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 provides information about various performance evaluation methods that can be used to evaluate the performance of a retail sales clerk. It discusses 12 different methods including management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist method. For each method, it provides a brief overview and highlights some key aspects such as how ratings are done, advantages and disadvantages. The document aims to equip managers with effective performance evaluation techniques for retail sales clerks.
This document provides information and resources for evaluating the job performance of a delivery assistant, including:
1. Links to free ebooks and forms for performance appraisals on performanceappraisal360.com.
2. A sample job performance evaluation form outlining the evaluation process and rating scales for evaluating a delivery assistant's performance, strengths, areas for improvement, and goals.
3. Phrases for evaluating different aspects of a delivery assistant's job performance, such as attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
4. An overview of 12 common methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales,
Shuttle bus driver performance appraisalkenyaphatom
This document contains materials for evaluating the job performance of a shuttle bus driver, including:
1) A job performance evaluation form with ratings and factors like administration, communication, safety, and customer service to evaluate the driver.
2) Examples of performance review phrases focused on attitudes, creativity, and decision making to include in the evaluation.
3) The evaluation is meant to be completed by a supervisor and discuss strengths, areas for improvement, and goals with the driver.
This document provides information about various performance evaluation methods that can be used to evaluate the performance of a retail sales clerk. It discusses 12 different methods including management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist method. For each method, it provides a brief overview and highlights some key aspects such as how ratings are done, advantages and disadvantages. The document aims to equip managers with effective performance evaluation techniques for retail sales clerks.
This document provides information and resources for evaluating the job performance of a delivery assistant, including:
1. Links to free ebooks and forms for performance appraisals on performanceappraisal360.com.
2. A sample job performance evaluation form outlining the evaluation process and rating scales for evaluating a delivery assistant's performance, strengths, areas for improvement, and goals.
3. Phrases for evaluating different aspects of a delivery assistant's job performance, such as attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
4. An overview of 12 common methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales,
Shuttle bus driver performance appraisalkenyaphatom
This document contains materials for evaluating the job performance of a shuttle bus driver, including:
1) A job performance evaluation form with ratings and factors like administration, communication, safety, and customer service to evaluate the driver.
2) Examples of performance review phrases focused on attitudes, creativity, and decision making to include in the evaluation.
3) The evaluation is meant to be completed by a supervisor and discuss strengths, areas for improvement, and goals with the driver.
This document provides information on performance evaluation methods for an account payable clerk, including definitions and features of various methods. It discusses the top 12 methods: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist method. For each method, it provides an overview and discusses advantages or disadvantages. The document aims to inform on different approaches to evaluating an account payable clerk's performance.
This document contains materials for evaluating the job performance of a lunchtime supervisor, including:
1) A 4-page performance evaluation form covering rating scales and evaluation criteria for various job duties and skills.
2) Additional guidance on writing performance reviews, including examples of positive and negative phrases for reviewing attitudes, creativity/innovation, and decision-making.
3) Links to online resources for performance appraisal templates, methods, key performance indicators, and tips for self-evaluations.
The evaluation form and supplemental materials provide a framework for comprehensively reviewing and documenting a lunchtime supervisor's job performance.
This document provides information and resources for evaluating the performance of a quality controller. It includes a 4-page job performance evaluation form with rating scales for evaluating an employee on various performance factors. It also lists phrases that can be used in a performance review for areas like attitude, creativity, decision-making, and teamwork. Finally, it outlines the top 12 methods that can be used for a quality controller's performance appraisal, such as management by objectives, critical incident method, and 360-degree feedback. The overall document serves as a guide for formally assessing a quality controller's work performance.
This document provides information and resources for evaluating the job performance of an assistant administrative officer, including:
- Links to free eBooks and forms for performance appraisals.
- A sample job performance evaluation form with sections to rate performance factors, document strengths/accomplishments, areas for improvement, and signatures.
- Phrases to use in performance reviews addressing attitudes, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
- An overview of the top 12 methods for performance appraisal, such as management by objectives, critical incident, behaviorally anchored rating scales, and 360-degree feedback.
This document provides information and resources for evaluating the performance of a janitorial supervisor, including:
1. Links to free ebooks and resources on performance appraisal phrases, forms, methods, and key performance indicators.
2. A sample performance evaluation form for a janitorial supervisor with rating scales for evaluating their performance in areas like administration, communication, teamwork, decision-making, safety, and more.
3. Examples of positive and negative performance review phrases for a janitorial supervisor's attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
4. An overview of the top 12 methods for a janitorial supervisor's performance appraisal
Business development officer performance appraisalmolliebell246
Business development officer job description,Business development officer goals & objectives,Business development officer KPIs & KRAs,Business development officer self appraisal
Executive assistant to president performance appraisalscottprice364
Executive assistant to president job description, Executive assistant to president goals & objectives, Executive assistant to president KPIs & KRAs
Executive assistant to president self appraisal
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.
This document provides information on performance evaluation methods for an account payable clerk, including definitions and features of various methods. It discusses the top 12 methods: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist method. For each method, it provides an overview and discusses advantages or disadvantages. The document aims to inform on different approaches to evaluating an account payable clerk's performance.
This document contains materials for evaluating the job performance of a lunchtime supervisor, including:
1) A 4-page performance evaluation form covering rating scales and evaluation criteria for various job duties and skills.
2) Additional guidance on writing performance reviews, including examples of positive and negative phrases for reviewing attitudes, creativity/innovation, and decision-making.
3) Links to online resources for performance appraisal templates, methods, key performance indicators, and tips for self-evaluations.
The evaluation form and supplemental materials provide a framework for comprehensively reviewing and documenting a lunchtime supervisor's job performance.
This document provides information and resources for evaluating the performance of a quality controller. It includes a 4-page job performance evaluation form with rating scales for evaluating an employee on various performance factors. It also lists phrases that can be used in a performance review for areas like attitude, creativity, decision-making, and teamwork. Finally, it outlines the top 12 methods that can be used for a quality controller's performance appraisal, such as management by objectives, critical incident method, and 360-degree feedback. The overall document serves as a guide for formally assessing a quality controller's work performance.
This document provides information and resources for evaluating the job performance of an assistant administrative officer, including:
- Links to free eBooks and forms for performance appraisals.
- A sample job performance evaluation form with sections to rate performance factors, document strengths/accomplishments, areas for improvement, and signatures.
- Phrases to use in performance reviews addressing attitudes, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
- An overview of the top 12 methods for performance appraisal, such as management by objectives, critical incident, behaviorally anchored rating scales, and 360-degree feedback.
This document provides information and resources for evaluating the performance of a janitorial supervisor, including:
1. Links to free ebooks and resources on performance appraisal phrases, forms, methods, and key performance indicators.
2. A sample performance evaluation form for a janitorial supervisor with rating scales for evaluating their performance in areas like administration, communication, teamwork, decision-making, safety, and more.
3. Examples of positive and negative performance review phrases for a janitorial supervisor's attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
4. An overview of the top 12 methods for a janitorial supervisor's performance appraisal
Business development officer performance appraisalmolliebell246
Business development officer job description,Business development officer goals & objectives,Business development officer KPIs & KRAs,Business development officer self appraisal
Executive assistant to president performance appraisalscottprice364
Executive assistant to president job description, Executive assistant to president goals & objectives, Executive assistant to president KPIs & KRAs
Executive assistant to president self appraisal
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.
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.
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
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
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
URGENCY OF CHARACTER FORMATION: Strategies & MethodsMann Rentoy
This document provides information about an upcoming event to begin at 9am. It includes an opening prayer for generosity and guidance for teachers. It then introduces the speaker, who has extensive experience in education, including as a lecturer, teacher, administrator and founder of schools. The topic of the event is "Raising Children of Character in a Wired World" and discusses the challenges today's children face from technologies and popular culture, and principles and strategies for teachers to help develop good character.
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?
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.
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.
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.
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.
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.
Radians School News Letter, Issue 1 september 2014Arturo Castrodad
This document discusses project-based learning (PBL) being used at Radians School to actively engage students. It provides examples of middle and high school students participating in hands-on science activities. PBL allows students to directly experience real-world problems in class and acquire deeper knowledge through exploration of challenges. Studies show PBL helps students remember content longer and feel better prepared to problem solve. The school emphasizes developing skills like critical thinking, collaboration, and innovation needed for 21st century success.
This document discusses project-based learning (PBL) being used at Radians School to actively engage students. It provides examples of middle and high school students participating in hands-on science activities. PBL allows students to directly experience real-world problems in class and acquire deeper knowledge through exploration of challenges. Studies show PBL helps students remember content longer and feel better prepared to problem-solve. The school emphasizes teaching virtues like kindness through community service and character development.
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 overview of the Character Counts program, which teaches six pillars of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. It includes quotes about the importance of character education and outlines activities, discussions, and games to teach each of the six pillars. The goal is to help students develop strong moral character that will allow them to build deep relationships and find greater happiness.
Character education – Professor James Arthur, Head of the School of Education...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
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
Similar to CREATING A KIND AND CARING CLASSROOM (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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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9. TEACHER’S PRAYER TO SAINT JOSEPH
O Blessed Saint Joseph,
guardian of the Child Jesus,
we pray that you will help us
in our daily troubles and tribulations
as we try to pass on to our students
all the teachings that they need,
to be able succeed in their chosen
professions.
Help us to teach,
and help them to learn.
Guide us all as you guide your most Holy
Son, Jesus.
Obtain for us the graces we need,
not only to teach and to learn,
but to stay on the path shown
by the Light of Christ.
Amen.
20. 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.
25. 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.
38. A caring classroom is not only comfortable,
it allows the teacher to spend more time teaching
and less time handling student conflicts.
39. Effects of Crisis in Empathy:
hurts students’ academic performance
leads to bullying behaviors
more cheating
less resilience
inability to collaborate
inability to innovate
inability to problem-solve
42. 42
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)
45. Never let the demands of your
job cause you to forget that
each one of your students is a
feeling- thinking human being.
For education to be effective, it
must be personal.
- George Isaac Brown
46. The deepest urge in human
nature is the desire to be
important.
- John Dewey
52. 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.
53.
54. 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.
55. 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)
58. 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.
59. 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
60. 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.
62. 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.
63. 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?
64. 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.
67. 67
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)
68. 68
Good Character:
You have to . . .
know it in your head
feel it in your heart
show it with your hands.
69. Kindness makes a fellow
feel good whether it’s
being done to him or by
him.
Frank A. Clark
70. 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
72. 72
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.
74. 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
75. 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.
76. 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.
77. The Mission of Every School:
To develop performance
character and moral character—
best work and best behavior—
through an ethical learning
community.
79. 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.
82. 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
83. When students are victims of peer cruelty, it:
Interferes with their learning.
Disrupts their social and moral
development.
Makes school a miserable experience.
Causes some to seek revenge.
Causes others to become depressed and
even suicidal.
84. All my life I have been teased.
I love you very much, but I
just couldn’t stand it any more.
—An 8th-grade girl’s suicide note to her
parents
85.
86. 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.
87.
88.
89.
90.
91.
92. U.S. Secret Service Study:
Two-thirds of the student shooters had
been bullied by fellow students.
93. The Societal Costs of Bullying
By adulthood, 60% of school
bullies will have a criminal
conviction.
94. 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.
99. Develop a school touchstone or
“way.”
Written by staff and students
together, the touchstone
expresses the school’s core
moral and performance values.
100. 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.
102. 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
103. 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.
105. 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
129. 20 Kinds of Class Meetings
16. Planning meeting
17. Concept meeting
18. Sticky situations
19. Suggestion box/class business box
20. Meeting on meetings
130. 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
131. 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.
133. The smallest act of kindness
is worth more than the
greatest intention.
Kahlil Gibran
134. FRESHMAN TRANSITION PROGRAM
Older students are assigned as mentors to all
freshmen.
The school trains the mentors.
Mentors and their freshmen meet weekly.
135. 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.
142. “Build a Strong Home-School
Partnership”
Ch. 3, Character Matters, p. 60
How to get parents involved
143. 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.”
148. Character Education Homework
Parent and child, independently,
each make a list:
“Who are 5 of your heroes? Why?”
Then compare and discuss lists.
149.
150.
151. Component #1 (inner wheel)
The teacher as:
1. caregiver (building bonds)
2. model
3. mentor (moral and spiritual
guide/coach)
152. 152
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
153. “Help Me Know Your Child”
Jenny Carnahan, 4th-grade teacher, sends
home a questionnaire:
List 5 words that describe your child’s
character or personality
What motivates your child?
What upsets your child?
What are your child’s outside of school
interests?
What else should I know?
154. Who are you? (high school)
Your answers will remain private. Skip any you wish. Feel
free to ask me the same Q’s.
1. What’s your favorite leisure-time
activity?
2. What’s something you do well?
3. What would you like to do for
work/career?
4. What are two words that describe
you? —Hal Urban, Lessons from the
Classroom: 20 Things Good Teachers Do
155. Who are you? (high school)
Your answers will remain private. Skip any you wish. Feel
free to ask me the same Q’s.
5. What is your best quality?
6. What do you like most about
school? Least?
7. What co-curricular activities are
you involved in?
8. What else would you like me to
know about you?
—Hal Urban, Lessons from the Classroom: 20 Things
Good Teachers Do
156. 156
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.”
157. 157
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.
158. 158
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.
160. 160
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?
162. 162
Teacher as Mentor:
Quote of the day
Life is 10% what happens to
me and 90% how I react to it.
—Charles Swindoll
163.
164. 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.
165. 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.
167. 2-Minute Interviews
“I used the first 4 minutes of every class during the first month of
school to have students do paired 2-minute interviews (they had to
finish it on their own in the next 3 weeks):
1. What’s something you own that’s special to you?
2. What’s your proudest achievement so far?
3. What’s an important goal you have for your life?
4. A special interest you have?
5. Who is someone you greatly admire? Why?
6. A question of your choice.
—Hal Urban, Lessons from the Classroom
168. They had to fill in a sheet with the information for every
class member—and turn it in, as with any assignment.
We continued until every student had interviewed every
other student. They were required to interview me as
well, and I interviewed each of them.
My students loved this activity. After 3 weeks, we all
knew each other well.
The first test asks them to list the names of all class
members.
169. 169
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.
170. 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
171. 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.
174. 174
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.
175. 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
176. 176
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.
177. SMART & GOOD SCHOOLS INITIATIVE
177
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).
178. SMART & GOOD SCHOOLS INITIATIVE
178
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.”
179. 179
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.”
182. 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).
183. 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)
184. 184
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?”
187. 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.
188. 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?
189. 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.
190.
191.
192. Empathetic Children Can
Recognize Feelings
1st Habit: Teaching emotional literacy to help
students recognize and understand the
feelings and needs of others
193. Be pitiful, for every
man is fighting a
hard battle.
Ian Maclaren
194.
195. 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
198. 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
201. 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
204. 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
205. A single sunbeam is
enough to drive away
many shadows.
Francis of Assis
210. 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
216. 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
217. Kind words do not cost
much. Yet they
accomplish much.
Blaise Pascal
218.
219. 8 CONCRETE STRATEGIES THAT
HELP RAISE CARING CHILDREN
UnSelfie: Why Empathetic Kids Succeed In
Our All- About-Me World
221. A simple way to increase face
to face connection is to enforce
one habit: “Always look at the
color of the talker’s eyes.”
222. 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
227. 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.
232. Help stretch your child’s
perspective-taking skills (the
cognitive part of empathy)
using spontaneous everyday
moments.
233. In books: “Take the bears’ side. How would
you feel if Goldilocks used your beds and
chairs without asking?”
234. 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?”
235. 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?”
238. 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?”
248. 100 Ways to Promote Character Ed
1. Circle those things you’ve already done.
2. Star those things you haven’t done but
would be willing to try.
3. With a partner, share one thing you’ve
done and one thing you’d like to try.
4. Make a date to share, with your partner,
the results of the new thing you try.