students leadership opportunities to run activities held at the program. Combining leadership opportunities, enhanced grades, and attitude towards school will also look great on a student’s college application, and increase a student’s chance of being accepted (Beck par. 15).
Another benefit of after school activities is the relationship building between police officers and students. Many after school programs have at least one police officer on duty to build positive relationships with the police force. Police officers in the Sports Academy take time to educate students about the law and the importance of academics (Beck par. 7, 8). Records show that the majority of crimes committed by students are performed during the first few hours
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Richard Weissbourd, a family psychologist at the Harvard’s Graduate School of Education, said that “character education is a billion dollar industry” (Weissbourd par. 2). He is not wrong. Character education has been around for thousands of years. The Greeks had an idea that every person had a “daimon,” which translates to a “perfect self.” The goal of every person’s life is to reach this “daimon.” The Greek’s philosophy can be described in two statements; “Know thyself, and Become what you are” (Gauld 17). Schooling is a great time for people to realize who they are, but dolefully, many schools do not offer the character education students need to be the best they can …show more content…
Volunteering, after school activities, and moral education in schools are all excellent ways to focus on developing children’s character. Volunteering is a simple step for children to build character. Through volunteering, students can work on problem solving community issues and truly understand the importance of giving back. Volunteer activities also introduce students to professional skills, and can open them up to further job or internship opportunities. Additionally, after school activities provide students a safe time to gain more respect for one another and the school that they belong to. After school activities give students extra academic help from instructors, and these programs have proven to decrease rates of immoral behavior among students. Lastly, moral education is an essential part of a student’s education. Character education allows students the opportunity to challenge their conscience on the first day of kindergarten. When students leave school, they will all leave with the same basic values that are essential to being a successful and moral person today. With these three activities and programs, students will begin life with a goal of working towards being a proper moral example. Hopefully, they will shed the light that they learned through these programs with others, so the world will be filled of people with champion
One way to ensure a civically engaged population is to nurture and promote amongst youth and teenagers the value of participating in one’s community, with the hope that involvement will continue into adulthood. Most school districts in Arizona do not require students to volunteer as a graduation requirement. Those that do, necessitate a number of hours to be completed and logged individually; for example, Deer Valley Unified School District in Maricopa County requires eight hours of volunteering during a student’s senior year. Of course any opportunity for one to help society should be applauded – however, this particular process negates cooperative long-term attachment to a beneficial project and does not incorporate knowledge learned in class, or apply meaning in a real-life context. The implementation of Service-learning programs into public school curriculum would uphold useful skills associated with community involvement and citizenship, as well as address problems in real settings rather than do repetitious tasks in seclusion.
185). I was shown early on that doing for others is satisfying. Unfortunately I believe this is a dying virtue. Every year our 4-H club has a brat and hamburger fundraiser for our club at the local grocery store. I encourage the children to go and ask patrons if they can help them with their groceries. We encourage community service and have several projects yearly to encourage stronger moral acts and virtues among our members. Kyte states, “A family, a business, or a community that is concerned about ethics would be well advised to focus first on building a culture of good relationships by focusing on character” (2012, p. 211). That character building is what we need to build in our children and in ourselves.
As a preschool teacher, one should be reminded that selfish- behavior is very typical at this age (Omrod, 2014). When this behavior emerges in the classroom, one should encourage prosocial behavior. For example, encourage students to comfort each other when one is feeling sad or angry. Another important rule of thumb should is to make sure classroom standards should be made very clear at the beginning of the school year. These standards should be posted somewhere clearly for everyone to see. If a student misbehaves in class, revisit the standards and give reasons as to why their behavior is unacceptable, also focus on why and how their behavior caused harm or distress to other students or the teacher. Another way to encourage moral and prosocial behavior in the classroom is to model it. Children are more apt to exhibit moral and prosocial behavior when they see others behaving in such a way. Literature is also a great resource for modeling these behaviors as well as giving example of unacceptable behavior. Fun and interactive ways to model and encourag...
Some of the key ideas that Hartman discussed about in this article were revolved around the concept of teaching and defining what a good character is. Hartman started off his article by talking about generosity, honesty, courage and respect. Hartman also talked about how business ethics courses can help improve students’ character by helping them think about their values (Hartman 69). Hartman also discussed about how many people are “sincere but they are not courageous” (Hartman 73). Moreover, Hartman’s goal was to help encourage students “to consider their strengths and limitations, their opportunities, and what they can and cannot learn to enjoy” (Hartman 72) and “help students understand the importance of that choice and not make it thoughtlessly” (Hartman 79). Hartman answered if good character is teachable throughout his article. As Hartman stated, “We can begin to teach our students the necessary self-knowledge and self-control by encouraging them to reflect on their assumptions about what will make them happy.” (Hartman 71). Hartman illustrated that an “important function is to provide help for students to understand the language of right and wrong, of virtues and vices” (Hartman 75). Hartman believes that a “good character is therefore a matter not only of doing the right thing but also having the right desires and emotions” (Hartman
I aspired to play a significant leadership role in all of the activities someday, and over the course of my high school career, I thankfully have. This year as a senior, the student body elected me as the president of Student Council; members of National Honor Society (NHS) did the same; future business leaders elected me as the vice president of Future Business Leaders of America (FBLA); and I received the votes to secure the office of secretary in the local Future Farmers of America (FFA) chapter. Coaches and teammates have named me as an important asset as well. Over the years, these opportunities have presented me with many chances to enjoy extracurricular involvement, meet new people, and mature into a
“Once a teacher has identified an opening in the curriculum for exploring a moral value, the next step is to plan an effective lesson or unit around that value. That means selecting good materials (Lickona, 1991, p. 170)”. I feel this book is exactly that, a riveting story that can expose students to great moral values.
The combination of class and service learning provided a solid foundation on which to be a morally responsible leader. During class, all sorts of ideas are brought up and discussed as a group and critically analyzing from different perspectives and relating it to other ideas. This enables the students rectify their own beliefs and morals in constructive ways. From these developments, we begin to see how it fits in the world and try to apply ourselves and gain wisdom. Gaining knowledge, experience and wisdom, it becomes our understanding to find good in any aspect of our lives and work towards advancing that good in a way that benefits all.
I began by tutoring at the Boys and Girls Club (BGC) and eventually became a teacher at the boys and girls club. The focus of my continued volunteer work was to enrich the children’s after school experience whether they needed help with homework or busy work. During my volunteer work the issue that stuck out in my mid continuously was social class or classism. The BGC emphasizes many different issues and points such as “creating aspirations for the future,” “Helping youth become responsible, caring citizens and acquire skills for participating in the democratic process is the main thrust of these programs and also to develop leadership skills and provide opportunities for planning, decision-making.” BGC encourages kids to engage in healthy and positive behavior as well as to help the youth build and discover creativity in the arts “Club programs help develop fitness, a positive use of leisure time, reduction of stress, appreciation for the environment and social and interpersonal skills.” (bgca.org)
The most successful way to instill righteous and moral behavior and thoughts is by demonstrating our respectable interactions and honest problem solving approaches during difficult times of our lives. “As adults we should dare to be adults that we want our children to be”. They learn by watching and are quick to mimic our behavior with their peers outside of home. The author writes that “we should strive to raise children who: engage with the world from a place of worthiness, embrace their vulnerabilities and imperfections, feel a deep sense of love and compassion for themselves and others, value hard work, perseverance, and respect, and also move through our rapidly changing world with courage and a resilient spirit” (214, 218-219). All of these elements will help to transform the way we live, love, and
Prior to the creation of the formal police academy, officers were taught using various methods that were not always effective or conducive to the work required of an officer. As a result, ill-equipped officers flooded the streets of nineteenth-century America, often unable to perform the primary duty of their job: protecting the public. The United States, inspired by England and other countries with better-developed public safety systems, desperately needed a method of ensuring safety for its people. The creation and evolution of the police academy defined what being a police officer entailed by teaching officers what is expected of them, not only job-requirement wise, but also morally and ethically. The Police Academy prepares an individual for the civil, educational, managerial, and everyday duties of police work while ensuring moral sturdiness and commitment to public service. By combining classroom lectures, CSI training, building search training, firearm training, and combative/defensive training, each officer that graduates the police academy is well prepared to handle every aspect of the work of a police officer.
(http://www.joe.org/joe/1998april/a3.html). A good way to ensure this is by implementing character education programs. With the increase in violence in young people today, character education programs are a great way to teach people various good and useful morals. Character education programs are exactly how they sound; they are designed to build one’s character throughout childhood so that the individual is able to make good decisions in life. Character education programs are intended to handle “aggressive behaviors, build self-esteem, resolve conflicts peacefully, encourage diversity tolerance, practice core values and promote character education” (http://www.joyinlearning.com/). The effect of character education programs on student’s behavior will be addressed.
The basis of good character involves being respectful, honest, hardworking, responsible, caring, and understanding. Parents and teachers alike wish for their students to possess good character; but what does “character” mean in the realm of education; and whose responsibility is it to ensure that students do in fact develop good character? The Character Education Partnership (2003, pg. 1), defines good character as involving “understanding, caring about, and acting upon core ethical values”, and thus takes a holistic approach to the development of character in students by developing the “cognitive, emotional, and behavioral aspects of moral life.” Through character education, students can grow to understand core values, learn to develop caring relationships, and grow in self-motivation; thus students grow in character as their understanding and subsequent commitment deepens through varied opportunities to apply values through everyday interactions (CEP, 2003). In theory, a student who possesses good character is a more productive, responsible, respectful, and caring student; yet the question as to whether a student with good character is a better student academically remains.
The populace was taught that if students did their homework, they would execute superbly at school, so why do students not complete their homework? It has been proven that homework helps exercise the brain to help us remember what was taught in class, and people who do not complete their homework simply fail. Homework can lead to issues and can cause students to in fact, not benefit from homework whatsoever. Students do not complete their homework due to whether they have a busy schedule, or because they are just simply lazy.While it is great that students who are doing their homework are obtaining the knowledge they need to gain success, but something needs to be done with the students who are struggling. Not
Youniss, J., and M. Yates, 1999. “Youth Service and Moral-Civic Identity: A Case for Everyday Morality,” Educational Psychology Review, 11 (4): 363 – 378
Imagine walking across the stage in just a few years from now. Having thousands of eyes pointed at you as you take that emotional walk to finally receive your high school diploma. After a few years when you have graduated high school and started life, you're going to look back and think, what have I accomplished so far? Extracurricular activities can be very beneficial for students now, and those in the future as well. They can allow you to feel like you have accomplished something while in school. Extracurricular activities are important because they can benefit a student through personal, educational, and even social means. It is a great idea to get more students involved in extracurricular activities and parents should begin to give their kids a little push to get them more involved.