Celebrating the character building aspects of agricultural education in school and community

Throughout my career in education, I have observed a large growth in the need for character education across the school curriculum. Agricultural Education is a great vehicle for helping young people realize and develop positive character traits. These traits may be exhibited not only in school, but

It is our job, as school and community leaders, to not only recognize the education that is occurring in the curriculum, but to celebrate student successes that occur. Administration, faculty, students and community members all play a vital role in this process.

In Crofton Jr.-Sr. High School, a deliberate effort is made by faculty and administration to honor Agricultural Education and other elective course student accomplishments. A community pep rally was held this spring in the high school gym. Classes were dismissed for one hour and the student body assembled in the stands as the band played the school song.

The purpose of the rally was to give students involved in agricultural education competitions and other academic contests a stage upon which to be cheered. The school board president, principal and activities director applauded the efforts of students with words of praise. Each sponsor of an activity was able to announce accomplishments for the year, bring attention to individual and team performances and notify the student body of upcoming activities to attend in support. Students, faculty and community members in attendance expressed how important it was that we honored students in this type of setting.

Peer recognition is a large part of a student's self-esteem. It was evident that the students appreciated being able to step in front of the whole student body to be honored for achievements in their programs of choice. This type of assembly is common practice for athletics in schools. Why not use it as a motivational tool for academic pursuits and positive character recognition also?

Community support can be and is provided or voiced through other outlets including: local coverage of agricultural education awards by newspapers and radio, school newsletter articles, announcements of honors and upcoming events at athletic activities, donation of supplies and services for projects by local businesses, tours and speaking appearances provided by successful agricultural people in the community and collaborative efforts between community and school in career field experiences.

These efforts compliment the agricultural education curriculum by recognizing and awarding those attributes of character that enable student success.

Character can be defined as a composite of the attributes, attitudes and behavioral patterns that combine to constitute a person's identity and distinguish individuals from one another. Each individual develops a unique character, demonstrated by a unique combination of attributes and behavioral patterns.

"Character education refers to that area of the education system which is concerned with the development of student attributes and behaviors that will promote higher level personal and academic functioning, positive interpersonal relationships, a school environment conducive to learning and academic achievement, success in adult roles and a civil society"(Marrazo 1997).

Research shows that student learning across the curriculum increases as a result of character education. "During the golden age of Greece, citizens considered character development one of the most important parts of education. Ethos, or ethic, refers to character and the way you show up in your attitudes and interactions with others" (Hart, 1983). The vision and mission of our schools can only be reached if educators and community work together as one to ensure the development of the whole child.

Agricultural Education curriculum and the FFA in Nebraska and other states are focused on developing character so that one may be a lifelong learner and productive part of society. Much of the rationale driving our state and local curricula is focused solely on measurable academic outcomes. Character education may be in peril of becoming a fragmented add-on to the academic curriculum. This is one reason agricultural educators and community members need to make a concerted effort to bring character education to life.

As a product of agricultural education and now as an administrator of a secondary school, I am aware of the impact that curriculum and competent teachers can have in the life of a student. Agricultural education and the FFA experience can enable teachers to call attention to the values in daily experiences and encourage student learning. Improving character-based decisions will positively drive student learning.

One of the common goals shared by many agricultural education curriculums is to develop a personal understanding of values and how they affect life choices and behaviors. In good agricultural education programs, values become cornerstones upon which responsible people base sound decision making. The challenge and responsibility of educators, community members and educators lies in helping students understand how their attitudes and behaviors are affecting their learning and academic success.

Leadership by example, modeling, is a must. "Adolescents asked if they are leaders, usually say "no". Ask them what they did last weekend and how they decided to do it and you can get them to talk about the role they play among their friends in making decisions. You can show them how they influence and lead others. This is when they become aware of the qualities focused on values, good choices and how to positively influence others" (Fertman & Van Linden 1999). Agricultural education establishes a common language among teachers, students and community members which enables people to look at traits built through agricultural education as a set of learned skills and attitudes practiced constantly.

I am convinced that community support is vital in our agricultural education program. School and community leaders must continue to support agricultural education and build links of success. Celebration of those successes is important. Students need to learn to transfer skills and habits of character as teenagers in supportive environments. With the diversity of societal standards and individual character, as students mature they will be exposed to environments that do not support them. It is in those situations that the current teachings of school and community will hopefully prevail.