Habits of Goodness - Softcover

Charney, Ruth Sidney

4.36

11 ratings by Goodreads

Softcover

ISBN 10: 096186365X ISBN 13: 9780961863654

Publisher: Center for Responsive Schools, Inc., 1997

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Habits of Goodness uses case studies from six experienced teachers, grades K-6, as the basis for commentary from Charney about their efforts to create classrooms in which students are taught social skills and ethical behavior along with strong academic skills. Offers an approach to solving problems that can be used in any classroom and includes an appendix outlining the process of case study.

Case studies include:

Ritual and Real:Developing Language in a Kindergarten Classroom
Getting Underneath: Caring and Sharing Among Fives and Sixes
Letting the Spill Grow: Conflict Resolution in First Grade
Outer Structures/Inner Supports: Teaching Respect to Fourth and Fifth Graders
How Are You Going to Unbore Yourself? Active Learning in the Fifth Grade
Moving the Teacher's Desk: Democracy in a Fifth/Sixth Grade.

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About the Author:

Ruth Sidney Charney has been a teacher of children and teachers for over 25 years. She currently teaches elementary school in Greenfield, Massachusetts. A co-founder of Northeast Foundation for Children, Ruth holds master's degrees from Teachers College of Columbia University and Bank Street College of Education.

We dare to envision a world far more filled with civility and honesty, with community and nonviolence than it is now. Our vision starts with our own classrooms and our own schools...Many teachers find their classes harder, their children demonstrating fewer academic and social skills. More than ever we need to feel the courage and hope of our profession. We need the time and stamina to problem solve, to search in our own midst for effective strategies and to collaborate in interesting and pleasant conversations.....

A common misconception is that good teachers do NOT have problems. Even experienced teachers make mistakes and handle things badly. The issue is not how to make teaching problem-free, but how to dignify and honor the problem-solving process that is inherent to good teaching. We must pay attention to the questions, the evidence, and the sources that yield our best results and find the time to share with our colleagues the realities of our classroom so we can solve problems together. It is often hard to stomach the missteps and often harder to recognize the successes. Teaching can be a lonely business. We need time to reflect when we are still alert and not on call, but reflection is so rare and so sacred. Yet it does happen and did happen with these case studies.

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