Andrea Pfiester Jessica Myer Alexis Papakostas The Role of Storytelling in Understanding Childrens MoralEthic DecisionMaking Cheryl Hunter amp Donna Eder Why use storytelling Children may use storytelling as a scaffolding process in making meaning and comprehending the complex ID: 547020
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Slide1
Duties to Kin
Andrea Pfiester
Jessica Myer
Alexis
Papakostas
Slide2
The Role of Storytelling in Understanding Children’s Moral/Ethic Decision-Making
Cheryl Hunter & Donna EderSlide3
Why use storytelling?
“Children may use storytelling as a scaffolding process in making meaning and comprehending the complexities of their surrounding environment,” (Hunter & Eder, 1).
“Stories provide commentary upon significant life experiences and can be understood as a means of ‘constructing and seeing one’s self in relation to others, appreciating the difference, and evaluating ourselves’ in relation to others,” (Dyson &
Genishi
, 1994, 238).Slide4
Research
Studied upper elementary students in two different schools:
Rural, homogenous
Urban, racially diverse
Students were told Aesop’s fables by a professional storyteller
Small group discussions using open-ended questions that sought personal application of the content Slide5
https://www.youtube.com/watch?v=
hoK6weQE2xQ
Slide6
Findings
“…the passage showed students’ abilities to not only recognize the application of the moral to a real life situation but also the role peers play in collaborative discussion, furthering each other’s ethical reflections.” (Hunter & Eder, 4)
Students asked questions and challenged the morals offered by the facilitator, “elucidating that students recognized the complexity of ethical deliberation.” (Hunter & Eder, 5)Slide7
“Storytelling taps emotion and memory in a way that is vital in teaching,” (Hunter & Eder, 6).
“These storytelling sessions gave students a vehicle for voicing personal problems and challenges,” (Hunter and Eder, 5). Slide8
Discussion
What training do teachers have or need in preparing for their role as moral educators?
In what ways can adults in schools support students as they bring their lived experiences describing moral growth into the classroom?Slide9
Beyond “I’m Sorry”: The Educator’s Role in Preschooler’s Emergence of Conscience
Charles A. SmithSlide10
Defining Conscience
“Conscience is an internal voice that obliges us to act with kindness, respect, and fairness – and to make things right as best we can when we do not…To have a mature conscience is to know what is right and wrong and to govern one’s actions by the shared principles that strengthen the human community,”(Smith, 2). Slide11
The Foundation of Conscience
Compassion
Awareness of the emotions of another
Sympathy
Putting compassion into action
Empathy
Intellectual: perception and understanding
Recreating in your mind the circumstances and experience of someone else
“A conscience serves as a sort of compass. It guides us toward what we believe is a right action,” Smith, 3). Slide12
Growth-Producing Relationships
“Teachers supervise and guide a caring community of other children that provides opportunities for social engagement and practice,” (Smith, 3).
“According to Piaget, peers, not parents or teachers, are most often the key source for shaping moral concepts such as reciprocity and justice,” Smith, 3).
Prove to children that we care by demonstrating warmth
Prove to them that we are worthy of their admiration by demonstrating strength
Authenticity is keySlide13
Teaching Strategies
Use books, puppets, and storytelling to provide children with scenarios that show characters following their conscience
Use group activities to shape a true caring community
Use responsive victim-centered reasoning as a guidance tool
Expect accountabilitySlide14
Virtue of taking responsibility
“A responsible person is a person who is accountable to herself, others, or a god for what she has done” (
Ruyter
, p 25).
It is argued that a person ought to take responsibility for the well-being of others, because she is morally responsible for other people’s harm that she could have prevented” (
Ryuter
, p 26). Slide15
Teachers
“Teachers are important role models who can give the pupils real-life examples of how a sensitive and caring person acts and how she takes responsibility for the pupils in the classroom and the school and for the other teachers…teachers are important mediators in assuring that the pupils take responsibility for the well-being of other pupils and in explicating the process of deciding when and how to take responsibility for the well-being of the other” (
Ruyter
, p 32). Slide16
“Teachers should not only create opportunities for children and assist them in taking responsibility, they should also be sensitive to the needs of the children in order to assess whether or not they are asking too much” (
Ruyter
, p 34).
(this can go with reading stories and watching facial expressions)Slide17
Methods
Involve children, as early as preschool, in rule making, conflict management, and mediation
Help students gain an understanding of their own worldviews and how individual worldviews affect individual perceptions
Provide discussion concerning controversial issues, using stories that help students understand how their actions affect others
Encourage students to take responsibility in their own school by advocating for other students
Provide lessons to help build responsibility and respect within the classroom. Slide18
Methods Cont’d
Reading and discussing controversial stories that lead to a valued conclusion
Allowing students to share stories about injustices they or people within their families or communities have suffered
Discussion of open-ended stories that present a variety of problem situations
Collaboration activities in the classroom
Ensure that textbooks used portray positive images
Stimulation is key!Slide19
Qualities to Promote
Honesty
Fairness
Respect
Caring
Justice
Kindness
Empathy
Self-Respect
Self-Discipline
CourageSlide20
Creating a Moral Classroom
Make rules as a class and discuss
Gives students a voice. Creates class standard.
Positive language
“Please walk!”
Character-related activities
Discussion!
Appreciation time
Gather at end of day and call-out the good things someone in class did that day. Trait of the Day.
Journal writing
Reflective prompts
Cooperative activities
Promote teamwork
Class meetings
When issues arise, practice good conflict resolution skills instead of fighting.
Involve parents
Do you have a family member that shows patience like Franklin did? How did they show patience?
Learning partners and mentorsSlide21
Activities to Implement
Chants and mantras
Promotes unity of the class and solidifies specific moral.
Interview character
As a student or another character. Promotes creative thinking
Reflect as character
Over an issue or concern
Create a conversation
Better ways to handle a situation.
Write letters
About problem in present or how it is in the future.
“Dear Abby” letters
As self or as character
Write from viewpoints of others
How do you think he feels about this situation?
“Psychic”
How do you think this ends? What do you want to happen?Slide22
Applying these Ideas to Teaching “Duties to Kin” with LiteratureSlide23
Tikki
Tikki
Tembo
Special treatment of heirs
Duty to mother (Not playing by the well)
Duty to brother (Telling their mother even though they were doing something that they weren’t supposed to)
Other morals?Slide24
“The Bundle of Sticks”
http://
www.umass.edu
/
aesop
/
content.php?n
=4&i=1Slide25
Why Do
Y
ou
A
lways
H
ave to Say
P
lease?Slide26
The
Bearenstain
Bears and the TruthSlide27
The
Bearenstain
Bears Forget
T
heir
M
annersSlide28
Matilda
by: Ronald Dahl
Defining family
B
elongingness
Decisions of what is right and wrong
Writing from another character’s opinion
Interview characterSlide29
A Wrinkle in Time
By: Madeleine L’Engle
Protecting your family
Sacrifice
Good vs. evil
Chants
“
C
rystal ball”Slide30
Ramona Series
by: Beverly Cleary
Healthy ways to deal with sibling struggles
Standing up for family
Value of family
Dear Abby letters
Write from viewpoints of others
Creating a dialogue Slide31
References
Hilder
, M. B. (2005). Teaching Literature as an Ethic of Care. Teaching Education, 16(1), 41-50
.
Hollingsworth, L.,
Didelot
, M., & Smith, J. (2003). REACH Beyond Tolerance: A Framework for Teaching Children Empathy and Responsibility. Journal of HUMANISTIC COUNSELING, EDUCATION AND DEVELOPMENT, 42. (2003, January 1).
Hunter, C., & Eder, D. (2010). The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making.
Multicultural Perspectives,
223-228
.
Pearson, Q. M., & Nicholson, J. I. (2000). Comprehensive character education in the elementary school: strategies for administrators, teachers, and counselors. Journal Of Humanistic Counseling, Education & Development, 38(4), 243-
251
Ruyter
, D. (
n.d.
). The Virtue of Taking Responsibility. Educational Philosophy and Theory, 25-35
.
Smith
, C. (2013). Beyond "I'm Sorry": The Educator's Role in Preschoolers' Emergence of Conscience.
Young Children,
76-82.Slide32
Book List
Berenstain
, S., &
Berenstain
, J. (1983).
The
Berenstain
bears and the truth
. New York: Random House.
Berenstain
, S., &
Berenstain
, J. (1985).
The
Berenstain
Bears forget their manners
. New York: Random House
.
Mosel
, A., Lent, B., & Holt, R. (1968).
Tikki
Tikki
Tembo
. New York: Holt, Rinehart and Winston
.
Rosen, W., & End, J. (2005).
Chicken fingers, mac and cheese-- why do you always have to say please?
New York, N.Y.: Modern Pub.