Over the last week, a number of parents and other peers forwarded me an article that I thought critically important for our Journeys School community. My goal is to summarize the article and provide context for Journeys School. The article (click here), from the New York Times, stated that a) we are not teaching students how to deal with failure and b) schools are missing something with a focus on just academic achievement. The premise is that academic achievement is critical, but it is dependent on some capacity of character.
Independent schools have a long history of developing character, but character can be divided into two types, according to the Character Education Partnership (CEP). The typical focus of schools has been moral character. Moral character falls along the lines of part of our three “T’s” – those concerning “treat with respect” and “take responsibility” – and is critically important. But Journeys School has also hit on another part of character development, a part that is linked with long term life satisfaction and high achievement. “Try Hard” hits on a component of what CEP calls performance character. A small group of school leaders (including public, private, and university) have tried to articulate these performance characters for their schools. Dr. Martin Seligman began this work by determining traits that indicated success through different cultures and time periods. The baseline survey can be found with a free log in at http://www.authentichappiness.sas.upenn.edu/questionnaires.aspx (select VIA Signature Strengths Test or VIA Strengths Test for Children). The KIPP schools (Knowledge is Power Program), an urban public charter system, adapted these 24 metrics to assess all of their student’s abilities in the performance character sector (http://www.kipp.org/kipp-nyc-character-strengths – also listed below). Working with a different population of students, the Riverdale Country School summarized the traits into seven: zest, grit, self-control, social intelligence, gratitude, optimism, and curiosity. The bottom line assertion is that a student might perform magnificently in the academic world, but if they are lacking in these other areas, research suggests that long term high achievement and life satisfaction are difficult to achieve. From my perspective at the head of an innovative independent school, the message should be clear to both schools and families. Core academics are critical, but without a strong development of performance character and moral character, a child may find challenges in his/her adult life. Ponder three questions: How would you rank yourself on these characteristics? How would your rank your child or students on these characteristics? Finally, what would you do to improve your ranking?
ZEST
Actively participates
Shows enthusiasm
Invigorates others
SELF-CONTROL – SCHOOL WORK
Comes to class prepared
Pays attention and resists distractions
Remembers and follows directions
Gets to work right away rather than procrastinating
SELF-CONTROL – INTERPERSONAL
Remains calm even when criticized or otherwise provoked
Allows others to speak without interruption
Is polite to adults and peers
Keeps temper in check
GRATITUDE
Recognizes and shows appreciation for others
Recognizes and shows appreciation for his/her opportunities
CURIOSITY
Is eager to explore new things
Asks and answers questions to deepen understanding
Actively listens to others
OPTIMISM
Gets over frustrations and setbacks quickly
Believes that effort will improve his or her future
GRIT
Finishes whatever he or she begins
Tries very hard even after experiencing failure
Works independently with focus
SOCIAL INTELLIGENCE
Able to find solutions during conflicts with others
Demonstrates respect for feelings of others
Knows when and how to include others