Sex and Character: Building Moral IntelligenceMann Rentoy
This document provides information on building character in students. It discusses the importance of character education given societal changes that have made parenting and teaching more challenging. It outlines three institutions historically responsible for shaping character - the home, school, and religion. Specific challenges to developing good character in today's world are explored such as a lack of empathy, increase in peer cruelty, and mental health issues among youth. Strategies are presented for teaching key virtues like empathy, conscience, and self-control. This includes modeling good behavior, reinforcing virtues, and using moral discipline consistently.
Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation
and
Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Raising Children of Character www.mannrentoy.comMann Rentoy
This document discusses the importance of character formation for youth in today's society. It argues that parents and teachers must work harder than past generations to develop good character due to societal changes. These include a culture of softness, increased peer influence, and more time spent with media and technology. The document provides tips for parents, such as limiting screen time, modeling good values, and teaching delayed gratification. It emphasizes the role of the family in shaping a child's conscience and advocates for countercultural parenting to develop strong character.
Making the Right Decision: Student Leadership to Change the World www.mannren...Mann Rentoy
The document calls for action to address societal problems like violence, disrespect, and moral decline. It advocates cultivating virtues like courtesy, gratitude, kindness, honesty, humility, fortitude, and wisdom. Developing good character and strong relationships can lead to a meaningful life, and contributing to others' lives through service makes the world a little better. Faith and religion also play an important role in youth development and character.
Sex and Character: Building Moral IntelligenceMann Rentoy
This document provides information on building character in students. It discusses the importance of character education given societal changes that have made parenting and teaching more challenging. It outlines three institutions historically responsible for shaping character - the home, school, and religion. Specific challenges to developing good character in today's world are explored such as a lack of empathy, increase in peer cruelty, and mental health issues among youth. Strategies are presented for teaching key virtues like empathy, conscience, and self-control. This includes modeling good behavior, reinforcing virtues, and using moral discipline consistently.
Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation
and
Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Raising Children of Character www.mannrentoy.comMann Rentoy
This document discusses the importance of character formation for youth in today's society. It argues that parents and teachers must work harder than past generations to develop good character due to societal changes. These include a culture of softness, increased peer influence, and more time spent with media and technology. The document provides tips for parents, such as limiting screen time, modeling good values, and teaching delayed gratification. It emphasizes the role of the family in shaping a child's conscience and advocates for countercultural parenting to develop strong character.
Making the Right Decision: Student Leadership to Change the World www.mannren...Mann Rentoy
The document calls for action to address societal problems like violence, disrespect, and moral decline. It advocates cultivating virtues like courtesy, gratitude, kindness, honesty, humility, fortitude, and wisdom. Developing good character and strong relationships can lead to a meaningful life, and contributing to others' lives through service makes the world a little better. Faith and religion also play an important role in youth development and character.
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
This document contains the agenda and presentation for a teacher training conference on character formation. It begins with a welcome and prayer, then covers various principles of character formation, virtues like grit and courage, and challenges facing parents today. It discusses developing empathy in students and building resilience. The goal is to provide teachers with tools and strategies for nurturing good character in their students.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
This document summarizes information about bullying, including definitions, myths, characteristics of bullies and victims, and consequences. It discusses types of bullying like physical, verbal, emotional and cyberbullying. The summary also provides strategies for parents, children, and schools to address bullying such as communicating openly, establishing clear rules, increasing supervision, and intervening consistently when incidents occur.
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
A guide to parenting in islam, addressing adolescence dr muhammad abdul baritopbottom1
The document discusses the challenges of parenting adolescents from an Islamic perspective. It acknowledges that the transition to adolescence is difficult as youth experience physical and mental changes. Parents must act as effective educators and guides during this stage to help youth grow into well-rounded, happy individuals. For Muslim parents, the responsibility includes providing both worldly and spiritual nourishment. The book aims to address adolescent issues and parenting skills from an Islamic viewpoint to help strengthen families and communities.
This document provides guidance for parents on bullying for children aged 6 to 12. It defines bullying as repeated behavior that hurts or intimidates another person. The document discusses why children bully others and why some children are targeted. It outlines different forms bullying can take and how bullying affects both the victim and the bully. The document advises parents to look out for signs their child may be bullied and provides steps to take if a child discloses being bullied, including remaining calm, taking it seriously, not blaming the child, discussing plans with the child, and contacting the school. It also offers suggestions for helping a bullied child build confidence and strategies for parents to support both bullied children and children engaging in bullying behavior.
The document discusses bullying, providing definitions and describing its history. Bullying involves one person using their power to repeatedly hurt or intimidate another person. It can be physical, verbal, or cyber-based. The Bible speaks of bullies from ancient times, and bullying is found across cultures. Factors that may lead to bullying behavior include lack of parental guidance, neglect, and seeking control or attention. Bullying has significant negative effects on victims and can result in issues like depression, anxiety, poor school or work performance, and in some cases suicide. Prevention, reporting incidents, and seeking help are encouraged to address bullying.
Teachers, parents, and peers all play important roles in developing a person's character. Parents should provide encouragement and support children's learning and socialization. As role models, parents guide children's behaviors, attitudes, and beliefs. Teachers should foster excellence, develop skills, and create safe environments to develop students' moral and performance character. Peers can influence striving for excellence and developing initiative. Developing good character involves treating others well, contributing to the community, and engaging in service.
Unleashing Kids' Passion for Compassionannebwalker
The Global Game Changers Children's Education Initiative provides a Common Core/NAEYC compliant, compassion-based curriculum that teaches and inspires elementary school kids to give back. Check out this presentation to see the benefits of a compassionate curriculum, including academic achievement, reduced bullying, increased self-esteem, and better health and happiness. Find out how the Global Game Changers are teaching compassion and inspiring kids to find their own superpowers to make the world a better place.
This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this period. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play behaviors, aggression, and cultural differences in child-rearing practices during the preschool years.
Millennials have different characteristics than previous generations that require changes in how higher education recruits and teaches them. They are confident, team-oriented, and influenced by social media. To attract Millennials, some colleges have added lavish amenities but this risks diminishing returns and higher costs. Instead, colleges should focus on personalized outreach and academics that develop life skills through high-impact practices like advising and experiential learning. Flagler College improved results by targeting the right applicants using data on student success rather than just increasing applications. The first-year experience is key to retaining Millennials and must address their needs through academic support and social engagement.
Generational influences on academic dentistryRusty Tippetts
This document provides an overview of generational influences, emotional intelligence, and wholeheartedness. It discusses the characteristics of different generations including Traditionalists, Baby Boomers, Generation X, and Generation Y (Millennials). For Millennials, it notes their learning preferences, expectations for academic and clinical teaching, and interest in social interactions. The document also discusses the importance of emotional intelligence for dental educators, outlining its domains and competencies. Specifically, it focuses on the social awareness domain and competencies like empathy, organizational awareness, and service orientation.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
The document discusses how material poverty can negatively impact people physically, mentally, and socially. Physically, material poverty can limit access to tools, equipment, healthcare, and luxuries. Mentally, it can cause feelings of low self-esteem, depression, and insecurity from not being able to keep up with trends or have what others have. Socially, it puts limits on creativity, innovation, interactions and can lead to feeling like one belongs to a lower class. Overall, the lack of material resources restricts opportunities and well-being.
This chapter discusses cognitive development in teenagers. It covers intellectual development including formal operations and abstract thinking. It examines perspectives on cognitive development like Piaget's stages of development and information processing. It also discusses moral development theories from Kohlberg and Gilligan. Additionally, it covers school performance factors like socioeconomic status, ethnicity, gender, and achievement testing.
Social Development in children,influences on child social development,stages of child social development, & social development in child at pre-school level.
Social Development.Social Development from Infancy to Adolescence .
Erick Erickson theory of social development. Social Characteristics of Learners and provision of suitable . activities at the following level. . Preschool and Kindergarten . Elementary Level.
1. During middle childhood, children begin to venture out from close family supervision and explore friendships and social interactions with peers. Getting along with peers becomes crucial as difficulties can cause serious problems.
2. Children develop an understanding of social comparison and their own abilities based on peers. They also develop their own culture and moral codes separate from adults with values of protecting friends and avoiding telling adults about problems.
3. Family structure, function, income and conflict can impact children's development, but resilience also allows children to cope with stress when they have social support from caring parents or religious communities.
This document provides information about implementing a comprehensive character education program in schools. It discusses the importance of getting staff, students, and parents involved. It also emphasizes that character education should aim to develop both moral virtues like kindness and respect, as well as performance virtues like commitment and work ethic. The document suggests schools develop a "touchstone" or statement of core values that is written by staff and students and visible throughout the school. Regular professional development and self-study of touchstone implementation is also recommended to ensure the success of the character education program.
This document discusses the problem of declining empathy and rising narcissism among today's youth. Empathy levels among teens are 40% lower than three decades ago, while narcissism has increased 58%. This "empathy gap" hurts students' academic performance and social-emotional development, and can lead to bullying, cheating, and less resilience. The document advocates for comprehensive character education programs in schools to explicitly teach empathy, kindness, and ethics. It provides strategies for developing caring classrooms and schools, including establishing a shared vision or "touchstone," implementing restorative practices, and increasing student and family involvement.
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
This document contains the agenda and presentation for a teacher training conference on character formation. It begins with a welcome and prayer, then covers various principles of character formation, virtues like grit and courage, and challenges facing parents today. It discusses developing empathy in students and building resilience. The goal is to provide teachers with tools and strategies for nurturing good character in their students.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
This document summarizes information about bullying, including definitions, myths, characteristics of bullies and victims, and consequences. It discusses types of bullying like physical, verbal, emotional and cyberbullying. The summary also provides strategies for parents, children, and schools to address bullying such as communicating openly, establishing clear rules, increasing supervision, and intervening consistently when incidents occur.
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
A guide to parenting in islam, addressing adolescence dr muhammad abdul baritopbottom1
The document discusses the challenges of parenting adolescents from an Islamic perspective. It acknowledges that the transition to adolescence is difficult as youth experience physical and mental changes. Parents must act as effective educators and guides during this stage to help youth grow into well-rounded, happy individuals. For Muslim parents, the responsibility includes providing both worldly and spiritual nourishment. The book aims to address adolescent issues and parenting skills from an Islamic viewpoint to help strengthen families and communities.
This document provides guidance for parents on bullying for children aged 6 to 12. It defines bullying as repeated behavior that hurts or intimidates another person. The document discusses why children bully others and why some children are targeted. It outlines different forms bullying can take and how bullying affects both the victim and the bully. The document advises parents to look out for signs their child may be bullied and provides steps to take if a child discloses being bullied, including remaining calm, taking it seriously, not blaming the child, discussing plans with the child, and contacting the school. It also offers suggestions for helping a bullied child build confidence and strategies for parents to support both bullied children and children engaging in bullying behavior.
The document discusses bullying, providing definitions and describing its history. Bullying involves one person using their power to repeatedly hurt or intimidate another person. It can be physical, verbal, or cyber-based. The Bible speaks of bullies from ancient times, and bullying is found across cultures. Factors that may lead to bullying behavior include lack of parental guidance, neglect, and seeking control or attention. Bullying has significant negative effects on victims and can result in issues like depression, anxiety, poor school or work performance, and in some cases suicide. Prevention, reporting incidents, and seeking help are encouraged to address bullying.
Teachers, parents, and peers all play important roles in developing a person's character. Parents should provide encouragement and support children's learning and socialization. As role models, parents guide children's behaviors, attitudes, and beliefs. Teachers should foster excellence, develop skills, and create safe environments to develop students' moral and performance character. Peers can influence striving for excellence and developing initiative. Developing good character involves treating others well, contributing to the community, and engaging in service.
Unleashing Kids' Passion for Compassionannebwalker
The Global Game Changers Children's Education Initiative provides a Common Core/NAEYC compliant, compassion-based curriculum that teaches and inspires elementary school kids to give back. Check out this presentation to see the benefits of a compassionate curriculum, including academic achievement, reduced bullying, increased self-esteem, and better health and happiness. Find out how the Global Game Changers are teaching compassion and inspiring kids to find their own superpowers to make the world a better place.
This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this period. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play behaviors, aggression, and cultural differences in child-rearing practices during the preschool years.
Millennials have different characteristics than previous generations that require changes in how higher education recruits and teaches them. They are confident, team-oriented, and influenced by social media. To attract Millennials, some colleges have added lavish amenities but this risks diminishing returns and higher costs. Instead, colleges should focus on personalized outreach and academics that develop life skills through high-impact practices like advising and experiential learning. Flagler College improved results by targeting the right applicants using data on student success rather than just increasing applications. The first-year experience is key to retaining Millennials and must address their needs through academic support and social engagement.
Generational influences on academic dentistryRusty Tippetts
This document provides an overview of generational influences, emotional intelligence, and wholeheartedness. It discusses the characteristics of different generations including Traditionalists, Baby Boomers, Generation X, and Generation Y (Millennials). For Millennials, it notes their learning preferences, expectations for academic and clinical teaching, and interest in social interactions. The document also discusses the importance of emotional intelligence for dental educators, outlining its domains and competencies. Specifically, it focuses on the social awareness domain and competencies like empathy, organizational awareness, and service orientation.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
The document discusses how material poverty can negatively impact people physically, mentally, and socially. Physically, material poverty can limit access to tools, equipment, healthcare, and luxuries. Mentally, it can cause feelings of low self-esteem, depression, and insecurity from not being able to keep up with trends or have what others have. Socially, it puts limits on creativity, innovation, interactions and can lead to feeling like one belongs to a lower class. Overall, the lack of material resources restricts opportunities and well-being.
This chapter discusses cognitive development in teenagers. It covers intellectual development including formal operations and abstract thinking. It examines perspectives on cognitive development like Piaget's stages of development and information processing. It also discusses moral development theories from Kohlberg and Gilligan. Additionally, it covers school performance factors like socioeconomic status, ethnicity, gender, and achievement testing.
Social Development in children,influences on child social development,stages of child social development, & social development in child at pre-school level.
Social Development.Social Development from Infancy to Adolescence .
Erick Erickson theory of social development. Social Characteristics of Learners and provision of suitable . activities at the following level. . Preschool and Kindergarten . Elementary Level.
1. During middle childhood, children begin to venture out from close family supervision and explore friendships and social interactions with peers. Getting along with peers becomes crucial as difficulties can cause serious problems.
2. Children develop an understanding of social comparison and their own abilities based on peers. They also develop their own culture and moral codes separate from adults with values of protecting friends and avoiding telling adults about problems.
3. Family structure, function, income and conflict can impact children's development, but resilience also allows children to cope with stress when they have social support from caring parents or religious communities.
This document provides information about implementing a comprehensive character education program in schools. It discusses the importance of getting staff, students, and parents involved. It also emphasizes that character education should aim to develop both moral virtues like kindness and respect, as well as performance virtues like commitment and work ethic. The document suggests schools develop a "touchstone" or statement of core values that is written by staff and students and visible throughout the school. Regular professional development and self-study of touchstone implementation is also recommended to ensure the success of the character education program.
This document discusses the problem of declining empathy and rising narcissism among today's youth. Empathy levels among teens are 40% lower than three decades ago, while narcissism has increased 58%. This "empathy gap" hurts students' academic performance and social-emotional development, and can lead to bullying, cheating, and less resilience. The document advocates for comprehensive character education programs in schools to explicitly teach empathy, kindness, and ethics. It provides strategies for developing caring classrooms and schools, including establishing a shared vision or "touchstone," implementing restorative practices, and increasing student and family involvement.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
WESTBRIDGE Seminar for Teachers: May 19 & 22Mann Rentoy
This document discusses the importance of character formation for students, especially in the digital age. It begins by noting that students are increasingly exposed to highly sexualized culture through various media. The document then outlines some principles for teaching character, including that every teacher is a character formator and that the best way to teach character is through personal example. It provides tips for building character in students, such as establishing classroom rules and expectations, insisting on respect, building community, and emphasizing volunteerism. The document argues that character formation must continue, even in online schooling. It closes by emphasizing the nobility of the teaching profession and calling teachers to model excellent character.
The document discusses bullying intervention strategies. It defines bullying and describes types of bullying like physical, verbal, social, and cyber bullying. It outlines characteristics of bullies and victims. The impact of bullying on students who are bullied or bully others is discussed. Traditional disciplinary approaches, positive behavior support, and friendly school programs are presented as intervention strategies. Research on associations between bullying experiences and depressive symptoms in children is also summarized.
STOP TEACHING SUBJECTS, START TEACHING CHILDREN (July 13)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
PAREF SOUTHRIDGE: Forging Men of IntegrityMann Rentoy
This document discusses the nobility of the teaching profession. It provides quotes and sayings about the important role of teachers in shaping students and impacting lives. Teachers affect eternity through their influence on students. The document discusses how teachers can build character in students and create a culture of character in the classroom and school. It also discusses some challenges to character development from modern culture and technology, and provides tips for teachers to continue character formation in online and remote learning settings.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
This document provides an introduction to positive discipline for teachers. It discusses the objectives of supporting teachers to use positive discipline daily with learners. Positive discipline is based on children's rights and helps fulfill goals like access to quality education and protection from violence. Positive discipline involves warmth, structure, problem solving and setting long-term goals. It is focused on understanding rather than obedience. The document provides examples of using positive discipline when teachers feel stressed or lose control with learners.
This document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students through care, respect and mutual understanding will lead to better learning, behavior and life outcomes for students. It provides insights into adolescent brain development and the need for supportive relationships and mentors during this stage of life. Several classroom strategies are presented for developing positive student-teacher relationships that can promote student engagement, motivation and mental well-being.
Positve parenting the case against spankingSteve Vitto
This document provides an overview of a presentation on positive parenting strategies. The presentation will cover techniques for responding to specific child behavior challenges without spanking. It will be presented by Steven Vitto, who has 38 years of experience as a behavior specialist. He is the author of two books on parenting. The presentation will discuss traditional behavior management approaches versus positive behavior support. Positive behavior support focuses on adjusting systems and environments, identifying replacement skills, and primarily using positive approaches. Consequences should be used as opportunities to teach rather than punish.
This document discusses character education and developing students' performance character and moral character. It defines performance character as qualities like commitment, goal setting, work ethic that enable students to pursue excellence. Moral character involves virtues like respect, responsibility, integrity that allow students to behave ethically. The document advocates developing 8 strengths of character in students: lifelong learner, diligent performer, socially skilled, ethical thinker, respectful moral agent, self-disciplined, community contributor, and person of purpose. It provides examples of lessons and practices schools can use to strengthen these character qualities in students.
Advancing Learning, Relating and Performing through Character Strengths & Dig...Lynn Ochs
This presentation discusses using character strengths to build thriving learning communities in middle schools. It introduces the Mayerson Academy's MyTomorrow program which structures advisory periods to help students with social-emotional learning and college/career readiness. The program utilizes online games and activities to help students identify and apply their character strengths to improve self-management, relationships, and academic performance. Research shows that social-emotional skills lead to better outcomes including higher grades, less behavioral issues, and greater well-being. The goal is to create a strengths-based experience that maximizes student learning and engagement.
MAY 29: CREATING SAFE AND CARING SCHOOLSMann Rentoy
A safe school environment minimizes disruptions and prevents violence, bullying, fear and discrimination. It clearly communicates behavioral expectations and consistently enforces consequences. The prevailing culture or climate of a school significantly impacts all aspects of the learning environment. Both toxic and positive cultures are described, with positive cultures celebrating achievement, modeling good behavior, and engaging students in meaningful ways. Specific strategies are provided for building positive school culture, including establishing traditions, professional development for teachers, and maintaining the physical environment of the school.
Peace from within--Finding a treatment for bullying that works in your schoolJean Bernard
Module 6 (of 6) of the Learning to Get Along course for teachers and school staff. Bullying is a global phenomenon that is on the rise, including through weaponization of social media to harass and humiliate victims. Addressing bullying effectively within the culture of a school community involves stakeholders putting together informed solutions that target local issues. To help guide the process, this module offers a general overview of the causes, impacts and responses to bullying in all its forms.
Tudor House offers specialist learning for boys based on a clear vision statement and eight strategic pillars. The focus is on holistic learning - and we explain why this is important in the 21st Century. How can you be a good adult if you don't have a good childhood?
Similar to CFC EFI Teachers' Conference on Smart and Good Schools (20)
MOLDING MINDS, SHAPING HEARTS Role of Character Formation in School SuccessMann Rentoy
MOLDING MINDS, SHAPING HEARTS: The Crucial Role of Character Formation in School Success
by Emmanuel Mann Rentoy
Presented by FilPass and CATALYST PDS
Key Highlights:
Insights for Success: Learn why character formation is the linchpin of academic triumph and personal growth.
Teacher Training Revolution: Discover innovative strategies to empower your educators in fostering character development within the classroom.
Real-world Impact: Understand how schools can become incubators for future leaders, instilling values that extend far beyond textbooks.
Don't miss this opportunity to revolutionize your school's approach to education. Elevate your institution, empower your teachers, and shape a future generation of leaders through the power of character-driven teaching.
This document discusses the importance of character and professionalism in the workplace. It identifies several challenges to developing empathy like parental unavailability, gadget addiction, and narcissism. It also outlines tips for maintaining integrity like respecting others, effective communication, having a positive attitude, and being truthful. The document encourages developing good character through diligent work, focusing on self-improvement, and setting a good example for others.
CLASSROOM MANAGEMENT 100+ STRATEGIES by Emmanuel Mann Rentoy
Email us at catalystpds@gmail.com
www.characterconferences.com
View the Recorded Presentations here: https://www.youtube.com/@characterformation
https://www.youtube.com/c/TEACHERTRAINING
This document defines and provides examples of common Latin terms used in writing. It discusses terms such as:
- Sic - Used in brackets to indicate a direct quotation contains a spelling or grammatical error.
- Id est and i.e. - Mean "that is" and are used to provide an example or explanation of a statement.
- Deus ex machina - Refers to an artificial or improbable plot resolution, originally referring to ancient plays resolving plots via a machine lowering in God.
- Exempli gratia and e.g. - Mean "for the sake of example" and introduce examples that follow.
Session 2 of Mann Rentoy's live show from New York begins at 8PM Manila time. The document includes prayers, pronunciations of Latin letters and letter combinations, numbers in Latin, common Latin phrases, Latin declensions including the second declension of nouns and examples of Latin sentences. It concludes with the prayer Ave Maria.
The document summarizes Session 1 of a Latin course, covering 3 main lessons - pronunciation, vocabulary building, and Roman history. It provides an overview of Ecclesiastical pronunciation rules and examples. Vocabulary lists in Latin include numbers, verbs, nouns, and religious terms. Excerpts from the Latin Bible and information about Roman architecture, columns, games, and daily life are also presented. The course details include 20 live sessions, learning resources, tutorials, and an opportunity to connect with other Latin scholars internationally. Early enrollment discounts are provided.
The Bureau of Jail Management and Penology (BJMP) celebrated the Values Restoration
Week and Anniversary of the Chaplaincy Service Office on September 26-29, 2023. During
the week-long celebration, the Chaplaincy Service Office (CSO) conducted various talks
and seminars for the integration of values to the Jail Bureau. This was the talk for the 2nd day of the week-long celebration on September 27, 2023 at 800am via zoom platform.
The target theme for the 2nd day is “Buidling Values – Character Community.” The
participants were Officers of the Jail Bureau composed of Uniformed personnel.
RAISING MEN OF CHARACTER IN A WIRED WORLDMann Rentoy
This document discusses the challenges of raising children of character in today's wired world. It notes the insatiable craving for constant online connection and validation, and the "fast food" thinking this can promote. However, it also outlines some positive uses of technology and provides tips for parents on monitoring children's technology use, enforcing consequences, and leading by example in developing balance and wisdom around screens. The overall message is that conscious parenting and guidance are needed now more than ever to help children navigate the digital landscape.
This document provides information about classroom jobs and roles that students can take on in a classroom. It describes various jobs like banker, janitor, grader, messenger, police officer, video monitor, recycler, attendance monitor, clerk, and librarian. It assigns a monetary payment level to each job ranging from $475 to $1,000. It also discusses procedures for seat rentals, ways students can earn bonus money, and fines for misbehaviors. The overall purpose is to outline an elaborate system of classroom roles, payments, and incentives/penalties to engage students and manage classroom operations.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
PRESENTED BY Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
mannrentoy@gmail.com
www.characterconferences.com
TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
The document welcomes attendees to an event starting at 9:30am. It then provides biographies of the speaker, Emmanuel Mann Rentoy, highlighting his educational background and experience founding schools and character education programs. The bulk of the document consists of the speaker's presentation, covering topics like the role of teachers in character formation, focusing on serving students through a sense of mission rather than just a job. It provides quotes on the importance and impact of teaching, and frames teaching as progressing through stages from fantasy to survival to mastery to impact. The presentation aims to inspire teachers and emphasize their role in shaping students' futures.
WOODROSE: My Role in Making Woodrose a School of Character.pptxMann Rentoy
This document discusses the Character Education Partnership's (CEP) National Schools of Character program, which offers Philippine K-12 schools a path to improvement through high-quality character education. The program helps schools: 1) bring stakeholders together around shared values and purpose, 2) undergo self-assessment to identify strengths and growth areas, and 3) receive feedback and suggestions to strengthen their character education initiatives. It outlines CEP's 11 Principles for effective character education and the scoring rubric used to evaluate schools' implementation of the principles.
JULY 19 Teaching Catholic Students Etiquette and Social RefinementsMann Rentoy
The document discusses etiquette and social refinements for Catholic students. It addresses proper behavior in church, including arriving on time, dressing appropriately, silencing phones, participating respectfully in prayers and songs, and leaving quietly. It emphasizes showing respect for others and the sacred space of the church. Good etiquette is presented as a way to foster kindness, charity and bring peace. Students are encouraged to fight self-centeredness and cultivate humility through their conduct and refinement.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele BorbaMann Rentoy
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele Borba
An International Conference organized by PAREF WOODROSE SCHOOL and CATALYST for Professional Development Services
JANUARY 29, 2022
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Beauty of Art as a Powerful Tool to Teach the Catholic FaithMann Rentoy
Presented by Emmanuel Rentoy
January 28, 2022
Series of Seminars for Teachers of Catholic Schools
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Raising a Generation of Pro Life Youth Who Will Stand Up for LifeMann Rentoy
www.characterconferences.com
PART OF THE SERIES OF SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
HOW TO MAKE STUDENTS MARIAN FOR LIFE: Mary's Power to Transform SoulsMann Rentoy
This document discusses Mary, the mother of Jesus, and her importance in the Catholic faith. It covers her titles and roles including her Immaculate Conception, Perpetual Virginity, and Assumption into Heaven. It describes apparitions of Mary and devotions to her such as the Rosary. It suggests that throughout history, when Satan attacked the Church, Mary responded through apparitions and miracles to strengthen faith, such as at Guadalupe, Lourdes, and Fatima.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
5. While we may be producing a
smart, self-assured generation of
young people, today’s kids are
also the most self-centered and
stressed-out on record.
16. REALITY CHECK: Teens are now
40 percent lower in empathy levels
than three decades ago, and in the
same period, narcissism has
increased 58 percent.
71. If we really want our children
become caring people we must show
them ways to respond to another’s
concerns, distress, frustrations or
sorrow. It’s our best tactic to keep
their empathy capacities open, and
avoid the infamous Empathy Gap.
72. A great man shows his
greatness by the way he
treats little men.
Thomas Carlyle
73. CCFA Principles
• Every Teacher is a Character Formator
• Not just another subject
• Education is not just covering curriculum
• No other better way to teach character than through the power
of our example
• The teacher is the most important teaching tool
• The school is only as good as its teachers.
81. 81
THE DAILY FOUR
1. Share good news (with a partner; 1 min
each).
2. Tell about someone or something you’re
grateful for (new partner; 1 min. each).
3. Affirm someone in the class.
4. Make us laugh. (Joke must be clean.)
—Hal Urban, Lessons from the Classroom: 20
Things Good Teachers Do
(www.halurban.com)
82. Comprehensive Character Education
BIG IDEA #1:
A high-quality, comprehensive
approach to character education is
the most effective way to develop
caring classrooms and schools—
and thereby reduce bullying.
83.
84. The 12-point comprehensive approach to
character education. . .
. . . is intentional, deliberately seeking
to positively impact character
development through every phase of
school and classroom life.
85. School Climate Matters
Bullying is strongly related to overall school climate.
Bullying decreases when:
school climate improves
students have greater voice and responsibility for
solving problems and making decisions that improve
their school.
—Dr. Maurice Elias, Rutgers University (based on a study of more than 100
schools)
86. What Commercially Available
Bullying Prevention Programs
Work?
Educational Leadership (9/2011):
A meta-analysis of 44 bullying prevention
programs found that fewer than half (19) were
effective.
Vreeman & Carrroll analysis (2007):
Classroom curricula alone did not reduce bullying.
87. Programs found to be effective . . .
1. Work to create a school
climate where bullying is
socially unacceptable
2. Enlist the support of the
community
3. Increase supervision of
playground and other areas
88. Programs found to be effective . . .
4. Institute firm sanctions for
bullying
5. Use ongoing messages to
help students recognize
aggression and support and
stick up for victims.
90. Olweus Bullying Prevention
Study of 18,000 students, elementary-H.S.
After 2 years of implementation, there was:
22% reduction in student reports of being
verbally bullied
23% reduction in reports of being
physically bullied.
91. The challenge:
How to reduce the nearly 80% of the bullying
that remains even after implementing a state-
of-the-art bullying prevention program such as
Olweus?
92. Answer:
A comprehensive character education
program that not only seeks to suppress the
negative behavior of bullying but also to
promote its psychological opposites:
virtues of respect, cooperation,
and kindness.
94. 94
BIG IDEA #2:
Any virtue, and character as a
whole, has 3 parts:
Knowing (habits of the mind)
Feeling (habits of the heart)
Behavior (habits of behavior)
95. 95
Good Character:
You have to . . .
know it in your head
feel it in your heart
show it with your hands.
96. Kindness makes a fellow
feel good whether it’s
being done to him or by
him.
Frank A. Clark
97. Young people develop character by what
they see, what they hear, and what they
are repeatedly led to do.
Directed practice is the most important
part.
—James Stenson, Compass: A Handbook of Parent
Leadership
98. 98
BIG IDEA #3:
Students need MORAL
VIRTUES to become good
and behave ethically.
They need PERFORMANCE
VIRTUES to become smart
and do their best work.
101. SMART & GOOD SCHOOLS INITIATIVE
Performance Character
• Commitment to
continuous improvement
• Goal setting
• Work ethic
• Determination
• Self-confidence
• Initiative
• Creativity
Moral/Ethical Character
• Respect
• Responsibility to others
• Compassion
• Humility
• Integrity
• Justice
• Moral courage
102. SMART & GOOD SCHOOLS INITIATIVE
The Interdependence of Performance
Character and Moral Character
•Without moral character, we
may resort to unethical means
(lying, cheating, stealing, even
killing) to achieve our
performance goals.
103. SMART & GOOD SCHOOLS INITIATIVE
The Interdependence of Performance
Character and Moral Character
Without performance character, we will
have difficulty developing our human
potential and enacting our moral values
effectively.
104. The Mission of Every School:
To develop performance
character and moral character—
best work and best behavior—
through an ethical learning
community.
105. SMART & GOOD SCHOOLS INITIATIVE
What is character education?
• The deliberate effort
• to develop moral and performance
virtues
• through every phase of school and
classroom life.
108. Children remind me of chickens, seeking out the
weak and wounded and pecking them to death.
They have discovered that my 9-year-old son,
who is autistic, is bothered by loud noises, and
they scream and whistle in his ear until he cries.
—A mother
113. Suicide and Bullying
Each year, 14% of U.S. high school students
seriously consider suicide.
Victims and perpetrators of bullying are both at
higher risk of depression and suicide.
The effects of chronic bullying can persist into
adulthood.
114. U.S. Secret Service Study:
Two-thirds of the student shooters had
been bullied by fellow students.
115. The Societal Costs of Bullying
By adulthood, 60% of school
bullies will have a criminal
conviction.
116. The Educational Costs of Bullying
Peer exclusion in kindergarten is
associated with lower academic
achievement in later grades.
Even observing someone else being
bullied can lower a student’s
academic performance.
117. You can accomplish by
kindness what you
cannot by force.
Publilius Syrus
118. PROMOTING AUTHENTIC RESPECT
“We uphold standards of behavior which
honor the dignity and worth of all
individuals regardless of gender,
ethnicity, race, age, physical or mental
abilities, religious beliefs, sexual
orientation, or socioeconomic
background.”
122. Develop a school touchstone or
“way.”
Written by staff and students
together, the touchstone
expresses the school’s core
moral and performance values.
123. THE NORTHRIDGE WAY
At Northridge School, we pursue
excellence in scholarship and character.
We celebrate and honor each other by
being respectful, honest,
kind, and fair.
We give our best inside and
outside the classroom.
This is who we are, even when
no one is watching.
125. THE ROOSEVELT WAY
“There’s a way that students here
are expected to act, and a way
that they expected not to act.”
—High School Counselor
126. Self-Study: Touchstone Implementation
Visibility
The touchstone is displayed in all
classrooms and included in all school
documents.
Academics
Teachers make connections with the
touchstone when teaching their subject
area.
128. Ongoing Professional Development
Regular staff sharing of best practices (through
buddy system, faculty and dept. meetings, etc.)
Staff training in cooperative learning, class
meetings, and other key strategies
150. 20 Kinds of Class Meetings
16. Planning meeting
17. Concept meeting
18. Sticky situations
19. Suggestion box/class business box
20. Meeting on meetings
151. Student Voice and Cyberbullying
Challenge student gov’t: “What can
students, parents, and the school,
working together, do to prevent
cyberbullying?”
Have schoolwide discussion, with delegates
from each classroom.
Ask students to take responsibility for a
schoolwide campaign.
Resource: www.stopcyberbullying.org
152. Get students to take responsibility:
Counselors create anti-bullying
“intervention teams” at each grade level.
(Team members step in when they see
someone being picked on.)
Students provide emotional support to
victims.
154. The smallest act of kindness
is worth more than the
greatest intention.
Kahlil Gibran
155. FRESHMAN TRANSITION PROGRAM
Older students are assigned as mentors to all
freshmen.
The school trains the mentors.
Mentors and their freshmen meet weekly.
156. BUDDY CLASSES
An older class is paired with a younger
class.
The buddy classes get together weekly or
bi-weekly.
The older kids read to their little buddies,
help them with their schoolwork, do a
special project together, and so on.
163. “Build a Strong Home-School
Partnership”
Ch. 3, Character Matters, p. 60
How to get parents involved
164. Communicate to Parents
1. “Parents are the first and most
important character educators.”
2. “The school’s job is to reinforce
the character virtues being
taught at home.”
169. Character Education Homework
Parent and child, independently,
each make a list:
“Who are 5 of your heroes? Why?”
Then compare and discuss lists.
170.
171. Component #1 (inner wheel)
The teacher as:
1. caregiver (building bonds)
2. model
3. mentor (moral and spiritual
guide/coach)
173. Research on Resilience
Resilient kids possess 4 strengths:
1. Social competence
2. Problem-solving skills
3. A sense of identity
4. Hope for the future.
They often cite a “special teacher” who
was a confidant and an inspiring role
model.
174. Kind words can be short
and easy to speak but their
echoes are truly endless.
Mother Teresa
175. 175
The Difference a Teacher Makes
“I was a bully before I came to this
school. I used to make little kids cry.
“When I met Mrs. Brown, I changed.
I’m not a bully anymore, because
Mrs. Brown taught me about
character.”
—a 6th-grade boy
177. Never lose a chance of
saying a kind word.
William Makepeace Thackeray
178. 178
Handshake at the Door
“In the second it takes me to shake a
hand, I renew my relationship with
that student.”
“I can tell in a heartbeat what kind of
a day a kid is having. You can nip
problems in the bud at the door.”
179. 179
Teacher’s Corner
1. In my Teacher’s Corner, I display pictures
of my husband, children, and dog; photos
of classes I taught when I lived in
California; my college diploma; favorite
books; sports I enjoy; and other things
that reflect my interests.
180. 180
Teacher’s Corner
2. During the first few weeks, I meet with
each of my kids in the Teachers Corner
for about 10 minutes. They bring an “All
About Me” book they’ve made. These
conversations have given me a closer
relationship with each child.
182. 182
Teacher as Model: Self-Inventory
1. Do I warmly greet each student?
2. Do I seek other opportunities to connect with
each student?
3. Am I well-prepared for class? On time?
4. Do I model patience and courtesy, even
under stress?
5. Do I treat my all students impartially?
6. Do I challenge all of them to do their best
work?
183.
184. Component #2
A caring classroom community
1. Students know each other.
2. Students affirm and care about
each other.
3. Every student feels like a valued
member of the group.
185. Seat Lottery
Janet Fagal, 5th-grade teacher:
1. Struggled with cliques.
2. She arranged desks in a “U” and
gave each a number.
3. At the end of the week, students
drew a number—their new desk for
the next week. It changed the social
chemistry of the class.
186. 186
Anonymous Compliments
1. Each student draws the name of a classmate.
2. By the week’s end, the student writes an
anonymous compliment about that person on a
strip of paper, shows it to the teacher, and puts
it in the Compliment Box.
3. On Friday, the teacher posts all the
compliments on the bulletin board.
187. PEERS AFFIRMING PEERS
At the end of the day:
“Who saw kindness today?”
“Who saw respect?”
“Who saw determination?”
“Who saw sharing?”
—Jenna Smith, 3rd-grade teacher
188. Practice Kindness
At the start of the day, all students take out
their Good Deeds Journal and write:
1. A good deed I did yesterday . . .
2. A good deed I will do today . . .
In all subjects, teachers make a connection to
the good deeds theme.
191. 191
Character-Based Discipline
Promotes positive behavior and good
character
Deters and corrects negative behavior
3 essentials:
1. High expectations
2. Clear rules
3. Clear consequences.
192. Teaching Courtesy
I teach my kids to greet and thank the cafeteria
workers.
The cafeteria staff say they always know when my
kids are coming through.
My students have a very high level of self-respect—
because of the respect they show to other people.
—Molly Angelini, 5th-grade teacher
193. 193
The Compact for Excellence
1. Put students in groups of 4. Give each a large sheet
of paper and marker.
2. “Write down 2 rules that will help us DO OUR BEST
WORK and 2 rules that will help us TREAT OTHERS
WITH RESPECT AND CARE.”
3. Guide the class in combining the ideas into one
Compact.
194. SMART & GOOD SCHOOLS INITIATIVE
194
Sample Compact for Excellence
To Help Everyone Feel Respected and Cared About, We
Will:
1. Treat others the way we want to be treated.
2. Think before we act.
3. Apologize when we do something hurtful.
To Help Everyone Do Their Best Work, We Will:
1. Never settle for less than our best.
2. Ask for help when we need it.
3. Have a positive attitude (bounce back).
195. SMART & GOOD SCHOOLS INITIATIVE
195
Behavior contracts have proved
helpful with kids who bully.
“I will not hit or hurt anyone. If I do, I will
have to call my parents and report what I
did.”
196. 196
Have Kids Make Up for What
They Did (Restitution):
“If a student calls someone a
name, or is unkind in any other
way, I ask that child to write a
sincere letter of apology to the
person he or she has offended.”
200. CLASS MEETINGS
1. involve students in shared decision
making that gives them responsibility for
making the classroom the best it can be.
2. a face-to-face, interactive circle
discussion
3. can deal with problems (cutting in lunch
line, put-downs, homework issues) or
help to plan upcoming events (the day, a
field trip, a cooperative activity, the next
unit).
201. Weekly H.S. Class Meetings
“Weekly class meetings are important for
discussing and role-playing what bystanders can
do.”
Resource: Class Meetings That Matter
—Olweus program (www.olweus.org)
202. 202
Use class meetings to discuss bullying:
“Give examples of bullying, but no names please.”
“How do you feel when someone does these things
to you?”
205. Study Your Hero; Become Your Hero
Give a report to the class:
1. Why did you choose this person as
your hero?
2. How are you like your hero? Not like
your hero?
3. What, specifically, are you doing to
try to become more like your hero?
4. Report on your progress in 2 months.
206. SMART & GOOD SCHOOLS INITIATIVE
REFLECTING ON CHARACTER
1. What would you want a teacher to say about your
character in a letter of reference?
2. How do you gain the trust of another person? How
do you destroy it?
3. What are some of the consequences of being
dishonest?
4. What are some of the rewards of being honest?
207. Practice Goal-Setting
At the end of the day, students take out their
Character Record Book and answer 3
questions:
1. How did I show kindness* today?
2. How did I not show kindness?
3. How will I show kindness tomorrow?
* The focus virtue changes weekly.
208.
209.
210.
211. Empathetic Children Can
Recognize Feelings
1st Habit: Teaching emotional literacy to help
students recognize and understand the
feelings and needs of others
212. Be pitiful, for every
man is fighting a
hard battle.
Ian Maclaren
213.
214. Empathetic Children Have a
“Moral Identity”
2nd Habit: Developing an ethical code so
students will adopt caring values that guide
their integrity and activity empathy to help
others
215.
216. Empathetic Children Understand
the Needs of Others
3rd Habit: Instilling perspective taking so students
can step into others’ shoes to understand another’s
feelings, thoughts and views
219. Empathetic Children Have A
“Moral Imagination”
4th Habit: Instilling a moral imagination so students
can use literature, films and emotionally- charged
imaged as a source of inspiration to feel with others
220.
221. Empathetic Children Can Keep
Their Cool
5th Habit: Mastering self-regulation to help
students learn to manage strong emotions and
reduce personal distress so they can help
others
222. A single sunbeam is
enough to drive away
many shadows.
Francis of Assis
226. Empathetic Kids Think “Us” Not
“Them”
7th Habit: Cultivating collaboration to active
empathy and help students work with others
to achieve shared goals for the benefit of all
229. Empathetic Kids Stick Their Necks
Out
8th Habit: Promoting moral courage to
embolden kids to speak out, step in and help
others
230.
231. Empathetic Kids Want to Make a
Difference
9th Habit: Cultivating altruistic leadership
abilities to motivate students to make a
difference for others, no matter how small it
may be, and become Changemakers
232. Kind words do not cost
much. Yet they
accomplish much.
Blaise Pascal
233.
234. 8 CONCRETE STRATEGIES THAT
HELP RAISE CARING CHILDREN
UnSelfie: Why Empathetic Kids Succeed In
Our All- About-Me World
236. A simple way to increase face
to face connection is to enforce
one habit: “Always look at the
color of the talker’s eyes.”
237. Beginning today, treat everyone you
meet as if they were going to be
dead by midnight. Extend to them all
the care, kindness and understanding
you can muster, and do it with no
thought of any reward. Your life will
never be the same again.
Og Mandino
241. A study found that praising children’s
character traits rather than their behavior
helped them internalize caring as part of their
identities. The character-praised kids were
also more likely to be more generous than
those children who were told that they had
donated because they were expected to do.
246. Help stretch your child’s
perspective-taking skills (the
cognitive part of empathy)
using spontaneous everyday
moments.
247. In books: “Take the bears’ side. How would
you feel if Goldilocks used your beds and
chairs without asking?”
248. In the news: “The cyclone destroyed most of
those children’s homes. What do you think
those kids are feeling and thinking? What do
you think we can do to help?”
249. In your family: “How does Dad feel hearing
that his mom is so sick?” Don’t overlook
asking: “I wonder if there’s a way we can
help?”
251. One of the greatest questions to ask yourself
each day is: “If I were the only example my
child had to learn kindness and empathy, what
did she learn today?”
253. So instead of always asking, “What did you
learn today?” or “What grade did you get?”
include:
254. “What’s something you did
that was kind?”
“What kind thing did you see
someone do?”
255. “… children are hard-wired
to care, but their capacity
for empathy must be
nurtured …”
256. Three things in human life
are important. The first is to
be kind. The second is to be
kind. And the third is to be
kind.
Henry James
257.
258.
259. 1. Set clear rules.
2. Teach how to recognize bullying.
3. Teach how to report bullying.
4. Teach how to respond to bullying.
5. Teach how to refuse bullying.
6. Replace current beliefs or
behavior.
The Essential 6
Rs
260. “Any failure to treat bullying,
abuse and violence seriously,
because it occurs between
students, within schools, is a
violation of a child’s human
rights.”
261.
262.
263. Social banter
Hurtful teasing
Mean, subtle body language
Aggressive physical behaviors, e.g. pushing, shoving,
kicking
Malicious gossip, e.g. online bullying, chat rooms
Sexual, gender, racist, religious harassment
Social exclusion – in person, electronic
Mobbing
Hazing
Extortion/bribery
Phone, cyber abuse
Damage to property
Physical violence
Use of weapons
Criminal act
Murder
271. Research Showed:
1. Good schools ensure a clean and secure
physical environment.
2. Good schools promote and model
fairness, equity, caring and respect.
3. In good schools, students contribute in
meaningful ways.
4. Good schools promote a caring
community and positive social relationships.