A Simple Lesson on Character Education and Its Effects on Student Behavior

A Simple Lesson on Character Education and Its Effects on Student Behavior

Analyze Learners

General Characteristics

There are 15 students in the class that range from 13-14 years of age; grade levels of 8th grade, middle school students. They come from a diverse cultural background, but a similar economic background. Academic skills are slightly diverse. Reading and writing skills range from below average reader, to grade level reader.

Entry Characteristics
Prerequisite Skills:
All students have been exposed to office discipline referrals, they are all aware of school rules (per student handbook), 13 of them have digital cameras, and all students have been exposed to at least web browsing. Because of this, students will have to be introduced to Microsoft Excel.

Target Skills:
Students will learn how to make a data spread sheet using Microsoft Excel Spread Sheet

Attitudes:
Students at this age are very independent when dealing with the use of a computer, but when introducing Microsoft Excel Spread Sheet, modeling and observing the students is extremely important. Students are unaware that current discipline statistics is the driving force in the decisions that administration makes when dealing with discipline as well as reward incentives.

Learning Styles
Perceptual Preferences and Strengths:
All of the students prefer hands-on activities. Although visual and kinesthetic activities capture the attention of the students, most of them are unable to remain focused on the topic at hand with those types of activities.

Motivational Factors:
Due to the structure of the population and the multiage classroom, students are very comfortable with the teacher. This lowers anxiety with all tasks required of the student. They also strive to do their best in order to keep up with their peers, and not fall behind.

Physiological Factors:
Being that it is a Character Education class, the only balance the class has is the grade range and the age of the students. Learning styles and academic ability all vary where ESL and SPED are included.

State Objectives:
Objective 1:
Following the lesson, students will be able to use a data spread sheet.
Objective 2:
Following the lesson, students will be able to differentiate the frequency of 5 problem behaviors among each grade level.
Objective 3:
Following the lesson, students will be able to know how to obtain discipline statistics.
Objective 4:
Following the lesson, students will be able create a conclusion based on the data obtained from the discipline statistics.


Select Methods, Media, and Materials
Methods:
1. Students will be taken to the computer lab for a total of 2 class periods.
2. Instructor will focus on basic use of Microsoft Excel Spread Sheet (i.e. inputting categories, random numbers, cutting, pasting, deleting, and basic formulas for adding columns).
3. Instructor will review any questions the students have regarding Microsoft Excel and address them.
4. Students will then be divided into 3 groups of 5 keeping in mind students who are ESL and SPED and pairing them with mainstream students of middle to high achievers.
5. Each group will be assigned a grade level. One group will focus on 6th grade, one will focus on 7th grade, and one will focus on 8th grade.
6. Each group will be instructed to delegate a leader, and a recorder. The leader will ensure that everyone in the group actively participates, and tasks are being accomplished. The recorder will be in charge of collecting the data and inputting it on the data spreadsheet.
7. Each group will be required to collect the following data from the Discipline Clerk, and or the Discipline Principal based on the grade level they were assigned: Office discipline referrals starting from the beginning of the school year to current month (200), 5 violations (fighting, uniform violation, skipping, and disrespect).
8. Students will input all their information on their data spreadsheets, and create a conclusion based on the data spread with the information they collected. They can simply state what type of violation is the highest in the grade level they were assigned, or they can say what month the highest amount of violations occurred. It must be no longer than 2 sentences.

Media and Materials:
Pen/Pencil and Paper: Students will need to write information down.
Microsoft Office Excel Spread Sheet: Students will need access to Excel in order to input data.
Computer: Each group will be required to use a computer in order to access Microsoft Office Excel.
Handouts: Teacher-created handouts will be given to students to assist them in listing down the types of problem behaviors/violations that occur in the school.
3M: Instructor will use 3M in the computer lab to provide students better visuals of using Microsoft Office Excel Spread Sheet. 3M will also be used to show each group’s skit to the rest of the class.

Utilize Media and Materials
Preparing Environment:
This lesson will take place in three different settings. The predominant location is the classroom. The classroom is already set up to provide a stable working and learning environment for the students. A white back drop is in place above the black board. The classroom allows for the use of 3M Machine with ease.
The computer lab is the other location in which the lesson will take place. Students will need to become familiar with the lab being that the lesson’s end result will require a data spreadsheet. The lab is located in the library where air conditioning and noise is never a problem.
The Discipline Office will be the third venue where the lesson will take place. Each group will have to meet there in order to obtain the information required of them. They will need to spend a good amount of time writing down information
Preparing the Audience:
Instructor will begin a class discussion and ask the students what types of violations occur on school property. The students will also be asked if they think Character Education helps with lowering the number of violations that occur on campus.


Require Learner Participation
Initial Activities
Questions:
“How many of you have been to the office for doings something you were not supposed to be doing?”
“How many of you think that Character Education will help you behave properly?”
Activities to Do:
1.) Students will work individually with this activity and write down at least 5 reasons why it is important to learn Character Education. They will then share their ideas with the class. This will be done to ensure that each student knows the basics of Character Education.
2.) Students will get into small groups and choose 1 Character Trait. 1 group out of the class will be assigned to choose a negative personality trait. Each group will have to create a short skit depicting the Character Trait they chose. Once everyone in the class has performed their skit, ask students what the big difference was between the Character Traits and the Negative Personality Trait.


Follow-up Activities
Questions:
“How do you think Character Education Lessons are chosen?”
Activities to do:
1.) Using the 3M multimedia machine, open up Microsoft Office Excel Spreadsheet. Start plugging in all areas of the school such as cafeteria, restroom, etc. Plug in different types of behavior problems. Provide random numbers for students in each area of the school and correspond it to a problem behavior. Then ask the students what they see.
2.) Require each group to come up with a title of a lesson for Character Education time that they think should be taught based on the number of problem behaviors they see on spreadsheet.

Evaluate and Revise
Learner Evaluation
The teacher will observe and note on a component checklist, student participation in verbally stating Character Traits during class discussion (5 or more).
The teacher will monitor future student application by observing student behavior in all settings of the school as well as monthly discipline report.
Methods and Media Evaluation

Teacher evaluation of the lesson will be based on observation of student participation, presentation of the skit as a video, and engagement during the unit. It will also take into account the accuracy of student data spreadsheets and formulas used to gain answers as well as the conclusion each group produces. Finally, ongoing evaluation of the effectiveness of the lesson as a whole will be based on classroom behavior.