Each day as young people attend school they are bombarded with various These messages come in many forms. These differing forms may be categorized in either of two different areas, moral instruction or moral practice (Jackson, Boostrom, and Hansen, 1993). Moral instruction refers to both formal and informal methods. Formal instruction as part of the classroom curriculum is directed and intentional. Sometimes formal moral instruction is not quite so obvious however. Rituals and ceremonies such as pep rallies, graduations, and various assemblies may all be categorized as formal moral instruction. Visual displays with moral content are also considered as formal instruction, although they are of a more passive approach. One can not walk the hallways of a typical middle school without seeing numerous examples of posters and signs which attempt to convey some sort of moral message. Perhaps the most subtle and least recognizable form of moral instruction is the interjection of moral commentary within an ongoing activity. Public recognition for doing exceptional work is just one example of such commentary. Moral practice methods may also be either formal or informal. The rules and regulations within the school and classroom would be considered formal forms of moral practice. A more informal method of moral practice would be the expressive morality within the classroom. Expressive morality may be conveyed either intentionally or unintentionally. Everything a teacher does, from facial expression and body language to expressing personal beliefs, can have an effect of influencing the values of an adolescent. Hence teachers should be extremely aware of this possibility. 1 A Gallup (1980) public survey of attitudes towards schools showed that 79% of the respondents were in favor of some form of instruction which would concentrate on morals and the development of moral behaviors. Along with academic competence, character development is the most des...
