Reading, Writing ... and Responsibility

by Loren Paulsson on August 09, 2010 | photography by Holly J. Martin

Eighty-two percent of students said they had copied homework, 64 percent had cheated on a test, about the same number who had "lied to a teacher about something significant." This according to the Josephson Institute's 2008 Report Card on the Ethics of American Youth.

This puts educators on the front line among those who will influence whether students leave these behaviors behind. Tom López has worked as a teacher and administrator for 34 years. He's now principal at Rocky Mountain High School, Fort Collins, Colo. Jill White is the elementary headmaster at Christian Heritage Academy, Del City, Okla. She has served as a teacher or administrator for 28 years. Russ Knopp has been a teacher, coach, school board member, administrator in the last 39 years and currently teaches at a public middle/high school in Waitsburg School District, Waitsburg, Wash. Michael K. Grady works as a character development facilitator, contracting with non profit agencies that work with at risk youth populations in Houston, Texas. Ashley Lin works as a home school extension English teacher in Oklahoma City, Okla. John P. Drag, jr. is the principal at Broward Community Schools & Discovery Charter in Coral Springs, Fla. CFtM thanks these educators for sharing who influenced them and what challenges they face.

How are you influenced by the teachers and coaches you had?

López: I think my teachers and coaches had the second most powerful influence on my life as a young person, next to my parents. Their encouragement, high expectations, and moral compass helped me develop as a young man.

White: Because I had tremendous teachers, they formed within me a desire to become a teacher myself. In addition, my fifth grade teacher was instrumental in my sensing a need for a Savior. My teachers, including my first teacher—my mother—built a solid foundation of knowledge, wisdom, and character in my life.

Knopp: ...We were of course also affected by the academic presentation, but remember to a far greater extent what our teachers were than what they tried to get us to learn academically.

Grady: I am currently in my second year of graduate school at the University of Houston Graduate College of Social Work. Nine years ago I was completely homeless and without direction. My mentor and friend, Wilford Darden, shared Godly principles with me...that helped me to overcome personal adversity. He was my connection to Character First.

Lin: The teachers I had in school taught me independent thinking skills. They taught me how to approach a text and understand the philosophical, spiritual, and historical ramifications of what is being said.

Drag: I was influenced by teachers and coaches in the examples they set and words they used.

What are the two or three biggest challenges you and your students face when it comes to personal integrity and ethical behavior?

López: ...First is confirming that joy and happiness are not dependent upon financial income; and second is dispelling the enormous myths created by our media sources....

White: Telling the truth at all times-being willing to speak the truth even when it is painful.

Knopp: For me, the greatest challenges include teaching personal integrity and ethics at school when students have watched something very different at home. Parent interference with moral training is far more prevalent than support for that training. For students, by far the greatest issues interfering with character growth are peer pressure and living in a society nearly empty of moral character.

Grady: ...In the inner city, students deal with the idea that doing well is unpopular and doing bad is popular. It's a message that is pervasive in the media.... It is seen in many of the hip-hop videos and presented by the most popular Rap artists. Many of the messages are blatant with images if illicit sex acts, infidelity, and deviant social behavior.

Lin: My students face challenges in regard to 1) standing up for what they believe in a hostile world which disregards ethical and religious standards... 2) trying interpersonal relationships with other students and the temptation that comes along with these relationships, and 3) responsibility and the temptation to plagiarize homework assignments.

Drag: The challenges we face include avoiding cheating, lying, and stealing. Those three are the biggest.

Aside from a character curriculum, what aspects of your interaction with students are most important?

López: Without question, everyone of my interactions with my students are centered on encouragement. Encouragement can be done while admonishing... and reinforcing. It is this encouragement that is real, authentic, and truthful that cuts through myths and helps form the positive framework that a young person has.

White: Unconditional love when mistakes are made, which allows them to see that the love of God never fails. They hopefully can lose that sense of crippling guilt.... True love for my neighbor and for my God produces the highest ethical standards.

Knopp: First, I once heard, "Nobody cares how much I know until they know how much I care." ...Further, if I expect students to show respect, I must be respectful also.... I need to walk the walk. I will not require of my students anything that I don't do or haven't done.

Grady: The most important aspects of my interaction with students are building trust and modeling the information that I share with them.... My desire is to assist in helping students find a dream and connecting...their dream with a work ethic that has integrity and increases their self worth. This will facilitate better decision making and help them to reach their goal....

Lin: ...First, as students work through various works of literature, we discuss together the ethical dilemmas found in these works and apply them to the students lives. Second, opportunities to correct unethical behavior in students through private conversation, grade reflection, and discussion with parents....

Drag: By talking with students about what I do and what they do outside of school. I am a Lieutenant Colonel in the Army Reserve and I coach baseball and soccer for my city.