Over the last few weeks I’ve had the opportunity to read and gain new insight into moral and performance character. Based on the reading, Lickona and Davidson characterize moral and performance character as intertwined: “Performance character must always be regulated by moral character to ensure that we do not do bad things in the pursuit of our goals, and moral character always needs performance character to enable us to be effective in carrying out our good intentions.” (Seider 2012, p.128)
As I read the headlines on different website and see the interaction with students in school and out of school I get it. The need for moral and performance character in our schools are at an all-time high. In our school the students are coming to us …show more content…
I noticed that in school my students are not responsible for their actions. They are at a point in their lives were they feel entitled to things and other should be responsible for their things and picking up behind them. When you are responsible it refers to your ability to make decisions that benefit you and others. So this week we talked about what being responsible means to them, I gave students a questionnaire with a few questions. A sample of a few questions were: I exercise self-control, I take ownership of my actions; and don’t blame others, and I make good judgment and think about the consequence for my actions. I gave the students the questions allowed them to answer the questions and them partner up and talk about them. Once the students had the peer discussion we went to whole group and graphed their responses to get an idea of what students really felt, we had a class discussion around the outcomes. I believe the activity had the expected impact to bring awareness to the students being responsible for their own actions. I also think it brought the importance of being responsible to the forefront. The students didn’t realize that to be responsible for themselves and others happens with everything they do in school and out of school. The activity didn’t require me to do anything to extreme and as a class we were able to have a group conversation no student was singled out. Through this conversation I believe it also taught students about respect which we had to do when others have different ideals than
As I read the headlines on different website and see the interaction with students in school and out of school I get it. The need for moral and performance character in our schools are at an all-time high. In our school the students are coming to us …show more content…
I noticed that in school my students are not responsible for their actions. They are at a point in their lives were they feel entitled to things and other should be responsible for their things and picking up behind them. When you are responsible it refers to your ability to make decisions that benefit you and others. So this week we talked about what being responsible means to them, I gave students a questionnaire with a few questions. A sample of a few questions were: I exercise self-control, I take ownership of my actions; and don’t blame others, and I make good judgment and think about the consequence for my actions. I gave the students the questions allowed them to answer the questions and them partner up and talk about them. Once the students had the peer discussion we went to whole group and graphed their responses to get an idea of what students really felt, we had a class discussion around the outcomes. I believe the activity had the expected impact to bring awareness to the students being responsible for their own actions. I also think it brought the importance of being responsible to the forefront. The students didn’t realize that to be responsible for themselves and others happens with everything they do in school and out of school. The activity didn’t require me to do anything to extreme and as a class we were able to have a group conversation no student was singled out. Through this conversation I believe it also taught students about respect which we had to do when others have different ideals than