by Lisa McKenzie
The methodology for teaching values in education includes several methods. One method is the ‘Direct Method’. With this method a values lesson plan is taught to children as part of a dedicated class in character development. These lessons may also be under the topics of Personal, Social and/or Health education. Although very simple, they have a profound influence when practiced following this particular integrated methodology. There are five teaching methods included within the ‘Direct Method’.
The first method is the ‘Theme for the Week’. This theme is based on the value that is the focus for the week.
This theme can be in the form of a quotation, short poem or universal prayer. For example, a poem on the value of peace could be used, such as:
This entire method is based on following a multi-cultural and non-religious approach. These statements are not particular to any religion or belief system and hence promote unity and tolerance between different cultures.
The Theme for the Week is incorporated through the entire lesson plan and is best used when also included throughout the whole curriculum. For example, the theme can be used as a group activity, such as making a poster, or inspiring a class or school project. The theme can be used within a math or language lesson as well as science and history.
Alternatively, children can be asked to creatively write quotations with similar meanings to the one given to them for the week. While working on these quotations, a subtle improvement happens in their state of consciousness. During the week there would normally be a discussion on its meaning and application in day to day life. Related to the example above, how we could bring about peace within ourselves, our family, school, society, nation and the world.
The next teaching method is called Silent Sitting. In silent sitting the teacher will goes through a simple relaxation exercise with the children where they follow the instructions given. Examples of these silent sitting exercises include:
• Alternately tensing and relaxing muscles in different parts of the body.
• Becoming aware through listening to different sounds and speech.
• Self-awareness through being aware of one’s own breath.
• Taking part in listening to a guided visualization exercise. An example of a guided visualization is an autumn leaf falling down into a stream, and then being gently carried out to a vast calm sea.
Normally these exercises are done with the eyes closed for about five minutes. This could be done for five minutes in the morning as a way to begin the day, or even at the beginning of each lesson.
Silent Sitting exercises quiet the minds of children, thereby reducing any stress, resulting in benefits to parents and teachers as well as the children themselves. It has been proven that after practicing silent sitting over a period of time, verbal, written and artistic skills become much more enhanced and the children generally express more creativity.
Sometimes the level of noise and movement in the classroom can be very distractive and destructive. The level of noise and movement can be substantially reduced when silent sitting is practiced on a regular basis, so it also leads to a reduction in discipline problems. Once the silent sitting practice becomes more established, every lesson could start and close with a minute of silence so that the children’s behavior becomes calmer, especially during transition times.
Time and effort taken to practice and establish this exercise is well worth the results of the children’s heightened concentration and attention for lessons as well as an improvement in calm behavior.
Most people and especially children enjoy being told a story. It is a very old and effective method of teaching how to act and behave. It is one of the ways to teach children about values. Story Telling is an important way to teach children about:
1. Life
2. their own identity
3. their relationship to the world about them
It is important to use traditional stories, fables and those based on actual events, to allow the teacher to draw human values out of the story. After understanding the methodology used, teachers will be able to write their own stories.
All of the values stories are followed by questions which ensure that children absorb and understand the value that has been described.
In order to bring out the emotional intelligence in children and help them become aware of their feelings it is always important to ask at the end of the story, "How did you feel when you heard that story?"
Do not ask "How did you feel about it?" This is like asking "What did you think about it?" and is not having to do with feelings, but with thinking. Children (and teachers) need to know the difference.
The four most useful questions to ask at the end of any values based story are:
Teachers can also add other meaningful questions to this list.
It is useful to end a story telling session on an optimistic note, showing what can be done to cope with a difficult situation, and how to learn from experiences in the past, to throw light on how things can be done better in the future.
Each human being has a rhythm of its own. When a person feels good, the heart beats gently with a steady rhythm. When someone is angry or disturbed the heartbeat becomes erratic.
Group singing using songs that is uplifting and calming. The practice of group singing decreases feelings of agitation and restlessness. It also makes one feel joyful, happy and at one with those all around.
Anything learned through song is remembered and is easier to recall, so group singing is a powerful tool for enhancing the value being taught in the lesson. CDs can be used to assist and guide teachers and parents (if being used at home) with the singing component of the Program.
Another method is called group activities. This covers a whole range of activities such as:
• community service projects
• drama
• games
• art
• craft work
There is also the 'Indirect Method' where values are integrated into, and taught as part of, all the other curriculum subjects. These other curriculum subjects include such subjects as mathematics and geography, language arts and writing.
Lisa McKenzie is a teacher with an Arizona state certification for Kindergarten through 8th grade. Lisa has many years of experience teaching many different ages and grades, from toddlers through high school. She enjoys working and interacting with children of all age groups. Lisa believes that building a foundation of values from an early age and continuing an ongoing practice of these values improves the ability to learn as well as creating a strong basis in which to live a fulfilling and enriched life. Lisa also teaches skills for parents and adults in order to positively respond to children instead of reacting.
lmckenzieatpeace@msn.com
602-579-9461
The methodology for teaching values in education includes several methods. One method is the ‘Direct Method’. With this method a values lesson plan is taught to children as part of a dedicated class in character development. These lessons may also be under the topics of Personal, Social and/or Health education. Although very simple, they have a profound influence when practiced following this particular integrated methodology. There are five teaching methods included within the ‘Direct Method’.
The first method is the ‘Theme for the Week’. This theme is based on the value that is the focus for the week.
This theme can be in the form of a quotation, short poem or universal prayer. For example, a poem on the value of peace could be used, such as:
“Peace, peace, peace.
Peace on Earth.
Peace, peace, peace
In all the universe.”
Peace on Earth.
Peace, peace, peace
In all the universe.”
Or alternatively, a quotation, such as:
“Being kind brings peace of mind.”
A quotation expressing the value or related value being taught is a useful tool which may be remembered later in a situation where the wisdom of the quotation is needed. Learning quotations and short poems develops the power of memory and concentration. It will be recorded in the subconscious and will promote value-based thought. It will instill a wonder for creation and an understanding of the brotherhood and sisterhood of humanity. This entire method is based on following a multi-cultural and non-religious approach. These statements are not particular to any religion or belief system and hence promote unity and tolerance between different cultures.
The Theme for the Week is incorporated through the entire lesson plan and is best used when also included throughout the whole curriculum. For example, the theme can be used as a group activity, such as making a poster, or inspiring a class or school project. The theme can be used within a math or language lesson as well as science and history.
Alternatively, children can be asked to creatively write quotations with similar meanings to the one given to them for the week. While working on these quotations, a subtle improvement happens in their state of consciousness. During the week there would normally be a discussion on its meaning and application in day to day life. Related to the example above, how we could bring about peace within ourselves, our family, school, society, nation and the world.
The next teaching method is called Silent Sitting. In silent sitting the teacher will goes through a simple relaxation exercise with the children where they follow the instructions given. Examples of these silent sitting exercises include:
• Alternately tensing and relaxing muscles in different parts of the body.
• Becoming aware through listening to different sounds and speech.
• Self-awareness through being aware of one’s own breath.
• Taking part in listening to a guided visualization exercise. An example of a guided visualization is an autumn leaf falling down into a stream, and then being gently carried out to a vast calm sea.
Normally these exercises are done with the eyes closed for about five minutes. This could be done for five minutes in the morning as a way to begin the day, or even at the beginning of each lesson.
Silent Sitting exercises quiet the minds of children, thereby reducing any stress, resulting in benefits to parents and teachers as well as the children themselves. It has been proven that after practicing silent sitting over a period of time, verbal, written and artistic skills become much more enhanced and the children generally express more creativity.
Sometimes the level of noise and movement in the classroom can be very distractive and destructive. The level of noise and movement can be substantially reduced when silent sitting is practiced on a regular basis, so it also leads to a reduction in discipline problems. Once the silent sitting practice becomes more established, every lesson could start and close with a minute of silence so that the children’s behavior becomes calmer, especially during transition times.
Time and effort taken to practice and establish this exercise is well worth the results of the children’s heightened concentration and attention for lessons as well as an improvement in calm behavior.
Most people and especially children enjoy being told a story. It is a very old and effective method of teaching how to act and behave. It is one of the ways to teach children about values. Story Telling is an important way to teach children about:
1. Life
2. their own identity
3. their relationship to the world about them
Stories often parallel life and suggest ways of dealing with situations. But the teacher should not simply read the story to the children. It is important for them to become familiar with the story themselves and truly tell the story with passion to make it come alive.
It is important to use traditional stories, fables and those based on actual events, to allow the teacher to draw human values out of the story. After understanding the methodology used, teachers will be able to write their own stories.
All of the values stories are followed by questions which ensure that children absorb and understand the value that has been described.
In order to bring out the emotional intelligence in children and help them become aware of their feelings it is always important to ask at the end of the story, "How did you feel when you heard that story?"
Do not ask "How did you feel about it?" This is like asking "What did you think about it?" and is not having to do with feelings, but with thinking. Children (and teachers) need to know the difference.
The four most useful questions to ask at the end of any values based story are:
• “What name could we give this story?”
• “What did you feel when you heard it?”
• “Does it remind you of anything in your own life?”
• “What does this story mean to you?”
• “What did you feel when you heard it?”
• “Does it remind you of anything in your own life?”
• “What does this story mean to you?”
Teachers can also add other meaningful questions to this list.
It is useful to end a story telling session on an optimistic note, showing what can be done to cope with a difficult situation, and how to learn from experiences in the past, to throw light on how things can be done better in the future.
Each human being has a rhythm of its own. When a person feels good, the heart beats gently with a steady rhythm. When someone is angry or disturbed the heartbeat becomes erratic.
Group singing using songs that is uplifting and calming. The practice of group singing decreases feelings of agitation and restlessness. It also makes one feel joyful, happy and at one with those all around.
Anything learned through song is remembered and is easier to recall, so group singing is a powerful tool for enhancing the value being taught in the lesson. CDs can be used to assist and guide teachers and parents (if being used at home) with the singing component of the Program.
Another method is called group activities. This covers a whole range of activities such as:
• community service projects
• drama
• games
• art
• craft work
There is also the 'Indirect Method' where values are integrated into, and taught as part of, all the other curriculum subjects. These other curriculum subjects include such subjects as mathematics and geography, language arts and writing.
Lisa McKenzie is a teacher with an Arizona state certification for Kindergarten through 8th grade. Lisa has many years of experience teaching many different ages and grades, from toddlers through high school. She enjoys working and interacting with children of all age groups. Lisa believes that building a foundation of values from an early age and continuing an ongoing practice of these values improves the ability to learn as well as creating a strong basis in which to live a fulfilling and enriched life. Lisa also teaches skills for parents and adults in order to positively respond to children instead of reacting.
lmckenzieatpeace@msn.com
602-579-9461
