Teaching Specific Character Traits
Copyright © 2006 by Elizabeth L. Hamilton
Attentiveness
A Character Trait Appreciated by Teachers of All Subjects...
Without Attentiveness, Our Teaching and Training Attempts Are Useless
Our present society is quick to blame a lack of this character trait on many things. Perhaps our
audience (young or old) didn’t get enough rest last night. That’s just a cop-out – an excuse. We
can be attentive without sufficient rest, if we decide to be. Just watch a sports fan, weary from a
day of hard work, become very attentive at the stadium! Even if the game goes into over-time, he
or she manages somehow to remain attentive.
Maybe it’s a matter of improper diet. A sugar high or caffeine high may be making them unable to
concentrate. Another cop-out. Diet certainly can affect efforts at attentiveness, but it does not
have the power to totally overcome a character trait. Feed children cake and ice cream before
showing their favorite video at a party – and they will still be attentive to the video.
It might be A.D.D.S., A.D.H.D., or some other syndrome that makes them bounce off the walls
instead of paying attention. You guessed it. This, too, is all too often a cop-out. Take that child or
teenager who’s supposed to have an attention deficit disorder and sit him or her down to a
favorite hobby and the disorder fades away.
We lay the blame on many things – usually physical in nature – as we try to rationalize a lack of
attentiveness outside the realm of moral character. And while I’m not saying that physical
disorders cannot affect attentiveness, I have seen most such “symptoms” disappear when one
begins to build solid character in those who are the listeners, whether they are preschoolers,
university age, or post-graduate adults.
When we labor to help young people learn the meaning of attentiveness, make the trait so
enticing that they want to embrace it as their own, and then help them put it into action on a
consistent, daily basis, we will have far fewer “symptoms” that require medication or other
physical treatment.
What is attentiveness? Attentiveness is an action that engages the whole person. It is a
character trait that requires exercise of every faculty. It is not a matter of a body sitting stone still,
eyes unblinking while the mind flits away at will. Attentiveness is something we consciously
perform, engaging every facet of our beings.
This character trait is quite misunderstood in modern society. We seem to have accepted the
thinking that we, and our children, cannot be attentive unless we feel just right. Climactic
conditions have to be right. Everyone around us must be doing the right things for us.
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So we try to provide just the right temperature in the room. We strive to have the best lighting. We
consider acoustics. In schoolrooms, we try to minimize distractions, both in and out of the room.
We may seat children in a manner that keeps the class clown from claiming attention. We burden
the teacher with the task of teaching in a manner that will claim attention, even from the reluctant.
If, in spite of all we do, a person exhibits a short attention span, we conclude that the person is
the victim of a physical disability – a disease. “That child has a short attention span, so we’re
giving him Ritalin,” some say. It’s much as though they’re saying, “That child has a bad head cold,
so we’re giving him aspirin.”
Or we conclude that the person has an unchangeable defect written in the genes. “That child has
a very short attention span,” becomes the same as saying, “That child has a very short nose.” We
accept short attention spans the same way we accept short noses – as unchangeable traits that
we simply have to live with.
A lack of attentiveness is not written in our genes, however. Nor is it a disease that must be
treated with Ritalin or other prescription medications. A lack of attentiveness is more likely to be a
sign that no one has ever taught the individual that attentiveness is a desirable character trait to
be built into the life. We fail to look at the problem as a character problem. Instead, we sigh and
administer medication or try to work around it. We make no effort to teach people how to “fix their
attention” on things.
Robert Hall, an English minister and orator who lived from 1764 to 1831, once said, “In the
power of fixing the attention lies the most precious of the intellectual habits.”
Attentiveness is a habit, as Hall said, and attention can only be fixed on something or someone
by a person who has built this character habit into his or her life.
Attentiveness is characterized by habitual action.
Some years ago, when one of my nephews was an active, talkative toddler, he exhibited a lack of
attentiveness in a church service. He was been taught attentiveness, and had managed to sit
quietly throughout the first part of the service. Beside his mother, on one of the front benches in
the auditorium, he had only whispered in her ear if he had a need. However, when the sermon
began, the toddler became restless. He wriggled in his seat. He lay down with his head on his
mother’s lap. He played with his small toy. He wriggled again. Finally, desperate to be out and
running, he stood up on the bench, took his mother’s face in his two tiny hands, turned the face
toward his own, and told her in shrill, piping tones:
“Me doesn’t know what’s the matter with me. Me can’t sit up in
this poo (pew); me can’t lie down in this poo; me can’t stand in
this poo. Me doesn’t know what me’s gonna do with meself!”
Attentiveness!
He was learning, and someday would master attentiveness, but he hadn’t mastered it yet.
Little children will understand attentiveness when you give them a clear definition. Try modeling it
after one of the definitions on the backs of the Character Companions® Series of books.
Attentiveness is knowing to whom you should be listening, or whom you should be
watching, and listening to or watching that person with all your might, even when you
don’t want to do it.
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Be sure children understand that attentiveness is not always easy. Work with them to understand
that we make ourselves be attentive, regardless of what is happening around us or inside us.
Teenagers and adults will learn that: Attentiveness is the quality of knowing exactly to what
or whom you should be listening, what or whom you should be watching, and then taking
action to bring body, emotions, mind, and spirit fully to that listening or watching, even
though it may be a personal sacrifice to do so.”
Let’s use a journalist’s approach on this study.
Let’s ask five “w” questions and one “h” question:
who, what, where, when, why, and how.
Draw up large cards (any weight paper) similar to the one below to guide students in your study
of this character trait. Or use the downloadable, printable card at the end of this lesson.
Provide one for each student, and one for the teacher. (Hint: This form can be used for the study
of any character trait. It is also good for research projects.)
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1. Attentiveness – Who
Who should be attentive?
• Everyone – Attentiveness should be shown by every man, woman, boy, or girl, of any age. As
with other character traits, we cannot truly be people of character without this quality.
To Whom should people be attentive?
• Children should be attentive to parents, first of all and above all. They should be attentive to
teachers, whether those teachers are their own parents, public or private school educators,
religious educators, scout leaders, or others who are in a teaching capacity. In a school
setting, they should be attentive to principals, teachers’ assistants, and others in authority.
They should be attentive to school crossing guards and bus drivers. They should be attentive
to classmates, as well, and to their friends. In the community, they should be attentive to
police officers and similar public safety people. This is a beginning. Help your children list
everyone to whom they should be attentive.
• Teenagers should be attentive to parents, just as children should. The idea that a teenager
has gained independence and no longer needs to pay attention to parents is not an idea that
has character behind it. Teenagers should be attentive to all of the same people to whom
children should be attentive. Encourage them to expand their lists to include everyone toward
whom they ought to exercise this character trait. If they have jobs, to whom should they be
attentive in that context?
• Adults should be attentive – and the list of “to whom” is not much different. Adult children
ought still to be attentive to their parents. Adults ought also to be very attentive to their
spouses. You owe attentiveness to your employer and those above you at work. If you attend
business seminars, you should be attentive. Anyone who is teaching you deserves
attentiveness from you. Draw up your own list, and see what you will want to change as you
seek to build this trait in your life.
2. Attentiveness – What?
What is attentiveness, practically speaking?
• Before trying to teach this character trait to others, you will want to understand it fully yourself.
You will want to be able to write the meaning of this trait in a concise, clear paragraph. Take
the definition given above in this lesson, and write it in your own words.
• Attentiveness is mindfulness or observance of what is being said and done. This trait requires
that we understand that thoroughly, and put it into action, regardless of personal sacrifice.
• If you are helping others learn this trait, lead discussion on what it means to be mindful. Check
the word in a good dictionary or two. Do the same with the word observant.
• Next, add the words listening, alert, and watching. Discuss the part each plays in a full
understanding of attentiveness. You might want to discuss the term attention span with upper
elementary and secondary students.
• Attention deficit disorder might enter your discussion with adults. If attentiveness is a character
trait, how do we classify a deficiency in attentiveness? Don’t be afraid to challenge what
you’ve heard or read. If you want a full grasp of the character trait, you will need to determine
where the opposite fits in your thinking.
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3. Attentiveness – Where?
Where should we exercise attentiveness?
• Attentiveness should be exercised everywhere, to one degree or another.
• Attentiveness is important in the classroom. The goal of those who teach is to facilitate
learning, and attentiveness is necessary to the goal. Attentiveness should be exercised in
every class, whether that class is in a home at the kitchen table, in a school building, in a
religious meeting place, in a business, or elsewhere.
• Attentiveness is important in the home as the family interacts. An attentive husband and
attentive wife should model the character trait in their own interaction. Attentive mothers and
attentive fathers should model it toward children. Children should be attentive to parents and
to one another. The whole family should be attentive toward pets, and toward potential
dangers such as fire.
• Attentiveness is important in the neighborhood. This includes attentiveness to the needs of
others, to the property of others, and to potential danger.
• Attentiveness is important in your place of business or employment.
• Attentiveness is important in hospitals and other places where sick people receive care.
• Attentiveness is important on the highway. All who drive vehicles need to be very attentive at
all times to what is happening around them.
• Take time to add to this list.
4. Attentiveness – When?
When should we exercise attentiveness?
•
Attentiveness should be exercised all of the time, although to differing degrees.
•
Attentiveness should be exercised when we are being taught something.
•
Attentiveness should be exercised when we are being asked to do something.
•
Attentiveness should be exercised when we are reminded of something, like a birthday.
•
Attentiveness should be exercised when we are walking along a street.
•
Attentiveness should be exercised by children when they are playing.
•
Attentiveness should be exercised by anyone involved in a task, large or small.
•
Attentiveness should be exercised when caring for another.
•
Attentiveness should be exercised by students working on assignments.
•
Continue the list and I believe you will be surprised.
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5. Attentiveness – Why?
Why should we exercise attentiveness?
•
Attentiveness is a sign of respect toward others. This is a very important “why” reason.
Respect is one of the most-talked-about character traits, and those who exercise respect will
also be careful to exercise attentiveness.
•
Attentiveness is necessary if we are to learn well. Inattentiveness is frequently the key reason
a child, teenager, or adult fails to learn from study. Attentiveness focuses our attention on
study, whether it is in a class / seminar setting or in the privacy of our own homes.
Attentiveness helps us see detail and remember it. It helps us concentrate.
•
Attentiveness is necessary to do our work responsibly. We need to know what we should do
and how we should do it, and that comes from being attentive to the one giving instructions to
us. The downloadable, printable “attentiveness test” at the end of this lesson reveals just
how attentive a person of any reading age is. See if you can spot the key in the test.
•
Attentiveness can be vital to our safety. Whether outdoors or sitting in our homes,
attentiveness to what is going on around us can make the difference between safety and
tragedy. Young children should learn that attentiveness to strangers they see is essential. It
can keep them from being harmed. Teens should learn that attentiveness to surroundings,
more than attentiveness to their own chatter or a cell phone, can often keep them from injury.
Every driver should learn that attentiveness to driving rather than cell phone, music, or others’
conversation can often avoid accident.
•
Attentiveness to your body and things you learn about it can keep you healthier.
•
Attentiveness to financial matters can save you money.
•
Attentiveness to your spouse can make your marriage more successful.
•
Attentiveness to your children / parents can make family life more peaceful.
6. Attentiveness – How?
How should we exercise attentiveness?
•
Attentiveness is exercised by focusing on that which deserves attention.
•
Think consciously of each of the five (5) senses. Use pictures for young children.
→ sense of touch – the body alert, and not touching anything that will hinder attention.
→ sense of sight – the eyes watching what they should, and not wandering.
→ sense of hearing – the ears listening closely to what they should, and not to interruptions.
→ sense of smell – the nose doing its job alertly as it should.
→ sense of taste – the mouth doing its job of tasting, but not talking to interrupt.
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•
Mature character builders can think consciously of focusing all four facets of their being:
physical, mental, emotional, and spiritual.
Attentiveness – Build it with Books!
Stories remain a time-honored way of building character.
Here are some book ideas for teaching attentiveness.
Children 3 to 8 years of age will learn attentiveness from the examples of the
lovable animals in the Character Companions® Series of books. Read the
stories together, and talk about things such as Cubby Bear’s attentiveness – or
lack of it – in connection with his responsibility. Talk about how attentiveness
played a part in Christopher Cat’s formation of the character club – and in
catching that sweet, juicy filed mouse. How did attentiveness help Pandora
Puppy – and how will it help us – in exercising compassion?
Children 9 to 11 or 12 years of age will learn attentiveness from the examples
of Charlie and Hailey in The Character Mystery Series. They’ll love the
mystery, and learn how vital attentiveness is when trying to solve one! They’ll
also learn how important attentiveness can be to a young person’s safety.
Teenagers and pre-teens will get caught up in learning attentiveness from
the riveting teen novels in the Character-in-Action® Series of books.
Although they won’t want to stop reading about Andrew and his siblings, or
about Valeta and her boyfriend, they will be learning how essential
attentiveness was in each life – how it could even save life!
QUOTES
1. “Cultivate the habit of attention and try to gain opportunities to hear wise men and women talk.
Indifference and inattention are the two most dangerous monsters that your ever meet. Interest
and attention will insure to you an education.” Robert Millikan (1868 - 1953) US physicist
2. “Cinema, radio, television, magazines are a school of inattention: people look without seeing,
listen in without hearing.” Robert Bresson (1907 - 1999) French film director
3. “Geniuses are commonly believed to excel other men in their power of sustained attention . . . But
it is their genius making them attentive, not their attention making geniuses of them.” William
James (1842 - 1910) US philosopher, psychologist
4. “If I have ever made any valuable discoveries, it has been owing more to patient attention, than
any other talent.” Isaac Newton (1642 - 1727) English mathematician, philosopher
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Please read all instructions before you begin this test. Do not ask questions.
Name: _____________________________________________
1.
Be sure you have 2 sharp pencils.
2.
Lay both pencils on the desk.
3.
Look toward the door and laugh.
4.
Spell your name backwards.
5.
Hum the first line of the Happy Birthday song.
6.
Add 2 + 5 + 3 + 1.
7.
Stand up and sit back down quickly.
8.
Subtract 29 – 19.
9.
Sneeze.
10. Think of a word that means the same as happy.
11. Stretch both arms up in the air and wiggle your fingers.
12. Think of a word that means the opposite of short.
13. Crow like a rooster.
14. Look at the clock and see what time it is.
15. Compose a sentence about a dog.
16. Put your head on your desk and count to 10.
17. Make up a funny joke.
18. Moo like a cow.
19. Find a new way to spell your father’s name.
20. Do not write anything on this paper.