Character+Education

**// Essential Character Education Agreements //**
 * American Community School at Beirut **
 * Given that Character Education is a way of life in the school rather than a program, every teacher builds trust and acts as a model of good character throughout every day. Every teacher provides students with the skills and motivation to be persons of character through social and emotional development balanced with academic achievement. **

**// Relationship Building //**
 * Positive relationships among all community members are the driving force of motivation. Adults adhere to the Professional Covenant. Classrooms engage in Morning Meetings and Class Meetings where students are taught the skills of “giving voice” and listening. The climate of each classroom is accepting and nurturing. **

**// Manners – Greetings //**
 * // Teachers model and explicitly teach good manners including greetings as the “glue” of relationships. //**

**// Procedures //**
 * Teachers teach procedures and routines to students so that clarity of expectations are communicated and consistently reinforced. All common areas shared by adults and students have procedures that are shared and taught, i.e. hallways, bathrooms, assemblies. **

**// Discipline //**
 * Teachers use discipline as a means of teaching. Corrections in behavior are developmental and appropriate to the student and to the misbehavior experienced. Teachers engage students in conversation about choices and responsibilities. All teachers are teachers of all children. **

**// Bullying //**
 * Teachers teach a set of bullying lesson plans each year. All bullying behavior is treated at the highest **** level of seriousness. **

**// “Two by Ten” //**
 * Teachers use the “two by ten” tool to connect with students who are exhibiting behaviors that **


 * are withdrawn or overly attention seeking. “Two” refers to two minutes per day of personal contact with the child. The “ten” signifies ten consecutive days. This tool’s use in no way replaces the daily warm connections teachers must make with all students. To be used as often as needed. **

**// Levels of Responsibility Chart //**
 * Teachers use the Levels Chart with students as a tool to teach self-monitoring of behavior. **

**// “I” Statement //**
 * Teachers teach the “I” statement each year, providing students with the tool of verbal assertion. Older students may use a slightly modified version. **

**// Virtue of the Month //**
 * Teachers explicitly teach the virtue of the month and the connecting Trust idea. Further work is done throughout the month by integrating the trait through academic content. All adults in the school are focused on the trait and act as teachers. Each teacher is responsible to maintain the Character Education and Trust notebooks. **

** // Reflection // **
 * Teachers create experiences of reflection on what it means to be a person of character and how to use the tools of character development. Self-assessment and internalization are the goals of reflection. **

**// Brain-Based Learning //**
 * Teachers provide opportunities for students to understand brain function as related to emotional/social and cognitive performance. **

**// Goal Setting //**
 * Teachers engage students in continuous goal setting and reflection on accomplishments. **

** // Leadership // **
 * // Teachers provide leadership opportunities for students within the classroom and in other settings, recognizing that giving responsibility and trust is one of the best ways to teach them. //**


 * // Student Council offers training and experiences to lead throughout the school. //**

**// Circles //**
 * // Each teacher and student is assigned to a school wide Circle group of 8-9 student members that meets several times during the school year to foster community building across the school. //**

**// Buddies //**
 * Teachers choose another classroom for paired experiences that build connections and community. **

**// Celebrations //**
 * // Teachers provide opportunities for celebrations of all forms of learning. These can be public events or private classroom performances. Recognition and performance replaces external rewards. //**