UNIT IV - WHAT ARE THE METHODS OF TEACHING VALUE EDUCATION?

Teaching values may not be as easy since the development of values is influenced by various
factors. Nevertheless, Premalakshmi (2013) advocated that approaches to teaching values to learners can
take various forms and these are discussed as follows:
Direct or Formal Approach: The direct approach refers to deliberate, systematic instruction in specially
provided periods in the school time table. It is a formal approach whereby there is a prepared curriculum.
It implies teaching values directly to others. The direct or formal approach also allows students to partake
in various activities such as singing, poem recitation, drama, debate, essay writing competition and so on
which are organized with the motive of inculcating in the students’ different values of life. This approach
resembles indoctrination, that is, a situation where the learners are expected to swallow what they are
being taught hook-line-and-sinker without any room for questioning. The students may not be too
comfortable with this approach and the teachers may meet with some resistance and as such, the approach
does not make much impact on the learners.
Indirect Approach: This approach does not involve teaching values to others in a deliberate, systematic
or direct way. Here, the students are exposed to situations that would enhance their cultivation of intended
or desirable values. For example, students may be asked to read books or watch movies that are value-
laden without the teachers necessarily telling them; through such exposures, the students are better
enabled to grasp values of life. This approach makes a great impact on the students as values imbibed
tend to last longer.
Incidental Approach: In this approach, the learner or students are not taught the values to imbibe but
they on their own are able to learn and imbibe worthwhile values from their day-to-day life experiences
through their exposure to the world. Incidental learning of values can take place anywhere and at any
time, no curriculum is required, and values are learnt as the situations arise.
Informal Approach: This approach does not require a formal school setting with a planned curriculum
and direct teaching of values. Individuals are taught values at home by parents, senior ones or the
significant others. Values can also be learnt through interactions with friends, peers, religious
organizations and the likes.
Integrated Approach: This approach is meant to integrate value education across curricula. In other
words, selected values to be taught are incorporated into different school subjects and taught to the
students during lessons. In this approach, the teaching of values is not limited to a specific subject but it
rather cuts across various subjects and taught by the different subject teachers.
Teaching values, according to Koutsoukis (2011), can take the following:

 Have specific lessons on values.

 Encourage staff to model good values.
 Include values in school’s vision and mission statements.
 Create school slogan or tenet based on values.
 Display values poster.
 Include values in whole school guidelines such as school rules and policies, and structured
classroom guidelines.
 Integrate the feeling of values into the curriculum across all learning areas.
 Invite guest speakers to the school to teach values.
  Teach values incidentally during classes or in the school yard. This helps to teach values in
context thus making them have relevance and meanings.
References:
https://uncommonls.wordpress.com/2023/08/02/methods-of-teaching-value-education/

At the end of this lesson, the students should be able to:

1. identify/understand the different strategies in teaching GMRC/EsP;
2. explain the different teaching strategies in values education; and
3. demonstrate the different strategies in teaching values education.
At the end of this lesson, the students should be able to:
1. identify/understand the different strategies in teaching GMRC/EsP;
2. explain the different teaching strategies in values education; and
3. demonstrate the different strategies in teaching values education.
UNIT V - General Strategies of Teaching GMRC/Values
MODULE OVERVIEW:
In today’s world, teaching values to our youth is more important than ever. From the moment they are
born, children are extremely impressionable. They begin to form their opinions and view of the world
before they even hit their adolescence. As parents and educators, we are children’s biggest and number
one influencers; and it is our responsibility to teach our youth about core values so they may grow up to
be caring, confident and respectful adults.
Values are essential to the human being to interact with the environment in a sustainable way. Values
play a significant role in all individual’s life. Generally, Man created some notions for living and the
notions are called values. Value Education in an education strategy or methodology to provide training
that maintains the values of an individual by telling stories about the achievers. Value education plays a
significant role in individual's life and it provides a way to live with socially constructed notions. On this
note, this module will give aid and ideas on general strategies applicable in teaching GMRC/values.
MODULE LEARNING OBJECTIVES:
At the end of this lesson, the students should be able to:
1. identify/understand the different strategies in teaching GMRC/EsP;
2. explain the different teaching strategies in values education; and
3. demonstrate the different strategies in teaching values education.
A. Silent sitting
Silent sitting is an opportunity for children to sit quietly and let their minds be peaceful. It promotes the
ability to tune out distractions and tune in. It is a relaxation and concentration exercise capable of
reducing stress, the level of noise in the class and physical restlessness, with the result of improving
discipline and calming the mind. It has been demonstrated how both creative art and language skills
improve after a period in which children sit in silence, due to an increase in concentration.
Examples of silent sitting exercises:
  Listening to different sounds
 Guided visualization exercise
 Alternately tensing and relaxing muscles
B. Parables, proverbs, quotations and poems
Parables intend to employ human characters, proverbs that give us additional word of wisdom,
poem that expresses emotions through story or music. Knowing quotations, we can apply those to
academic writing correctly.
Parables, proverbs, quotations and poems have the same goal. That is to give people a lesson or
have something to keep on living. Parables teaches us a lesson, proverb offers you the wisdom, quotations
used to quote someone’s work, though we can pick a lesson from it, and the last is poem that may teach
us how to express ourselves using the types of it.
C. Visual Experiences
Visual Experiences are sight visits that incorporate memorable encounters and educational
learning, thereby providing a robust experience that will live on in the individual long after they have lost
their eyesight. An example of visual used as an adjective is a visual presentation with moving images and
pictures.
Visual experiences are designed to capture the attention of all students and engage them with art
in more personal and meaningful ways is to create a visual experience representation of the picture or
lesson that summarizes what was learned. This can be done through an illustration, storyboard,
PowerPoint, or other ideas students come up with by process of using visual note taking strategies are
essentially the same in all content areas.
Benefits of Visual Experience/s in Teaching Values Education:
1. Enables to easily explain concepts or ideas.
2. Stores information to a long-term memory.
3. Improves Cognitive capabilities and stimulates one’s imagination.
4. Attract students’ attention.
5. Increases audience’s participation.
D. Role plays
Role Play is a pedagogy that been used in a wide variety of contexts and content areas (Rao &
Stupans, 2012). Role-Playing Methods in the Classroom is about a technique that has proved highly
useful to many teachers for dealing with a variety of classroom problems and reaching certain learning
objectives, (Lippitt and Fox, 1966).
Role-play is an important part of a child’s socialization, and their future ability to interact with
peers and wider society, research demonstrates. The benefits of role play are numerous, but the effects on
emotional, social, and linguistic development are astounding. Research has shown that children who
engage in role play at an early age are more likely to be able to regulate emotions, have higher levels of
linguistic aptitude, and be able to interact with peers in self-regulated games.
E. Biographies
 Biography came from the Greek word biographia which means “description of life” (bio “life”
and graphy “record or data”). It is basically “the story of a real person’s life written by someone other
than that person” (“Biography”, n.d.). Biography is very important in education for it presents “not only
the good characteristic but also on weaknesses and human errors” (Victoria, 2019). Thus, the students
will know that no matter how overwhelming the problem is, they will be able to surpass it. In addition,
they may learn who to emulate and also embrace or adopt the virtue possessed by that person in their
lives.
Categories of Biography:
1. Informative Biography
This, the first category, is the objective and is sometimes called “accumulated” biography. The
author of such a work, avoiding all forms of interpretation except selectionfor selection, even in the
most comprehensive accumulation is inivitable.
2. Critical biography
Thus second category, scholarly and critically, unlike the first, thus offer a genuine presentation of a
life. These works are very carefully researched; sources of “justifications” (as the French call them).
3. Standard Biography
Thus third, and central, category of biography, balanced between the objective and the subjective,
represents the mainstream of biographical literature, the practice of biography as an art.
4. Interpretative Biography
This fourth category of life writing is subjective and has no standard identity.
5. Fictional Biography
The books in tis fifth category belong to biographical literature only by courtesy. Materials are freely
invented, scenes and conversations are imagined.
F. Moral dilemmas
Moral Dilemmas are situations where the person/s, who is/are called “moral agent/s” ethics, are
forced to choose between two or more conflicting options, neither of which resolves the situation in a
morally acceptable manner. It may be described as a situation where one seems morally obliged to do
different acts but for some reason or other you cannot do both.
Four Types of moral Dilemmas:
1. Epistemic moral dilemmas

 There are two or more moral requirements that conflict with each other.
 The moral agent hardly knows which one takes precedence over the other.
1.1. Ontological moral dilemmas

 There are two or more moral requirements that conflict with each other, yet neither of these
conflicting moral requirements overrides each other.
  Neither of the moral requirements is stronger than the other; hence, the moral agent can hardly
choose between the conflicting moral requirements.
2. Self-imposed moral dilemma

 Caused by the moral agent’s wrongdoings.

2.1. World-imposed moral dilemma

 Certain events in the world place the moral agent in a situation of moral conflict.
3. Obligation moral dilemmas

 Situation in which more than one feasible action is obligatory.

3.1. Prohibition moral dilemmas

 Involve cases in which all feasible actions are forbidden.

4. Single agent moral dilemma

 The agent “ought, all things considered, to do A, ought, all things considered, to do B, and she
cannot do both A and B.
4.1. Multi- person moral dilemma

 One agent, P1, ought to do A, a second agent, P2, ought to do B, and though each agent can do
what he ought to do, it is not possible both for P1 to do A and P2 to do B.”
 The multi-person dilemma requires more than choosing what is right; it also entails that the
person involved reached a general consensus.
G. Essays, Articles, Classics and News Paper
Essays is an organized piece of writing that focuses on a single topic. Further, writing essays is
one of the activities given by the educators to their students to enhance their critical thinking skills,
comprehension, and of course to widen their vocabulary. Meanwhile, articles as a written composition on
a specific topic forming an independent part of a book or other publication as a newspaper or magazine
may also benefit the learners to be informed and be entertained on one’s behavior and to educate his/her
self.
H. Anecdotes
An anecdote is a short and amusing or interesting story about a real incident or person. It is
simply a short story or tale which can talk about any subject the speaker or author wishes to deliver. The
qualities of an anecdote are based on the events and people and is normally used as a way of entertaining
the readers or listener and making them laugh. Basically, it’s a short story about something that happened
to you, and/or to someone you know or know of. If you and your friend are chatting about person and you
remember something they did, then as you tell the story as part of the conversation, you have used an
anecdote.
Anecdotes are used to give a personal perspective illustrate a point, make people think about
something or make them laugh. One of the place where you might find anecdotes writing useful is when
writing a college application essay. Perhaps, something that happened in your life inspired you study in a
certain direction and you’d like to share the story to show why you are highly motivated to do well.
TELLING ANECDOTES: (Format)

Introducing a Story Engaging a Listener Closing the story

Once … And guess that . . . I was so mad at myself . . .
So… But you know what? I felt so stupid . . .
Well . . . Can you imagine? It was such an . . .
You Know . . . Experience . . .
Did I tell you about . . . It was a difficult moment . . .
Did you know that . . .

I. Group singing
Group Singing is a type of singing in a form of group of people or individuals singing together. In
her article, Wheeler (2014) said: “group singing is one of the primary forms of the early human musical
activity that is why it has been highly recommended as one of the strategy of teaching a child. Moreover,
its function is for the students to finish one activity and ready for the next and its roles in helping children
to be cooperative, critical thinker and problem-solver.
The importance of group singing as means of education should never be lost sight of because the
students will be drawn closer to God, to their teachers, and to one another (White 1947 as cited by Burgo,
2012).
In addition, it is also use as an ice breaker or activity for the class to have warmed up before the
class start.
It can be used as a creative and fun way to increase enjoyment and achievement in different areas
like values and literacy of the students.
Music is a great way to introduce new words; it can also contribute to children’s progress and
learning in many different areas. It supports self-expression, cooperative play, creativity, emotional well-
being and development of social, cognitive, communication and motor skills.

 Group singing has been highly suggested as a primary form of teaching values based education.
 It is one of the most important general strategies of teaching values.
 It has strong effects on Physical, Psychological and Social aspect of the students.
 In physical, breathing control is enhancing that helps students having difficulties onspeech
delivery.
 Meanwhile, in psychological aspect, the student becomes more cooperative, logical and problem-
solver.
 In Social, it comprehends the student’s capability to involve and communicate with others. That
is why group singing is vital and a must in teaching values.
J. Group activities
The importance of Group activities is to build a strong bond among the students; it can teach
them the essence of the word “teamwork” and “respect”. In order to create an excellent product, they will
just don’t have to work with each other but also, respect each other’s idea, perspective, and goals. Having
Group activities in every lesson is the sense of solidarity in the class. Having the mental picture of a
learner portraying difficulty in finishing a certain task can be avoided if group activities will be
introduced and entertained. Not all tasks are meant to done alone since the present curriculum requires an
interactive learning.
Having a comfortable group mates can help the students to show their confidence, they can
participate or give their ideas and also, they can contribute their knowledge to give more information to
their leader. Students participating in the group work is a key ingredient in the student learning. When
students are able to verbalize their ideas, listen to one another, share authentic decision, and create
common product, they are much more actively engaged in the learning process.
K. Questioning
Effective questioning involves using questions in the classroom to open conversations, inspire
deeper intellectual thought, and promote student-to-student interaction.
Effective questions focus on eliciting the process, i.e. the ‘how’ and why’, in a student’s
response, as opposed to answers which just detail ‘what’.
Using them in the classroom creates opportunities for students to analyze their own thinking, that
of their peers, and their work.
Two main types of questions:
1. Closed Questions
Closed questions are those that prompt a simple response, such as yes, no, or a short answer.
2. Open Questions
Open questions, on the other hand, are those that require a deeper level of thinking and often
prompt a lengthier response. They ask students to think and reflect, provide opinions and feelings, and
take control of the conversation.
Questions are the heart of discussion. A great question will challenge your students, sparking
collaborative thought-provoking class conversations that lead students to communicate with their peers.
If the right questions are asked, students will be thoroughly engaged in the discussion, where they
will share prepared and researched ideas, explore thoughts and reflections and actively practice 21st
century skills such as:

 communication
 critical thinking
 collaboration
 creativity
 problem solving
and much more, which will prepare them for the challenges and opportunities of today and the future.
L. Discussion
To start planning a discussion (or any instruction, for that matter) decide what you want your
students to get out of the discussion. For example, do you want them to share responses, make new
connections, and articulate the implications of a text? Should they be able to work certain problems by
the end of the hour? Should they be able to interpret and critique a journalistic photograph or a piece of
art? Deciding on and articulating the objective for the discussion will help you decide what kinds of
discussion activities will best help your students reach that objective. Remember that you can organize a
discussion in many different ways: you can have students work in small groups, role-play, choose sides
for a debate, or write and share a paragraph in response to the theme in question1. You will also want to
leave time to wrap up and summarize the discussion for your students (or have students summarize it), or
to debrief after activities such as debates or role-plays.
Moral values have to be taught to students as an education at school. Teacher and students have
to work to create a better relationship. That is why there are several strategies to discuss moral values to
the students. Preparing for Discussions to start planning a discussion (or any instruction, for that matter)
decide what you want your students to get out of the discussion. Develop a Clear Goal for the Discussion
knowing the content to be covered is not enough. Naming the chapter your students will read is not
enough. Problematize the Topic having a clear goal in mind makes it much easier to plan a discussion.
You know what you want students to get out of it.
M. Value clarification
Values clarification is a psychotherapy technique that can often help an individual increase
awareness of any values that may have a bearing on lifestyle decisions and actions. This technique can
provide an opportunity for a person to reflect on personal moral dilemmas and allow for values to be
analyzed and clarified. This process may be helpful for self-improvement, increased well-being, and
interactions with others.
Values can be influenced by:
Family: In childhood, most people develop an internal reference for what is good or bad, important, or
desirable and useful. This reference is often based on what parents or family members value.
Individual experiences: Values are often transformed or adjusted based on life experiences, education,
personal challenges, and successes.
Religion and/or culture: These values tend to reflect a person's sense of right and wrong.
Community: Values may be shared by many people who live together in a community.
Political leaders: Overarching political values may have an influence on people regardless of religion,
culture, upbringing, or life experience.
This approach is based upon the principle of values relativity (that we should not judge the
worthiness of each other’s values), and that we should strive to clarify those values that are personally
meaningful, that is, the values that make us more purposeful, productive and socially aware, and better
critical thinkers. values clarifying strategies that exemplify the open-ended and student-centered nature of
the approach.