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Where is it in the Michigan Model®? |
| Character Education in Grades K-6 |
Character Education in the Michigan Model®
- Six Core Values
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| 1. | Trustworthiness (honesty, acting with integrity, keeping promises, demonstrating loyalty) Being trustworthy is encouraged as students explore the meaning and benefits of healthy relationships with friends, family, and other trusted adults. Students learn how to make and keep friends and show courtesy to others. They examine loyalty as they learn now to listen to others, stand up for themselves and others (for example, in resisting drugs and in responding to ridiculing and bullying behaviors), and help one another stay safe. They learn to act with integrity as they express personal opinions and feelings in constructive ways. |
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| 2. | Respect (showing regard for the worth of someone or something, autonomy, privacy, dignity and respect for self and others, courtesy, tolerance, acceptance, respect for the environment) Showing respect for self and others is promoted as students explore their unique talents, strengths, and skills. They examine and learn to appreciate the ways they are the same and different from others. Their exploration of similarities and differences is extended to families, promoting acceptance of different family structures and ethnic backgrounds. They learn effective and respectful refusal skills that enable them to demonstrate respect for themselves and their beliefs by standing up to pressure from others. Students learn to identify their emotions and the emotions of others and ways to express or inquire about feelings. They practice showing courtesy to and appreciation for others and learn to respect the guidance family and trusted adults can provide. They learn the skill of negotiation to reach a mutually agreeable solution to problems when conflicts exist. Students gain an appreciation for those who have special needs and practice behaviors that include others and show acceptance of individual characteristics. Ridiculing and bullying others is identified as disrespectful and constructive confrontation of these behaviors is encouraged. |
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| 3. | Responsibility (accountability, taking care of self and others, fulfilling our obligations, contributing to our communities, building a better world, pursuit of excellence) Responsibility is introduced early at each grade level as students learn self-control by adopting rules for getting along and learning with others. Students also learn that taking responsibility sometimes involves determining when help is needed and now to access help (e.g., dangerous, disturbing, and destructive situations; emergency phone calls). Problem solving and negotiation are taught and practiced in situations where students take responsibility for themselves and others. Students learn they have contributions to make to families, friends, the class, the school, and the community. They have opportunities to practice making contributions and experiencing the benefits of helping others and showing responsibility. Use of skills to constructively communicate their thoughts and feelings as well as refuse inappropriate or wrong behaviors is another way students learn to be accountable for themselves and their actions. Nonviolent conflict resolution is also taught so students develop the capacity to responsibility solve conflicts. |
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| 4. | Caring (showing compassion and consideration for all others, giving, sharing, showing kindness, loving, affirming each other) Making and keeping positive friendships and relationships with family and other adults necessitates the demonstration of caring. Positive relationships are examined and encouraged throughout each grade level. Similarities and differences between people are acknowledged, appreciated, and accepted. Helping one another and showing kindness for others are other aspects of caring which are encouraged. Students are taught how to inquire in a caring way about the well being of others, how to listen, and how they can help when others are in need. The special needs of individuals are discussed along with ways to compassionately interact with others who may have different abilities and skills. Students are taught to tactfully confront others who may show a lack of consideration for others. |
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| 5. | Justice
& Fairness (procedural fairness, impartiality, consistency, equality, equity, due process, fair and nonviolent conflict resolution) Justice and fairness begin with acknowledging the importance of adopting and adhering to rules and laws that impact individuals in the classroom, school, and community. At each grade level, rules and laws are examined and recognized as one way to promote a productive environment. Students learn nonviolent ways to express strong feelings (e.g., annoyance, anger, frustration) and to solve conflicts so that each party is treated fairly. Specific problem solving and negotiation procedures are taught and reinforced, and ultimately extend to assist with classroom management. Criteria is established for determining if the solutions to problems are constructive (i.e., Does it follow personal and family values? Is it safe and will it help me stay healthy? Is it legal and does it follow family, school, and community rules? Does it show respect for others and myself? Will it solve the problem?). Students are encouraged to ask for help when conflicts or problems seem overwhelming. |
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| 6. | Civic
Virtue & Citizenship (law-abiding, providing community service, furthering the protection of environment) Obeying rules and laws is clearly taught in many areas of the curriculum, beginning with rules for classroom and school behavior and extending to laws which impact the citizens of communities, states, and our nation. Laws related to safety issues (e.g., pedestrian, traffic, biking, violence) and laws related to drug use are reinforced at each grade level. The benefits of adhering to the rules and laws, as well as the consequences for society when rules and laws are broken, are examined. Students explore ways to stand up for what is right and legal. The health of the school and community environment is addressed along with ways students can contribute to a healthy environment. Students demonstrate responsibility and citizenship as they educate one another (peers and students at other grade levels) about health issues. |
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