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Bridge to Character- FOES
Fairness- commitment to justice Obligation- duty to a higher purpose empathy- deep concern to others Self-control- personal responsibility
100
induction
a strategy that helps children understand things through others point of view
100
Sternberg and gardener
people CAN improve their intelligence
100
with multiple intelligence, what do teachers need to consider when planning and teaching lessons?
*every child can function with all aspects of intelligence *individualize your teaching *pluralize your teaching *teach important material in multiple ways
200
6 Es
Example- present good examples of moral character Explanation- ask them to tell why something is right, or what is the right thing to do Exhortation- say things like, You can do this! Ethos- caring, show respect, moral environment Experience- give students the opportunity to serve inside and outside of the classroom Expectations of Excellence- expect that they can do it and tell them they can. culture/ environment of the classroom
200
moral courage
ego- strength: sticking up for what you believe in. stubbornness is a good thing
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IQ
Intelligence Quotient 100 is average determines whether on not students are meeting their potential in school
200
Erikson (School Age) Stages of Man
Initiative versus guilt (preschool years): children are becoming more independent and start to make choices about what they want to pursue Industry versus inferiority (elementary years): development of self confidence, functioning outside of the family, when students start to develop the industry that they will have a lasting sense of competence Identity versus confusion (adolescence): start to ponder roles in society, make decisions regarding their jobs, attitudes, and relationships (teachers can offer them opportunities to try out adult roles)
200
Self- Efficacy
What am I good at? Teachers need to help kids to see what they can grow or improve on their work. Younger kids will say they are good at everything. They will either be good or bad no in between. Older kids views of what they are good at will go down as they age and experience things. They are more accurate
300
Moral Behavior
Is all dependent on three decisions: What is the right thing to do? Whose responsibility is it to act? Personal commitment to carry out the moral behavior.
300
Sternberg
being intelligent isn't enough, you need to also be wise
300
modern views on intelligence vs. traditional views
traditional: everyone has a certain amount of intelligence and cannot exceed that. schooling helps them develop what they have Modern: we can improve our intelligence by developing our strengths and working on improving our weaknesses
300
self concept
Who am I? Teachers need to give kids a sense of belonging. Of membership. Younger kids will describe themselves with general personalities while older kids describe themselves by their talents or their relationships.
300
5 Big Personality dimensions
Openness- no close-mindedness, new concepts and ideas Conscientiousness: diligence, gets things done Extraversion- where energy comes from Agreeable- get along with people Neurotic- anxious, fearful, worry
400
Empathy
develops into a deep concern for others
400
Kohlbergs Stages of Moral Reasoning
children are developing and maturing, be in stage three by high school, some people never leave stage three
400
difference between multiple intelligences and learning styles
multiple intelligences: talk about multiple different functions that each person has (everyone has all of them). there is not one specific way to learn bc everyone has multiple intelligences Learning styles: an excuse for poor teaching, make sure you are always using all of your skills to teach instead of focusing on a specific learning style
400
Self- Esteem
How do I feel about myself? Teachers need to make kids feel loved and wanted and valued. Younger kids will think very highly of themselves while older kids experience a drop in self esteem and think of themselves as how others view them.
400
moral knowing
Moral awareness, knowing moral values, perspective talking, moral reasoning, decision-making, self-knowledge
500
moral feeling
Conscience, self-esteem, empathy, loving the good, self-control, humility
500
moral action
competence, will, habit
500
Gibbs
moral behavior comes as a result of right thinking and affective influences such as empathy working together.
500
Ego Identity
the conscious sense of self that we develop through social interaction. Our ego identity changes because of our experiences and what we acquire from interaction with other people. Erikson believed that a sense of competence motivates behaviors and actions.
500
goal of Erikson's stages
The goal in his stages is to be competent in life. The person will feel mastery called ego strength, only if the problem is handled positively. The person will be inadequate if the problem is handled negatively. In each stage, there is conflict that results in a turning point in development