansennz

Craig Hansen

Coursera.org – what a great place for professional development

During these holidays I have been taking a few courses – Google Certified Educator & exams and the Teaching Character & Creating Positive Classrooms. While sleeping in is a nice way to start the day, I wanted something new, fresh, interesting to take back to my team at Singapore School Kebon Jeruk.

What follows is a summary of the key ideas (so far) in the course.

Key Thoughts

1 PERMA

2 Micro-moments

3 Macrostructures

4 Dual Purpose Lessons

Positive Emotions

Engagement

Relationships Meaning

Accomplishment

Micro-Moments

Constructive Responding

Growth Mindset

Character Behaviour Language

Recurring (daily, weekly etc.)

Proactively planned (can be extra-curricula)

Actively experienced (students are engaged, with discussion & reflection &

action)

Aligned (clearly, naturally, linked

to character strength

development within the activities)

PERMA is an acronym for a set of character traits that enable

people to flourish, thereby developing happiness

PERMA

The PERMA Model - developed by Marin Seligman.

It identifies five essential elements to well-being. These are:

• Positive Emotions (P).

• Engagement (E).

• Positive Relationships (R).

• Meaning (M).

• Achievement/Accomplishment (A).

Positive Emotions

Engagement

Relationships Meaning

Accomplishment

Intentional interactions between a teacher and

students to grow PERMA

MICRO-MOMENTS

MICROMOMENTS

Micro-Moments

Constructive Responding

Growth Mindset

Character Behaviour Language

MICROMOMENTS

Micro-Moments

Constructive Responding

Growth Mindset

Character Behaviour Language

• Growth Mindset – increases the effort used, promotes using good strategies & proactive help-seeking

• Character Behaviour Language – specifically identifying the good character traits being used and will impact success

• Constructive Responding – active, constructive, positive responses towards student behaviours that increase future & present success

Purposefully created events or situations that are recurring, proactively planned, actively experienced and aligned to

character development

MACROSTRUCTURES

Recurring (daily, weekly etc.)

Proactively planned (can be extra-curricula)

Actively experienced (students are engaged, with discussion & reflection &

action)

Aligned (clearly, naturally, linked

to character strength

development within the activities)

Academic and Character Development within a

learning structure

DUAL-PURPOSE

LESSONS

Dual-Purpose Lessons

Explicitly tying the character development strategies into the lesson process. The students do the ‘heavy lifting’ (as Dave Levin says) and if they don’t connect the character strategies to

the content, the teacher leads the students to a directly discovery and application.

DUAL-PURPOSE

LESSONS

Connect with me:

@globaledtalk

Linkedin craighansennz

Skype craighansennz

Craig Hansen

THANK YOU!

Join coursera.org, take this course. It has been excellent