Smart & Good High Schools - The Flippen Group

CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 7OUTCOME 7:Contributing CommunityMember/Democratic citizenPromising Practice 2:Engage students in service.7In his book Rediscovering Hope: Our GreatestTeaching Strategy, Richard Curwin describesan experiment with teens that was first tried in Californiaand then spread to other areas of the country. 23 Toughadolescents from alternative schools—many of whom hadbeen involved in gangs—were paired with seniors in geriatricnursing homes and with children in hospitals forphysically disabled kids. These teens helped the elderlywith their exercises, read stories to and played games withthe children, and in general did what they could to behelpful.The results, Curwin reports, were remarkable:For a majority of the youths in the program, significantchanges in attitudes and behaviors have occurred. Havingformed close attachments with the people they help, they goout of their way to listen to their problems and offer advice.Not only do these formerly difficult youths become enthusiasticabout and reliable in their new roles, but many nowsay they want to go into a “helping profession.”If we want students to developresponsibility, we should givethem responsibility.If we want young people to develop responsibility, weshould give them responsibility. Especially with studentswho are not succeeding in school, having an authenticresponsibility for another human being has real power totransform character.What Does the Research Show?The many reports calling for renewal of the school’s civicmission are of one voice in their endorsement of theform of service known as service-learning. A report fromthe National Commission on Service-Learning(www.learningindeed.org/slcommission/), Learning inDeed: The Power of Service-Learning for American Schools,defines service-learning as “a teaching and learningapproach that integrates community service with academicstudy to enrich learning, teach civic responsibility, andstrengthen communities.” That same report argues thatparticipation in service-learning:◆ Reverses student disengagement from schooling by givingstudents responsibility for their own learning.◆ Gives students a sense of the practical importance ofwhat they are learning in school.◆ Contributes to young people’s personal developmentby reducing violence and sexual activity, and to theircareer development by increasing their sense ofresponsibility and workplace skills. 24A decade of research documentsa wide range of student gainsfrom service-learning.Research summarizing ten years of evidence on theimpact of service-learning indicates that it helps developstudents’ sense of civic and social responsibility and citizenshipskills, improves school climate, increases respectbetween teachers and students, and improves interpersonaldevelopment and ability to relate to diverse groups. 25The U.S. Department of Education reports studies showingthat high school students engaging in service-learning,compared to those who do not, are:◆ more likely to treat each other kindly and show acceptanceof cultural diversity◆ higher in their self-esteem◆ more likely to develop bonds with teachers and a varietyof other adults◆ less likely to be absent or tardy◆ less likely to drop out◆ less likely to be referred to the office for disciplineproblems or to experience arrest◆ more likely to care about doing their best in school◆ more likely to perform well on state-mandated tests. 26All service is directly or indirectlyethical activity, a reply to a moral callwithin, one that answers a moral needin the world.—ROBERT COLES183Smart & Good High Schools