By: Centre for Character and Leadership

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Success in the modern increasingly dynamic society requires students to develop skills that extend far beyond mastery of academic content (Hoerr, 2017).  As human beings continue to live in an uncertain time, achieving high academic awards in schools is no longer a guarantee of a lifelong job or career. Educators have therefore had a great responsibility of imparting the learners with knowledge, skills, character and competencies which can enable them to flourish in life beyond the school.

This entails raising a generation of young people who will grow up to be kind and caring, responsible and industrious workers, and patriotic citizens who can make a positive difference in the nation. The re-engineering of teaching pedagogies in the education system with a focus of raising committed, respectful and productive citizens raises the key questions such as: what qualities or virtues that we should be valuing and pursuing in schools? And how can educators or education stakeholders know that their school is successful?

Effective Practices of Teaching Virtues in Schools

Schools should consider the questions about the kinds of persons their students will become and how the development of virtues will contribute to flourishing in their individual life. Virtues are taught best when they are embedded in the school culture. The Character.org provides ‘Eleven Principles of Effective Character Education’ which are used widely by education practitioners in fostering character development. The first principle states that schools should aim to promote core ethical values and supportive performance values as the foundation of good character (Schwartz, 2008). This means that a school which is committed to teaching virtues to the learners should define the virtues or character traits in terms of expected behavior; and engage the learners in reflection activities which helps to deepen their understanding and practice. Such reflection activities may include students demonstrating courtesy in social situations by using words like thank you, excuse me; students participating in community clean up events and students raising donations to support a needy student among others. Also, all the teaching and non-teaching staff should lead as moral exemplars in the modelling of virtues. The act of helping students to internalize and practice values and virtues in their lives has a potential of increasing the likelihood of their character growth, behavior management and opportunities to serve others (Berkowitz, Bier & McCauley, 2017).

Cultivating Virtues in Leaders

The Centre for Character and Leadership has been implementing the Cultivating Virtues in Kenyan School Leaders (CViL) project in selected pilot secondary schools located in 11 counties across the country. The educators are trained on CViL model and are empowered through servant leadership and virtue development coaching series. The CViL modules promote the understanding and development of a different virtue in self, staff and students. These include noble purpose, integrity, humility, gratitude, forgiveness, courage, empowerment, foresight, and stewardship (Bier, 2021).

Character growth in students

It is through repeated moral experiences such as implementation of virtue reflection activities that students are able to develop and practice the skills and behavioral habits that make up the action side of character (Character Education Partnership, 2007). In CViL schools, the documented indicators of success in the art of teaching and modelling virtues includes students, teachers and non-teaching staff relating well as a family; students voluntarily share the word of God during school assemblies and class meetings; students change of attitude towards learning, teachers and school; students leaving their phones at home in order to avoid attempts of cheating during examinations; students voluntarily raising money to support an ailing parent with chronic illness; students being able to give credit where it is due and take the blame;  students buying gifts and giving to the teachers; students sharing pen in classes; students paying attention to both Muslim and Christian teachers during learning in class and students saying thank you to the teachers.

Conclusion

To develop good character, school leaders should intentionally create an environment that enhances virtues development in all aspects of daily school life. Also, all the teaching and non-teaching staff should lead as moral exemplars in the modelling of virtues. Lastly, students should be engaged in virtue reflection activities which helps to deepen their understanding and practice.

References

Berkowitz, M.W., Bier, M.C., & McCauley, B.  (2017). Toward a Science of Character Education. Frameworks for Identifying and Implementing Effective Practices. Journal of Character Education, Volume 13(I), 2017, pp. 33-51

Bier, M.C. (2021). Servant Leadership for School Principals: A Virtue Cultivation Model. Journal of Character Education Special Issue, 16, (2).

Hoerr, T. (2017). The Formative Five. Fostering Grit, Empathy and Other Success Skills Every Student Needs. Alexandria, VA: ASCD

The Character Education Partnership. (2007). Eleven Principles of Effective Character Education.https://www.researchgate.net/publication/45655772_Eleven_Principles_of_Effective_Character_Education

Schwartz, M. J. (2008). Introduction to Character Education and Effective Principles. Effective Character Education: A Guidebook for Future Educators. McGraw-Hill Publishers. P. 1-23

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