Smart & Good High Schools - The Flippen Group

CHAPTER 2: Performance Character and Moral Character3. Other-StudyHave students study persons of performance excellenceand moral excellence and seek to emulate the characterpathways used by such individuals.4. Public PerformanceUse public performances—exhibitions, competitions,speeches, concerts, shows, “real-world” work, and thelike—to increase students’ motivation to do their bestwork and be their best ethical self.The box below gives classroom and schoolwide practicesfor implementing each of these four strategies.How can a whole school be organized to optimize thedevelopment of both performance character andmoral character—the integration of excellence andethics? In the next chapter we turn to that challenge.DEVELOPING PERFORMANCE CHARACTER AND MORAL CHARACTER:4 KEYS*I. A COMMUNITY THAT SUPPORTS AND CHALLENGES(1) Create a classroom environment that is simultaneouslysupportive and demanding. Make the classroomsafe for intellectual diversity, including the expression ofunpopular or politically incorrect opinions. Use instructionalpractices such as well-designed cooperative learningthat hold all class members accountable for high levels ofengagement. In discussions of controversial material,require students to do the hard work of researching conflictingsides of any given issue so that multiple perspectivesare fairly represented. Don’t have students merely“clarify” their values; challenge them to develop moreinformed and principled ways of thinking.(2) As a community of educators—teachers, coaches,counselors, principals—take a strong stand for integrityin all phases of school life. In every academic courseand co-curricular activity, discuss with students how anyform of cheating detracts from their education, integrityand self-respect, and the reputation of the school. Givestudents a leadership role in creating a school culture,including an honor code, where integrity is the norm.(3) Create an orientation program for new students.Have current students welcome incoming students; discussschool traditions and norms regarding academicwork, co-curricular activities, and how people treat eachother; help new students understand and commit to theschool’s “way.”* Many of these strategies are illustrated in subsequentchapters with examples from our research.(4) Create advisory groups whose members support andchallenge each other to set and pursue goals related toperformance character (how can we help each other doour best work?), moral character (how can we help eachother develop positive relationships in all areas of ourlives?), and the 8 strengths of character (page 23)?II. SELF-STUDY(1) Provide students with regular opportunities to selfassessand establish personal goals. At strategic pointsthroughout a course, have students reflect on particularcharacter strengths required for success in that course(e.g., attention to detail, positive attitude, cooperation,perseverance, and courage), rate themselves on thesestrengths, and set goals for improvement.(2) Help students use self-monitoring tools to gaugeprogress toward their goals. Have students keep a recordof steps taken to improve in a particular academic subjector strength of character. Help them analyze theirprogress and revise their plans as needed.(3) Have all students, ideally in their freshman year, createa personal mission statement. Have them define theperson they hope to be and their emerging life goals.Have them consider performance character, such as goalsthey want to achieve, and moral character, including howthey will make ethical decisions and treat others. Encouragethem to continue to refine their mission statementthroughout their high school years and beyond.cont.29Smart & Good High Schools