Implementing Character Education in the Secondary English/Language Arts Classroom

Abstract

On a daily basis, students are faced with moral and ethical choices. Based on the level of their development of character, students handle situations and dilemmas very differently from each other. Some choose to ignore adverse circumstances like bullying of others, while some might contribute to it, and yet other students may make the decision to step in and stop whatever confrontation may be at hand. Why do these students make the decisions they do? In implementing a form of character education in the classroom by integrating it into the curriculum, I sought to observe whether students were more aware or even had a changed attitude about daily situations around them. In analyzing my data of surveys, questions, interviews and group discussions I found students were initially opposed to the idea of learning about character education, however, when imbedded in the curriculum they responded positively to the lessons administered. Many students throughout the study were more aware of their perspective and actions as well as the perspective and actions of others when a situation of character developed. However, more time was needed to implement this study to see if there was a lasting effect on students as they matured and grew.