Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Perfect
Initial Post (Due Friday)
The text for this course, Character Compass: How Powerful School Culture Can Point Students toward Success (Seider, 2012), focuses on the approaches to character education taken by three schools in the Boston area. These schools have an explicit, intentional commitment to the character education of their students. However, what makes this intriguing is that each has defined its focus in distinct ways that are having a real impact on what skills their students develop as a result of that prioritization. While it is not surprising to consider that what is taught explicitly is learned better than what is not, this puts more attention on the choices you make as a teacher. Lickona’s (Lyon, 2009) assertion: “Children need to form caring attachments to adults. These caring relationships will foster both the desire to learn and the desire to be a good person” challenges one’s teaching practice.Based on your reading of the introduction to the text, as well as the chapters on the moral education at Boston Prep and Character Compass review, develop an essay response by addressing the following:
What is one idea you can or would take from Boston Prep’s work to apply to your own classroom, school, or professional context? Why?
Share your experience with a teacher who took a moral approach to the character education they embodied in the classroom or in a coaching position.
An effective caregiver
A moral model; and/or
An ethical mentor
How has this teacher impacted your own practice as an educator regarding your responsibilities for character education?
What is one question you still have about teaching moral character according to the Boston Prep approach and the modeling you had?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.Peer Responses (Due Saturday)
Read your classmates’ post. Respond substantively to three of your peers. Ask questions about moral character teaching practices to gain ideas and strategies for the classroom use that will enable you to transform into a moral character role model for your students. Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts.References
Lyon. (2009). Raising good children – Character education talk in Singapore 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=wNoWSpYHJf8Seider, S. (2012). Character compass: How powerful school culture can point students towards success. Cambridge, MA: Harvard Education Press.
>> 1st Classmate Post
Boston Prep exhibits exemplary work in its devotion to developing moral character. The variety of methods they implement that constitute the sequential approach (Seider, 2012) to character development has had a significant impact on ensuring that students exhibit the five virtues that serve as the foundation of student success, especially integrity (Seider, 2012). The community meeting is the method that I am most interested in applying at my school. What stood out to me most is how the meeting is utilized as a means to model the virtues they want students to exhibit. The sole purpose of the “MCAS Legacy” (Seider, 2012) game show was to model the character traits that would allow students to be successful. Students are able to witness teachers be a part of character education in a non-traditional yet humorous manner in addition to seeing the upperclassmen working with the teachers to develop lessons that would best engage and teach the virtues.
I am interested in incorporating the community meeting because I feel that it is a means to ensure that character development is being taught as well as exhibit model behavior to the entire student body to reveal the importance of character education to our school community. As I am sure it is in most middle schools, character education is addressed once a week during the “Enrichment” block of instruction. At Dutchmen Creek middle school, the lesson for the week is developed by the school instructional coach and is delivered to teachers to teach on Monday morning via email. There is no system of ensuring that each teacher actually teaches the lesson. If asked, I’m sure most teachers would respond that if there is something more important such as an assessment or to prep for end of year tests, they would skip the character education lesson in order to continue to teach their subject. Modeling character is a necessity. Furthermore, Lickona mentions that students who do not have adults to model moral character tend to struggle with coping mechanisms (2003).
When I was in the 10th grade, I met the wonderful Kathy Kinsey, my 10th grade chorus teacher. She definitely fit the embodiment of the effective caregiver. She came into my life during a rough period, but her constant concern and words of wisdoms provided me with attention and the belief that despite your lot in life, your future is determined by you and the empathy you give to others. She cared for my wellbeing and provided me support to persevere when things got tough. Mrs. Kinsey has impacted by practice regarding character education by forcing me to reinforce to students that your future is set by you and modeling the characteristics I want to instill within them.Boston Prep is a charter school that is successful in utilizing moral character traits to impact student achievement. I would be curious to know if this success is tied to the size of the student body. How did the push back by the senior class in regards to the Honor Statement impact the integrity of the community meetings?
Lickona, T. (2003). The content of our character. Retrieved from http://character education.info/Articles/TheContentofOurCharacter.pdf
Seider, S. (2012). Character compass: How powerful school culture can point students toward success. Cambridge, MA: Harvard Education Press.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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