Principal's and Teacher's Curriculum Guide

I. Introduction

The materials are designed for use within the community and within the classrooms. The same set of words are used for communicating 1) the path for civility and unity in the community, and 2) character, emotional intelligence, behavior management and improvement in the school and classrooms.

Principals take a leadership role in using the materials in the school community by sending a letter to the parents. The letter is sent to homes, citizens and institutions that have a vested interest in the character of the community. Selected values, messages, stories, assets and attributes being taught to the children may be included in this letter.

Starting the definition of values for the community; the process calls for the community's focus on the child, civility and unity in an effort to make sure all children stay engaged. The principal easily points to the materials the school is using with the families. Materials are shared with the parents. This process gives the principal the ability to make a formal request of corporations, effective citizens, faith based organizations, and local heroes for any help in staying focused on the child and preventing disengagement.

II. Initial Outcomes (Within a Year of Use in the Classroom)

The attendance measurement for the school should improve to over 95%. The respect measurement for the school should improve to the level where the student body concludes that good behavior is present and recognized by teachers and parents to be a contributor to success.

III. Scientific Method of Behavior Management

The positive messages and folders, together with two sets of stickers and printed photographs, the reading list and books for the classroom, must be used by the teacher in positive statements of expectations and feedback with the child. The materials are tools for this scientific process of behavior improvement or behavior management when:

• The stated expectation (message) is designed around positive student expectations and actions in the classroom, and
• Behavior results in immediate positive feedback, or not.

Mello Smello, a division of the Miner Group International, has demonstrated millions of times that the stickers form a informal positive feedback for the child. This program is a powerful formal extension of what works.

IV. Implementing the Curriculum

The curriculum concept helps children understand and assimilate each of the 14 values through the use of developmentally appropriate values messages. The most effective source for these values messages are stories, and this proves very flexible and simple for the teacher.

Stories are important. Stories based on family and community values have always held a central place in teaching societal values to children. They lay the foundation upon which children learn, grow and form a value system for the rest of their lives. As children experience the values expressed in the stories, they begin to reflect these values in their attitudes and behavior. And as they apply these values to their own lives, the cumulative effect is, obviously, an improved classroom environment, which, in turn, provides the climate for greater learning and student success. Also, the materials make character development easy for the teachers to deliver and fun for the children to receive.

The program materials can be used in many ways:

1. Stories are to be read aloud in the classroom.
2. Puzzle stickers and photographs to reinforce the message of the story and used as positive reinforcement.
3. Children may look at or read books and stories themselves.
4. Writing assignments may be given based on the messages, assets and attributes of success and sharing.
5. Word find on the front cover should be used during the week.
6. The folder and reading list should be sent home with the child periodically for parental signatures.

This program was created to be merged easily to an already established curriculum by simply reading to the children and using CDP materials as teaching tools. Teachers can also include the study of values (key words) in general classroom activities and discussions. For example:

1. Spelling
2. Creative writing
3. Crossword puzzles and word finds (provided on cover)
4. Other subject discussions, e.g. social studies
5. "Socializing" classroom discussions

V. A Guide to Class Discussion

The following questions are a guide to enhancing discussions:

1. What was the name of the story we read?
2. Who was in the story?
3. It was about the value of?
4. What happened in the story? Does that happen every day?
5. What did you learn about this value?
6. What message did this story share with you? (Tie into the message noted on the suggested reading list. For example: My friends will trust me.)
7. What did you learn about this message that will help you?
8. Invite the children to share their own stories that support the messages.
9. How can you use the folders and extra stickers when you speak with your parents?
10. Look for and relate to the teachable moments from past messages and events.

VI. Application of Day's Experience

Perhaps the most important step in the process of teaching values is the ability to reflect on day-to-day experiences. Learning from experience means reflecting on those experiences and celebrating positive behaviors or, if pertinent, developing new, more appropriate ways in which to behave. We suggest the extra stickers and photographs be used proactively as a positive reinforcement of a behavior. This could be as simple as bringing the folder back with a parental signature on the message page.

1. What happened today that relates to past and present messages?
2. Relate to what happened.
3. Recognize opportunity:
   1. Want to achieve and succeed
   2. Want to share
   3. Want to pass a favor forward
4. Use this instance to reinforce the messages of the values.
5. Make this a change for the better. If so, what will be the result?
6. Was this a situation worth celebrating?

VII. Take Home Materials

After spending a week or two on one value, the teacher should encourage the children to take their folders home and involve their parents in discussions of the value. Parents should be encouraged to purchase additional stories from the reading list or check them out from the library. Parents may wish to discuss such ideas as the value of ________ in the workplace or the benefits/disadvantages of being ______.

The folder can become a major communication tool with the parents. The parents should write a brief comment on the folder about their child's perspective at home.

VIII. Values Used in Each Grade

The principals and teachers can make the decision on the order of presentation of the values. Since the messages overlap, it is important to relate each value to the others. This is a natural effortless process when consistent messages are used to trigger positive expectations. Also, the materials can be integrated with other activities already in the curriculum.

K	Honesty, Friendship
1st	Discipline, Respect, Work, Courage
2nd	Compassion, Responsibility, Persistence, Loyalty

Materials for grades 3-6 are:

3rd	Honesty, Friendship, Discipline, Respect
4th	Compassion, Courage, Justice, Work
5th	Responsibility, Persistence, Loyalty
6th	Love, Beliefs, Forgiveness