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The Child Development Project: BuildingCharacter by Building CommunityMarilyn Watson aa The Child Development Project , USAPublished online: 06 Jan 2012.

To cite this article: Marilyn Watson (1999) The Child Development Project: Building Character byBuilding Community, Action in Teacher Education, 20:4, 59-69, DOI: 10.1080/01626620.1999.10462935

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THE CHILD DEVELOPMENT PROJECT: Building Character by Building Community

Marilyn Watson The Child Development Project

[adapted from a chapter in the ATE Commission on Character Education’s report “Character Education: The Foundation for Teacher Education” (in press)]

When a teacher focuses on creating a caring community in the classroom he or she is not just providing the optimal context for character development. The processes involved in creating a caring community require far more than that the teacher be fair and caring, it requires teaching children the skills and attitudes they need to be fair and caring, and seeing to it that everyone in the community lives by these values. This article outlines the many skills and understandings that preservice teachers need in order to create caring classroom communities and the supportive conditions they need, both as student teachers and as teachers, if they are to succeed in making a positive contribution to the character development of their students.

“Not teasing.” “Not calling people names.” “Being friends.” “Caring about other people’s feelings.” “People helping people.” “Not laughing at people.”

These are just some of the typical responses elementary school children offer when asked how they want their class “to be”-what behaviors, attitudes, and spirit they want to prevail in their classroom. What these children realize and express, in a very concrete way, is that they want their classroom to be a caring and safe place. What they are describing is a caring classroom community, and it is children’s immersion in such a community that provides the foundation for their development as responsible, caring people.

Creating caring communities in schools and classrooms is neither automatic nor easy, but is well worth the effort-for students in such communities acquire the values, sensitivities, motives, and skills that are central to good character (Battistich et al., 1997). For example, children who describe their schools and classrooms as caring communities show;

0 greater empathy towards others’ feelings;

greater enjoyment in helping others learn; stronger motivation to be kind and helpful to others; more frequent helpful behavior-with no promise of personal reward; greater ability to resolve conflicts fairly and without force; and fewer acts of delinquent behavior.

0 greater concern for others; 0

0

0

0

0

In short, children develop good character when their schools and classrooms feel like Wing communities.

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WHY?

Why is it that simply being a member of a caring school or classroom community has such positive effects on children’s character? To answer that, we need to look at the definition of “good character,” the ways children are “wired” to develop it, and the ways that caring schools and classrooms therefore inevitably foster it.

In very simple terms, people of good character care about others as well as themselves, are aware of the feelings and needs of others, understand the moral implications of their actions, possess the self-control and skills to act in ways that benefit others, and do so out of concern for others and the desire to behave in fair, kind, responsible, and honest ways. People of good character do not harm or take advantage of others, are honest with others, and offer help when it is needed and possible. And when people of good character do harm others, they try to repair or make up for any damage or distress they may have caused-and they do so not out of fear of punishment or for the promise of reward, but out of concern for the welfare of others and a commitment to core values such as kindness, fairness, and personal responsibility.

To develop a commitment to such core values-in other words, to develop the kind of good character described above-children must feel connected to those who model and teach such values. Children will feel connected to their teacher-and eventually to their classmates-if they find them nurturing and sensitive to their needs, in a manner parallel to that posited in the Bowlby/Ainsworth theory of how infants become securely attached to sensitive and nurturing caregivers (Ainsworth, Blehar, Waters, and Wall, 1978; Bowlby, 1969). And, just as a nurturing parental relationship leads to confident children who identify with their parents and are most likely to become contributing citizens (Maccoby and Martin, 1983; Pulkinnen, 1982), a nurturing learning community leads children to identify with the community and feel committed to its values, to its goals, and to contributing to it.

A caring learning community also helps meet children’s need to feel a sense of belonging, a sense of control over their environment, and a sense of competence-fundamental human needs as identified by many developmental and motivational psychologists (Connell, 1990; Deci and Ryan, 1985; Eccles et al., 1993; Erikson, 1959; Glasser, 1969; and Maslow, 1970). An inclusive, respect- ful environment that is rich in friendships provides a sense of belonging. Giving students a “say” in shaping the life of their classroom and school gives them a sense of control over their environment, and offering opportunities to acquire valued skills and important knowledge supports their quest for competence. Finally, in an environment in which students feel cared for and are treated with fairness and kindness by both teachers and classmates, children learn the logic of reciprocity and develop the desire to treat others as they are being treated.

Of course, having good intentions is not the same as knowing how to act on them--and elementary students have much to learn before they can treat others fairly and kindly on any consistent basis. In the school, then, teachers must not only model good character-by treating students fairly, respectfully, and kindly-but they must also teach the skills and understandings students need if they are to act in such ways themselves.

Classroom life offers constant opportunities for learning and practicing lifelong habits of good character. For example, in the classroom students can learn such skills as how to resolve conflicts through fair reasoning rather than force and how to negotiate sharing a task, and such understandings as the humiliation of being teased or bullied. Being part of a caring classroom community, then, powerfully affects children’s character development in two ways: children

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experience and identify with the values and goals of such a community; and, in working to create the community, the teacher helps students acquire the judgment, sensitivity, self-control, and skills to be able to treat others well.

Of course, many children learn humane values at home, but as Durkheim (1925/1961) argued, the school (or, more specifically, the classroom) plays an essential role in moral socialization as the “intermediary between the affective morality of the family and the more rigorous morality of civic life” (p.149). Going to school represents the child’s entry into the larger society, with all its attendant responsibilities to self and others, such as the importance of following basic rules, the obligation to respect the rights of others, and a commitment to the general welfare of individuals and the community. In a caring school community-one that embodies such core ethical values as kindness, respect, fairness, and personal responsibility-children develop central aspects of good character by observing, experiencing, being taught, and practicing these aspects.

HOW?

But how to teach students these aspects of good character? How to model them? How to sustain them? While there is no set formula or step-by-step recipe for success, the Child Development Project has developed a number of approaches and activities that address the four primary components of creating caring communities and helping children learn the skills and understandings essential to good character: (1) fostering caring relationships; (2) teaching humane values; (3) honoring intrinsic motivation; and (4) teaching for understanding.

Below are some examples of how teachers can attend to each of these components.

Foster Caring Relationships

In The Challenge to Care in Schools, Nel Noddings points out the central role that caring plays in helping children become good people. Likewise, in the Child Development Project caring relationships are the foundation upon which all else depends. The following set of activities and approaches are some central ways that teachers can both establish caring relationships with and (just as importantly) among their children.

Create lots of opportunities to get to know students, to help students get to know teachers, and to help students get to know each another. For example, a teacher might regularly eat lunch with different small groups of students; have students interview him or her and each other about topics of common interest; have students interview family members about family traditions, childhood experiences, and family history; and have students share with the class some information gleaned from such interviews.

Employ activities that build class unity by bringing students together in enjoyable pursuits, and frequently join in those pursuits themselves. For example, the class might write a class history or newspaper, create a class mural, plan a class trip or celebration, or investigate topics of common interest.

Use collaborative pedagogies (such as cooperative learning) as appropriate to establish a norm of helpfulness and to let children experience how collaboration benefits their learning and sense of belonging.

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Avoid competitive activities and strategies that attempt to motivate children by comparing their performance to the superior (or inferior) performance of others. Instead of building community in the classroom, such activities cause children to perceive one another as adversaries.

Provide opportunities for students of different ages to know and help one another, such as buddy programs that pair entire classes of older and younger children to share activities regularly throughout the school year.

Use an approach to discipline that preserves caring relationships with and among students.

For example:

* When children misbehave, attribute the best possible motive consistent with the facts and respond in a manner consistent with that motive. For instance, when a student shouts an answer out of turn, don’t lead the other students to think less of her by labeling her as rude and lecturing her on being fair. Instead, respond to a more positive possible motive-her interest and eagerness to participate-and help her learn some self-control strategies that give others a chance to participate, too.

* Avoid behaviors that label some children “good” and others “bad,” such as publicly chastising children, writing the names of offending children on the board, or trying to control children’s behavior by praising the behavior of certain classmates. For instance, if you want children to quiet down and listen to someone who is speaking, don’t tell the class how much you like the way a particular student is sitting quietly and really listening. Instead, ask the students to check themselves out to see if they are acting in a way that is respectful to whomever is speaking.

* Respond to misbehavior in a way to solve the problem rather than punish the child. For instance, if a child persists in disrupting a lesson, and you feel that for the good of the group you need to ask the child to leave it, do so in a way that preserves the child’s dignity and provides him with a graceful way to rejoin the group.

* When two or more children get into a conflict, don’t just separate them or decide for yourself who is in the right. Instead, work hard to help them arrive at a mutually satisfying solution to their problem.

Take great pains to convey affection and concern for children who consistently misbehave; work privately with them to help them find ways to behave better in the future.

Teach Humane Values

Even when children are in a caring environment and want to treat others fairly and considerately, they will frequently fail. Often their failure results from their inability to see how humane values apply to specific situations they encounter in the classroom, or because they don’t yet have the skills needed to apply these values. The following activities and approaches are some of the ways teachers can help their students understand the importance of humane values, recognize their relevance to everyday situations, and build the skills necessary to exercising such values.

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Involve children in thinking about how they want their class to be--and what they and their teacher must do to make it that kind of place. Phrases such as “be fair” and “be nice” might roll glibly off students’ tongues, but what does being fair or kind “look like”? Just as easily, children can describe many specific behaviors to which they do and do not want to be subjected, and in turn the teacher can help them see that these behaviors are what it means to be fair, kind, respectful, and responsible. This is quite different from teaching (or decreeing) specific rules and behaviors, in two significant ways: involving students in deciding how they want their class to be gives them that important sense of control over their environment discussed earlier; and the process focuses on helping students understand the values that justify rules and behaviors-insight that helps them think through their behavior in any situation.

Use an approach to discipline that builds students’ moral and social understandings and skills. For example, rather than summarily punishing students for mistakes or misbehaviors, strive to help students understand how their behavior affects others-and thereby build the empathy and perspective-taking skills that might forestall such behavior in the future. Likewise, provide students with opportunities to use a social problem-solving process that takes into account the needs of all involved parties.

Use collaborative pedagogies (such as cooperative learning) as appropriate not only to help children experience how collaboration benefits their own learning and sense of belonging, but also to help them learn the skills and attitudes they need to work with others in fair, considerate, responsible, and effective ways.

Use the natural opportunities provided by literature to help students see the role of humane values in life, to discuss what it means to be compassionate, principled, and responsible, and to understand the lives and circumstances of diverse others.

Honor Intrinsic Motivation

Acting on an intrinsic motivation to do right is a central aspect of good character. When part of a caring community, children will naturally incorporate--make intrinsic--the values of that community and become invested in applying and upholding them. If teachers primarily use extrinsic motivational approaches to train students’ character, however, they run the risk of undermining the very quality they would really like students to develop: that of doing the right thing for intrinsic reasons (whether or not anyone is watching!). The undermining effect of extrinsic motivational techniques on intrinsic motivation has been documented by numerous psychologists and educators (Deci & Ryan, 1990; Kohn, 1993). Often, however, students don’t seem intrinsically motivated to comply with class rules or to behave responsibly, kindly, and fairly, and teachers must help them recognize and act on intrinsic reasons for behaving well. The following set of approaches and activities are some ways that teachers can both honor and build on the intrinsic motivation of their students.

Again, involve children in thinking about how they want their class to be and how they can attain that-not only as a way to build their understanding of humane values, as described above, but also to build their intrinsic motivation to live by those values. When students genuinely grapple with how they want to be treated, they see the logic of reciprocity--in concrete terms, they begin to understand that if they want to be treated kindly and fairly, they have an obligation to treat others kindly and fairly. If they do not want to be teased, why should they get to tease anyone?

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Regularly use class meetings to involve students in decisions about the classroom and school, in solving problems, and in reflecting on their goals and accomplishments. When these meetings address issues that are of real interest or concern to students, provide a safe forum for open discussion, and offer a real say in decisions, then they truly honor and foster students’ intrinsic motivation to contribute to and uphold decisions made by the community.

Encourage children to set personal goals for improvement in the intellectual and the social and moral domains and to reflect on their progress.

Seek ways for students to personally take responsibility for contributing to the welfare of their classroom, school, community, and the wider world. For example, have students take on class jobs, engage in school clean-up, plant flowers in a local park, or raise funds for victims of a natural disaster. Providing such experiences not only honors students’ natural inclination to be helpful, but also allows them the satisfaction of being responsible, the joy of having been helpful, the understanding that helpfulness is a value of the community, the skills required to be helpful, and the habit of helpfulness.

Use an approach to discipline that emphasizes collaboration rather than coercion, that minimizes the use of praise, rewards, and punishments, and that assumes the students want to live by the norms and values of the community. For example, help students anticipate difficulties and plan for how they will handle them, involve them in searching for resolutions to conflicts or ways to ameliorate harm they may have incurred, and help them see the intrinsic, ethical reasons for changing their behavior. Like any learning experience, such an approach takes time, work, and patience-for teacher and student alike. Granted, teachers might gain immediate, situational compliance by offering rewards or threatening punishments for specific behaviors, but this only encourages students to act out of self-interest (thereby undermining the sense of belonging and community so important to character development) and does nothing to build the awareness that results in real, long-term change.

Teach for Understanding

To be an expert in any field one needs a body of skills, a set of automatic capacities or behavioral and mental habits, and an understanding of the concepts and ways of thinking and interpreting the world that defines the field. To educate children to have good character is to help them to be ethical experts-that is, to help them build the skills, capacities, and understandings they need to be able to act with principle and in accordance with humane values throughout their lives.

Yet Howard Gardner and others (Boix-Mansilla and Gardner, 1994; Cohen et al, 1993; Gardner, 199 1 ; Goodlad, 1984) have argued that even in teaching academic content, schools frequently do not teach for understanding-they focus on skills, facts, and automatic capacities while failing to build students’ genuine understanding of the theories and concepts underlying the subject matter. In the social and ethical domains, unfortunately, there is an even greater danger that teachers will fail to take the time necessary to teach for understanding. When we simply tell children how they must behave, rewarding their good behavior and punishing their bad, we fail to build their genuine understanding of moral concepts (such as fairness, reciprocity, responsibility, and so on) that can guide their behavior when they encounter new situations to which these values might apply. While many of the approaches listed above contribute to the development of children’s understanding of moral concepts, the following are a few additional approaches and activities that explicitly focus on building moral understanding.

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Provide children with many different opportunities to apply moral knowledge. Just as we wouldn’t expect students to understand addition by doing just one or two addition problems, neither would we expect children to understand, for example, how to work well with a partner after doing partner work just one or two times. Similarly, a student who understood why it was wrong to take a classmate’s doll may not automatically apply that understanding to see that it is wrong to take some paper from a stack in the computer room or to not return a library book.

Engage children in discussions of moral issues so that they can hear the various opinions of their classmates and teachers; use these different ideas to challenge students to think in deeper, more complex ways. For example, if students think that being fair means being equal, present them with examples that demonstrate that fairness might call for equity rather than equality. As with any invitation to discuss, struggle with, and build understanding of ideas, the classroom environment must feel safe and supportive enough for students to risk thinking for themselves and not change what they say just to please the teacher or classmates.

Use literature as a context for moral discussions. Students are apt to think at their highest levels about moral situations when they are not personally involved.

WHAT KNOWLEDGE, CAPACITIES, AND SKILLS MUST A TEACHER HAVE?

If teachers are to foster the development of their students’ character, they will themselves need to be moral, caring, and socially skilled so that they can demonstrate important skills and understandings in word and deed. Teachers must truly be concerned for the welfare of every student and able to balance student’ needs with their own-for example, the need for colleagues’ or school authorities’ approbation, for higher student test scores, for efficiency, order, and quiet, and for covering the curriculum. In addition, teachers need to be sensitive to the moral issues embedded in educational practice-for example, the ethical implications of grading, ability grouping, full inclusion, and pull-out programs, of ungraded primary programs, of discipline policies based on set rules and consequences, of zero-tolerance policies, of competitive science fairs, and so on. And, in addition to such global qualities and concerns, teachers need to:

understand how children develop in the social and moral domains, as well as the central role of intrinsic motivation in mature morality;

understand the role of adult authority in the classroom and their responsibility in making the classroom a safe and supportive place for all the students;

be able to clearly communicate to students their expectations for kind, considerate, and responsible behavior;

know how to balance their need to exercise authority with the need to form warm and supportive relationships with their students, as well as with their students’ need for autonomy;

understand children in general, and the individual children in their classroom, well enough to be aware of their needs and expectations, how they think, and the intentions behind their actions, and thereby be able to respond to the intent behind an incident rather than just the incident itself;

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be aware of the social skills and moral knowledge required for successful performance in school situations, so that they can generally keep the social and moral challenges within students’ reach and can provide support or scaffolding as needed (for example, by helping students anticipate what will be required of them in a given situation, teaching a needed skill, or asking questions to heighten student awareness of how their actions affect others);

be good listeners, able to really hear and understand their students;

be able to anticipate and carefully plan for situations, but also be very quick to understand nd respond appropriately to the unanticipated situations that inevitably arise throughout the school day:

be comfortable discussing difficult ethical issues, such as racism and sexism, and be able to help students feel they can express their questions and thinking about such issues without fear of being humiliated or vilified; and

be able to engage and support students in mastering a relevant and challenging academic curriculum.

THE ROLE OF TEACHER PREPARATION PROGRAMS

In order to contribute to children’s character development in schools, teacher preparation programs must begin by selecting candidates who appear to be principled, caring, and responsible people. Moreover, as John Goodlad has argued (1990), the programs need to help students view teaching as a moral act and heighten their awareness of the ethical dimensions of their future profession, so that they can consider their educational decisions through an ethical and academic lens throughout their careers.

Further, teacher preparation programs need to help their students understand the socialization function, as well as the academic function, of education. While educators often justify decisions regarding discipline, competition, and related issues based on how things work in the adult world, they instead need to think in terms of what child development research tells us would be effective for students of a given age or maturity. For example, discipline systems that attach explicit consequences to rule violations are often justified on the premise that our legal system demands that one pay a specific consequence for breaking a rule. However, our legal system is designed to control behavior, not to teach behavior or socialize citizens-in fact, our legal system can only work if most citizens have been socialized to understand their responsibility to the common good and to care about principles of fairness and respect.

To ready teacher education students for their socialization role, teacher preparation programs will need to expose students to the body of theory and research related to children’s social and moral development (for example, the work of Erickson, Piaget, Kohlberg, Gilligan, Turiel) and socialization (for example, the work of Bowlby, Ainsworth, Peck and Havinghurst, Hoffman, Baumrind); help them understand this work and its implications for classroom practice; and support their acquisition of the skills necessary to employ this understanding throughout their teaching practice.

Programs also must help teacher education students understand the children they will be teaching, in all their diversity. Programs should help familiarize students with general characteristics of diverse cultures, as well as help them develop the skills and sensitivity they will need to learn about, understand, and relate to the children they will teach, as well as their families.

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What might this look like? Again, there is no set formula. The content and experiences described above might be woven seamlessly throughout the course of study-incorporated, for example, into foundation courses, student teacher seminars, or courses on the family, on methods, or on classroom management-or special courses might be developed to explicitly focus on ethics in education and moral development. However one proceeds, if students are to be prepared to build the kind of caring classroom communities that will foster good character, they will need the following learning experiences.

Teacher education students will need help learning to view classroom management and discipline as important vehicles for teaching skills, building motivation, and developing understanding in children’s social and moral domains; likewise, they will need help seeing the limitations of management systems that achieve control through rewards and punishments. This is no easy task, since most teacher education students are observing or are student teaching in classrooms in which their model teacher uses a rewards-based discipline system; similarly, many school children have become accustomed to extrinsic socialization practices at home and in school.

Teacher education students will need help gaining clarity about the values that will guide their classroom and the role of their authority in it. Because so much can happen so quickly in the press of classroom life, teacher education students will greatly benefit from thinking through how they might respond to typical classroom occurrences requiring their guidance. Just as we hope our students will use proactive techniques to help their students behave well (such as helping them anticipate the demands of upcoming situations), so can we help them anticipate the ethical demands of common classroom situations by discussing real examples that teachers have had to handle-for example, how a teacher responded when she strongly believed, but could not prove, that a certain child had taken something that belonged to another; when a child called a classmate’s mother a “crack head”; and when the boys in a class refused to work with girls.

Teacher education students will need to be comfortable with a collection of activities and pedagogical approaches that will help them build in their classroom a sense of unity, collaborative spirit, and personal autonomy or responsibility. For example, they need to know how to conduct class meetings that truly encourage student input, how to use cooperative pedagogies that foster children’s social as well intellectual skills and understanding, how to conduct whole-class activities that foster mutual respect and an appreciation for the class as a community, and how to involve all class members in taking responsibility for the classroom environment.

Teacher education students will need to know how to engage children in instructional conversations or Socratic dialogues, rather than in recitations, on such social and moral topics as friendship, loyalty, courage, fairness, or honesty. Instructional conversation is an important pedagogical skill for helping children understand the ethical issues occurring in classroom life, raised in literature, and embedded in other content areas. For example, in studying about the Civil War, we obviously want children to understand that slavery is evil. It is not necessary that they discover this on their own, anymore than they need to discover Newton’s laws of motion on their own, but to achieve true moral understanding they must come to believe in the evilness of slavery based on their own reasoning process. Through instructional conversations teachers can help engage and guide children’s thinking so that they can see things for themselves, not just because they are told what they should see; such conversations encourage and support children’s own reasoning, as well as challenge them to make their thinking clearer, more elaborate, accurate, and coherent.

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We have just gone through a list of content knowledge and skills that teacher education programs should incorporate in order to enable their students to create caring classroom communities that build children’s character. Before closing, however, it must be emphasized that teacher education students will not be able to create for their students what they have not experienced themselves. It is important for faculty to model and provide to student teachers the same kind of learning environment that they want student teachers to eventually create for children in school. Faculty must create a caring learning community that meets students’ needs for autonomy, belonging, and competence; that engages students in instructional conversations about ethical issues in education; that helps students learn how to work collaboratively and treat each other fairly and respectfully; and, looking to the future, programs must help students recognize the need to help create caring communities with their fellow teachers in school, as well as with children in their own classrooms. For the importance of community does not diminish as we grow up-whether child or adult, being part of a caring community is necessary for us to be the best people we can be.

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Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist. 32, 137-15 1.

Cohen, D., McLaughlin, M., & Talbot, J. (1993). Teaching for understanding, San Francisco: Jossey-Bass

Connell, J. P. (1990). Context, selj and action: A motivational analysis of self-system processes across the life span. In D. Ciccheti & Marjorie Beeghly (Eds.), The self in transition: Infancy to childhood. Chicago: University of Chicago Press

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior: New York: Plenum.

Durkheim, E. (1925/1961.). Moral education. New York: Free Press.

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Erikson, E. (1950). Childhood and society. New York: W.W. Norton.

Glasser, W. (1969). Schools without failure. New York: Harper and Row.

Goodlad, J.L. (1984). A place called school. New York: McGraw Hill.

Goodlad, J.L. (1 990). The moral dimensions of teaching. San Francisco: Jossey-Bass.

Lepper, M. & Greene, D. (1978). The hidden costs of rewards. Hillsdale, N.J.: Erlbaum

Maslow, S. (1970). Motivation and personality.

Noddings, N. (1992). The challenge to care in schools. New York Teachers College Press.

Pulkinnen, L. (1982). Self-control and continuity from childhood to adolescence. In P.B., Baltes & O.G. Brim (Eds.) Life-span development and behavior (Vol. 4). NY Academic Press.

Marilyn Watson is currently Director of Programs at the Developmental Studies Center, Oakland, California. She has taught courses in the Developmental Teacher Education program at the University of California at Berkeley and is currently responsible for the work the Center is doing to integrate its programs into teacher preparation. Before coming to the Center, she was on the faculty at Mills College, and the Director of the Mills College Children's School.

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