March 15 - 20 is GCS Character Education Week. Nominate one of your students as a "Great Character Student!" Purpose GCS Character Development Week is a time to introduce the fundamentals and adopted character traits of our Character Development Initiative. It is also an opportunity to celebrate and highlight the great work that is already going on in our schools and around the district to build character in our students and staff. Overview We will start this celebratory week on Monday, March 15th, 2010. The week will begin with a message from the Superintendent which will be broadcasted on GCSTV2 as well as via email. Then, from Tuesday, March 16th to Thursday, March 18th, we will highlight each one of the three Character Development Initiative's fundamentals: Character Education, Civic Education, and Service Learning. As a finale for the Character Development Week, we are inviting GCS students and staff to participate in The Human Race at Grimsley High School on Saturday, March 20th from 9 a.m. to 12 p.m. The Human Race is a community fundraising event that allows participants to raise money for their favorite non-profit organization (agency, church, school PTA, etc.). You can participate in The Human Race ( http://www.volunteergso.org/ ) as an individual fundraiser or work together as a team. Additionally, on March 20th, the Southeastern Region Office will provide volunteers to assist in the GCS Habitat for Humanity project. If you have any questions or need help with planning your activities, please contact one of our team members: Brenda Elliott-Johnson , Executive Director of Student Services elliotb@gcsnc.com or (336) 370-8397 Vernice Thomas , Director of Character Education and Safe Schools thomasv@gcsnc.com or (336) 621-4026 Student Assistance Program Coaches
Western Region Sally Shipley shiples@gcsnc.com (336) 621-4044 ext. 2
Southeastern Region Karen Harris harrisk6@gcsnc.com (336) 621-4044 ext. 4 Central Region Theresa Crow crowt@gcsnc.com (336) 621-4044 ext. 3 Northern and Enrichment Region Kimberly Fields fieldsk2@gcsnc.com (336) 621-4044 ext. 1
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NCDPI Character Education handbook:
http://www.ncpublicschools.org/docs/charactereducation/handbook/content2.pdfNCDPI Character Education resources: http://www.ncpublicschools.org/charactereducation/resources/ Character Education games and activities: Resources for stories of "kids of character", traditional fables, and more… http://www.ethicsusa.com/kids.cfm Jones students learn and practice good character every day! Every morning as part of announcements, the students and teachers recite the Jaguar Pledge. The pledge helps students learn appropriate skills and behaviors to ensure school success. Ms. Jones, the principal, reads our "Words of Wisdom" that include a character education quote and intelligent insights to guide students as they start the day. Ask any Jones student and he or she will tell you, "I am responsible for all my actions." You will notice traffic signs throughout the building. Red lights (stop lights) remind students, staff and visitors that no talking is allowed in the surrounding area. Yellow lights (caution lights) remind students, faculty and visitors that whisper talk is allowed in the surrounding area. The goal is to provide an orderly environment that is conducive to learning. NC General Statute 115C-81 defines character education in the public schools of North Carolina http://www.ncleg.net/EnactedLegislation/Statutes/HTML/ByChapter/Chapter_115C.html ( h) Character Education. - Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum and should address the following traits: ( 1) Courage. - Having the determination to do the right thing even when others don't and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile. (2 ) Good judgment. - Choosing worthy goals and setting proper priorities; thinking through the consequences of your actions; and basing decisions on practical wisdom and good sense. (3) Integrity. - Having the inner strength to be truthful, trustworthy, and honest in all things; acting justly and honorably. (4) Kindness. - Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated. (5) Perseverance. - Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; and exhibiting patience and having the fortitude to try again when confronted with delays, mistakes, or failures. (6) Respect. - Showing high regard for authority, for other people, for self, for property, and for country; and understanding that all people have value as human beings. (7) Responsibility. - Being dependable in carrying out obligations and duties; showing reliability and consistency in words and conduct; being accountable for your own actions; and being committed to active involvement in your community. ( 8 ) Self‑Discipline. - Demonstrating hard work and commitment to purpose; regulating yourself for improvement and restraining from inappropriate behaviors; being in proper control of your words, actions, impulses, and desires; choosing abstinence from premarital sex, drugs, alcohol, and other harmful substances and behaviors; and doing your best in all situations. (h1) In addition to the instruction under subsection (h) of this section, local boards of education are encouraged to include instruction on the following responsibilities: ( 1) Respect for school personnel. - In the school environment, respect includes holding teachers, school administrators, and all school personnel in high esteem and demonstrating in words and deeds that all school personnel deserve to be treated with courtesy and proper deference. (2) Responsibility for school safety. Helping to create a harmonious school atmosphere that is free from threats, weapons, and violent or disruptive behavior; cultivate an orderly learning environment in which students and school personnel feel safe and secure; and encourage the resolution of conflicts and disagreements through peaceful means including peer mediation. Instruction in this responsibility should include a consistent and age‑appropriate antiviolence message and a conflict resolution component for students in kindergarten through twelfth grade. These messages should include media‑awareness education to help children recognize stereotypes and messages portraying violence. (3) Service to others. - Engaging in meaningful service to their schools and their communities. Schools may teach service‑learning by (i) incorporating it into their standard curriculum, or (ii) involving a classroom of students or some other group of students in one or more hands‑on community‑service projects. All schools are encouraged to provide opportunities for student involvement in community service or service‑learning projects. (4) Good citizenship. - Obeying the laws of the nation and this State; abiding by school rules; and understanding the rights and responsibilities of a member of a republic.
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