GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

 

 

Course Title:                             Ridgewood Rhinos Have Character

 

Grade Level:                             Grade 3

 

Department/School:                  Character Education/Ridgewood Avenue School

 

Duration:                                  N/A

 

Number of Credits                    N/A

 

Prerequisite                              None

 

Elective or Required:                 N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author:  Character Education Committee

Date Submitted:  Fall 2007

 

Committee Members

 

Fiona Goldberg

Meghan LoBue

Mary Ladolcetta

Alice Terry

Keith Bucher

Cristin Geoghegan

Cristina Jerolimic

Eileen Ippolito

Lauren Dutton

 

 

2007-2008 At-a-Glance

 

SEPTEMBER- Respect

  • Welcome Back-to-School

 

OCTOBER- Responsibility

  • Red Ribbon Week
  • Halloween Safety

 

NOVEMBER/DECEMBER- Citizenship

  • 3rd Grade “ThankSharing”
  • Charitable Drive (ex:  food drive, used coat drive)
  • 5th Grade Community Service
  • Adoption Awareness Breakfast
  • Bring a Veteran to School Day

 

JANUARY- Fairness

  • A focus on Dr. Martin Luther King, Jr. and issues related to diversity

 

FEBRUARY/MARCH- Trustworthiness

  • A focus on President’s Day
  • 4th Grade St. Jude

 

APRIL/MAY- Caring

  • Caring for Classmates- Food Allergy Awareness

 

JUNE- Respect, Responsibility, Citizenship, Fairness, Trustworthiness, and Caring

  • Field Day
  • 6th Grade Promotion

 

Course Description

 

The committee recognized, together, the amazing efforts that occur each day in the area of character education.  We first explored various character education programs.  We discussed those that have been used in the past, programs currently used throughout the district and programs used throughout the state and the nation.  Some of the programs we explored were the “Responsive Classroom,” “Social Decision-Making,” “FISH,” “Capturing Kids’ Hearts,” and “Second Step.”  All of these programs had worthwhile components; it was this discovery that led us to our ultimate focus.

 

The committee decided to customize a Ridgewood Rhino Character Education Program.  Our difficulty in choosing a specific character education program led us to utilizing many of the successful components of a variety of programs.  In addition, we recognized our own ideas and creative efforts in the area of character education.  Our conclusion was simple; we had all the necessary creativity, innovation, and abilities to create a sustained, developmentally-appropriate character education program which would align to the core content standards, and most importantly, have a profound impact on all of our students.

 

During the 2006-2007 school year, the committee, along with the entire staff, planned and implemented lessons, customized their classroom character education programs and contributed materials to the committee.  The K-Kids and Student Council student clubs continue to be resources for many of the activities we would like to implement.  For example, the student council will once again participate in “mix-it-up day” where students nationwide are encouraged to embrace and value the students in their school who they might not always have the chance to spend time with. 

 

We have created a working document outlining our focus for the year on the six pillars of character education.  In addition to our own focus, we have incorporated many of the character education elements employed at both Linden and Forest Ave. Schools; this will hopefully prove a useful tool in creating and maintaining a high level of consistency with our children as they move from the primary level through their upper elementary phase of education.

 

We will focus on each pillar of character during specific months.  Many activities will occur within individual classrooms and we will also look for several opportunities to share and focus in on these traits on the whole school level.  Each grade level will find an opportunity to “take-on” a “character building” experience together.  Under the leadership of their teachers, each grade will make evident their sense of caring and citizenship in seeking out the chance to help others.

 

One of the first goals of the committee was to establish a character education library, which already boasts over 70 books and is located in the media center.  Teachers at each grade level shared books they believed would be beneficial for us to purchase and use as discussion starters, story time books, and reading possibilities for our students.  The committee members wrote brief descriptions of each book and how teachers could relate it throughout several character education components.

 

The committee also purchased sets of character education posters for each classroom teacher.  These posters are prominently displayed throughout the classrooms and hallways and serve as a daily, visual reinforcement of the various pillars and traits focusing on character education!

 

With the help of the student council, the RAS community voted on an official rhino mascot to represent us.  The rhino, named “Rocky,” will continue to be our symbol of unity.

 

 

 

One of the programs we found of particular relevance was the FISH Philosophy.  During the 2005-2006 school year all members of the staff read the FISH book as a means of character education inspiration.  The staff immediately recognized the importance of making their students’ day, play, being present, and choosing the right attitude.  These four principles continue to be a focus for the staff and, in turn, a focus for our students.  The committee developed a list of ways we can work together to apply these principles within our classrooms and throughout our school:

 

Choose Your Attitude:

  • Start each day with a positive thought…”A THOUGHT of the day.”
  • Try to begin each day with something funny, have a smile and an awesome attitude and be pleasant (leave your home stress at home).
  • Encourage students to choose their own attitude.
  • Offer students time to discuss their feelings as they begin their day.  Model lessons on how they can change their attitude and make others around them feel better, too.
  • Offer a random “hello” to students as you move around the room; individualized attention will help in developing respect and trust.

 

Make Their Day:

  • Greet each student every, single morning.
  • Smile.
  • Occasionally, bring your students a special treat.
  • Say Something Nice to each student, each day.
  • Compliment your students throughout the day.
  • Send a note home or call home to praise a child.
  • Be a good listener.
  • Ask them about their after school activities.
  • Give out DUDES tickets.
  • Find ways to show your appreciation for a job well done.
  • Have a class/individual reward system.

 

Play:

  • Make jokes.
  • Let students share jokes.
  • Use game time as a reward.
  • Use games during instruction.
  • Take the class outside for a lesson.
  • Choose class theme days.
  • Have a class party.
  • Decorate the room.
  • Play exciting music.
  • Read and share cartoons from the newspaper.

 

Be There:

  • Smile when you see your students.
  • Greet them every morning.
  • Be friendly to your students and to visitors.
  • Reach out to students who might be having a bad day.
  • Always be on their level and make eye contact.
  • Be a good listener; model good listening.
  • Get to know each student in your class as the individual you recognize them to be.
  • Always look for opportunities to give compliments.
  • Allow students to share parts of their weekend or after-school activities.
  • Use the child’s first name when talking to them.

 

 

 

 

 

 

 

 

 

 

 

 

 

Defining Character Education

 

Children are not born with a moral compass, nor do they automatically grow up to behave ethically, with the common good in mind.  Strong  personal  character  and  moral  behavior  come  about  as  a result of a long process of socialization and education, during which adults demonstrate the values and ideals  of  family,  community  and  society.  Parents  and  the  family  are  the  first  and  most influential  teachers  of  character,  and  religious  and  educational  institutions  have  historically  had moral  and  character  development  as  a  core  mission as well. Private schools based on religious traditions  may  have  a  basis  for  providing  guidance  to  their  students  in  this  regard.    There  is  an urgent  need,  however,  for  educators  to  develop  and  implement  programs  that  provide  specific direction and leadership that engenders personal responsibility and respect for others among their students. 

 

Character Education is a deliberate effort to develop values, attitudes, and behaviors that are essential for the individual and beneficial for society.  As defined by Dr. Thomas Lickona, the 2002 recipient of the Character Education Partnership’s prestigious “Sandy” award honoring his lifetime achievement in the field, the objective goodness of values is based on the fact that they:

 

  • Affirm our human dignity;
  • Promote the well being and happiness of the individual;
  • Serve the common good;
  • Define our rights and obligations; and
  • Meet the classical ethical tests of reversibility:

-       Would you want to be treated this way?

-       Would you want all persons to act this way in a similar situation? 

 

While developing good character is first and foremost a parental responsibility, it is also a community  responsibility  that  must  be  shared  with  educational  institutions,  youth  service  groups, businesses,  faith-based  and  community  organizations.   The greatest hope of parents is that their children will grow up to be kind, caring, honest, and successful adults.  Teachers want to educate respectful and motivated students.    Employers want to hire honest and productive workers.  Everyone  wants  to  live  in  a  society  composed  of  people  with  good  character,  people  who  are trustworthy. This is what character education is all about - providing members of society with the tools they need to help them become ethical, responsible members of society.  

 

Character  education  supports  the  belief  that  the  social,  ethical,  and  emotional  development  of young  people  is  as  important  as  their  academic  achievement.  Advocates of character education believe  that  it  is  critical  to  create  a  safe,  caring  school  environment  that  embraces  both  character development and promotes learning.  

 

RAS Character Education Library

 

1

Don’t Feed the Monster on Tuesdays!  Adolph Moser

2

How to take the GRRR out of Anger by Elizabeth Verdick

3

Bullies are a Pain in the Brain by Trevor Romain

4

Shelly The Hyperactive Turtle by Deborah Moss

5

Don’t Rant and Rave on Wednesdays by Adolph Moser

6

The Quilt Makers Journey by Jeff Brumbeau

7

Chicken Soup for the Kid’s Soul by Jack Canfield

8

I’m Gonna Like Me, Letting off a Little Self-Esteem by Jamie Lee Curtis

9

A Bad Case of Stripes by David Shannon

10

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

11

Today I Feel Silly and Other Moods that Make My Day by Jamie Lee Curtis

12

When Sophie Gets Angry-Really, Really Angry by Molly Bang

13

The Giving Tree by Shel Silverstein

14

Oh, The Places You’ll Go!  Dr. Seuss