For Character

An Integrated Approach to Character Education

Character education is a part of every subject, not just another subject

·        Not considered an “add-on,” but part of the academic learning of each student;

·        The “Six Pillars of Character” are incorporated into teaching objectives;

·        Classroom teachers use activities with social themes, e.g., math graphs using data on recycling while discussing individual responsibility;

·        Instructional materials are reviewed for themes that relate to personal development;

·        Teaching methods and activities are selected that will involve students in the process of reflection about moral/ethical issues;

·        Student learning will be evaluated for evidence of understanding and personal growth in matters of character.


The school and community are vital partners in the character education of youth

·        Schools and communities must cooperate in developing expectations for children and youth;

·        The parent organization is actively involved through workshops and student assemblies;

·        Parents are educated regarding the “Six Pillars of Character”;

·        Organizations that use the school facility after hours are encouraged to support the character program of the school by using the common language of the pillars.


Creating a positive classroom environment supports a character education initiative

·        Having a positive classroom environment is considered an instructional priority;

·        Students are assigned small-group work to promote collaboration and team building;

·        Interactions with students in ways demonstrate respect for student input;

·        Peer teaching activities are used;

·        A bully free learning environment is established that allow for the class to be a safe and caring place for all students.


Empowered teachers are in the best position to carry out the goals of a character education initiative. To become empowered, teachers should:

·        Become involve in curriculum projects; identify character themes;

·        Take leadership roles in school;

·        Read professional journals and articles about character development;

·        Communicate often with parents to let them know what is going on in the classroom;

·        Participate in training opportunities related to character education;

·        Share ideas about how character education is being implemented in their classrooms.


Character education is encouraged through administrative policy and practice

·        Character education is incorporated into school improvement plan;

·        Desirable behavior is modeled by all staff;

·        A total school climate that supports the goals of character education is created and sustained.


Character education is action education

·        Students are sensitized to issues through role playing and drama;

·        Students take opposite point of view in discussions;

·        Action-oriented projects are implemented that relate to curriculum themes;

·        Students are actively involved in planning and organizing projects;

·        Parents and community members are utilized to assist in the character education initiative, thereby showing students how adults volunteer for altruistic purposes;

·        Examples of class and individual cooperation in serving the community are highlighted;

·        Student service projects are visible in the school and community.