Smart & Good High Schools - The Flippen Group

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CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 2Endnotes1R. Marzano, D. Pickering, & J.E. Pollock, Classroom instruction thatworks: Research-based strategies for increasing student achievement.(Alexandria, VA: Association for Supervision & Curriculum Development,2001).2M. Csikszentmihalyi, K. Rathunde, & S. Whalen, Talented teenagers:The roots of success and failure. (New York: Cambridge UniversityPress, 1993).3B. Schneider & D. Stevenson, The ambitious generation: America’steenagers, motivated but directionless. (New Haven, CT: Yale UniversityPress, 1999).4Cited in R. Allen, “Making high schools better,” Education Update(August 2004).5R. Berger, An ethic of excellence. (Portsmouth, NH: Heinemann,2003), 8.6Cited in S. Covey, The 7 habits of highly effective people. (New York:Simon & Schuster, 1990).7A. Steinberg, Real learning, real work: School-to-work as high schoolreform. (New York: Routledge, 1998).8www.essentialschools.org/pdfs/RHS.pdf9Steinberg.10J.B. Carroll, “A model of school learning,” Teachers College Record,1963, 64, 723-733.11B. Bloom, All our children learning. (New York: McGraw-Hill, 1981).12See, for example, J.H. Block et al., Building effective mastery learningschools. (New York: Longman, 1989).13For research and resources on study skills, see R. Marzano, D.Pickering & J. Pollock, Classroom Instruction That Works. (Alexandria,VA: ASCD, 2001); M. Gettinger & J.K. Seibert, “Contributions ofStudy Skills to Academic Competence,” School Psychology Review,2002, 31, 3, 350-365; and C. Hirst-Loucks & K. Loucks, Study Strategiesfor Student Success. (Auburn, NY: Teaching & Learning Connected,2004), louckstic@adelphia.net.14R. Marzano et al.15K. Beland, Character education: Providing a meaningful academic curriculum,Book VI Eleven principles sourcebook. (Washington, DC: CharacterEducation Partnership, 2003).16Modified from A. Mendler, Motivating students who don’t care: Successfultechniques for educators. (Bloomington, IN: National EducationService, 2001).17A.R. Power, Getting involved and getting ahead: Extracurricular participationand the educational attainment process. Unpublished dissertation,University of Notre Dame, 2000, 108.18National Forensics League, www.nflonline.org19http://www.pbs.org/accidentalhero/guide/packet.pdf20G.E. Vaillant, & C.O. Vaillant, “Natural history of male psychologicalhealth,” American Journal of Psychiatry, 1981, 138, 1433-1440.21D.H. Heath, Schools of hope: Developing mind and character in today’syouth. (San Francisco: Jossey-Bass, 1994), 111.116Smart & Good High Schools
CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 3Outcome 3:SOCIALLY AND EMOTIONALLYSKILLED PERSONA SOCIALLY AND EMOTIONALLY SKILLEDPERSON . . .◆ Possesses a healthy self-confidence and apositive attitude◆ Demonstrates basic courtesy in socialsituations◆ Develops positive interpersonal relationshipsthat include sensitivity to the feelings of othersand the capacity for “care-frontation”◆ Communicates effectively◆ Works well with others◆ Resolves conflicts fairly◆ Has emotional intelligence, including selfknowledgeand the ability to manage emotions.He’s a talented athlete, but his temper, mood swings,and selfishness prevent him—and by extension, histeam—from realizing their potential for excellence. Thecoach is considering cutting him from the team.She’s a well-educated, ambitious young employee in thecompany, but her lack of tact and generally poor communicationskills make her a very difficult person to work with.He’s a passionate advocate willing to devote his time andenergy to important social causes, but he routinely comeson too strong and alienates potential supporters.These are familiar profiles. Teachers, coaches, andemployers encounter many individuals with these characteristics.It’s not a lack of talent that prevents them fromrealizing excellence; it is their lack of social and emotionalskills. Their deficiencies in this area are likely be at theroot of struggles they experience in varied interpersonalrelationships—as parents, in their marriages, and in manyother areas of life.Research on Social-Emotional SkillsIn his classic 1954 study of intellectually gifted youth,Stanford professor Lewis Terman reported that those who“fulfilled their intellectual promise later in life,” comparedto lower-achieving gifted youth, were:◆ emotionally stable◆ persistently motivated◆ purposeful and self-confident personalities. iOther studies have reached a similar conclusion: Successfultalented persons are likely to be not only ambitiousbut also interpersonally mature. 2Recent psychological theory and research have raisedsociety’s consciousness about the importance of socialand emotional skills. In his 1983 book Frames of Mind: TheTheory of Multiple Intelligences, Harvard psychologistHoward Gardner argued that interpersonal intelligence(the ability to understand other people and work cooperativelywith them) and intrapersonal intelligence (theability to understand oneself and use that understandingto guide one’s behavior) are two of seven importanthuman intelligences. 3 In their 1990 article, “EmotionalIntelligence,” Yale psychologists Peter Salovey and JohnMayer offered a map of the many ways we can bring intelligenceto our emotional lives. 4 In his 1995 book, EmotionalIntelligence: Why It Can Matter More Than IQ, authorDaniel Goleman did much to popularize psychologicaltheory and research in this area.Schools, in turn, have responded by paying more attentionto social and emotional skills. “SEL,” social-emotionallearning, is now a staple of educational conferences and afocus of much educational writing and research. 5 In 2002,the Collaborative for Academic, Social, and EmotionalLearning (CASEL) published Safe and Sound: An EducationalLeader’s Guide to Evidence-Based Social and EmotionalLearning Programs, summarizing eleven research reviews ofvarious educational interventions aimed at creating caringschool environments and reducing anti-social and riskbehaviors. 6 The Safe and Sound report concludes thatsocial and emotional skills can be taught and that theypredict motivation to learn and academic success as wellas positive social behavior.Our View of Social and Emotional SkillsDifferent educational writers have advanced different listsof social and emotional skills and different views of therelationship between social and emotional learning andcharacter education. Some educators treat social andemotional learning and character education as equivalent;we do not. Our theoretical perspective is defined byfour points:117Smart & Good High Schools
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A Report to the NationSmart & GoodH
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A wonderful piece of work that addr
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Dedicated to the memory ofWinifred
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AcknowledgementsWe would like to ex
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Table of ContentsLetter to the Read
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ELC PRINCIPLE 4: TAKE PERSONAL RESP
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1. Develop Critical Friends Groups
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Letter to The Reader“Are you a he
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Letter to the ReaderBut we also do
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How to Read This Reporttices relate
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Patrick Bassett, president, Nationa
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Research Methodologyand Criteria fo
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Research Methodology and Criteria f
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Principles of a Smart & Good High S
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CHAPTER 1The Call to Character:Perf
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est work and be their best ethical
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CHAPTER 1: The Call to Charactertin
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do not self-identify as “characte
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CHAPTER 6Commonly Asked Questionsab
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Comprehensive EndnotesLetter to the
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Comprehensive Endnotesside, 1990).3
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