Putting academics in perspective. There are two aspects to consider, both of which are seen as sacrilegious by some educators.

The first aspect concerns the real purposes of the Education. Academic learning was never the only, or even the main, goal purpose of public Education . The main goal of Education was to prepare students to be citizens in a democratic context, which includes the training of virtuous character. Certainly, literacy and cultural acquisition (along with other academic skills) are part of civic skill , but it is civic and moral socialisation that really justifies Education. Dramatic historical events in the last century have led to a loss of direction in terms of the purpose of Education. In many cases, public Education has been overly focused on the task of promote scientific technological capacity.

The second aspect regarding the prioritisation of Education of character is even more controversial. Understandably, teachers understandably lose sight of the concrete knowledge they teach. Teachers tend to overemphasise the content of Study program because much of their energy is necessarily spent on writing syllabuses about it, trying to convey it to students and assessing it. Teachers spend countless hours trying to figure out the best way to get students to understand how magnets work or what a preposition is or how to move remainders in division. Again, this task of knowledge transfer needs to be relativised. Much of the specific content taught to pupils has no intrinsic value. One could easily teach a different battle or a different artist or a different genre of poetry and it would serve the same purpose. There is no doubt that learning to read, write and do basic mathematics is a vital skill fundamental life skill. So is being culturally literate. It is not that teaching data should be stopped, but that it should be kept in proper perspective. Most of what is taught in the early childhood Education years is really about preparing students to learn and fostering their thirst for learning; it is not about what they learn specifically. Teachers such as Ron Berger (author of "An Ethics of Excellence") argue that spending long periods of time on complex projects is a much better Education than jumping from data to data, as the current custom of standardised state testing seems to demand.

Relationship building. A useful exercise is to ask teachers to identify and describe their favourite teacher. The most common characteristics they list have to do with interpersonal relationships: he took a personal interest in me; he reached out to me when I was in crisis; he took the time to get to know me as a person; he went beyond the normal confines of the school to develop a relationship staff with me; and so on. The molecules from which the substance of effective Education character is built are relationships. Educators tend to lean first towards exhortation (sermons, reading thoughtful quotes, posting inspirational posters, etc.), recognition (posting a list of students with character on the wall or naming them in assemblies or school announcements) and reward (giving students tangible rewards or privileges for good behaviour).

But what really influences the character of student is rather the attention he/she receives from others. The Education of character is fundamentally a question of promoting healthy social relationships at school: teacher-student, student-student, teacher-parent, staff supporting the teacher, staff supporting student, etc. The tutorial between peers, also between peers of different ages, meetings of school professionals, etc., are deliberate means to build this subject of relationships. Teachers need to focus on this and learn the pedagogy of relationship building, especially how they can build a strong relationship with each child, how they can design a healthy peer culture among students and how they can teach students the partner-emotional skills they need to build, maintain and repair such relationships.

Intrinsic motivation. Teachers seem to be very much in favour of giving rewards to pupils and using extrinsic motivators (including punishments) to promote for good behaviour. However, as the psychological research has taught us, this is not a very effective method of motivating pupils (or other members of the school community). Yet teachers rely on this as an important means of supposedly encouraging students' development , apparently without realising that punishment is a very ineffective (even counterproductive) means of management behaviour and rewards have some serious negative side effects. Teachers are often outraged at the mere suggestion that they stop relying on extrinsic motivators. Sometimes they are simply confused as they cannot imagine how not to do it. The reward distracts pupils from the real message, namely that what they have just done is good and that they should do even more of it in the future. It also teaches learners to go where the rewards are, and this is easily generalised in the form of inappropriate or even immoral or illegal behaviours that have a benefit staff.

Rather, teachers need to learn to promote intrinsic motivation in pupils by simply praising them quietly and privately (with a clear explanation of what was desirable in their behaviour), modelling the behaviour they want in pupils, and discussing and studying values, virtues and desirable behaviour (both in the academic curriculum and in the general life of the school). In this way, students will truly internalise the values and apply them fully in their lives.

Model good behaviour. It is hypocritical to ask students to have good character but not hold yourself to the same standard. Every educator should ask themselves this question: "How dare you ask a child to be manager, respectful, thoughtful or honest if you can't act that way yourself?" It is a sobering challenge for everyone. It is known that a powerful way to influence a student's character is to build on the positive relationship we have built and model good character. Gandhi proposes to everyone to be the change they want to see in the world; you need to aspire to have the character you hope to see in your students.

And here too, there is no choice not to do so. It is not a choice staff to be a model to follow. Every teacher is a model of conduct, whether he or she intends to be or wants to be or not. And every teacher influences the character of students through his or her own character every day. As Tom Lickona has said, "The most powerful tool you have to impact a student's character is your own character". This is clear to parents and they care about what subject person their child's teacher is. This is much less clear to teachers, who are intimidated and cowed by the prospect of having their character judged and therefore often dismiss the power of their character in the development of students.

train to students. Schools have traditionally been decidedly hierarchical and authoritarian institutions. And students are at the bottom of the food chain. It is not that educators are predators, but that the whole system disempowers students, albeit with benevolent but misguided intentions. Unfortunately, this paternalistic/maternalistic system does not prepare students for life, either in general or as members of a decmocratic society. Teachers simply do not know how to train students. They make all the decisions, solve all the problems, make all the plans and, in general, rule by decree. They are the czars and czarinas of their classrooms.

Exemplary educators, however, have discovered the pedagogy of empowerment. They pass on problems, plans and (appropriate) decisions to the learners for them to solve. They use pedagogical methods such as cooperative learning and class-meetings. And they authentically value the minds and voices of students. These teachers humbly realise that pupils often think more than they appear to, even those in kindergarten. They recognise that students are a valuable resource for building effective schools and classrooms. But most importantly, they respect pupils and understand that this respect and the pedagogy of training will promote more learning, more love of learning and stronger character in their pupils. Teachers need to truly value students and empower them in appropriate ways.

After classifying all evidence-based strategies for promote the development of character and partner-emotional competencies into the five PRIME principles, six strategies remained to be included. These have been grouped under the rubric of Pedagogy of development, because they all seem to focus on the direct promotion of development. Hence, this revision has generated a sixth principle for the model PRIME and converted it into PRIMED. In turn, the six strategies have been grouped into three sub-categories:

teaching character; Expectations for growth; internship. teaching character. There are three strategies aligned with the teaching of character and the development partner -emotional.

• The teaching direct and character-driven.

• In parallel, the direct teaching of the partner-emotional competences.

• The provision of opportunities for students to practice and master these competences, often through role-play.

Expectations for growth/development. Two strategies were identified that aim to promote development or overall growth.

• Setting high expectations.

• Ask students to compare the idea of a desired future state with the obstacles they foresee that might impede their progress towards that state and to construct scenarios of how they might overcome each obstacle.

internship. Put on internship the desired competences and strengths, e.g. by taking on roles.