Character Education Models

Programs are generally of four varieties that may be used alone or in combination:

1) Cheerleading involves multicolored posters, banners, and bulletin boards featuring a value or virtue of the month; lively morning public-address announcements; occasional motivational assemblies; and possibly a high-profile event such as a fund-raiser for a good cause.

2) Praise-and-reward approach seeks to make virtue into habit using “positive reinforcement”. Elements include “catching students being good” and praising them or giving them chits that can be exchanged for privileges or prizes. In this approach, all too often, the real significance of the students’ actions is lost, as the reward or award becomes the primary focus.

3) Define-and-drill calls on students to memorize a list of values and the definition of each. Students’ simple memorization of definitions seems to be equated with their development of the far more complex capacity for making moral decisions.

4) Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e., walking in lines, arms at one’s sides), or formal forms of address (“yes sir,” “no ma’am”), or other procedures deemed to promote order or respect of adults.

“These four approaches aim for quick behavioral results, rather than helping students better understand and commit to the values that are core to our society, or helping them develop the skills for putting those values into action in life’s complex situations.”

(Schaps, Schaeffer, & McDonnell)

“Too many programs that say they are developing character and call themselves “character education” are aimed mostly at promoting good manners and compliance with rules, not at developing students of strong, independent character.”

Generally, the most common practitioners of character education in the United States are school counselor although there is a growing tendency to include other professionals in schools and the wider community. Depending on the program, the means of implementation may be by teachers and/or any other adults (faculty, bus drivers, cafeteria workers, maintenance staff, etc.); by storytelling, which can be through books and media; or by embedding into the classroom curriculum. There are many theories about means, but no comparative data and no consensus in the industry as to what, if any, approach may be effective.