Character Education Program in Elementary Schools

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The character education program in preliminary school greatly contributes to the improvement of the learning process and enhancing the student learning skills. It is also aimed at enhancing the relationships within the educational communities, between the teaching staff and student for further cooperation and improvement of the learning environment (Ryan and Lickona, 1992 p. 335). Due to the fact that character education programs should be reported to various stakeholders, there is a strong necessity to work out effective strategies depending on various aspects. Hence, the target stakeholders of the report presentation will be the teaching staff, students, and program advisors.

Character education program delivery for the teaching staff is predetermined by the following requirement. Usually, teachers demand a full presentation of the report and examples. Each issue of the report should be explained and supported by evidence-based theories and reliable researchers. Additionally, they are more focused on the depiction of such aspects as the connection of student skill and their engagement into the learning process.

Based on the above, the following strategies have been developed:

  • The program should be presented in the form of an algorithm, which means that each step should be followed by a supportive one.
  • The report should comprise a minimum of theory and a maximum of practice, as teachers and instructors should be know how to apply for character education programs in practice.
  • The enclosure of report presentation copies is important to provide teachers with visual examples.
  • The speech should be oriented on evidence-based researches that provide similar program results.

Needless to say that students should be more concerned with such aspects as communication and leadership within the student communities, the evaluation of skills in correlation with students capabilities. Additionally, they are not interested in introducing parts of the report but in the conclusions made. Therefore, this stakeholder group will be more convinced if the narrator chooses the following strategies:

  • To begin with, the introduction part of the report should be interesting and attention-grabbing. Therefore, it is necessary to start with the evaluation of the results of the program in order to persuade the audience of the importance and usefulness of the program
  • The main task of the narrator is to establish cross-communication and make students ask and answer the questions.
  • It is better for the report delivery to make a powerpoint presentation, where the main issues will be highlighted.
  • Finally, as students are more focused on the conclusions, the evaluation report should have a strong final thesis.

The program report for advisors and investors presupposes a thorough preparation so that the stakeholder can understand why they should care for this program development. Therefore, the core issue of report presentation is a successful identification of the aim of the program and its importance for the education process (Manchester Open Learning, 1993, p. 9). Then, it is necessary to outline the beneficial points of the program and its contribution to students skills development. Finally, the program advisors are more inclined to listen to a progress report where all issues are revealed in detail. As a whole, they will be more interested in the complete report on evaluation, as they are active participants of program fulfillment. A successful and detailed presentation will help them to understand what issues were omitted and what issues should include in the future.

References

Manchester Open Learning. (1993). Making effective presentations. Great Britain: Kogan Page Publishers.

Ryan, K., and Lickona T. (1992). Character development in school and beyond. US: CRVP.

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