Disruptive behaviors interfere with learning...
On-task time in the classroom is negatively correlated with disruptive behaviors, which in turn interferes with instructional time. The classroom environment changes when teachers address distractions (with reminders, etc.) thus reducing class participation. In this way outbursts hinder students' desire to work cooperatively (Duer, 2002).
Cooperative learning cannot be an assumed skill...
Students who have not learned how to socialize with their peers struggle to contribute to group projects. These individuals are not able to work cooperatively because they have not learned the skills to interact with others, recognize others' feelings, respect differences, and compromise. One student can therefore slow the progress of the group.
Character education addresses several skills related to socialization...
Trustworthiness, respect, fairness, caring, responsibility, and citizenship (6 Pillars of Character, Character Counts) are universal values that can be applied in any social context.
Students take ownership...
Cooperative rule-setting (a component of character education) gives students ownership, provides an opportunity for moral reasoning, and increases voluntary compliance with the guidelines put in place. Reviews of research on character education programs (as cited in Hunt & McMurry Mullins, 2005) indicate that student-established discipline increases the effectiveness of the program.
There is still controversy concerning the fine line separating religion and education...
There have been periods of support and resistance regarding the inclusion of moral topics in school. Virtues taught through character education, though attempting to be universal so as not to be religion-specific, still overlap with religious and personal beliefs, thus still presenting a debate on the topic. Nonetheless, 80% of the states have made some form of an effort to integrate character into their curriculum (Nucci, 2008). States are continuing to fund character education indicating their effectiveness and necessity.
