Duties to Kin - PowerPoint Presentation

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.