Ten Keys to Best Practice in Character Ed

Ten "Best Practice" Strategies in Character Education Curriculum

Effective character education curriculum adds to knowledge and promotes understanding.
1.	Open, considered dialogue occurs about complex, real-life moral situations and various responses.
2.	Character education is a tool used to reach academic goals. That is, it is not an “add on.”
3.	Reflective and cooperative activities lead students to develop a deep regard for self and others.

Effective character education curriculum teaches skills.
4.	Students receive practice in hearing and understanding the beliefs of others and showing respect, even when they do not agree
5.	Cooperative learning groups are provided in which students learn to plan and implement activities, and reflect on their outcomes

Effective character education curriculum helps students develop a sense of personal effectiveness, or self-efficacy.
6.	Opportunities are provided for students to develop an internal commitment to commonly held core values.
7.	Opportunities are provided that help students develop belief in their ability to live up to their values, and develop the resolve to do so.

Effective character education curriculum provides students with social support for acting on the core values.
8.	Students are exposed to the positive attitudes and actions of others.
9.	Students are enlisted to contribute to the welfare of others and reflect on their outcomes, e.g., through service-learning opportunities.
10.	Parents are included in the character-building effort.

Note: It is recommended that a character education curriculum be used as a part of a school-wide approach to building character. See the General Information Section, or the Eleven Principles of Effective Character Education at www.character.org.
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Common Strategies Which Do Not Yield Enduring Effects
1.	Cheerleading: trait of the week or month; posters and regular PA announcements with upbeat character messages
2.	Awards and Rewards for displaying positive traits. The reward can become the primary focus, rather than reflecting on and developing internalized values
3.	Define and Drill: students memorize definitions of traits.
4.	Forced Formality: strict compliance with rules, e.g., use of formal address, walking in lines
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Resources
The strategies on this page were developed using:
-	“What’s Right and Wrong with Character Education Today,” Education Week, September 12, 2001 . By Schaps, Schaeffer, and McDonnell
-	The Eleven Principles of Effective Character Education by the Character Education Partnership
-	The “Health Belief Model” used by the Michigan Comprehensive School Health Coordinators

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Continue to Best Practice in Michigan Model 7-12

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This page last updated on: 04/11/03
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