Character Education: Whose Job Is It? While elementary and middle school teachers often work with students on critical but non-academic issues of Character and Values education, such as getting along, behaving appropriately, being respectful, honesty, cooperating, and so forth, high school teachers have a tendency not to work on these issues.
According to Dr. Andrew Milson in the Journal of Research in Character Education (Vol. 1, Number 2,2003), many elementary school teachers feel that values and character based teaching should be combined along with subject-oriented teaching and learning. High school teachers on the other hand, tend not to have a strong sense of self-efficacy in relation to teaching character education. They often feel that they don’t know how to “do” character education and if they did try it, they feel they probably would not have a real impact on their students.
Milson (2003) cites studies which indicate that high school teachers who have only had character education pedagogy during their pre-service training, or who only have university-delivered character education training, feel less confident about being able to teach character development. In contrast, teachers who have attended conferences or had staff development sessions on character education express a greater sense of confidence about being able to teach these critical skills to their students.
It makes sense, then, that schools and districts attempt to provide sessions on character education in the form of staff development, in particular focusing on strategies and programs that address issues that teachers are currently experiencing in their classrooms, rather than theory or abstract ideas.
Teachers can also benefit from learning how to incorporate elements of character education through their regular curriculum. Character education can contribute to a psychologically healthy classroom environment as well as increased achievement among students. It can also set the stage for mutual respect in the classroom. This respect can reduce the amount of time usually spent on disciplinary issues, and focus the class time back on learning the curriculum.
When teachers get practical information on how to incorporate character education into what they already do, they can become more confident about following through and reaping the benefits of character education.
Hal Urban, a successful teacher in a multiethnic public school for 35 years shares the importance of character education at home and in the classroom. He begins his presentation by quoting Dr. Martin Luther King, Jr. “Intelligence is not enough. Intelligence plus character – that is the goal of true education.”
Urban states, “The best news of all is that we now have solid research to prove that schools with an effective character education program promote higher academic standards. Yes, this even means higher scores on standardized tests. The reason is simple: an environment of mutual respect results in a better place for teachers to teach and a better place for students to learn.”
Utilizing an integrated character education program that emphasizes modeling and incorporating character education throughout the day is the best way to teach the students the value of character. Just as important is a support system for teachers that included staff development training and sessions that focus on specific implementation strategies, demonstrating how character traits can be integrated into the curriculum.