Character Counts

I tend to use words like integrity and other character adjectives such as respect, honesty, etc., when I speak with students. I am not sure how effective my conversations are but I am trying to give identification to what may seem an intangible concept to younger children. More importantly, I like to introduce children to these ideas that, in my opinion, mean much more than anything being learned in the classroom. Though, I hesitate and worry that I maybe recklessly using the words. I use them often but I am not certain I use them judiciously and as poignantly. Nonetheless, there is an old plaque I want to discuss in connection with my student’s performance this past week.

I spent six years in leadership that proved to have an everlasting influence in my character. I have many memories and experience I pull from during those times. One such memory is of an old plague a Leadership teacher use to hang above the door inside the classroom. It read: Return with Honor. Early on, not much thought was given to the plague but we were given a moment to think about what the plaque was suggesting. Discussion was had and many ideas where offered but essentially the plaque was giving us a command: go out, champion good, and return to only spread the idealism through action. A tall task for anyone but an expectation any child can rise to.

Returning to my classroom, my CM invited me to sit-in on a grade group meeting. I was completely interested to find out what occurs at these grade group meetings. First, I have been baffled by the idea that these teachers only meeting informally during their prep or lunch. There isn’t any formal time set aside for them to cooperate professionally, support each other, and find creative resources or methods. Second, I was curious to discover what topics would be addressed and, of course, the language being used. Surprisingly, my learning did not occur as much in the grade group meeting as it did about finding out how the class behaved while we were at the meeting.

According the gym teacher who was covering the class for the last 30 minutes of the day, the students were very disruptive and not adhering to their responsibility of independent reading and journal writing. I was surprised because the class has been doing very well, a few moments aside. Then, afterschool, I ran into a student and probed her about the classroom. She agreed that the class was being noisy and disruptive but there were only a few students who were responsible for creating and sustaining such environment.

I didn’t get a chance to return to the classroom since it was my last day of placement for the week but the incident caused me to think about “actual” learning and maturity. I believe as teachers we are trying to instill a long-term discipline of learning and personal growth that also transcends into the various social circles of the students. What is a respectful classroom student that does not employ the idea elsewhere? Thinking about my education, I read many of the textbook stories in literature that dealt with character and growth. I always thought they were cheesy and I never related to them. It wasn’t until I started doing community service in leadership and becoming involved in the discourse of social justice and service in college that I began to seriously take ownership over trying to become a concerned, educated, and contributing citizen. I think the same applies to younger children. These students know much more than we give them credit for and, although the literature stories provide great examples of the meaning of character, I believe children need to be able to openly discuss and experience the importance of the principles we seek to instill. Let us take the learning and experience it. Let us take our class to a soup kitchen before thanksgiving and in the spring – showcase hunger does not vary according to season. Have the children learn about other countries and their way of lives. Lastly, and the idea I advocate the most, have the students work on a social service project displaying the power of social action. The kids I work with live in a difficult neighborhood - a simple and starting point of describing the neighborhood – and they need to realize the power they can yield even in what many deem as a disadvantage position.

I believe such work will instill, among many other things, pride, ownership, and confidence. My students need to realize that the words of respect that I constantly teach do not only apply to the classroom or during the presence of a substitute, but a much larger important responsibility of citizenship. I criticize the current model of preaching and reading without being an example or providing an opportunity for children to practice such principles. Thus, integrity should mean as much to the students as to the teacher.

Let us, as teachers and students, return to the classroom with honor!