Character Behavior Language

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From the course by Relay Graduate School of Education

Teaching Character and Creating Positive Classrooms

406 ratings

Relay Graduate School of Education

Teaching Character and Creating Positive Classrooms

406 ratings

Positive psychology meets K-12 pedagogy. This course explores key ideas of positive psychology and shows how great teachers apply those lessons to maximize student engagement and accomplishment. Through lectures, discussions, interviews and footage of great educators in action, you’ll learn how to integrate character-based objectives into your own teaching.

From the lesson

Teaching Character in Every Moment

Character education starts with an intentional approach to every human-to-human interaction.

Micro-Moment Triangle3:45

Constructive Responding3:18

Growth Mindset - Interview with Dr. Carol Dweck & Dr. Greg Walton13:34

Character Behavior Language2:22

Survey on the Micro-Moment0:03

Practice Micro-Moments2:01

Meet the Instructors

Dave Levin
Co-Founder, KIPP; Co-Founder, Relay GSE

We're walking out and then we started this conversation.

I think one of the main ideas that we're trying to encourage teachers and

parents is to help kids see repeatable behaviors.

That lead to things like a growth mindset or lead to things like grit or

self-control.

And so does that jive with where your research is?

>> It's exactly that repeatable behavior.

You want the kids to say I struggled.

I stuck to it.

I focused.

You don't want them just to go around saying I have a growth mindset.

You want those behaviors that actually lead to the improvement.

>> The third attribute of a positive micro-moment

is appropriating character behavior language.

And this is an extension of the growth mindset research of Carol Dweck,

Greg Walton and David Yeager.

Being in a growth mindset means focusing on effort, good strategies and

proactive help seeking as a means to growth and accomplishment.

And as you heard in the last video, it's critical to help kids find repeatable

strategies they can use in future situations.

There's nothing wrong with saying, hey, that was groovy,

or you just showed self-control.

In fact, as teachers and parents we say things like that all the time.

The question we need to be asking ourselves is this, do our kids understand

what they just did, and would they be able to do it again in a new situation?

Do they genuinely own our feedback?

By calling out the specific and repeatable behaviors,

we clarify how to leverage each strength, both now and in the future.

So instead of us saying, that was gritty, let's try something like wow,

it was great how you just finished something that you started.

That's gritty.

Or it can be frustrating when we don't come up with a thesis sentence right away,

what did you do to stick with it this time?

Again, it's not about using exact words.

It's about helping our kids identify the behaviors that are demonstrating and

developing their skills and strengths.

Behaviors like this.

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