1. Teaching Character and
Creating Positive Classroom:
The Science of Integrating Values
Values Education:
ELSON S. GARINGO
Master Teacher II
Ventinilla High School
7. What is Character?
Sets of strengths that contributed to
well-being that every parent wanted for
every child, every religion agreed on or
even institution enact.
8. Examples of Character
Perseverance (Katiyagaan)
Love of Learning (Kagustuhang matuto)
Spirituality (Espiritwalidad)
Religiosity (Relihiyoso)
Prudence (Pagka-maingat)
Humor (Mapagpatawa)
9. Can character be taught?
I think some can and some can’t
Kindness vs Self-control
(Kabutihang-loob) vs (Regulasyon sa
sarili)
10. Can character be taught?
What about this character?
Love (Pagmamahal)
Fairness (Pagkamalikhain)
Gratitude (Magpagpasalamat)
Honesty (Pagkamatapat)
Optimism (Pag-asa)
12. Ripples of Optimism
Hope
The belief that more good things will
occur and that you can do something
about them and one it pervade our life
then fewer bad things will occur.
14. Ripples of Optimism
Optimism
Less depressed and more resilient,
Physically and mentally better,
People like you better,
You achieve more,
It’s doing better in the world.
15. Practice Optimism
Three Good Things Exercise
• Write 3 good things happen to you
today
• Then explain why it is a good thing
16. Understanding Values
How much you understand values?
What is difference between values and
character?
Is living with values is similar to living
with character?
29. PERMA in Practice
Positive Institution
A place that help identify, use and grow
character to florish
- Emily and Chris Peterson
30. PERMA in Practice
Positive Institution
Positive Character
Positive Experiences
PERMA
Flourishing
31. PERMA in Practice
Positive Institution
Potentiall positive institution are
everywhere
(e.g. School, classrooms, canteen,
school organizations, Sports team,
Church or House of worships)
32. PERMA in Practice
Positive Institution
Potential positive institution are
everywhere
(e.g. School, classrooms, canteen,
school organizations, Sports team,
Church or House of worships)
33. PERMA in Practice
How can you help transform your
institution into positive
(school and classroom)?
34. Self-Control
Have you already decided to try live a
healthy life?
Sleep early?
Eat health friendly food?
Take some time to exercise?
36. Self-Control
On late 1960’s Dr. Walter Mischel beun
studying self-control by asking young
people to sit in the room with one
marshmallow. Instruction was simple, you
can eat the marshmallow now, or wait until
we comeback. If you wait, you’ll get two
marshmallows.
37. Self-Control
It was clear that self-control, self-
regulation, and delayed gratification
are the famous theme behind the
marshmallow test.
44. WOOP – My wish:
What is an important
wish that you want to
accomplish? Your
wish should be
challenging but
feasible?
W
Wish
45. WOOP – Best outcome:
What will be the best
result from
accomplishing your
wish? How will you
feel? Pause and really
imagine the outcome
O
Outcome
46. WOOP – My Obstacle:
What is the main
obstacle inside you
that might prevent
you from
accomplishing you
wish? Pause and
really imagine
obstacle
O
Obstacle
48. WOOP ACTIVATED
W O O P
WOOP is most helpful when it
becomes a habit so practice it more
and find it easier each time.
49. Land of GRIT
One of the fundamental challenges in
each of our lives is how we stick with
something through hard times, through
frustrations, failures, and setbacks.
54. GRIT in Action
Academic Mindset
Students frame themselves differently as
learners. Mindsets include beliefs,
attitudes, disposition, values and ways
perceiving oneself.
55. GRIT in Action
Effortful control
Student are constantly faced with task
that are important for long-term but
short-term mat not desirable.
Successful students marshal willpower
and regulate their attention in face of
distraction.
56. GRIT in Action
Strategies and Tactics
Student are more likely to persevere when
they can draw on specific strategies and
tactics to deal with challenges and setback.
Actionable action like defining task,
planning, monitoring and dealing with
specific obstacle.
57. GRIT in Action
After understanding Grit,
How will you develop grit in yourself,
colleagues and student?
58. Teaching Values in Every Moment
Daniel Kahneman
Nobel prize
winner in 2002
59. Teaching Values with
Micro-Moment Triangle
But why knowing this matter?
If our reality is defined by and comprised
of tiny moment, and our goal is PERMA,
then the scale has to tip toward the
positive.
60. Teaching Values with
Micro-Moment Triangle
MICRO-MOMENT
Any moment of
time where you
can strengthen
relationship with
another person
66. Constructive Responding
David Yager has studied teacher and
student responses. He found out that
critical feedback look improved
flourishing. More to quote, ‘teachers
with emphasized high standards and
belief that students was capable of
meeting those standards resulted
greater academic engagement and
higher quality of work.
68. Growth Mindset
Malleable Group
Growth Mindset
Group
‘Let me try’
‘Let me try again’
Solid Group
Fixed-mindset Group
‘I can’t do this’
‘I don’t that’
70. Practicing Growth Mindset
Practicing growth mindset is more than
encouraging student to do something. It
is more than avoiding any means
demoralizing student. Giving critical
feedback is setting student to meet
higher standards because you believe
and confident they can get there.
71. Practicing Growth Mindset
Not giving them critical feedback is like
robbing them of an opportunity to
improve. More into that, proper support
shall be given to promote growth
mindset
72. Growth Mindset in Action
Growth Mindset Attributes
Good Strategies
Effort
Proactive help-seeking
74. Character Behavior Language
We want our students repeat good
behaviors but why they are repeating
those?
Do our kids understand what they just
did?
Would they do that in new situation?
Do they genuinely own our feedback?
75. Character Behavior Language
By calling out the specific and
repeatable behaviors, we clarify how we
leverage each values both now and
future.
Example: A student recite and give
insight and i respond, ‘it’s good that
your giving more courage to yourself in
76. Character Behavior Language
Let’s take a lot on another actual
example
Example: All students are actively giving
their answers to student A and B is all
ears.
The I responded before the activity
processing, “It good see and hear how
77. Character Behavior Language
It is not about using exact words, it
about helping our students identify the
behaviors that are demonstrating and
developing there skills, strengths and
positive behavior.
79. Gana
Kahit ano pa man ang iyong gawin,
ginagawa mo ito ng may kagalakan at
lakas. Hindi ka gumagawa ng kahit ano
nang hindi buo sa iyong loob
80. Self-Control (Regulasyon sa Sarili)
Behaviors
- Comes to class
prepared
- Remembers and
directions
- Pays attention and
resist distractions
-Works independently
and with focus
81. Interpersonal Behaviors
- Remains calm even
when criticized or
provoked
- Allow others to speak
without interruption
- is polite to classmate,
peers and adults
- Keeps temper in check
Self-Control (Regulasyon sa Sarili)
82. Regulasyon sa sarili
Sadya mong kinokontrol ang iyong
nararamdaman at ginagawa. Ikaw ay
isang disiplinadong tao may nakakakita
man o wala. May control ka sa iyong
pagkain at sa iyong emosyon at hindi
ang kabaligtaaran nito.
84. Mapagpasalamat
Batid mo ang mga kabutihang
nangyayari sa iyo at hindi mo ito wina-
walang bahala. Alam ng iyong mga
kaibigan at kapamilya na ikaw ay
mapagpasalamat dahil lagi mong
ipinapahayag ng pasalita o di-pasalita
ang iyong pasasalamat.
85. Optimism (Pag-asa)
Behaviors
- Believes that effort will
improve the future
- When bad things
happen, thinks about
what could make it
better next time
- Believes that you can
improve on things
you’re not good at.
86. Pag-asa
Inaasahan mo ang pinakamabuti
para sa iyong kinabukasan at
gumagawa ka ng paraan upang
makamit ito. Naniniwala ka na kaya
mong kontrolin ang iyong kinabukasan.
87. Grit (Katiyagaan)
Behaviors
- Finishes what is begun
- Tries very hard even
after experiencing
failure
- Stays committed to
goals
-Keeps working hard
even when feeling like
88. Katiyagaan
Nagsusumikap kang matapos ang
iyong sinimulan. Anuman ang
proyekto, natatapos mo ito sa takdang
oras. Hindi ka naiisitrbo kapag ikaw ay
nagtratrabaho at nakakahanap ka ng
pagkakuntento sa pagtatapos ng mga
gawain.
90. Pagkamasiyasat
Ikaw ay masiyasat sa lahat ng bagay.
Parati kang nagtatanong at para sa iyo,
lahat ng paksa ay kahali-halin. Mahilig
kang magsiyasat, tumuklas o
dumiskubre.
91. Social Intelligence
Behaviors
- Able to find solutions
during conflicts with
others
- Shoes that they care
about other people
feelings
- Adopts to different
social situations
92. Katalinuhan sa pakikitungo
Nababatid mo ang mga motibo at
nararamdaman ng ibang tao. Alam
mo ang dapat gawin upang makibagay
sa iba’t ibang tao at sitwasyon. Alam
mo rin kung ano ang dapat gawin
upang maging kumportable ang ibang
tao.
93. Other Values
Love for Learning
Teamwork
Kindness
Prudence
Humility
Fairness
Forgiveness
Honesty
Kagustuhang matuto
Pagtutulungan
Kabutihang-loob
Pagka-maingat
Kababaang-loob
Pagkamatarungan
Pagkamapagpatawad
Pagkamatapat
94. Teaching Values with Micro-Moment Triangle
Character Behavior Language
Growth
Mindset
Constructive
Responding
MICRO-MOMENT
95. Survey on Micro-Moment
Poll
Which of the three elements of the micro-
moment are you most excited about trying out?
Growth Mindset
Constructive Responding
Character Behavior Language
96. Survey on Micro-Moment
Poll
On which of the three elements of the micro-
moment do you need most practice?
Growth Mindset
Constructive Responding
Character Behavior Language
97. Survey on Micro-Moment
Poll
Which of the three are you most
confident in?
Growth Mindset
Constructive Responding
Character Behavior Language
99. MM Option 1: Smile
Genuinely smile at, and when
appropriate greet, the people with
whom you interact -- fellow teachers,
students, neighbors, cashiers, etc... Do
this all day long! Then come back and
share how authentic smiles affected you
and those around you.
100. MM Option 1: Drop the But
Genuinely smile at, and when
appropriate greet, the people with
whom you interact -- fellow teachers,
students, neighbors, cashiers, etc... Do
this all day long! Then come back and
share how authentic smiles affected you
and those around you.
101. MM Option 1: Power of Yet
Genuinely smile at, and when
appropriate greet, the people with
whom you interact -- fellow teachers,
students, neighbors, cashiers, etc... Do
this all day long! Then come back and
share how authentic smiles affected you
and those around you.
102. Quote
“The children are always ours, every single
one of them,”
“Children have never been very good at
listening to their elders, but have never
failed to indicate that.”
- James Baldwin
104. References
• Domino, G., & Domino, M. L. (2006). Psychological testing: An
introduction. Cambridge: Cambridge University Press.
• Urbina, S. (2014). Essentials of Psychological Testing, 2nd Edition. John
Wiley & Sons.
• Murphy, K. R., & Davidshofer, C. O. (2014). Psychological testing:
Principles and applications, 6th Edition. Pearson Prentice Hall.
• Geisinger, K. F., Bracken, B. A., Carlson, J. F., Hansen, J. C., Kuncel, N. R.,
Reise, S. P., & Rodriquez, M. C. (2013). APA handbook of testing and
assessment in psychology. Washington, DC: American Psychological
Association.
105. • Kaplan, R. M., & Saccuzzo, D. P. (2012). Psychological Testing Principles,
Applications, & Issues 8th Edition. Wadsworth Cengage Learning.
• Hogan, T. P. (2015). Psychological testing: A practical introduction.
Hoboken, NJ: Wiley.
• Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and
psychological assessment: Principles and applications. London:
Academic Press, an imprint of Elsevier.
106. THANK YOU STUDENTS!
GOD BLESS EVERYONE…
ELSON S. GARINGO, RGC, RPm
Master Teacher II
Ventinilla High School
elson.garigo@gmai.com
0932-843-5005
Editor's Notes
We do as well, often.
To bring this home, I want us to think about when we shower.
I want this course to live and breathe in all aspects of your life.
For the next month, when you shower you're gonna be thinking about character, and
you're gonna be thinking about muscle memory.
And see, it tends to work like this.
Some of us start showering above the neck, we wash our heads or our hair.
Others of us are body washers, we start below the neck.
Me?
I'm a body washer. And
here's what I'd like for you to do next time you shower.
I'd like for you to switch.
If you're a body washer, start above the neck.
If you wash your head or hair first, start below the neck with your body.
And a funny things gonna happen.
You're gonna get confused.
You're gonna say, did I wash this part?
Did I not wash this part?
And most likely you'll start all over.
And that's why there's the old expression we teach the way we are taught, and
we parent the way we were raised.
And if we wanna change the way we teach, we wanna change the way we parent,
it's gonna take conscious effort to unlearn and
build new muscle memory, and that's what we're gonna do together.
And this is the exact reason that any values education or character work hinges upon shared journey between us and our students. This became clear to me early in my career.
We do as well but not all the time. This time I want it to be different. I want us to think about when we shower. I want this session to live and breathe in all aspect of your life. Now let go back to shower. Some are head washer and other are body washers. And this I want you to do the next time you take a shower. Why not try to switch. What could possibly happen. Would you wash head-body-head or body then forgot head. There is an old expression that we teach the way we are taught and parent the way we were raised. And if we want to change the way we teach, we want to change the way we parent, it’s going to take conscious efort to unlearn and build new muscle memory. And that’s what we’re going to do together for the next hour.
Well it took about three years looking at a hundred or so strengths and
whittling it down to 24 that were universal, that every parent wanted.
That when if you displayed them, it didn't diminish me, so
we had 11 criteria of character strengths, and it had to fulfill all 11.
And we whittled it down to 24 that way.
2:31
Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
The question is how do we project ourselves in the future?
You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
Our job is to make there institutions positive?
Our job is to make there institutions positive.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
Virtually all meaning and accomplishment lie in the other side of such times. How do we sustain effort through challenges, and even over a long period.
Virtually all meaning and accomplishment lie in the other side of such times. How do we sustain effort through challenges, and even over a long period.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
He basically showed that our memories of experiences are based on tiny moments, generally only a few seconds long. And our brains sort these moments into three categories, good, bad and neutral. But we don’t remember the neutral. We remember the good, and of course we remember that bad. And he says we make meaning by combining these moments or bits of remembered experiences.
He gave an example about a man listening to a recording of a symphony. He was in heaven. The music was incredible. But there was a screeching sound at the end of the recording, and the guy said it ruined his entire experience. Kahneman pointed out that the screech ruined hi memory of the experience, but not the actual listening to 20 minutes of inspiration music. And the man can’t think about the symphony without thinking about this screeching.
Quite frankly, this remind me of way too many experience in my own personal life.
Now can you give me an example of this kind of experiences when you were in still in elementary or high school.
Ed diener’s research make the following points about subjective well-being, or what you and I would actually call happiness. His research proves that subjective well-being actually increases productivity, creativity, helpfulness, good health, as well as the ability to pursue goals and set new goals. Ultimately our kids need to accumulate more good than bad. More positive than negative in order to flourish. So let’s bring this back to the classroom. Now let’s look the inspiration behind micro-moment,
which is a moments of time where you can strengthen a relationship with another person. Micro-moment have three essential attributes.
The goal is at the end of the period, or the end of a day, if you has of map of your micro-moments, it should look something like this.
And that would be fantastic. You want to work that triangle. You really want to work it. Moment after moment, so that the total accumulation tips well in favor of the positive. That way, when kids go home they have more good to remember than bad.
Let me show you a diagram and give you and example to further understand the practice behind it.
Let say albert just got the right answer on why sun is important in our lives/
Active Constructive – Albert, you got it and even gave example not given in the bond, nice sharing.
Passive constructive – Very Good albert
Passive destructive – Ok, any other answers
Active Destructive – I’m surprised, you actually recite.
Now let’s switch Albert give wrong answer.
Active Constructive – It great to see how much effort. How about I want to think how farmers or you mother benefits from the sun and its sunlight.
Passive constructive – Albert, can you try again if you want I will call others and I will give you at that time to think of answers
Passive destructive – Who want to try next.
Active Destructive – That is not even close, try harder.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Grit make you finish your masteral or doctorate
Grit predicts chance of improving performance and winning competition
Grit predicts keep your job
Grit actually predicts how a person can overcome challenges
Grit help people stay in the game.
Reseach on intelligence
Reseach on intelligence
Reseach on intelligence
The goal is at the end of the period, or the end of a day, if you has of map of your micro-moments, it should look something like this.
T
And that would be fantastic. You want to work that triangle. You really want to work it. Moment after moment, so that the total accumulation tips well in favor of the positive. That way, when kids go home they have more good to remember than bad.
For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
Ready for some micro-moment practice? We've built three optional activities for you to choose from. We want you to pick one, give it a shot, and then share your experience via the discussion forums on this page. The activities are "Smile," "Drop the 'but,'" and "The Power of Yet." Here comes Dave's introduction. Let's do it!
Don't undercut your positive comments by following them with the word 'but.' The word ‘but’ can negate every thought and sentiment that precedes it. So drop the "but!" For an entire day, eliminate the word ‘but’ from your vocabulary and replace it with a “period” (to remind you to pause). For example, instead of saying, “I understand what you were saying, but I think we should…” Try “I understand what you are saying. I think we should…” Then come back and share how dropping the "but" affected you and those around you.
Tie a bow tie, or a clove hitch knot. Dance the electric slide. Do a handstand for 10 seconds. Use your fingers to whistle loudly. Learn how to sign your name with your opposite hand. Create a mail merge in excel. Braid hair. Make a balloon animal. We want you to choose at least two activities from this list that you don’t know how to do YET, and are intrigued about learning. Then practice the new skill each day for at least four days. If you get stuck, try different strategies. Ask for help early and often. Talk yourself out of fixed mindsets ("Dave, I see you haven't mastered the electric slide YET. What other strategies could you try? Who could you ask for help?"). Then share the skill you set out to learn and your experience maintaining a growth mindset.
Special thanks are due here to Dr. Carol Dweck, Dr. Greg Walton, and Dr. David Yeager for all of their insights on growth mindset.
so if we’re gonna ask kids to work on zest and grit and self-control and optimism, gratitude, social intelligence and curiosity and we’re gonna ask kids to work on those things, then we have to work on those things as well. Because the beauty of character is this idea that it’s a shared journey, right, because we all are working on our values at all points in time ‘cause there are actually character strengths, where kids are stronger than adults generally. The more we arm them with not just what it means to be a smart, well-educated person, what it means tobe a person with strong character and strong values, I think we set them up for success I doesn’t matter how smart you think you are, or what you believe intelligence to be, whether you have it or you don’t have it, what really ends up counting in life is how hard you work and the choices that you make, so that’s what I want them to get out of this the most.
