Character Lessons for Life
52 Character Development lessons
complete with Activity Pages for your Class

© Gene Bedley 2015

Section 1
Power of Identifying your Life’s Priorities

Create two list-W.M.M. -What matters Most and I.D.M .It don’t Matter!

The major challenge in life is to determine what comes first. As life progresses it tends to get busier and more complex not simpler. The hectic pace and demands on your time force you into making decisions about which pursuits, priorities, possibilities will become paramount.

Not an easy job to sort out at times however I have provided some lessons as part of the character lessons for life that can assist you. One thing we know for sure if you don’t establish what matters most a number of activities will dominate your time and you’ll wonder why you never seem to have time to achieve your desired goals.

Lesson 1 Open up a dialogue with your kid(s) about the external indicators that would reveal one’s priorities. Where your treasure is there your heart is! The Three Qustions that determine your priorities do exactly that . They look at you calendar, how you spend your allowance, examine your check book stubs, dominant thoughts to reveal one’s prioroties. If you say others are important and don’t serve anyone during the week others may not be one of your priorities.

Lesson 2 Begin by designing a Personal Time Line by diving your life into four quarters. Compare some of the times in your life with your perceptions today. Recognize that are days are numbered and while our lives may exceed 80 years we still have approximately 25 years in each quarter. I’ve listed some examples of how we see time as a child and as an adult. This is an opportunity to explore what you think is cool at different points in your life recognizing that what’s cool changes with the years.

Lesson 3 Recognize that we all come from a different perspective in how we see things, problems, life! Use the Perception Circle to illustrate the importance of seeing things from different perspectives. This becomes an excellent benchmark and reference point throughout the time you spend with kids.

Lesson 4 What Matters Most is an activity for kids to compile their top 5-7 priorities. I have listed my own as an example however you might want to solicit other student examples to initiate the activity with your kids.

Lesson 5 By presenting different options to students you can have them list them on an I.D.M.Chart. (Options- friends, making money, watching TV, spending time with my parents, brothers/ sisters, reading a book, getting a college degree, getting a job, loosing a job) Sometimes comparing the things that don’t matter from the things that do matter clarifies the things that really count and where I need to invest my time.

Lesson 6 The Big Rocks of Life is a most clear example that unless you take time to identify your major priority’s in life first you may never attain them because other things take their place.

Section 2
Solutions and Strategies to promote learning the Core Ethical Virtues that Strengthen and Serve.

‘Choose the values that last or Lasting Values!’ Gene Bedley

Before kids graduate from school they are required to draw a picture of themselves and label the seven body parts with the seven virtues. They are also required to write an essay of why it’s important to exhibit value in their lives. As one of the activities for training kids you might want to encourage the same kind of activity.

Lesson 7 Start by choosing the values that last. Create a Lasting Values List If these values are not the most important which values are the most important. Invite your kids to share which values they would choose to build their life around.

Lesson 9 Initiate a classroom Essay contest around the 7 core ethical virtues. The contest title would be Why it’s important to exhibit virtues in your life. You can also contact the John Templeton Foundation and request information on their Laws of Life essay contest. (You’ll need a sponsor for this contest) www.lawsoflife.org

Lesson 10 Teach a lesson on ways we Judge our Worth. Here are some examples. How do you judge your worth?

Judging our worth – What are the criteria?
By Appearance – How do I look?
By Achievement – What have I accomplished?
By Approval – How well am I liked ?
BY Affluence -What do I Own?
By Who I am – What are my Beliefs?
By Who I hang out with – who are my Friends?
By Being a person of Integrity – Trusted to keep my agreements?
By Being Cool – Following group norms or Peer Positions
Lesson 11 Factors that Enhance or Disrupt learning. Have your student(s) develop two list. 1)Enhance and facilitates Learning Behaviors 2)Disrupts and Prohibits Learning Behaviors

Invite kids to develop a class constitution or class mission to insure that everyone benefits from time spent in the class from the list of behaviors that enhance learning. Have your class sign the Mission statement pledging their support to create a positive learning environment for all class members.
Section 3
Teens Needs and Tips

‘We tend to define what we don’t have rather than what we need from each other!’ Gene Bedley

Relationships will be strengthened and enhanced as we become clearer about what we need from each other. Understanding needs enables us to meet people where they are. Understanding needs enables us to start working on things on common ground. The evidence is clear that what good families give to their children surrogate families such as gangs give their members. If kids needs are not met by healthy and strong families teens turn their attention to other groups to have their basic and primary needs met. Study the chart provided on what parents provide in meeting their teen needs and then compare with what gangs provide for their members.

Our challenge as adults need to not only be better need analyst by being better listeners we need to explore the principles of relationships that contribute to strong relationships. I have identified 11 Rules to Relate and 11 Teen Needs as a premise for building strong character and healthy relationships.

Lesson 11 The purpose of providing a list of needs and tips is to invite you and your teen(s) to discuss what they feel needs to be placed on a list they would design. Invite your teens to make a list of Needs of Teens and discuss the areas they feel are most important to them.

Lesson 12 Review my 11 Rules to Relate with your student(s). Which rules are the most important to you? Why? What other rule would you include on your list to build strong relationships?

Lesson 13 On October 15, 2000 my wife and I will be celebrating 40 years of marriage. I decided to take a few minutes to describe what are the relationship principles that strengthened our marriage over the years. The title of the document is Making Relationships Work. Read to your student(s) and discuss what we each can contribute and commit to in making Relationships work Relationships just don’t happen!

Lesson 14 Use the Worksheet Making Relationships Work. List & Define the relationships that I need to make my relationships healthy and successful.

Section 4
Payoffs of making the right choices
‘Choices are ours to make and live with!’ Gene Bedley

When you examine the consequences of choices we make it becomes all the more evident that our choices impact those closest to us not just ourselves. If you are out on a boat ride with friends and you decide to drill a hole in our section of the boat because it was a neat thing to do. you could have a really big problem. By making the decision on my own without regard for others ignores the fact that they also will be impacted by my decisions .

All our choices impact not only ourselves but those around us. If I said yes to drugs what impact would that have on me, my family and my neighbors or friends?

We have a number of choices everyday at school . The friends we pick or the people who pick us as their friends are a choice that has major implications. We tend to become like those we hang out with. This can be a positive influence on me and my family or a negative impact on me and my family.

Every time we discipline ourselves by subjecting ourselves to accomplish educational goals In order to achieve something worthwhile it takes time and commitment. If my choices focus on immediate gratification only and not on long term goals I could lose out on some tremendous opportunities for my life.. If I choose to take ethical shortcut and cheat on an assignment I may be hurt. What are some possible consequences for copying another students work and claiming it as my own?

By making responsible choices means I relinquish the alternatives. Making responsible choices means there are things I simply will not do because of my values and beliefs . Here’s some examples

1. The reason I won’t take drugs is I have made a choice that a substance will own me. If you made a similar decision what is your rationale?

2. When a referee is not available and I’m involved playing a game I choose to follow the rules and cite my own fouls by acknowledging my violations. It is important to admits your foul to others when you break a rule to keep the game fair for all the players. What happens if everyone except one person does not follow this guideline?

3. I try to thing of the consequences of my choices and the impact they have on other people. What would you do if one of the cashiers in a market gave you more money than you should have received in change? Would it make any difference if you knew the person? Would it make any difference if you knew the person would lose their job?

4. I believe in being truthful as long as I come from the heart and am compassionate with the person I’m revealing the truth to. Are there any negative consequences for being totally truthful? Can you hurt people with your honesty and wouldn’t a policy improve if we spoke the truth with compassion? (To heal or help) I have included a number of Character Development activities to assist you in discovering how you make your choices.

Lesson 15 You can use the chart to post in your bedroom to help you remember The choices you make make you!

Choices Chart
Hormones or Values
Revenge or Restraint
Impulse or Conscience
Immediate or Delayed
Discredit or Respect
Lesson 16 Hormones Vs Values Hormones take you wherever your feelings are going. You don’t draw on your knowledge or wisdom you merely go with the hormones. What are the consequences of leading your life from this perspective?Use the 13 Choices for Discussion! to discuss with your, parents, friends or in your class at school
Lesson 17 Ethic Forum Issues 18 Ethic Forum Issues to use as classroom discussions

Lesson 18 Story about Choices The only thing we really have control over is our attitude Read the story about Jeff titled The Power of Choice. What are your thoughts about the story? Do you know anyone like Jeff? Do we need more people like Jeff in the world?

Lesson 19 Choices make You Poster Hang a poster in your room to help you remember the choices you make, make you!

Section 5
Attitude Advantage

‘I deserve what my Attitudes produce!’

Sow seeds of kindness and you will reap kindness! The law that always returns what you sow! Gene Bedley

Perhaps the only thing we have control over in our lives is our attitude!

Think before you comment! Ask yourself is it kind ? Is it True ? Would you want it said to you?

Laura Wilkinson the 2000 Us Gold Olympian perched 33 feet above the water on the 10 meter diving platform smile at the audience, recited a Bible Verse and counting 3-2-1 taking a deep breath and doing her 21/2 somersault with a half twist in the pike position and waiting for the next four divers to confirm she was the best in the world is a perfect illustration of what it takes to live your life with a winning attitude. Let’s examine the Parts of a Positive mental Attitude (P.M.A.)

Lesson 20 How you see the tasks that lie ahead of you. To be able to visualize every part of your performance step by step is what helps you attain the end results. Laura didn’t make it by making up excuses for her poor dives. While a others fall short with an attitude of no way! she continued to find a way. Introduce the I Can I can’t Thinking Chart and have discussions on how to find a way. It all begins with our thoughts.

Lesson 21 Laura’s inviting smiles to those around her made her all the more attractive to be around. It brought the audience to her support and built a bond that Laura is something really special. Seeing the audience as a positive force and people who were for her made her all the more determined to dive her best. Invite kids to see and share how they see others through the Kids Are? activity.

Lesson 22 There are always people in the crowd that believe there is no way Laura can win the gold medal. When a student is given an assignment in a classroom you’ll hear them say Oh No! This sends a ripple effect across the classroom. The negative tapes begin to play as other students are impacted by the negativity. All of a sudden the homework is perceived as an interruption and a burden to my time. The Power of Practiced Suggestion is an activity the entire class can participate in. Make it a goal of your class to learn the positive messages when given challenging assignments. Kids really like this and get into it as you practice what to say when handed an assignment.

Lesson 23 Rather than provide a definition of Positive Mental Attitude I decided to write the ABCD’s of Achievement . The ABCD’s of Achievement is a list of qualities that describe a persons character. The A in the alphabet begins with attitude. Thoughts are the soil from which all other behaviors grow. Discuss these behaviors and their impact on the things they have achieved in their life.

Lesson 24 The other notable thing that Laura did was to recite a Bible verse”I can do all things through Christ which strengthens me” Laura’s example of seeking strength through her faith and spiritual relationship with her creator is a reminder that we all need a power greater than ourselves to accomplish great things in our lives.

Lesson 25 Of all the attitudes we need in our lives courage looms as one of the most beneficial in building relationships and making a difference in the world. After reading the poem It Takes Courage discuss personal examples of when courage was needed in your life.

Section 6
Respect The Super Virtue

You get to choose how much respect you give to others and the impact giving makes in your life’ Gene Bedley

When you take care of respect in your association with others you can count on a growing healthy and mature relationships. When we train teachers in schools throughout the World we are often asked in our approach to character development which core ethical virtue would you recommend our school build a theme around as a starting place? Here are some activities to assist you as you promote respect in your classroom or family.

Lesson 26 Start a Respect Campaign in your class or in your school with the Do you know What I like about you ? buttons. Start by Identifying 30 of the most listened to kids in your school and invite them to wear the button. (You can order buttons from the flyer in the back of this book)The people included are teachers and the most influential students in the school. “Do you know what I like about you?” is a school based proven program that can be implemented immediately to encourage students to look for positive qualities in others.

Lesson 27 To really internalize the power of respect on me personally, I need to examine my feelings from the times someone demonstrated respect toward me.. Sometimes looking at the opposite of of how people feel when people discard, discredit or disrespect you helps you get a better grasp on the importance of respect Utilize the activity I feel Respected when …and I don’t feel respected when….to generate two lists and share with others as you develop a new appreciation for respectfulness.

Lesson 28 Start a campaign on respect by having a poster campaign in your school. You can design your own or use the 30 posters in this book to launch a Respect program. The importance of a respect poster contest is that students will get more behind something when it becomes their campaign. The Proof of your respect for yourself is revealed in how you treat others posters is from the set of respect posters. You can use it as an example to launch your own program.

Lesson 29 Speaker Listener training activities are included in this book so you can introduce different topics ie.. If you were principal for a day what new policies would you introduce. Pair students up with each other then have them decide who will be the speaker and who will be the listener. The time limits are specified although they can be shortened if the time is too long.

Lesson 30 Respect in a relationship is a fill in activity that invites students to fill in the blanks as you present the answers and examples. A copy of the answers are in the Conclusion Section.

Lesson 31 Promote different Weekly Respect Ideas to build your annual respect theme around. I have provided 23 weekly respect ideas to help with your theme.

Lesson 32 How would you test respect? included are 8 principles to guide you and your students as you examine the meaning of respect Test of Respect. Gangs members have been heard saying things like if you wipe out 3 of our members we’ll wipe out 4 of yours. Then they say “you’ll respect me!” Wiping out people has nothing to do with the promotion of respect. That’s why we need a test. One test is, “How do you want your best friend treated?” When you begin to define this you will define respect.

Lesson 33 The Poem Promises include 10 promises that you can make to yourself. The last promise speaks to the importance of promising yourself to be a respectful person. Being a respectful person will serve you all of your life.

Section 7
The Big “R” Responsibility

‘Responsibility finds a way, Irresponsibility makes excuses’ Gene Bedley

The word responsibility is as pervasive a word as one can find. There isn’t a magazine, newspaper or TV program that doesn’t include the word – from fiscal responsibility to legal responsibility – from personal responsibility to social responsibility. It’s either parents’ responsibility or a child’s responsibility, your responsibility or my responsibility. People take full responsibility, partial responsibility , shared responsibility, or no responsibility. Life can be defined as a series of responsibilities toward one’s creator, self and others, lived out in the context of relationships.

Responsibility is like a bridled horse with the reins held lightly! The major issue facing adults in setting guidelines and parameters with kids is how tight or loose the reins need to be in order to satisfy control needs while at the same time focusing on the major aspect of discipline “Responsibility”. Often, control of youth becomes not only the end, but also the entire focus of discipline. If the focus of discipline is simply on fulfilling adult control needs, we may never train our children to become responsible. The final test is what our kids do when they are outside an adult’s influence, not what they do when adults are around. Too often adults merely become a traffic light or speed bump for children instead of providing training, insight and encouragement that enables children to accept responsibility for their actions.

Since behavior is maintained by it’s consequences, we must help our youth realize that responsibility pays off. Children who are responsible at home are taught that responsibility pays off with more privileges, ie. staying out later, going further away from home, or receiving a drivers license.

Kids who are responsible at school can be given special privileges. The question is, “Do kids get more attention for being responsible or for being irresponsible?” Healthy relationships and positive discipline include clear, concise rules and expectations. Adults win when they bring attention to responsible behavior. Children learn responsibility best when they are called upon to be responsible. It is then, and only then, that they learn the cause and effect of their behavior. In the end, those who demonstrate responsible behavior recognize and acknowledge responsibility for everything they do. Responsibility gives children freedom, friends, and a forever!

Responsibility finds a way, while irresponsibility finds excuses. Adults who encourage and recognize responsible behavior create a purpose by focusing on finding a way, not excuses. Environments that are overly restrictive or overly permissive do not create responsible behavior, but rather create dependence and game playing. Training kids to be responsible is like holding a wet bar of soap. If you squeeze too tightly it will propel itself away (overly restrictive) If you squeeze lightly enough it will fall from your hand (ie. overly permissive). If you grasp it firmly but gently, it will serve the purpose for which it was designed (training for responsible behavior).

There are no quick fixes in training and guiding children to become responsible. It takes a strong commitment to the task by all concerned, and it takes time. All kids can become responsible. There are four major elements that enable children to develop responsible behavior. All four elements are essential if children are to become more autonomous and accountable. Training for responsible behavior includes, children attitude, knowledge, practice and adults providing feedback.

Responsible Behavior = Attitude + Knowledge + Practice +Feedback The critical attribute is attitude. Attitude is fundamental in achieving responsible behavior and can be positive or negative. If a child’s attitude is positive, accompanied by knowledge and practice of behavior, and the child receives frequent and specific feedback through encouragement, then responsible behavior will be achieved. Explore the following activities in your classroom or home to heighten an awareness of the power of responsibility.

Lesson 34 Review the 20 principles from A Responsible Person Means…Identify the principles that you would underline in defining the most important attributes of Responsibility. Present a rationale of why you feel they are essential. Would you add any other attributes that are not presently on the list?

Lesson 35 I have included over 30 Character Campaign Posters in this book to promote a character campaign. You can use in your classroom or at home for reminders of the importance of respect and responsibility. Posters like Responsibility finds a way and irresponsibility makes excuses!, Making responsible choices means relinquishing the alternatives! Pick the posters you feel best help your kids understand the importance of responsibility.

Lesson 36 Explore with your class different kind of rules. Brainstorm all the things that destroy learning and then brainstorm all the things that enhance learning. Have the class write a class pledge based on their information. Rules for Responsible Students is one example you can use as an example of rules that transcend the classroom.

Lesson 37 Use the Level of Responsibility Chart to have the students evaluate how responsible they have been as it relates to a class project or class goal. You can post this chart in your room.

Lesson 38 Have kids sign a Personal Responsibility Code of Ethics as a statement that the class is committed to developing an ethical community where everyone is valued and where everyone has an opportunity to share their ideas.

Lesson 39 Building Destiny means elevating people to a higher position. Because we are not responsible does not mean we cannot become responsible. Seeing kids as responsible is the beginning of becoming responsible. A lot more people have become far more responsible that we ever thought they could because somebody believed they could be responsible!

Section 8
Language is the Mediator of my Behavior Elevate your Words! They have the power to change your life! Gene Bedley

Over the years our parents and others have shared with us different axioms that were brief capsules of truth that we could draw upon when we needed strength or a new perspective. Try filling these axioms in as they are presented.

To take on someone bigger than your self we learned
The bigger they are the…

To Understand how difficult the challenge of change is we learned
You can’t teach an old dog …

To explain a stubborn and an inflexible person’s way of making decisions we learned
My way or …

To give perspective to the problems we face we learned
Don’t sweat the small things most things are…

To be more empathetic and understanding toward others we learned
The only way you can know what it’s really like is to walk in another persons…

To demonstrate respect toward others we learned
Do unto others as you would …

To understand the Law of return we learned
What you sow you …

To understand our appetites and satisfaction could never be filled we learned
The grass is always greener on …

Because it is easy to remember brief statements such as these why not accept a new challenge to remember the ideas and axioms that strengthen character as we have provided with the character campaign posters. Pick the posters that are most meaningful to you and hang them in your classroom or on the refrigerator door. Why not commit them to memory, make them a requirement for your class or conduct a school wide campaign. In my seminars I’ve taught my audiences these truth axioms and several others that you can find in this character poster section.

Responsibility finds a way irresponsibility makes excuses I can take this and a whole lot more bring it on baby! Happiness is a feeling you get expecting the feeling you want! We deserve what our attitudes produce!

Lesson 40 Complete the character campaign poster fill-In. Post all 30 posters on the wall and have kids fill in the blanks as well memorize the various sayings.

Section 9
Heart & Head Decisions

Make sure you have not only peer solutions but also former teens, your parents or a trusted adult! Gene Bedley

Every time we are faced with a dilemma a challenge or a task we are faced with making a decision. It’s not always clear exactly how to make every decision and often we turn to others who have been confronted with similar situations and seek their advice. Even when we have an enormous amount of information we can ask the question is it in my best interest, my family’s best interest or my schools best interest. Some of the information we need as we approach decisions in our life are:

1. You never have all the information you need in making decisions.

2. A bad beginning makes a good place to end. Major decisions need time. It takes almost three times as much energy to reverse a bad decision as to take time initially to make a good decision. Easier to get into a relationship than out of a relationship Prices paid for getting into a gang are far less than prices paid for getting out of a gang

3. Decisions that are made by voting divide a people into two different camps.

4. There are numerous ways to make decisions. People should understand the processes for making decisions before decisions are made.

5. Unless you have close to 80 percent agreement on a group decision, it’s doubtful that you have a decision.

6. We all make good decisions and bad decisions.

7. By not making a decision, you make a decision.

8. Group decision is to be valued. Typically, the more people that participate in a decision, the better the decision.

9. Good relationships are based on asking people what type of decisions they want to be involved in.

The major decisions that impact our life are made with the heart. Who will I entrust my faith toward? Who will become my life partner? Who are the people that matter most? What is my life’s purpose? How much will I invest in my family? Combining the knowledge I have accumulated along with what my heart tells me will aide each of my decision.

Lesson 41 Understanding and evaluating how I make Decisions Decisions Decisions as well the principles of decision making can sharpen my problem solving skills. The major decisions include principles centered around morals- Am I morally obligated or am I compassionately moved to do something.

Review the decision making principles and discuss their application with the current way you make decisions. You can use some of the ideas as topics for debates or essays.

Lesson 42 I’ve included some heart signals that we can give to each other as a way to trigger the importance of leading with empathy. The Power of the Heart Signals are examples of non verbal signals you can use.

Lesson 43 Broken Widows represent the things I neglect in my life. Here are some activities to repair some of the windows that tend to be overlooked. Present this as a challenge to the class as Rick Gale did at Woodbridge High School.

Lesson 44 Deciding how I will deal with conflict in my life will also provide a models for others to solve their conflicts. There are 5 different ways people tend to deal with conflict Half Way- Our Way-No Way- Your Way- My way. Invite your class to fill in the blanks on the Five Different Ways People Deal with Conflict and discuss their implications. (Answers for Five Different Ways People solve Conflict is in the conclusion section of this book.)

Lesson 45 Handling Life’s Major Test of Stress, Unsolved Questions, Disappointments, Commitments, and Priorities is one of those character building activities that will strengthen your perceptions of things you can expect to encounter in your life. This activity addresses 3 Questions that will determine my priorities. If we can teach kids the principle We are better able to meet life’s test if we can anticipate what might happen in our lives. (Answers are in the conclusion section)

Lesson 46 A pair and share activity that promises to disclose the strife that’s created from making assumptions about others. This is an opportunity to have kids pair with one another and go through the list of Assumptions We Make and the faulty thinking that occurs when we base our relationships on assumptions. Have kids memorize Assumptions are the basis of all misinformation!

Section 10
Clarifying my Purpose in Life

You cannot not model and you get what you model!

What do you want to be known for? How would your closest friends describe you? To really reveal the true content of our character we need to answer some serious questions. What will be your focus in life? The center of your life? The character of your life? What will you contribute and how will you communicate with others?

Each of us needs Inspiration and motivation. Our character is developed not only through adversity but also studying the people we want to emulate. Role models inspire us to do something we often can’t see in ourselves. Who we listen to for advise become our mentors. The people we hang out with become our partners, people that assist us in meeting immediate and long range goals. Families are best known for the support they give us throughout our lives.

These four relationships Models, Mentors,Partners and Family are the essential relationships we need to live our lives on purpose and with purpose. Discovering our purpose while difficult it becomes imperative if we are going to make a significant difference in the world.

Lesson 47 Discuss with your kids the four Cs that help define your life’s purpose Center-Character- Contributions – Communication Have them fill in the blanks on the worksheet Four Questions in Determining my Purpose as you present each of the principles on determining your life’s purpose. Invite students to choose one of the questions to write an essay. These questions can also be used to assist kids in writing their Laws of Life Essays mentioned earlier in this book. You can get more infromation on the Laws of Life Essays at the web site www.templeton.org/character/lol_essay.asp

Lesson 48 Use the fill in provided in this section to decide where the words Inspire-Advise-Assist and Support need to be placed on the Purpose Driven Lives worksheet.. Invite kids to share who their role models are in, their family , at school , professional performers, or in the community. Invite them to tell why they want to emulate them. Explore with your kids where they get most of their information from to make their decisions. Discuss why we need team members and partners to accomplish things in life.

Lesson 49 Review the document titled Different Perspectives on Role Models. Khoo Keng Gie is a friend in Singapore who wrote this for me to help clarify the criteria for people being placed on a role model list. If you were to write 7 or 8 criteria for role models what would you include on your list.

Lesson 50 Arrange the 130 Role Models list into categories ie.. Explorer Models, Political Models, Athlete Models, Inventor Models, Medical Models, Family Models, Religious Models, Civil Rights Models, Actor Models etc.You can also add people to the list you feel need to be designated as role models! Are there any Role Models on the list you feel that don’t belong? What’s your rationale for removing them? Discuss the difference between a role model and a hero. Rosa Parks and Michael Jordan are well known people. Who would you classify as a role model and who would be a hero?

Lesson 51 How do we really measure ourselves objectively? Most people feel they have more integrity and are more responsible and respectful than most people!. The Blind Spots activities will give you even more insight and open more opportunity for you to see yourself as others see you. Several suggestions are available for you to do with your students.

Lesson 52 Explore the way I handle the things that are uncontrollable, unchangeable, and unexplainable. The Three Sources of Tension help me clarify that most things are beyond my control That people are unpredictable and challenging to change and problems include a lot of unknowns and questions. This activity helps us clarify that most of the things we encounter in life are out of our hands. We can change ourselves, our perspective, our outlook, our heart as we encounter ambiguity in our daily lives.

Now that we have covered the 52 lessons here’s an opportunity to evaluate your own behavior as relates to varios body parts. Audrey Hepburn not only an outer beauty that was recognized by all those that observed her acting but she also possessed an inner beauty that we all observed from her concern for others. Beauty Tips by Audrey Hepburn are a few of the character traits that are a part of strong character. Fill out the blank page after reading her tips with the character traits you feel are most important.

Copyright Information

School Licenses are available for school wide use. Please contact author Gene Bedley@ 949-292-3449

All Material in this Publication is Copyrighted © 2015 Gene Bedley and is a part of the Values in Action! Character Education Program for K-12 Schools and the Book Big “R” Responsibility. Please Respect this copyright and credit all ideas specifically identified by Gene Bedley Author.

You may not distribute, copy, or otherwise reproduce any of this book in your school or School District or elsewhere without written permission from the Author.

The author wishes to thank People-Wise Publications for permission to reprint ideas from the publication Values in Action! A comprehensive 7 year character Education Program for schools by Gene Bedley National Educator of the Year.

To receive information on this and other programs authored by Gene Bedley contact:

© People-Wise Publications

people-wisepublications@cox.net