My name is Karmalee Shaw. I work as a Youth Mentor at Ecole McIsaac School in Flin Flon, Manitoba.
Every month I create a school bulletin board that features the virtue of the month. I help the teachers when they introduce the virtue of the month in the classroom. I also try to use the language of the virtues everyday.
I find that working with the virtues has helped me to look at life situations in a positive manner. It helps me to see the good in other people. I have noticed how people respond to virtues acknowledgements. It makes them happy. Especially the people who don’t normally get acknowledged very often.
When I was younger, I attended this school as a student. We weren’t using The Virtues Project at that time. I can see the difference that this program has made.
On the playground, I hear the kids using the language of the virtues. For example, if one kid has a problem with another, they will describe their concerns using virtues. For example, they might say, “That kid wasn’t being very kind, or caring”. Overall, I think that they are nicer to each other compared to the time when I was a student here.
At the end of each month, we give out awards to recognize students that demonstrate the virtue of the month. I think that when they know that they can be recognized for it, they think of that virtue more often.
This is a poem by Reimi Nakagawa, who is a fifth grader at Hokkaido International School. She has had the benefit of a virtues environment classroom since she was a second grader and has had the great blessing of four teachers who understand the power of the virtues.
Submitted by Ruth Suzuki
Virtues Project Trainer, Japan
Virtues
by Reimi Nakagawa, 5th grade
Hokkaido International School
Virtues are for making friends.
Virtues are for happy ends.
At least you know one or two,
If you don't, I will tell you.
I think you know the virtue care,
You use it when you love and share.
If you care for your friends a lot ,
You will share your ideas and a thought.
If you show everyone respect,
You will never be a suspect.
If you know friendliness,
You must know forgiveness.
Forgiveness is to think the right,
If you have a conflict or fight.
There are more virtues like
Courtesy,honor, loyalty,
Justice, tact , and modesty.
These are the virtues that we need to know,
We can use them anytime, anywhere as we grow!
"I have worked as an educator now for six years and an administrator for four years. As I study The Virtues Project I become excited because this is long overdue and exactly what we need in education today. We are definitely missing something and I believe The Virtues Project fulfills a lot of this void that teachers and students are experiencing".
Daniel Danis, Principal, St. Gregory School, Alberta, Canada
Submitted by: Heather Acres
In northern Manitoba, Canada, several schools have partnered with government to hire youth aged 18 - 30 to work with students throughout the day as Mentors. The Mentors assist the students with their personal, social and academic development. All Mentors get trained in The Virtues Project so that they may learn to look at each student and see the best in them. Some of the things the Mentors do are:
- Create colourful bulletin boards featuring the school virtue of the month.
- Give students virtues vouchers. Sometimes they create them to look like bookmarks.
- Coordinate school assemblies to feature the virtue of the month with skits, songs, poetry and quotes from The Virtues Project Educator's Guide.
All Mentors are expected to give students virtues acknowledgements daily. It is one of the functions that school administrators have listed on their regular Mentor evaluation checklist.
Evaluation reports about the School Mentor Program are very positive. Students highly value their Mentors and often get excited to see them in their classrooms.
A program designed to provide mentoring service to students aged 6-13 was launched in the elementary and junior high schools in Flin Flon, Creighton, Cranberry Portage, Sherridon and Cormorant.
Youth Mentors between the ages of 18 and 30 were hired and received training in The Virtues Project. The goals of the Youth Mentor Program are to:
- Reduce bullying, harassment and violence
- Provide assistance for children who are struggling due to learning difficulties, low confidence, or low social and life skills.
The Mentors are using the language of the virtues daily to support and encourage students.
Some of the Mentors have developed bookmarks that they give to students when they see that the student has done an exceptional job with one of the virtues.
Some of the Mentors have initiated girl clubs which take place during the lunch hour. Speaking the language of the virtues is an important part of this program as the girls learn to acknowledge each other in meaningful ways.
For more information about the Youth Mentor Program, contact:
Mr. Dan Reagan, Superintendent, Flin Flon School Division (204) 687 9658
Virtues in Special Education
Gail Hoffman, Kentucky, USA
"During the first year of my teaching special education in Kentucky, I needed something after lunch and put the word TRUSTWORTHINESS on the board, as I was planning on working with words with multiple syllables. We broke the word down, then I asked everyone what they thought they would have if they were trustworthy. One said 'Love', another said 'Money', others didn't know what it was. But one fellow, Kenny, starting pointing to his head and said that one would "have a MIND". He said one would have to have a developed mind to have true trustworthiness. I nearly fell over. I hadn't realized that and of all people, he was perceived by others to be a slow learner!!!! He tested at preschool level in reading when I met him. I was lucky to have him for two years and he did well during Middle School. Funny, I always think about how deep he was. What a revelation!"
Ferruccio Baiocchi
Melbourne, Australia
"Recently I conducted a workshop for the teachers at a school for mentally [challenged] children. Most of the teachers were apprehensive of the program, saying 'These children have difficulty stringing three words together, and you want us to teach them the meaning of these words they probably have not heard before?' I explained that it wasn't so much the words that they had to learn but the meaning behind them. It was a communication with the heart - when you look into the eyes of one of these children and say 'That took a lot of Determination, finishing your project on time.'
The following week, at the second session, we started by sharing stories. One teacher told of one girl in her class, aged 12, with mental capacity of 6, whose mother came to school and asked the teacher 'What have you done with my daughter? Somewhat worried, the teacher asked 'What do you mean? What's wrong?' 'Nothing's wrong!' said the mother,. 'This morning, my daughter got up before the alarm and got dressed by herself, something she has never done before. She also prepared her own breakfast and packed her own bag. She has never done that before either. Then she asked to go to school eagerly hurrying us into the car. I asked her where had all this enthusiasm come from? And she replied "I'm Diligent, Mum." So, what happened?' The teacher explained that she had finished her work the day before, so the teacher acknowledged her for being so diligent."
Sharyl Allen, High School Principal
Great Falls, Montana
"It was teacher appreciation week in the States last week so we approached the week from a Virtues point of view and issued a challenge to our students to collectively reach the 5000 Thank-yous during the week by expressing Joy and Thankfulness to our teachers. Our teachers received over 4000 thank yous in 4.5 days. I had a teacher comment on how nice it was to hear the thank yous and he indicated that the kids were kinder with each other. He found himself being more Patient and Kind with the students as well.
I am working on Spiritual Companioning and hope that someday I will have [greater] skills in doing this. Last week, a teacher brought a young lady into the office for disruptive behavior. I asked what happened and the student started in with "I didn't do anything." Immediately the teacher interjected and the rescue mission was underway. When I could get a word in edgewise, I said 'How could you have handled this differently?' The student then began emptying her cup and the teacher was still focused on the rescue mission. I just touched his knee and whispered, 'Let her talk'... By the time she had finished, the issue was fear with her mother having cancer. We concluded with a Virtues Pick. The young girl got Purposefulness, which was perfect for where she had been. It took twenty minutes, was time well-spent and she has demonstrated Enthusiasm and Happiness again at school. The teacher left my office, shaking his head muttering, 'This stuff really works'."
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