Character Development Program Challenges Students to Find the Courage To Be Better - Holy Trinity School

CHARACTER DEVELOPMENT PROGRAM CHALLENGES STUDENTS TO FIND

the courage to be better

BY JAMES DARLING, DIRECTOR OF CHARACTER AND LEADERSHIP DEVELOPMENT

“How are you going to be?”

Our school’s ability to develop the character of a learner, alongside their academic, athletic and artistic ability, has long been a key standard upon which we proudly promote the value of an HTS education. The exemplary modelling of our teachers and our specialized programming, paired with the foundational lessons delivered during assemblies and Chapel, provide opportunities for all students to learn about and reflect

upon their personal values within multiple communities.

As HTS continues to expand and develop its character education program, there are many exciting character-building initiatives that students have already begun. One great example, involving students from Grades 7 to 12, was the Courage Project.

During a Middle School Flexible Learning EXperience (FLEX) period, a group of Grade 7 and 8 students initiated the

Middle School Courage Project. These students wanted a way to recognize their peers for having the courage to be themselves or to support another person or the school at large. A successful nomination earned the recipient a courage badge and a place on the Courage Wall outside the office of Mr. Rob Thomson, Head of Middle School.

Students nominated each other for a variety of reasons, from helping with charity without being asked, to having the courage to sing in front of the whole school, to always being a kind and genuine person.

Following the efforts of their peers in the Middle School, a small committee of Senior School students spearheaded their own Courage Project in recognition of students who were living their lives in admirable and courageous ways. Students submitted online nominations for all manner of courageous behaviours – from supporting a friend in difficult times to standing up for one’s beliefs.

With the permission from the nominees, each nomination was posted on the Senior School Courage Wall so that all students could appreciate the courage of their peers. Examples of what students wrote about each other included:

“She is always incredibly kind and supportive and always has a smile on her face. She has been super strong and selfless no matter what, and she gives me and others inspiration and strength to get through the day.”

“He has been an enthusiastic member of Student Council who continues to demonstrate positive initiative and contribute to the success of his group members.”

“She is the epitome of courage. As a Prefect, she always brings energy and life to her position. She never fails to brighten everyone’s day. She reminds me that adding time for the things you genuinely enjoy will ensure you stay healthy and happy.”

During Teacher Advisory Group (TAG) time, Senior School students were asked to explore the theme of finding courage in their individual TAG sessions. Students were prompted to consider something in their lives that might take some courage to overcome or address. Once they had settled on an idea or commitment, they wrote a promissory declaration on a sticky note and shared it with their peers on a public bulletin board. The act of declaring a specific idea and “making it public” was a small but symbolic example of how students were finding the courage to be better.

Each year, Senior School students are challenged with a theme designed to inspire and focus them on a character aspect or an attitude with which to approach the school year.

In previous years, students have been asked to “Look in. Look up.” or to “Start new. Start fresh.”

What was unique about last year’s theme – “How are you going to be? Find courage.” – was that it asked students to think about “how” they are going to behave when they grow up versus “what” they are going to be. The “find courage” part challenged them to find the courage to actually live the best possible version of themselves that they could imagine. Many students spent the year answering this challenge.

There are those who argue that our other moral virtues – attributes such as respect or integrity – cannot be achieved unless we are able to first act courageously, pushing out into the world. Certainly, the benefits and recognition some in our community deservedly received through the Courage Project would not have been possible without the dedication and selfless courage that a few of their peers had shown.

As we look forward, we do so with the valuable lessons that an initiative like the Courage Project taught us all. Understanding the importance of working together – creating relationships that benefit others, not just oneself – and having the courage to see and acknowledge the value in another person will undoubtedly help the entire community be better together.