Character development: Why the virtues matter

Teenagers rioting in London, bloody mob attacks at Wisconsin State Fair and shopping malls where teenagers create havoc. Every day, we are bombarded with stories that make us sick. We read about a school district changing test scores for money and that 65% of American students think it is all right to cheat on tests. Something is disappearing from our culture, causing all of us to feel unsettled about the future.

Many believe that something is character development. What is meant by character? And why must we insist on inserting the concept into the local, state and national agendas?

A person of character exhibits these virtues: justice, fortitude, self-control, love, a positive attitude, hard work, integrity, gratitude, humility and wisdom. A person of character does the right thing no matter the personal cost. The decisions of people of character are driven not by instant gratification but by communal good. They do not need constant supervision because virtues inform their every move.

(Please note: Character education is not a religious program. People of all religions and races have character, because we share universal values.)

What structures are in place to help kids develop character?

No single method works for all kids

Science can lead to better readers

By Marcia Henry

It's a grim story to read.

Fifteen years ago, Wisconsin fourth-graders placed third in the country in state rankings of reading ability known as the National Assessment of Educational Progress. By 2009, our fourth-graders' scores plunged to 30th, with a third of the students reading below basic levels. The scores of minority youth were even bleaker, with 65% of African-American and 50% of Hispanic students scoring in the below-basic range.

As a member of Gov. Scott Walker's blue ribbon reading task force, I am one of 14 people charged with reversing that drop. And, as a 50-year veteran educator, I have a partial solution. Let me spell it out for you: We need better teacher preparation.

How many of you remember your very best teachers? I remember Miss Hickey at Lincoln School and Miss Brauer at Folwell School in Rochester, Minn. They taught me to read.

I travel throughout the country consulting and providing staff development for school districts and literacy organizations. I've met thousands of dedicated teachers who tell me they are unprepared to teach struggling readers.

This situation is not the teachers' fault. Some teachers in Wisconsin had only one course in reading instruction. Most were never exposed to the latest research regarding early reading acquisition and instruction. In contrast, several states require three or four classes in courses that contain the latest in science-based reading instruction.

So, what is science-based reading instruction? This instruction provides students with strategies for reading words accurately and fluently, and improving vocabulary and comprehension. Evidence is based on over 100,000 studies conducted on learning to read over a 40-year period. Research funded by the National Institutes of Health, National Science Foundation and other agencies, in conjunction with research universities such as the University of Michigan, Stanford and Yale, provides clear implications for teachers.

At a word level, well-trained teachers know how to 1) train children to manipulate sounds in words, 2) teach phonics, the letter/sound relationship known as the alphabetic code, 3) divide words into syllables and 4) recognize prefixes, suffixes and other word parts in words. Teachers learn the English spelling system and know how to explicitly teach it to their students.

However, most teachers in training learn to begin with a story. Children learn the words Dick, Jane, run and jump not by sounding them out but by reading the words over and over in a story. Children read to themselves or to others. They are even encouraged to guess at words, by finding clues in pictures and the context of the story.

No specific strategies are provided for figuring out the words. Instead, children are told to skip them or try again or ask for help. Children have to figure out the code on their own; some do, but many do not.

We know that students can learn to read when teachers have learned the necessary skills. Current research finds that teachers can successfully learn to teach strategies and methods useful for all children. Teachers who are trained in science-based reading intervention programs are improving reading scores in Massachusetts, Delaware, Virginia, Florida and other states.

Nationwide research summarized by the National Reading Panel shows that many teachers have not been trained in their universities to teach literacy skills. One study found that significant numbers of teachers were unable to count sounds in syllables, divide words into syllables and identify prefixes and suffixes in words. Another study found that 53% of those training to be teachers and 60% of teachers in the classroom didn't know the answers to half of the questions regarding the structure of English words.

Children with dyslexia and others who struggle to learn to read need to learn the alphabetic code in order to read and understand text. These programs will help all children learn to read, not only those with dyslexia and other learning disabilities. Wisconsin's biggest educational challenge is improving our children's reading. All our kids deserve the very best teaching.

After five meetings, there is little consensus among task force members regarding adequate teacher preparation and licensing. One step in the right direction is to ensure better teacher preparation.

We need a swell of support from parents, educators and others who value the future of our children.

So, here is your assignment:

Write the Department of Public Instruction and your legislators. Insist that your representatives propose and pass legislation that provides science-based reading instruction for all teachers. Demand that DPI increase the number of units for teacher credentialing in classes, require rigorous licensure exams, and adopt content and knowledge standards based on the evidence from science-based research.

Let's provide a happy ending to this story.

Marcia Henry is professor emeritus at San Jose State University and former president of the International Dyslexia Association.

Robert D. Decker
Obituary 9-2-2011
Milwaukee Journal Sentinel

CHARACTER EDUCATION

School boards need to provide vision

In response to the Aug. 21 editorial "Building character," I would suggest character education transcends the Milwaukee schools and applies to all schools.

School boards, in their role as policy-makers, need to provide the vision and support to educate all students for their future. In these challenging times, it is hard to predict what the future might be.

We know that in order to compete in a dynamic global economy, students will need to be strong in the core academic areas. They will also need skills in civic literacy, interpersonal and self-direction skills. They must be able to work with others in order to collaborate and innovate with a diverse workforce. They must have a strong sense of right from wrong so they make ethical decisions and navigate a world rich with information and social communication.

Policy-makers need to understand that an important mission of schools is to develop educated and good citizens. The citizen's part comes through the development of a student's character in a partnership between families, schools and the community. Theodore Roosevelt said, "Character, in the long run, is the decisive factor in the life of an individual and of nations alike."

Pamela Woodard
School Board member
Whitefish Bay

EDUCATION

Teaching character has big impact

By way of background, I am the president and CEO of the Character Education Partnership in Washington, D.C. Our organization has evaluated character development initiatives in schools for nearly 15 years. We also recognize excellence and share best practices.

From this experience, we have a database that includes hundreds of real-life case studies that show the positive impacts of character education. Simply put, it helps create a safe, caring, supportive school environment where students and teachers flourish.

We consistently see that character education reduces bullying, acts of violence and other problems that get in the way of effective teaching and learning. Furthermore, we see that it consistently improves academics, attendance, teacher retention, parental involvement, emotional competency and more. Beyond this, character education helps to develop honest, ethical, dependable, compassionate adult citizens for our communities, nation and world.

EDUCATION

Time to focus on building character