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Character Education

The basis of character education is that the choices we make grow into habits, and our habits shape the person we become.  At Gordon’s we have identified five character strengths that we encourage children to develop through their choices and the habits they build.  

These character strengths are courtesy, integrity, diligence, enthusiasm and resilience.  We believe these five character strengths will be a firm foundation for success (academic and otherwise) both here at Gordon’s and beyond.

Courtesy and integrity are also known as 'moral virtues' and diligence, enthusiasm and resilience as 'performance virtues'.

PROMOTING CHARACTER EDUCATION IN LESSONS

Whilst we are ambitious for ourselves and our students we are also a kind school. Some students are patently more academically able than others, but it is not about some being bright and others ‘not so bright’; all are equally different. Our responsibility is to help all students realise their potential and understand that they can always improve through effort and a positive attitude.

To this end the following 5 strategies in and out of lessons are encouraged:

1. High expectations, supported by levels of challenge for every student

Effort is more important than ‘talent’ or ‘innate ability’. Our attitudes directly affect students’ learning and, ultimately, the grades they get. A teacher who has high expectations of every student in his or her class will reap the rewards: more students will rise to the challenge and succeed.

Some think that lowering standards will give students a taste of success, boost their self-esteem, and raise their achievement. But all the evidence suggests it does not work. Instead, it leads to poorly educated children.

2. Explicit encouragement for students to risk being wrong and independent of thought

We should actively encourage students develop a growth mindset: to make mistakes and build their resilience to setbacks. No one ever learns anything always being right; we must foster a safe and secure environment in which falling over is not only okay but the road to getting better at something. Students should feel confident in our school to admit “I don’t understand this…can you help me?” and realise it is not a sign of weakness or low intelligence; it is a mark of intelligence.

3. Engagement in purposeful practice

Western society tends to disproportionately value natural, effortless accomplishments over achievement through effort. However the truth is that even geniuses have to work hard for their achievements. After all, what is heroic about having a gift?

“The harder I practise, the luckier I get.” – Gary Player

We should therefore, provide students with plenty of opportunities to practise and perfect their knowledge and skills. Students invariably need more practice than we expect.

4. Reward for effort not attainment

Don’t praise ability (“you got a high score, you’re good at this”). Praise effort (you got a high score, you must have worked hard”). Research (Dweck) has found that students praised for ability are consistently more likely to reject challenge than others because they do not want to do anything that will bring their ‘talent’ into question. Dweck concluded that praising ability actually lowered students’ IQ and resilience.

5. Use of frequent formative assessment

If you believe you can develop yourself you are open to accurate information about your current abilities, even if unflattering.  We all need accurate information about our current abilities in order to learn effectively. We should therefore dedicate quality time in our lessons for our students to act on feedback and to redraft work in order to improve upon it.