Character Research
Character-in-Action® Education Materials

• Character Companions Series – ages 3 to 8
• Character Mystery Series – ages 9 and up
• Character-in-Action Series – ages 12 to 17

Application

Negatively, our research indicated that too often character education was expected to work on its own. Principals and teachers provided character education in one form or another, but neglected application. The efficacy of any teaching without application is, of course, lacking. Simply telling how to divide the classroom so that each student enjoys equal space is far less effective than requiring students to apply that knowledge and divide the classroom.

Positively, research and experience proved that practical application at every level solidified character education and increased its effectiveness. Students who set and pursued realistic character goals – with guidance and support – changed accordingly. This may be noted in the case studies below. Further, students who were engaged in activities that applied character education to daily life were much more likely to embrace the character traits so addressed.

Solution. Each book and lesson plan in our materials is geared toward practical application. They never permit character to be viewed as just another school subject, learned in a vacuum. Our goal is that students who use these materials never come away asking, “How often does it come up in everyday life?” From childhood animal tales, through upper elementary mysteries, to teen novels, the emphasis is clearly on application in daily life. Students identify with the protagonists when they fail to apply the focus character trait, and are caused to think when protagonists reap the rewards of applying it.

Age? Many believe that age should be included as a factor that influences character education effectiveness, citing so-called authorities who would offer character education only for ages 3 to 10. Admittedly, the earlier the twig is bent, the more surely will the tree maintain that bend. Nevertheless, our research showed that age had minimal impact. Students at every age both needed and profited from character education. As seen in the case studies below, it was not too soon for very young children – it was not too late for teens. To that end, we determined to provide materials for every age, filling the gaps so often left by other providers.

Character-in-Action™ materials are, then, an outgrowth of our research – the result of a growing desire to share the knowledge and experience gained – to provide tools that would address the weaknesses found. The materials themselves are new, but they are based on and backed by researched, tested and proven principles.

The case studies below attest to the success of those principles. Names have been changed to protect the privacy of the students.

Seven Case Studies in Character Education

1. Character Education Effects Outstanding Academic Performance — in just one semester.
   

   Jacob and John, twin 16-year-olds, failed school every semester from age 9 onward. They were socially promoted each year, but detested study. So, when the family moved to a state where the legal dropout age was 16, the boys refused to enroll for the new school year.

   The parents requested that the principal visit the home and talk to the boys. Jacob and John were prepared to fight. They dredged up feelings of complete inadequacy and resulting hatred. They pointed out that they wanted to be car mechanics like Dad, and didn’t need more schooling. They were adamant. They would not go back to school.

   As the evening wore on, however, the principal persuaded them to give her just one more semester. Then, if they still hated it, they could quit. The parents agreed, and the twins agreed – but for just one semester!

   From the beginning of that semester, Jacob and John received character education. They gained knowledge regarding responsibility, diligence, patience, determination, trustworthiness, and a host of other character traits. They learned to apply those character traits, and when they did apply them, they received positive reinforcement at school and at home.

   Gradually, a metamorphosis took place. The boys’ impatience to leave school faded. They began to pass tests – with low grades. Then they began to get average grades. Then they began to get above average grades. All the time, they were receiving character education, and it was having its effect.

   Red-letter day came on the same date for Jacob and John – both boys passed history tests with perfect scores! Soon their quarterly reports held only A’s and B’s.

   Did the boys remain in school? Yes. They were granted permission to drop out at the end of that semester, but they no longer felt inadequate. Their social interaction was as satisfactory as their grades, and they were happy.

   Character education effected enormous improvement in academic performance for these boys, and for the first time in seven years, they earned promotion to the next grade level.

   Character education works for teenage boys!

2. You Can’t Make Me! – Character Education Effects Dramatic Behavior Change
   
   15-year-old Brittany, said the school board, obeys nobody. The school used character education, but it had no effect on Brittany. Even the outgoing teacher – a stern, muscular military man – was no match for Brittany. Brittany had not obeyed her parents since age three. Brittany obeyed no teacher. Furthermore, Brittany controlled other students, demanding their rebellion. The new teacher, being a woman, should definitely not expect obedience.
   
   Indeed, Brittany challenged the new teacher on Day One, arriving at school late afternoon, stomping into the classroom mid-lecture, and crossing in front of the teacher to speak to another student in loud tones. Respect had no place in Brittany’s life.
   
   But proper application of character education changed that. Forewarned, the new teacher introduced Brittany to character in a new way. Through consistent teaching without lectures, she gave Brittany full head knowledge of such traits as respect and obedience. Then she helped Brittany apply those traits in her life. Yes, Brittany rebelled initially, but within two months, a dramatic change in behavior began to take place.
   
   Brittany’s parents visited the principal to express their appreciation for the change. The girl’s clergy commended the principal on the change. Parents who had forbidden daughters to associate with Brittany reconsidered.
   
   Soon, Brittany’s dark wardrobe gave way to light colors. She learned to smile sincerely. She volunteered to help the teacher, and showed her full respect. She was on time for every class, did her homework faithfully, and participated willingly, obeying all school regulations without rebellion. By the end of the year, Brittany earned a number of merit awards for her behavior.
   
   Character Education, presented properly, effected a dramatic change in behavior for this young girl, and revolutionized her entire life.
   
   Proper character education changes teenage girls

3. Don’t Carve the Desk – Character Education Effects Social Change
   
   Kenneth, at age 14, was not into school. Nor was he into respect – for persons or for property. His body had grown too fast; his zits raced out of control; he had family problems; he hated study; girls avoided him – Kenneth was sure nobody cared for him, so he showed caring to nobody and nothing.

   Kenneth became a bully. Younger or smaller boys frequently had “accidents” during P.E. or lunch break. He lashed out at girls who giggled at his sullen, clumsy manner. In class, he hid behind a morose demeanor and his largest binder. He hid his constant graffiti work behind the same binder, until the entirety of his wooden desktop was well carved. He stubbornly refused to make an effort to do anything right. “What’s the use?” was his stock question, and no answer satisfied him...

   …until character education entered. Kenneth found a lot of answers in character education. He began to understand several important character traits that he lacked, particularly respect and caring.

   Kenneth’s application of character was not voluntary at first, as he sanded every stroke of graffiti from his wooden desktop, and refinished the desk under the watchful eye of the shop teacher.

   By second semester, however, there emerged a new Kenneth who:

   • Helped a group of students sand and refinish all of the desks.
   • Began teaching soccer moves to younger students.
   • Became the school’s gentle giant to younger students.
   • Began participating meaningfully in class discussions.
   • Showed respect to people and to property.
     
     Character education with application effects teen social change!
     
     
4. Three Musketeers – Character Education Effects Peace
   

   The three girls were 12 years old, and practiced bitter rivalry among themselves. They wanted no other friends, and liked one another, but not as a threesome. Each wanted just one loyal friend, and those loyalties changed at least once a week, pitting two against one in a vicious war. Best friends seated together today must be separated tomorrow. Parental exhortation and school counseling made no difference.
   
   That’s when character education was introduced. The girls were taught in a private setting so that specific needs would be addressed. They were given knowledge about traits such as peace, compassion, caring, kindness, and loyalty. They were shown how important these traits would be in their lives as adult women. They received instruction and practical assistance in setting goals. They were made responsible for their goals, and accountable for them.
   
   Three months after character education began, the three 12-year-olds were affectionately calling themselves The Three Musketeers. They asked to be seated together as a threesome. They ate lunch together. They had pajama parties together. They did everything together. They no longer felt the need to fight and switch.
   
   Pre-teen antagonisms can be solved with character education!
   

5. No Guns in School – Character Education Effects Greater Safety
   
   Abe and Sean were two of many troubled middle school boys who were sent to my office on a daily basis – an example of the youth in our city. The campus police suspected the worst from them all, probably because his most frequently recurring duty was to photocopy the latest pistol or drugs he confiscated in those pre-Littleton days.
   
   These students would never sit still for regular “lessons” in character, so a different approach was used to prepare them for such studies. It began by piping soft classical music through the hallways. Whenever classes were not in session, the air was filled with Bach, Beethoven, and Brahms.
   
   Against this backdrop, we modeled character in unmistakable actions. We never mentioned the word character. We simply set a character education environment in which they could begin to catch character – and they did.

   Unfortunately, the program was cut from under us before lasting change could occur, but a dramatic break-through was seen in two of our boys.
   
   Sean was a strong giant of a boy who would sooner kill than obey. Sent to my office full of hatred and drugs, Sean paced, ripping magazines and destroying various objects in his path. Finally, I ordered, “Sit down immediately.”
   
   The giant lunged toward my desk, planted two brawny hands on the wood, and thrust his nose to within an inch of mine. “Who’s going to make me?”

   “I am.” My quiet, firm reply brought silence. Sean stared for what seemed an eternity. Then, without a word, Sean sat down to wait quietly. I was safe. He had never seen courage in that setting.
   
   Abe was, in contrast, a small wiry boy whose disdain for authority matched Sean’s. On frequent visits to my office, he blamed teachers, the grandmother with whom he lived – and me. His regularly returning pistol was a great concern, and we wondered if we would ever reach this boy, but we tried. The first sign of character education’s effect came when Abe confided that he would never again bring a pistol to school. It was a move toward safety!
   
   Soon after I left that position, I received a call from the school. Abe had just learned that I was not returning, and had begun to cry. “She was the only one who ever loved me,” he said. Caring was the character education “lesson” that made an impact on Abe.
   
   Unobtrusive character education can effect greater safety in schools!
   

6. Comb Your Hair – Character Education Effects Personal Hygiene
   
   Connie, at age 9, was an unkempt little girl. From a poor family on the fringe of a wealthy suburb, Connie knew little about personal hygiene. Connie was a fourth grade outcast. Her squeaky clean classmates kept their distance.

   But the teacher applied character education. Teaching that responsibility included cleanliness, she privately helped Connie apply that knowledge. She bought a new comb, and showed the girl how to comb the snarls from her long, heavy hair. She encouraged her in other matters of personal hygiene, and rewarded her with a smile and a hug when application was made.
   
   Connie’s changes were slow, with many setbacks, but consistent private reminders of her responsibility did effect change. By spring of that school year, Connie was a cleaner, prettier 10-year-old girl. She had only a few friends, but that was a few more than she had in September – and none of the girls snubbed her now. Of course, their character education was effecting a change in that department.
   
   Character education can effect the health of 9 and 10 year old children!
   

7. Oatmeal without Sugar – Character Education Effects Responsibility.

   Josie, 6 years old, maintained high academic performance from her first day at school, always eager to attain her personal best.
   
   So it was no surprise, when Josie’s class was taught responsibility, that Josie took the lesson to heart. Learning that responsibility included care of the brain, and that the brain’s performance is impacted negatively by the use of too much sugar, little Josie eagerly asked her parents’ permission to eat her daily hot oatmeal without sugar. She wanted to take responsibility for her brain. They agreed, and Josie embraced her responsibility.
   
   Two weeks later, however, Josie’s academic performance began to drop. Schoolwork was sloppy or incomplete. Tests received only half-hearted attention. Josie no longer seemed to care.
   
   The principal discussed the change with Josie’s parents. Was Josie sick? Did Josie dislike something at school? Was there a problem at home? Had they made any changes at home that might explain this?
   
   Well into the discussion, the father sat forward suddenly and said, “I think I’m at fault.” He explained that Josie was happy to eat oatmeal without sugar, and they were happy to have her do it. He drew the line, though, when she wanted Dad to eat oatmeal without sugar. Josie apparently interpreted this as a lack of support and decided that her father, whom she adored, no longer thought academic performance was important.
   
   To the father’s credit, he judged Josie’s character education more important than his sweetened oatmeal. He talked it over with Josie, apologized for his lack of support, and agreed to his own need for responsibility. He sacrificed personally from that day forward – eating his daily oatmeal without sugar.
   
   Now little Josie really learned the meaning of responsibility. Her grades returned to their former excellence. She climbed to top spot in the class. She began to exhibit responsibility in other areas at school and at home. She cared for younger siblings, and she cared for little classmates.
   
   Character education effected sacrificial change in this 6-year old, and support for that change in the home.
   
   Character education can impact the youngest children!