Overview For Teachers

DISCIPLINE: The ability to follow the chain of command; demonstrate good character; to be even tempered; behave appropriately; accept unavoidable interruptions and pressure; the ability to pay attention to details; display a high level of concentration even when assigned an unpleasant task; the ability to demonstrate grit and resilience.

​

PURPOSE:
Upon completion of this module, the student will understand the importance of being self-disciplined in the classroom and the workplace. In addition, the objectives listed below should be met.

​

OBJECTIVES:
 Ability to recognize the importance of being disciplined in all aspects of life

 Ability to understand the importance of grit, resilience and perseverance

 Ability to demonstrate self-discipline in different situations

​

OVERVIEW:
This module concentrates on teaching students to recognize and display self-discipline and how it affects their home, school and work life. The key to being disciplined is to understand what’s important, know the steps to take to complete certain tasks, as well as how to keep going when you want to give up. In addition, students will have an opportunity to gain an understanding of the importance of discipline by participating in various activities designed to stimulate thought and discussion.

​

TEACHERS: WHAT ARE YOU OBSERVING?
What does discipline look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

1. What does discipline look like in class?

2. How does discipline affect other students? Example: Student activities or sports or hallway/lunchroom interactions

3. What does discipline look like within your learning?

​

RELEVANCY OF DISCIPLINE: Why is this important to your students?
Discipline is important to both personal and professional development and goals. Employers say that discipline is a very important attribute in employees and is considered a leadership trait in most organizations.

 

​

​

​

​

​

​

​

​

​

LESSON:

Essential Traits for a Good Character
Time Allocation: 20 minutes
Materials/Resources: paper, pens/ pencils, computers / tablets/ smartphones with internet access or printed copies of 15 Essential Traits of  Truly Good Person, whiteboard, markers

 

WATCH THE VIDEO:

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

ANTICIPATORY SET IDEA:

 Ask students the following question:

     o What’s the difference between a good person and a bad person?

 Give the students a few minutes to think about the question and then put them in paired groups to discuss the question with their partner.

 Have a few students share their answers for a short class discussion.

DIRECT INSTRUCTION:

 Now that students have discussed the differences between good and bad people, ask them the following questions:

     o What makes a person good?

     o How do you know someone is good?

     o Are people born “ good” or is “goodness” a learned behavior?

 Have a few students share their thoughts on this. (Hopefully the students mention different traits that are associated with good people/ a good character)

     o If they don’t, lead them that direction in the discussion.

 Inform students that there are several characteristics or traits that define a person as “good.” Tell them that they may agree or disagree with the traits they are going to discuss in class today and that’s ok!

GUIDED ACTIVITY:

 Put students into group of 3 - 4 and have the groups spread out around the classroom.

 Tell students that their job is to decide on the most important characteristic/ trait of a good person. Once they decide that, they must have an explanation for why they chose that specific characteristic/ trait and explain how possessing that trait makes someone a good person.

 Give the groups a few minutes to discuss and come up with their characteristic/ trait.

 When finished, have each group share which characteristic/ trait they chose and why and how that trait makes someone a good person. As groups share, write their characteristic/ trait on the whiteboard.

 When all the groups have shared, ask the following question:

     o As someone becomes a leader, would the characteristics/ traits that are most important change?

 Have students read through the following article either electronically or give each student a printed copy of 15 Essential Traits of  Truly Good Person.

 Now, ask students to stand up if they agree with the characteristics/ traits that were mentioned in the article and have them continue to sit if they disagree.

     o Have a few students share their reasoning of why they agree or disagree with the article.

CHECK FOR UNDERSTANDING:

 Technology Use: Survey: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Circle, Triangle, Square: Students will associate different shapes will different aspects o f the lesson. A circle will be something the student is still pondering about from the lesson, a triangle will represent something that stood out in their mind about the lesson, and a square will represent something that “Squared” or agreed with the student’s thinking about the lesson. Each student will draw these three shapes on a piece of paper and write inside of them what they represent from the lesson.

​

ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

CHAIN GAMES

One aspect of being disciplined that you’ve never really considered is the practice of following the chain of command. You have been having issues in class with this specific teacher for a while now ; you’ve tried talking to the teacher, but that hasn’t helped . The correct thing to do next, as you have been informed, is to meet with the principal to give her a chance to address your concerns. You don’t really know your principal; however , the school superintendent has been a friend of your dad’s for a long time. You know their family is going to be at the lake with your family this weekend and it would be so much easier to speak with him . Besides , you think that with your “family connection , ” maybe he will be on your side . While this would be the quickest and easiest course of action , you’re just not sure if it is the correct thing to do . What will you do?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What are the possible outcomes of this situation?

3. What are possible positive or negative consequences for your teacher, depending on what you decide?

4. What are possible positive or negative consequences for you, depending on your decision?

5. Will there be any impact for your dad, since he and the superintendent are friends?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY
ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students , " If you were the teacher, how would you want it handled?”

NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS, “ ARE THERE POTENTIAL LONG -TERM RAMIFICATIONS TO YOUR DECISION ? IF SO, WHAT MIGHT THEY BE? ”

REVIEW AND CLOSING:

Read the following quote to the students:

     o “Success as a leader is built on the foundation of character.” – Jim Rohn

 

CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to demonstrate good character. This lesson will give students the opportunity to define what characteristics/ traits make up a good person

DIFFERENTIATED INSTRUCTION IDEAS
-Visual: Visual learners will benefit from having the important information written on the white board and a printed copy of the article.

-Auditory: Auditory learners will benefit from having the directions read aloud as well as the class discussions.

-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.

-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.

-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.

-Advanced: Advanced learners could assist students whose current level of understanding is on a low level.

​