Coach John Wooden thought of himself like the man who said:
I am not what I ought to be,
Not what I want to be,
Not what I am going to be,
But I am thankful that
I am better than I used to be.
Our Honor Code begins, "We strive each day to selfless servants, demonstrating moral courage, and commitment...." At Calvert, we know striving for what we should be and should do may not make us what we ought to be, but at least we will be better than we used to be.
We work to instill Coach Wooden's ethic into our students. We want them to feel that the journey is the best lesson when it comes to honor and character. The triumphs and failures of life build who we are. We hope the Honor Code will guide our students when they encounter a fork in the road of right and wrong.
We hope our students feel they have become better people by the time they graduate from Calvert. They are responsible for themselves and others. They respect all people and things. Honesty is vital in all their interactions. The seek ways to reach out to their community.
Will our students do all these things all the time? I'll answer that with another question: do we? The constant and vigilant pursuit (striving for) of the Honor Code is a lifetime goal we hope our Calvert students will take with them to their next school and beyond.
Thursday, September 10, 2009
Thursday, September 3, 2009
The Four Horsemen of Calumny
It's an interesting word: calumny. I'll admit I didn't have any idea what it meant when I read it. Here it is:
calumny: (n) a false and malicious statement designed to injure the reputation of someone or something.
I came across this word when I read the text of Senator Margaret Chase Smith's (R-Maine) speech to the U.S. Senate on June 1, 1950. She was speaking on behalf of seven other senators who had written a declaration rejecting the strategies of Senator Joseph R. McCarthy of Wisconsin, that had created a frenzy of fear of "subversives" in the country. The result was a society gripped by fear and suspicion.
Think of the courage to speak out - Smith was the only woman in the Senate at the time (and the first ever elected to the prestigious body). It was June of 1950 (McCarthy gave his "communist spy ring in the State Department" speech in February) and she is speaking against a fellow Republican. Finally, Smith took her fellow senators to task for hiding behind their immunity and creating an atmosphere where there was "trial by accusation instead of trial by jury."
Smith ended her speech urging a change in leadership, but did "not want to see the Republican party ride to political victory on the Four Horsemen of Calumny - fear, ignorance, bigotry, and smear."
It is obvious Senator Smith had a well tuned moral compass and conscience. She had learned to speak out against wrong, even when it was hard. She was smart enough to see McCarthy for what he really was - a demagogue who bred division in the country.
At Calvert we are working with our students to develop their moral compasses, their conscience, and their courage to act. Our Honor Code, in part, states that we strive to be selfless servants demonstrating moral courage and commitment. Margaret Chase Smith, in her speech to the Senate, WAS the Honor Code.
What more selfless act than to be a representative of your state? What better example of moral courage than speaking out against the tidal wave of derision enveloping the U.S. Senate and the country? What better example of commitment to principles than decrying the smear and fear tactics of many of her fellow senators?
May all our students strive each day to live up to Senator Smith's example.
The full text of Senator Smith's speech: www.mcslibrary.org/program/library/declaration.htm
calumny: (n) a false and malicious statement designed to injure the reputation of someone or something.
I came across this word when I read the text of Senator Margaret Chase Smith's (R-Maine) speech to the U.S. Senate on June 1, 1950. She was speaking on behalf of seven other senators who had written a declaration rejecting the strategies of Senator Joseph R. McCarthy of Wisconsin, that had created a frenzy of fear of "subversives" in the country. The result was a society gripped by fear and suspicion.
Think of the courage to speak out - Smith was the only woman in the Senate at the time (and the first ever elected to the prestigious body). It was June of 1950 (McCarthy gave his "communist spy ring in the State Department" speech in February) and she is speaking against a fellow Republican. Finally, Smith took her fellow senators to task for hiding behind their immunity and creating an atmosphere where there was "trial by accusation instead of trial by jury."
Smith ended her speech urging a change in leadership, but did "not want to see the Republican party ride to political victory on the Four Horsemen of Calumny - fear, ignorance, bigotry, and smear."
It is obvious Senator Smith had a well tuned moral compass and conscience. She had learned to speak out against wrong, even when it was hard. She was smart enough to see McCarthy for what he really was - a demagogue who bred division in the country.
At Calvert we are working with our students to develop their moral compasses, their conscience, and their courage to act. Our Honor Code, in part, states that we strive to be selfless servants demonstrating moral courage and commitment. Margaret Chase Smith, in her speech to the Senate, WAS the Honor Code.
What more selfless act than to be a representative of your state? What better example of moral courage than speaking out against the tidal wave of derision enveloping the U.S. Senate and the country? What better example of commitment to principles than decrying the smear and fear tactics of many of her fellow senators?
May all our students strive each day to live up to Senator Smith's example.
The full text of Senator Smith's speech: www.mcslibrary.org/program/library/declaration.htm
Friday, August 28, 2009
Honor Code and Student Handbook
The beginning of another school year is upon us. The teachers are back in the building preparing their rooms and lesson plans, the facilities are in unbelieveable shape after a summer of hard work by the maintenance department, and we are all waiting for the students to arrive.
After a number of meetings last school year, the faculty came up with some additions to the Honor Code that will help the students clarify what the three pillars of the Honor Code mean in practice.
The Honor Code states:
We strive each day to be selfless servants demonstrating moral courage and commitment. We aim to accomplish this by respecting all people and things, being honest with ourselves and others, taking responsibility for ourselves and others, putting forth maximum effort at all times, and seeking ways to reach out to the community.
Respect, honesty, responsibility, effort, and outreach are the five qualities we work to develop in each one of our students. Calvert's goal is our students will leave Calvert understanding that the pursuit of these characteristics is a life-long endeavor making their (as well as their family, friends, school, and community) lives all the more rich and meaningful.
The Honor Code is now the first page in their planners, so they will see it each day. The three pillars of the Honor Code are still printed on the beams of the middle school hallways. It is becoming a part of the school culture and it is all our jobs to continue to work towards its complete integration.
The policies and procedures included in last year's document have been moved to a Student Handbook. This handbook has been sent to all advisors, posted to an internal student server, and can be found on this blog. It should be reviewed by students, advisors, and parents for all policies and procedures regarding conduct and uniform.
After a number of meetings last school year, the faculty came up with some additions to the Honor Code that will help the students clarify what the three pillars of the Honor Code mean in practice.
The Honor Code states:
We strive each day to be selfless servants demonstrating moral courage and commitment. We aim to accomplish this by respecting all people and things, being honest with ourselves and others, taking responsibility for ourselves and others, putting forth maximum effort at all times, and seeking ways to reach out to the community.
Respect, honesty, responsibility, effort, and outreach are the five qualities we work to develop in each one of our students. Calvert's goal is our students will leave Calvert understanding that the pursuit of these characteristics is a life-long endeavor making their (as well as their family, friends, school, and community) lives all the more rich and meaningful.
The Honor Code is now the first page in their planners, so they will see it each day. The three pillars of the Honor Code are still printed on the beams of the middle school hallways. It is becoming a part of the school culture and it is all our jobs to continue to work towards its complete integration.
The policies and procedures included in last year's document have been moved to a Student Handbook. This handbook has been sent to all advisors, posted to an internal student server, and can be found on this blog. It should be reviewed by students, advisors, and parents for all policies and procedures regarding conduct and uniform.
Thursday, July 23, 2009
My Space vs. Facebook: Highlighting Social Divides
I just read a speech by Danah Boyd to the Personal Democracy Forum entitled, "The Not-So-Hidden Politics of Class Online." It challenges us to view online social networks and the like not as equalizers, but as a means to "bake in class/race/socio-economic divisions." She uses the My Space vs. Facebook to present her theories in a concrete way.
I think it is worth the 10 minutes it takes to read the speech, since so many of our students are users of these social network sites.
http://www.danah.org/papers/talks/PDF2009.html
I think it is worth the 10 minutes it takes to read the speech, since so many of our students are users of these social network sites.
http://www.danah.org/papers/talks/PDF2009.html
Monday, April 13, 2009
Uniform Town Hall
During the Monday Assembly, the middle school participated in a Town Hall meeting on the topic of the uniform.
Prior to this meeting, a panel of faculty and students was selected to shape the conversation, listen to all suggestions, and create a proposal for the appropriate decision-makers. This panel created a list of questions to help students shape their opinions on two fronts: the uniform itself and the enforcement of the uniform code. This document was sent to the advisories, where the ensuing conversations allowed students and faculty to coalesce their thoughts.
During the Town Hall, the panel took notes and asked clarifying questions of students and faculty who presented their opinions, suggestions, and arguments regarding the uniform.
Over the next week, the panel will meet to create a proposal for submission to the administration and review by the Parents' Association.
The Town Hall proved to be a lesson in civics, as well as an opportunity for the community to express their thoughts on a major aspect of school life. Our hope is that we may be able to use the town hall structure to discuss other aspects, such as the Points system and laptop issues.
A special thanks to Mrs. Radway, who brought the idea to me and was a major organizer of the event.
Prior to this meeting, a panel of faculty and students was selected to shape the conversation, listen to all suggestions, and create a proposal for the appropriate decision-makers. This panel created a list of questions to help students shape their opinions on two fronts: the uniform itself and the enforcement of the uniform code. This document was sent to the advisories, where the ensuing conversations allowed students and faculty to coalesce their thoughts.
During the Town Hall, the panel took notes and asked clarifying questions of students and faculty who presented their opinions, suggestions, and arguments regarding the uniform.
Over the next week, the panel will meet to create a proposal for submission to the administration and review by the Parents' Association.
The Town Hall proved to be a lesson in civics, as well as an opportunity for the community to express their thoughts on a major aspect of school life. Our hope is that we may be able to use the town hall structure to discuss other aspects, such as the Points system and laptop issues.
A special thanks to Mrs. Radway, who brought the idea to me and was a major organizer of the event.
Tuesday, April 7, 2009
Boomer Generation, Generation X/Y, and the New Face of Character Development
This article appeared in the New York Times: http://www.nytimes.com/2009/04/07/education/07teacher.html?_r=1
The article above describes the growing number of Boomer Teachers who are getting ready to retire over the next ten years and how it is affecting the landscape of the teachig profession. With the attrition rate for new teachers seemingly rising at the same time, many predict a crisis on the way.
It also makes me wonder about the character education and development aspects of a school. As younger generations filter into the teaching profession, how is character development thought of? What are the values these people hope to instill and, maybe more importantly, how do they intend to instill them?
Some characteristics of Generation Y in the workforce are they demand more benefits for less work, want a role in institutional decision-making almost immediately upon being hired, and will have held five to six different jobs by the time they turn 35. It is also a generation shaped by experiences of exponential change, creativity, and brought up on open-source content and collaboration. If this is the generation set to take over the teaching profession, what values will they pass on?
I can't say I have the answers. One thing I do know is there is something to be said for a healthy mix of old and new perspectives. As a student and teacher of history, I've learned that not taking the time to look back upon moving forward often means mistakes are repeated. The same may go for how we hope to develop honor and character in our students.
Note: The characteristics of Generation Y discussed above were gleaned from a talk by Ron Goldblatt, Executive Director of the Association of Independent Maryland Schools.
The article above describes the growing number of Boomer Teachers who are getting ready to retire over the next ten years and how it is affecting the landscape of the teachig profession. With the attrition rate for new teachers seemingly rising at the same time, many predict a crisis on the way.
It also makes me wonder about the character education and development aspects of a school. As younger generations filter into the teaching profession, how is character development thought of? What are the values these people hope to instill and, maybe more importantly, how do they intend to instill them?
Some characteristics of Generation Y in the workforce are they demand more benefits for less work, want a role in institutional decision-making almost immediately upon being hired, and will have held five to six different jobs by the time they turn 35. It is also a generation shaped by experiences of exponential change, creativity, and brought up on open-source content and collaboration. If this is the generation set to take over the teaching profession, what values will they pass on?
I can't say I have the answers. One thing I do know is there is something to be said for a healthy mix of old and new perspectives. As a student and teacher of history, I've learned that not taking the time to look back upon moving forward often means mistakes are repeated. The same may go for how we hope to develop honor and character in our students.
Note: The characteristics of Generation Y discussed above were gleaned from a talk by Ron Goldblatt, Executive Director of the Association of Independent Maryland Schools.
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