The school year consists partly of “school chiefs” and
others pushing national and state standards, applying pressure to increase
students’ test scores, and promoting “laserlike, focused efforts” on the
teaching of math, science, and reading. Few school leaders talk about the “citizenship side” of the
report card. Yet, it is this side
of the report card that tells the real story about student achievement and
behavior because it assesses social and emotional skills, and character traits.
The “citizenship” side of the report card
should not take second place in the “race to the top.” Why?
Michelle Borba, the author of the book, Building
Moral Intelligence, writes: “Today’s kids are being raised in a much more
morally toxic atmosphere than previous generations for two reasons. First, a number of critical social
factors that nurture moral character are slowly disintegrating: adult
supervision, models of moral behavior, spiritual or religious training,
meaningful adult relationships, personalized schools, clear national values,
community support, stability, and adequate parents. Second, our kids are being steadily bombarded with outside
messages that go against the values we are trying to instill. Both factors make it much harder for parents
to raise moral kids.”
There is concern enough for Newsweek (September 2004) to run a theme issue titled, “How to Say
NO to Your Kids: Setting Limits in the Age of Excess.” The Josephsen’s Institute’s annual poll
of teens reveals a rather high percentage of teens who cheat, steal, lie, and
exhibit a “propensity toward violence” including bullying. Teacher polls show that teachers find
students to be less respectful, more aggressive, more impulsive and impatient,
and display more inappropriate language. One observer of the youth culture noted that the mantra of
the “ME” generations appears to be: “I Know My Rights - I Want It Now - Someone
Else Is To Blame - I'm A Victim.”
The other side of the report card also underscores
the importance of social and emotional skills in the workplace. For example, the top five
traits/qualities that Fortune 500 companies seek in employees are: teamwork,
problem solving, interpersonal skills, communicating skills, and the ability to
listen. Thomas Stanley, in his book,
The Millionaire Mind, reports that a polling of 5,000 millionaires
reveal that crucial to their success was integrity (being honest), discipline
(self-control), social skills (getting along) and hard work (perseverance).
As we think about these observations and the
citizenship side of our children’s report cards it might be wise to ask three
questions:
1.
Do we really believe that children are born
“morally literate?”
2.
Do we believe that they need to be taught to be
moral (knowing the difference between right and wrong) and ethical (doing what
is right) at home, in school, and in the community?
3.
If we want our children to be good, caring,
empathetic human beings, do we let this happen by chance or do we help them
develop positive social and emotional skills?
We require, push, demand, cajole our children to
learn the basic skills of reading, writing, and computing. But what is more basic than nurturing
them to be caring, civil, responsible, respectful human beings who know and
practice the “Golden Rule”? Daniel
Goleman in his book, Emotional Intelligence, notes that IQ accounts for
about 20% of success in life while the remaining 80% is attributed to factors
related to emotional intelligence, such as self–awareness, managing emotions,
empathy, social consciousness, self-restraint, and nurturing positive
relationships.
As this school year continues, let all of us join the
many schools and communities in this county who are attending to the
“citizenship” side of the report card by implementing programs designed to
teach students democratic values, prosocial skills, emotional control and anger
management, critical thinking, ethical decision-making, and what it means to be
a good citizen.
Ed DeRoche, Director
Character Development Center
University of San Diego
619-260-2250
