1. KEY POINTS
TEACHING CHARACTER
CREATING POSITIVE CLASSROOMS

2. Kiwi from NZ living & leading
in Jakarta with a great team
of teachers
Head Teacher
Singapore School Kebon Jeruk, Indonesia
- GEG West Jakarta Co-Leader
- PhD Candidate University of Auckland
- Graduate Studies Director, Global University
@globaledtalk
Linkedin craighansennz
Skype craighansennz
Craig Hansen

3. Coursera.org – what a great place for professional development
During these holidays I have been taking a
few courses – Google Certified Educator &
exams and the Teaching Character &
Creating Positive Classrooms. While
sleeping in is a nice way to start the day, I
wanted something new, fresh, interesting to
take back to my team at Singapore School
Kebon Jeruk.
What follows is a summary of the key ideas
(so far) in the course.

4. Key Thoughts
1 PERMA
2 Micro-moments
3 Macrostructures
4 Dual Purpose Lessons
Positive Emotions
Engagement
RelationshipsMeaning
Accomplishment
Micro-Moments
Constructive
Responding
Growth
Mindset
Character
Behaviour
Language
Recurring (daily,
weekly etc.)
Proactively
planned (can be
extra-curricula)
Actively
experienced
(students are
engaged, with
discussion &
reflection &
action)
Aligned (clearly,
naturally, linked
to character
strength
development
within the
activities)

5. PERMA is an acronym for a set
of character traits that enable
people to flourish, thereby
developing happiness
PERMA

6. The PERMA Model - developed by Marin Seligman.
It identifies five essential elements to well-being.
These are:
• Positive Emotions (P).
• Engagement (E).
• Positive Relationships (R).
• Meaning (M).
• Achievement/Accomplishment (A).

7. Positive
Emotions
Engagement
RelationshipsMeaning
Accomplishment

8. Intentional interactions
between a teacher and
students to grow PERMA
MICRO-MOMENTS

9. MICROMOMENTS
Micro-Moments
Constructive
Responding
Growth
Mindset
Character
Behaviour
Language

10. MICROMOMENTS
Micro-Moments
Constructive
Responding
Growth
Mindset
Character
Behaviour
Language
• Growth Mindset – increases the effort used, promotes using
good strategies & proactive help-seeking
• Character Behaviour Language – specifically identifying the
good character traits being used and will impact success
• Constructive Responding – active, constructive, positive
responses towards student behaviours that increase future &
present success

11. Purposefully created events or
situations that are recurring,
proactively planned, actively
experienced and aligned to
character development
MACROSTRUCTURES

12. Recurring (daily,
weekly etc.)
Proactively
planned (can be
extra-curricula)
Actively
experienced
(students are
engaged, with
discussion &
reflection &
action)
Aligned (clearly,
naturally, linked
to character
strength
development
within the
activities)

13. Academic and Character
Development within a
learning structure
DUAL-PURPOSE
LESSONS

14. Dual-Purpose Lessons

15. Explicitly tying the character development
strategies into the lesson process. The students
do the ‘heavy lifting’ (as Dave Levin says) and if
they don’t connect the character strategies to
the content, the teacher leads the students to a
directly discovery and application.
DUAL-PURPOSE
LESSONS

16. Connect with me:
@globaledtalk
Linkedin craighansennz
Skype craighansennz
Craig Hansen

17. THANK YOU!
Join coursera.org, take this course. It has been excellent