What is Character

1 CHARACTER COUNTS! 4.0 © Josephson Institute 2013

CHARACTER COUNTS! 4.0

• Character Development Seminar

DAY 2


Good Morning! Please read this slide as we start our day . . . At the table you will find papers with descriptive words of personal attributes. While you are getting ready for the day, think of what you could do to either enhance or minimize those qualities in the individuals you work with:Answer the following questions:

What is the best way to teach these attributes?What are strategies to eliminate the negative attributes?


What is Character

Character is what is inside of us that responds to life.

Our responses come from the habits and dispositions

we’ve learned and developed.

We cannot escape the implications of character:

It affects every area of behavior and every

relationship.

Character is revealed by how you behave when you think no one’s looking.


Character

is Ethics in

Action


Our reputation is what other people think we are; character is what we really are..

Lincoln said our character is the tree, our reputation the shadow

Character and Reputation


Components of Good Character

Students understand that good character consists of attributes reflecting positive moral values, traits, dispositions, habits and attitudes. They know that

their character (i.e., who they are inside) will define them, shape their reputation, and determine how

they are likely to act. (For example, will they be generous or indifferent to

a person in need, kind or cruel to a person who made a mistake, honest or devious in dealing with

others?)


Importance of Character

Students understand that good character is more important to success,

meaningful relationships, self-respect, and the

esteem of others than other commonly valued

attributes, including intelligence, beauty, talent,

money, and status.

Character not only defines who they are, it determines their future.


Responsibility for Character

Students understand that their character is a product of their values

and choices (i.e., the formation of their character lies in their own

hands).

Students accept and demonstrate personal responsibility to create and

improve their character by conscientious efforts to strengthen their commitment and adherence to

ethical values and principles.


6 Pillar Poster Activity

• Step 1: Divide wall chart paper in half. On one side list the words or phrases that represent your Pillar; on the other side list or draw symbols that represent your Pillar.

• Step 2: From your list, choose 4 words or phrases that best represent your Pillar. Are there symbols that match? Choose 2 symbols that best represent your Pillar.

• Step 3: Using the words and symbol, write “lock beliefs” that can be changed into “key beliefs” for students. Consider each of the personal domains: Academic, Social/Emotional, & Character

• Step 4: List an instructional strategy you could use to instill each of the “key beliefs.”

Words Symbols

Materials: Pillar Posters / 1 piece of wall chart paper


Create a Six Pillar Commercial

Using what you learned from the Six Pillar Poster Activity, pick out the most significant aspects of your pillar.

As a Pillar Team, please create a “commercial” no longer than 2 minutes to “sell” the values or key aspects.

You may use material(s) in the room.

All members of the group must participate.

You may practice in any space where your team can work effectively together.


CHARACTER COUNTS! 4.0

Turn to page 25 of “Training Workbook”

Form for you to take notes on about you might “Teach” / “Enforce” / “Advocate” / “Model” each of the Six Pillars


T

• TRUSTWORTHINESS

R • RESPECT

R • RESPONSIBILITY

F • FAIRNESS

C • CARING

C • CITIZENSHIP


C2. TRUSTWORTHINESS

Students recognize both the moral and practical significance of trustworthiness as an essential ingredient in meaningful and lasting relationships and career success. They strive to earn and maintain the trust of others by consistently demonstrating the ethical virtues of integrity, honesty, promise-keeping and loyalty.


Aspects of Trustworthiness


I will have more opportunities in life if I am a person of integrity

It is important to do the right thing even when it is hard

It is important that all stakeholders know what they need to know; I will not withhold

any information that will help others

It is important to keep promises and commitments – my word means

something

TRUSTWORTHINESSKey beliefs to instill

I will be a better person and live a more worthy life if I act on the following beliefs:


Loyalty means “being there” for others ALL the time, not just in good

or bad times

Loyalty is more important than gossip

It is better to try and fail and learn from the process than to take shortcuts by cheating –

there’s no excuse for lying or cheating

TRUSTWORTHINESSKey beliefs to instill



Elementary Secondary

Key Questions

What is trust?How can I be honest when talking with others?

Why is it important to have trustworthy relationships?What is integrity?What are the key elements of trustworthiness?

Supporting Questions

Who is important to me?What is right and wrong?Whom do I trust?Should I trust everybody?When I make a mistake, what should I do?

What does it mean to trust others?How can I be dependable?Why is trustworthiness important in relationships?Why is it important to be consistent?When trust is broken or absent, what are the results?Can trust be repaired?

Key Concepts

Honesty, integrity, promise-keeping, loyalty

Trustworthiness


Bagger Vance

Trustworthiness Video


Bagger Vance


The Parable of the Master Carpenter


Trustworthiness Video

Liar Liar


Liar Liar


Thank you for caring.

So, what else have you lied to me about?!

White lies often look very different from the perspective of the person lied to.

THE TEST:Upon learning of the lie, would the person you lied to thank you

for caring? Or feel manipulated or

betrayed?


Balloon ActivityBalloon represents a lie. When I say go, toss the balloon in the air and try to keep it in the air. If the balloon touches the ground, your lie has been discovered and you’re out.

• What was it like trying to keep your lie going? • What strategies did you use to keep your lie going? Did any of you

have someone get in the way of you keeping your lie aloft? How did that feel? Did it result in your lie hitting the floor or did you try to keep away from them?

• When an untruth is discovered influences the perception of others about your worthiness of trust.

• Are there different levels of lies—are some worse than others? Why or why not?

• If you did something dishonest that was unlikely to be discovered for years how that would feel? What if it was never discovered? What if it was discovered but years later? How would that influence the perception of others? How would it influence the perception of yourself?


Using the Pillar integration handout on page 25 of your workbook and the Matrix in the Character

Domain, reflect on how you can intentionally teach, enforce, advocate, and model the

Pillar of Trustworthiness.

Creating an ethical climate through integration


C3. RESPECT

Students treat every individual with respect and judge others on their character and ability without regard to race, religion, sexual orientation, political ideology, gender, age, or other physical or personal characteristics based on the belief that all individuals are worthy and that their well-being and dignity is important simply because they are fellow human beings.

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Aspects of Respect


It is important that all stakeholders know what they need to know; I will not withhold any information that will help others

It is important to treat everyone with respect – even if I don’t feel they deserve it

I will treat others the way I want to be treated

It is important to be respectful and courteous with others – when I am respectful of others they will be more likely to

treat me the same wayI must respect the personal space of others and keep my hands to myself – I can present my best self, even if I am

upset or frustrated – fighting will only create more problems

RESPECTKey beliefs to instill



Everyone should feel safe and welcome at school – It is important to make sure that my words are not hurting other

people – it is important for people to be included

My way is not the only way – I can learn a lot from others

It is important to listen to the opinions of others

Others are entitled to not share everything – it is important to respect others’ privacy

Each person has the right to make decisions for himself or herself – I can’t force my opinions or ways on others

RESPECTKey beliefs to instill



Confucius: •What you do not want done to yourself, do not do unto others.

Aristotle: •We should behave to others as we wish others to behave to us.

Judaism: •What you dislike for yourself, do not do to anyone.

Hinduism: •Do nothing to thy neighbor which thou wouldst not have him do to thee thereafter.

Islam: •No one of you is a believer unless he loves for his brother what he loves for himself.

Buddhism: •Hurt not others with that which pains thyself.

Christianity: •Do unto others as you would have them do unto you.

Universality of the Golden Rule


Elementary SecondaryKey Questions

What are respect and self-respect?How can I respect myself and others?

How can I live by the Golden Rule?How can I gain respect?What do tolerance and the autonomy of others mean?


How do I treat others? How can I know if what I do makes others happy?What can I do to treat others the way I’d like to be treated?How do others feel?

What are the actions of respectful people?How can I show respect and be respectful?What does it mean to be tolerant of those who are different?What choices do I have to develop and maintain self-respect?

Key Concepts

The Golden Rule, civility, courtesy, accepting differences, anti-bullying

Respect


Respect Video

Babe


Babe


Playing Card Hierarchy

When I say ‘Move,’ place your card on your forehead so others can see it. The higher your card’s rank, the more popular you are. Everyone must treat and react to others based on their cards. For example, if someone is a King, show that you want to hang out with him or her. That person must in turn respond to you based on your card.


Using the Pillar integration handout on page 25 of your workbook and the matrix in the Character

Domain, reflect on how you can intentionally teach, enforce, advocate, and model the Pillar of Respect.



C3. RESPONSIBILITY

Students display responsibility by: doing what they are required to do and what they should do; accepting responsibility for the consequences (i.e., being accountable) for what they say, do and think; and using critical thinking (A4) and decision-making (A5) skills to avoid rationalizations and excuses and make rational, prudent choices.


Aspects of Responsibility



What are my responsibilities?How do our responsibilities to others help us live well together?

How can we share responsibilities and be effective?What are my long-term and short-term goals?What can I do to understand my abilities and limitations?


What tasks am I expected to do?Why do I have to do things?What would happen if I didn’t do some things?How can I manage my responsibilities?

How can I develop my self-control?What can I learn from others?How can I prioritize my responsibilities?How can I develop good self-assessment skills?What can I learn from others?Do I have a sense of self-control over my behavior?

Key Concepts

Duty, accountability, pursuing excellence, exercising self-control, planning, goal-setting

Responsibility


Responsibility Video

Lateefah Simon


Lateefah Simon


I have responsibilities to myself and others – I am responsible for my choices and their consequences

It is important to follow rules and do what I have to do

Others depend on me

I determine what kind of person I am

What I say affects other people

RESPONSIBILITYKey beliefs to instill



I am responsible for what I do or don’t do

It’s up to me to have a good attitude – a positive attitude is more likely to have positive results

I am responsible for my actions and their consequences

I can succeed by working independently – it is important to rely on myself, not others

I determine what kind of person I am




It is important to take care of myself and treat my body well – harming myself, even in small ways, won’t solve my

problems or make me feel better

Using drugs and alcohol is not healthy for me – I should treat food as fuel for my body and follow healthy eating practices

It is important to think about my actions and decisions




Responsibility

and Charact

er Develop

ment

You can’t choose to be good-looking, athletic, or a genius. You can’t

choose your parents or the circumstances in which you grow up.

But you can choose how to deal with the outrages and opportunities

of life.

From these choices, your character is

formed.


Activity: Jars, Balls & Rice



Domain, reflect on how you can intentionally teach, enforce, advocate, and model the Pillar of

Responsibility.



C5. FAIRNESS

Students strive to be fair and just in all their actions by 1) taking turns; 2) playing by the rules; 3) giving due credit to others; 4) asking for and taking only their fair share (i.e., what is due them). They never 1) cheat; 2) claim credit for the work of others; 3) recklessly or falsely blame or accuse others; or 4) take advantage of another’s mistakes or ignorance (even when they think they can get away with it or that the other person deserves it).


Aspects of Fairness



What is fair and unfair?How can I learn to make fair decisions?

What do fairness and justice represent?How can I avoid being unfair?What moral obligations are involved in fairness and unfairness?


Why is it important to play fairly and to share?What can I do to play fairly?What does fairness mean to me?How can I put into practice fair decision-making?

What do fairness and justice mean to me?How can I accept fairness when it means I don’t get what I want?What course of action should I take when I see something unfair?What and who will be affected by my being unfair?What is a moral obligation?

Key Concepts

Justice, equity, equality, openness, impartiality, consistency

Fairness


Process – How we make decisions.

• The moral obligation is to make decisions fairly. This is called procedural fairness.

Results – What we decide (the substance of the decision). The consequences or benefits should be fair.

• The moral obligation is to make fair decisions. This is called substantive fairness.

Fairness


Procedural Fairness Requires...

Procedural FairnessFair hearing

Gathering of the facts

Impartiality

Fair Notice


There are five major alternative theories of fairness

1) Equality –everyone should get equal shares

regardless of other factors

2) Work – only those who worked should receive

benefits

3) Effort – shares should be allocated in proportion to

effort

4) Seniority – benefits should be distributed in order of age or seniority

5) Productivity – benefits should be distributed in

proportion to the productivity of the person


It is right to be fair, to take turns. When I take advantage of others it is unfair to them.

Believing in the same code on conduct allows for a more positive environment

I am responsible for making sure that everyone gets his or her share

It is important to not take advantage of people

FAIRNESSPositive values to instill



People deserve to be treated fairly in all situations

Having a clear system for making decisions promotes fairness

Making appropriate consequences to actions helps create a fair community

FAIRNESSPositive values to instill


I understand the different perspectives that others have when determining what is fair


Glory

Fairness Video


Glory


You’re an employer who, for budget reasons, has to let go of one employee. What is fair?

Able is your newest employee. He’s young, unmarried, and is your best producer. He gets more work done effectively than any other employee.Nettie is a competent worker of four years, a single mother with three small children at home. She needs the job the most.Oldham has worked for the company the longest (18 years) and is two years away from a pension.Tryhard is a good producer with a terrific attitude. She’s the hardest worker you have.Nepo is a competent employee and the daughter of one of the owners of the company.


Using the Pillar integration handout on page 26 of your workbook and the matrix in the Character Domain, reflect on how you can intentionally teach, enforce, advocate, and

model the Pillar of Fairness.



C6. CARING

Students demonstrate caring by: 1) displaying sincere concern for the well-being of others; 2) displaying compassion for those in pain or need; 3) being kind and sympathetic to everyone (even those who don’t seem worthy of kindness; 4) giving time, service and money to charitable organizations and individuals to help those in need.


Words

Caring Videos


Words

https://www.youtube.com/watch?v=Hzgzim5m7oU


Aspects of Caring



How can I show I care?How can I develop empathy?

How can I become more altruistic?How can I learn forgiveness?How can I show conviction for and commitment to being a caring person?


What does caring mean?How can I care for my friends?Who cares for me?How can I show caring?What happens when I hurt someone?How do I feel when I am hurt by someone?

How do I feel when someone helps me?What should I think about when others need help?What should I do when someone hurts me?How can I avoid hurting others?What can I learn from people who’ve forgiven me for mistakes I’ve made?How can I teach others to be more caring?

Key Concepts

Concern for others, kindness, compassion, love, charity, empathy, mercy, forgiveness

Caring


Oregon Softball

Caring Videos


Oregon Softball


It is important to show care and concern for others

It is important to be kind and caring to everyone

I can be kind even when others are not

It is important to help improve the lives of others

I can always find a way to help others

CARINGPositive values to instill



Creating a Culture of Kindness

A Culture of Kindness exists when the climate

of a place promotes kindness and discourages unkind thoughts

and actions

Empathy, compassion,

caring and respect are expected and their opposites are

out of place.

All social incentives

encourage and affirm a spirit of generosity and

love and discourage all

forms of hurtful or demeaning words

or acts.

Students feel at home and

connected to the institution, the

adults, and peers; differences are accepted and celebrated.



• In a Culture of Kindness, all social incentives encourage and affirm a spirit of generosity and love and discourage all forms of hurtful or demeaning words or acts.

• In a Culture of Kindness, everyone feels at home.



• In a Culture of Kindness, differences are accepted and celebrated.

• In a Culture of Kindness, it’s all for one and one for all; people stand up for and next to each other.


Pepper Experiment

• Sprinkle the pepper in the water. The pepper represents all the people with whom you interact – How we get along with these people depends on what we do and say when we are with them. The power of words and actions and how they can be respectful or hurtful, rude, or unkind.

• Hold the soap in the middle of the pepper. I will count to 3 and then remove the soap. Do not drop it in. The soap represents the hurtful, rude words. What happens in life with people to whom we are hurtful or unkind.

• Pour the sugar in the center of the water. Sweet and caring words or actions bring people back to us.



Domain, reflect on how you can intentionally teach, enforce, advocate, and model the Pillar of Caring.



C7. CITIZENSHIP

Students recognize and seek to fulfill their civic and social responsibilities by doing their share to contribute to the well-being of the communities in which they are a member (including their school, neighborhood and country).

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Aspects of Citizenship


I am a member of many communities (school, neighborhood and country)

I must contribute to my community and fulfill my responsibilities

My community needs my positive contributions

Obeying the law is one way I contribute to society

CITIZENSHIPPositive values to instill



It is important to protect and improve the environment

Everyone must do their part to help the environment

CITIZENSHIPPositive values to instill




What does it mean to be a good citizen?What are rules?

What are my civic duties?How do I enact and protect democratic values?


Why do we have rules?How can I help?Why should I do my share?What does it mean to be a good neighbor?

What communities do I belong to?How can I make a difference?What is the common good?What are the values of my communities?How can I participate actively for the collective benefit of communities?When is civil disobedience appropriate?How can I be an advocate for a cause?

Key Concepts

Playing by the rules, Being a good citizen, Sharing

Citizenship


Citizenship Video

Lead India Video - Tum Chalo


Lead India Video - Tum Chalo


Using the Pillar integration handout on page 26 of your workbook and the matrix in the Character Domain, reflect

on how you can intentionally teach, enforce, advocate, and model the Pillar of Citizenship.


Share three specific ways to Teach, Enforce, Advocate, and

Model the Pillars.


Key Questions

Who are the stakeholders?How can I make a good decision?What strategies can I use to make a good choice?


Why should I make good or right decisions?Who/what do I need to think about to make good decisions?Who will be affected by my decision?How can I find out if I’m making a good ethical decision?How can I make better decisions?How can I change the way I make decisions to improve the outcome?What steps should I take to achieve a good result for most stakeholders?How can I help others to make better ethical decisions?

Key Concepts

Stakeholders, thinking, clarifying goals, developing options, effective and ethical decisions, best possible result, consequences

Decision-Making


Brent is a High School Junior. As part of his science class, he is one member of a

cooperative learning group that has to complete a project by the following Monday. Each member

of the group has a specific responsibility to complete for the project. The group has decided to work on Friday after school and on Saturday morning to put together the project so it can be

completed by the Monday deadline. On Thursday, Brent’s good friend invited him to a

concert on Friday evening. Brent quickly responds that he would love to go. Before he

leaves on Friday, he meets with the other members of his group to share his decision to go

to the concert and that he will not be in any condition to get up early on Saturday to work on the project. Sunday is out as two other members

of the group have a family commitment.The member of your group who has the next birthday plays the role of Brent. You need to:1. Present arguments that explain the choice you have made.2. Convey the process used to make the decision to go to the concert.The other 3 are members of the cooperative learning group. Each will need to :3. Respond to Brent about the choice he has made.4. Who are the stakeholders in his decision?5. Discuss what is important in order to accomplish the assigned project6. Share what are the unintended consequences of the choice Brent has made.Finally, as a group, discuss what could be a decision that Brent may make to produce

the best possible result.

In Your Group

Count off by 4 and create a small

group that will work through the

following role play at your table.


BEST POSSIBLE RESULT (BPR)

Effectively accomplishes the primary objective, in that it solves the immediate problem

Avoids negative unintended consequences

Solves the underlying problem, while providing a broader solution and avoiding future problems

Preserves or advances the decision maker’s relationships

Enhances the decision maker’s credibility


Publicity Test

Role-Model Test

Parenting Test

Kid-

Over-Your-Shoulder Test

Bell,

Book, and

Candle Test

Tests for Making Ethical

Decisions


Direct Teaching Experiential Learning

Vicarious Experiences

Ways to Instill BeliefsDay 1


Day 2 Homework > Dialogue Presentations1. What are the Six Pillars?2. What is T.E.A.M.?3. Discuss Decision-Making (Stakeholders)4. CHARACTER COUNTS! 4.0 Presentation5. The 4 Domains

What is Character

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