Classroom Practices

The following practices are ones which teachers may wish to employ as a function of their particular philosophy and orientation. They do not necessarily represent the views advocated by the faculty of the Office for Studies in Moral Development and Education or by the editor of this web site.

Classroom Management/Discipline | Curricular Units
Leading Classroom Discussion | Discovering Ethical Leadership Seminar

Classroom Management/Discipline

Guidelines for Classroom Discipline

• Guidelines for Implementing Constructivist Alternatives to Discipline, by Rheta DeVries and Betty Zan. This is an excerpt from Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education, New York: Teachers College press, 1994. These guidelines are ones that stem from a developmental approach to early education.
• Developmental Discipline, by MarilynWatson, Daniel Solomon, Victor Battistich, Eric Scaps, and Judith Solomon. This is an excerpt from the chapter, "The Child Development project: Combining Traditional and Developmental Approaches to Education", in L. Nucci (Ed.) "Moral Development and Character Education: A Dialogue", Berkeley, McCutchan, 1989. The excerpt presnts a developmental approach to classroom discipline for the elementary school setting.

Leading Moral Dilemma Discussions

• Leading Moral Dilemma Discussions, by Georg Lind, professor, Universität Konstanz, Germany. Table capable browser required to view this document in its intended form. Click here for a plain text version.

Guidelines for Domain Theory Based Classroom Practices

• The Domain Approach to Values Education: Examples of Classroom practice, by Larry Nucci and Elsa K. Weber. Guidelines and examples are presented for how to use issues and course assignments in 8th and 9th grade history and English composition to develop students' moral judgment and their understandings of societies as normative systems. Background information is provided on domain theory and on the distinction between issues of morality and social convention. Examples are provided to illustrate how to identify the moral or conventional issues present in course readings and assignments. Direction is provided for how teachers can stimulate student thinking about issues in each domain.
• Rules, Right and Wrong, and Children: Analyzing Situations for Understanding and Leadership in preschool and Elementary School Contexts, by Elsa K. Weber. Using actual classroom events from preschool and home day care settings, guidelines are provided for how to identify the moral, social-conventional, or personal nature of social events. Suggestions are provided for how teachers and care-givers might best respond to each type of social issue in order to help children develop their understandings of social rules.

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Classroom Management/Discipline | Curricular Units | Leading Classroom Discussion | Discovering Ethical Leadership Seminar

Curricular Units

These sample units have been developed by classroom teachers or in collaboration with classroom teachers.  To contribute a new unit or lesson please contact professor Larry Nucci.

General Guidelines

Grades K-5

Language Arts

• Charlie and the Chocolate Factory
• Bunnicula: A Rabbit Tale of Mystery by Deborah Howe et al.
• Bridge to Terabithia

Social Studies

• Simulation Activity to Accompany Exploration of Slavery Unit

Grades 6-8

Math

• Ethics and Statistics

Physical Education

• Peers and Fairness

Social Studies

• Hammurabi's Code

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Classroom Management/Discipline | Curricular Units | Leading Classroom Discussion | Discovering Ethical Leadership Seminar

Leading Classroom Discussion

Guidelines for a Good Discussion

General Principle
The purpose of a good discussion is to work with others to come up with the best set of ideas or ways to deal with a situation. In an argument or a debate, only one side wins. In a good discussion, everybody wins!

9 Rules for Discussion
9 Rules for Discussion sample video clip

1. Think before you speak.
2. Listen carefully to what others have to say.
3. Do not interrupt when some one else is speaking.
4. Make use of what others have to say when it is your turn to speak.
5. Only say what you truly believe.
6. Do not remain silent. Make sure to contribute to the discussion.
7. Let other people speak. Do not hog the discussion. Once you are done speaking, let at least two other people talk before you speak again.
8. Support good ideas that other people have, even if they are different from your own.
9. Search for the best solution even if it is different from the way that you thought at first.

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Classroom Management/Discipline | Curricular Units | Leading Classroom Discussion | Discovering Ethical Leadership Seminar

Discovering Ethical Leadership Seminar (DEL)

• The Discovering Ethical Leadership Seminar, by Larry Nucci.  An article presenting the basic assumptions and practices of a one day student retreat for fifth graders just prior to entering elementary school.  This program engages students in intensive reflection on issues of morality, societal convention, personal choice, and moral identity.  The program utilizes role play, discussions, and physical activity to engage students in a fun filled and productive day.  The goal is to bring students beyond simply becoming "nice" children to engage them in the process of critical moral reflection.
• The Discovering Ethical Leadership Seminar Teachers Manual, by Larry Nucci.  The teachers manual for group leaders for the discovering ehtical leadership seminar day.
• Discovering Ethical Leadership Seminar - 9 Rules for Discussion sample video clip

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