Maturing in Body and Character
Connects Character and Sexual Behavior

By LeAnna Benn

From the President and military leaders to the most unassuming student, character counts in matters of sexual integrity and responsibility. Current events press educators to find age-appropriate solutions to sexual problems. Welfare Reform with its Personal Responsibility Act encourages abstinence education. The safer-sex cartel push you more explicit sex education at younger ages but there is a new alternative, Maturing in Body and Character (MBC) by Teen-Aid. 

You know the name Teen-Aid; they are pioneers in practical skill-building abstinence curricula. They are dedicated to involving parents and providing thorough programs which present factual information and resources while guiding the learner to specific actions through skill practice and personal application. Their Maturing in Body and Character for upper elementary schools embraces that same philosophy of parent involvement and skill building. 

The similarities with abstinence education and character education are close. It’s a great idea. It sounds good and has good philosophical appeal but making it practical in public schools is the challenge. And as in abstinence education, a variety of mediums of delivering the message enhance the motivation and skills required in teaching character. There are several good programs that promote character and several high quality literature based programs. MBC intends to meet the needs of upper elementary students who need basic education and practical skills to improve individual personal habits in school, at home and in the community. Classroom activities increase a student’s ability to identify character in themselves and others. MBC explores basic skills and the intricacies of each character quality. 

Part 1 of MBC introduces students to the topic of character and the five foundational character qualities: obedience, sincerity, orderliness, respect for others and responsibility, plus body responsibility, dealing with the changes in puberty. These character qualities are based on the work of David Isaacs, a character education leader in Europe and South America.

MBC will work well with other character promotion programs. Or as a stand alone, teacher resource or curriculum. Or as stand alone, teacher resource of curriculum. It provides a framework for teaching the following skills: decision-making, refusal, listening organization, study skills and manners. The underlying and repeated skills taught are introspection, empathy and persistence since character is doing as a habit of dining good. Each lesson addresses thought patterns, helpful conversion patterns (including self-talk) and guides students to practice until each character quality becomes a habit. Parents are given helpful hints on how to develop the habits and an overview of the content learned by their child through Parent-grams. 

These serious topics are made fun with videos, puzzles, and jokes, parent reward booklets, posters and learning to play Ultimate, the collegiate Frisbee game. But there is nothing frivolous about MBC. The workbook and learning exercises are challenging and informative for practical application of character. The following sample of definitions and list of skills taught for each character quality may give a better idea of whether this new product will improve the lives of your students. Each character quality is examined by defining it as a vocabulary word and then by illustrating the actions or skills necessary to acquire that quality as a life habit. A unit may take one to five weeks depending on integration and time allowed.

Sample Units

(Definition, Personal Action, Skills/Concepts):

Character is the habit of good behavior which comes from virtuous or internal motivation. There are many attributes to good character. Character can be learned and improved throughout a lifetime. I am virtuous when I can be counted on to do the right behavior and I do it with a good attitude. I show various character qualities as I face, rather than run, from life’s challenges. My character reflects a willingness to improve myself and my world. 

• Identifying character qualities in myself and in others

• Defining character qualities

• Understanding the value of character

Obedience means: 1) doing what is asked quickly 2) having a cheerful attitude about the task and 3) wanting to please the person asking me. I am obedient when I do what I am told quickly and cheerfully and look for ways to please. I consider whether the task is reasonable (right and good) before obeying.

• Understanding rules

• Listening to obey

• Making ethical decisions

• Self-talk

Sincerity means being honest in who you are and being truthful in what you do or say. I am sincere when I am honest with myself and others about my own thoughts and actions.

• Who am I?

• Self-talk

• Parent affirmation

Honesty requires the truth be told to the right person and at the appropriate time. Withholding or distorting the truth is lying. I am honest when I tell the whole truth. I understand when to tell what I know at the appropriate time and I am tactful in telling the truth to the right person.

Fact from fiction – media literacy

Self knowledge

Orderliness means being organized in thought, time management and possessions. Order comes from logically thinking about how to do tasks, organizing one’s possessions, using time wisely and following through on commitments without having to be constantly reminded. I am orderly when I arrive at school on time (prompt) with my hair combed (tidy). I am orderly when I turn in assignments on time and have an organized desk even on days the teacher doesn’t require desk cleaning. I show orderliness when I think through the jobs that I have for the day so I can be finished before I go to a friend’s house.

• Goal setting

• Priority thinking

• Listening to directions

• Organizational skills

• Study Tips

Respect means recognizing and honoring the rights, dignity and authority of others and action so that no harm is caused to them or their possessions. I am respectful when I: 1) wait patiently for an elderly person to go up the stairs, 2) say please and thank you, 3)call adults, “Mr. & Mrs. “Sir” or “Madam” or and Judge “Your Honor”, 4) am careful of the glass vase at the neighbor’s house. When I look for ways for my friends to be included and refuse to gossip, I am demonstrating respect.

• Etiquette

• Introducing others

• Initiating a conversation

• Involving others

• Accepting others

• Making friends

• Building relationships with parents

(If you want to consider changing your student’s habits by using MBC, contact the Teen-Aid office.)

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