Values their feelings and thoughts about the
Values are like seeds that sprout and become saplings and finally transforming into a tree that spread its branches all around.
The beginning of value system starts with an individual who forms the basis of building the family, society and the nation.In order to have a balanced personality development of values through educational process plays a very important role. When we talk about school curriculum, it includes science, mathematics, English, social studies and language course. Seldom we hear or read about moral values being taught in the school and none can deny that teachers play a very important role in inculcation of values. If the teacher educators themselves are taught different value education activities as a part of their initial teacher training program, it would be beneficial for them as well as for the entire nation. As the teachers are the builders of the nation.
For this purpose, awareness regarding the inherent values, moral, spiritual and the ethical values is to be created among the trainee teachers. Different co-curricular activities such as story telling, concept mapping, reflective practice, questioning technique, silent sitting, paper pencil tests and critical incident could be used to during teacher training programs as a supplement so as to make them a quality teacher.Methods for inculcation of Value Education Values inculcation methods may be used more effectively, if these are accompanied by a meaningful experiential and clarifying activities. Some of the Value inculcation strategies identified, which most commonly used in present times are as below: 1.
Face-to-Face Interaction: Face to face interaction with the resource persons in a subject like Science and Technology, as there are many yearnings, for both the content and the values, that may be achieved via community human resources. Further, the scientists available in the community would be also be able to give up-to-date information about a particular science lesson. 2. Questioning Techniques: In values development process questions are helpful in making the students understand better their feelings and thoughts about the value being developed. For example: The effective processing questions asked by the teacher that relate to the personal experiences, observations, attitudes or personal feelings than cognitive questions such as the “what”, “how” or “why” of the concept. This is purposely done to appeal to the student’s effective state to lead him to a certain commitment to characterize a certain value. 3. Modeling and the Silent Approach Role modeling is accepted as an excellent strategy.
The teacher’s personable ways, patience, devotion, guiding and accepting ways, often silent or non-verbal, get across to the students easily and effectively. Example: Structures, rules, regulations or school policies are all forms of ‘silent teachers’ that encourage the students to develop values of discipline, respect, prudence, responsibility and the like. These are training situations for them to live harmoniously in a macro-system, i.e., the society.
Out-of-School Strategies Outside the school, values learning may be enhanced with the use of stimulating and creative science activities.Activities for inculcating value based education among the individuals:As there is a general acceptance that, education must provide the thrust of nurturing values. It is however, not clear how this could be achieved in the schools. Some organizations/schools prefer to keep as a separate subject while others consider values to be integrated with regular school activities. This shows that the focus also varies. While some organizations emphasize on yoga, meditation and education about religions and others focus on democratic and national values.
This shows that, views also differ on objectives of value education and how it should be delivered.1. Silent sitting Silent sitting is an important strategy which helps in the habit of sitting quietly, strengthening the inner being or self, consolidating information received and retaining what is essential. It also helps in concentration and assimilation, clear thinking, memory, health and also helps to be in tune with the oneself. Some of the experiments have shown that the silent sitting, helps in improving self confidence, an ability to get along with others, reducing negative emotions and experiencing calmness and inspiration.
This can be used in all the classes or subjects. It serves as a warm-up exercise.2. Values Clarification Exercises:The goal of “values clarification” is for you to become fully conscious and to explore and honestly acknowledge what you truly value at this time in your life. To make oneself more self-directed and effective when you know which values you really choose to keep and live by as an adult. For that, identify your values and write all of them on a piece of paper, and then rank your top three or five. The first 2 values identified by you are the priorities for you and these are the two values you consider important right now.
3. Time JournalIn this activity, ask each of the student to keep a chart of one week’s activities, a column for each day, and each day broken down into half-hour blocks. Then, ask the students to record where time went for the week. Remind the students that it is a personal record, and no one will see it.
Then ask the students to review their sheet at the end of the week with the following questions in the mind: · How much time did you spent doing what you value the most? · How much time did you spent doing what you didn’t value? How did you waste time?· Is there anything that gave you the truest gratification? Where were the inconsistencies between what you say you like to do and what you really do?· How would you spend the 25th hour in each day? 4. Value of Responsibility:Value of responsibility can be taught to the students through different modes of practice, competition and related activities, students come to realise the importance of responsibility. For example: using both hands to hold partner’s hands when practising leg-kicking and taking care of partner all the way. As a person grows, matures and becomes responsible, he is no longer the center of the universe and must be accountable and responsible for his own actions. A person is generally responsible for his own actions, attitudes, choices and behaviors. Personal responsibility extends to the corporate level in good business practice, as well. 5.
Role plays:Role play is one of the value education methodology in which the emphasis is laid on the projection of acting capabilities, ideas/values and analysis. The process of mimic and acting helps in better understanding and reinforcing importance of values.Role plays can be conducted according to the age groups. The whole process of teaching through role plays revolve around a) Acting out stories b) depicting certain values c) miming, d) reporting involving the processes of seeing, judging, acting and internalizing. The presentation of role play is just one part. The art of conducting the role plays and using them, particularly for younger students, require orientation and practice.
The real and crucial part is reflection through which attitude change and growth in values take place in reflecting.6.Organising Discussions:Organising discussions on daily new items, current affairs and debates on moral social issues can develop in students the habit to form opinion, understand and respect other perspectives, take suitable stand on moral/social issues, choose rationally between alternative perspectives. Some schools organize class assembly for discussion on such topic which help them resolve value dilemmas. Days are reserved for experts and resource person who are invited to talk to students and have workshops on similar topics and get the opportunity to develop rational and critical approach to such issues.7. Reorganisation and reorientation of the school routine:Small innovations can be done in the schools by reorganization and re orientation of daily. These innovations are beyond academics, related to their self development and engagement with local community, reflecting the value priorities of the school.
For instance, one of the schools in Mumbai involved parents in its functioning in its administrative duties, maintain the building, assisting the teachers in conducting the projects and a range of curricular activities. This kind of support from parents provide rich and varied experiences for the direct interface and sensitization about the school priorities.8.
Reflective Practice:Reflective practice is thus an art, it is a systematic process of reflecting on own experiences and the events those have already taken place. It is also a process by which change in the belief system, skills and attitudes of a teacher educator takes place. As this technique allows the teacher educators to recall their own experiences so as bring self-awareness and self-development in themselves. Through the techniques of reflective practice teacher educators can not only improve and bring required changes in themselves but also they can efficiently enhance the complete teaching learning system. Reflective practice is thus, definitely an art as it enables the individuals to perform improved and a better role in all spheres of their life.9. Critical incidentA critical incident is any unplanned event that occurs during class or outside class or during a teacher’s career but is vividly remembered. Acritical incident is the incident that has alreasy happened in the past.
They provide a rich source of methodology and techniques on how to conduct practice, how to solve problems and improve their past and current practices.When explaining the critical incidents the teacher firstly describes the complete event and then he analyzes the even that already happened by giving proper explanations and reasons. The purpose of critical incident is to improve the current experiences and practice reflective thinking.10. Story tellingStory telling is another methodology of reflective practice. This methodology is reflective as well as spiritual in nature. The first and foremost criteria for story telling is that the story teller must be completely honest and truthful while telling the story and speak from the heart.
The purpose of story-telling is immediate action on thinking and asking why this event happened? What were the reasons behind it? By this reflective practice strategy the story teller as well as the listeners can critically evaluate all the components and the parts of the story and it helps in identifying the possible errors and analyzing the role of different participants of the story.11. Concept MappingConcept Mapping helps the teacher practitioners and the teacher educator to develop a concept map and then recollect all the ideas and thoughts so as to reflect on themselves. The main purpose of concept mapping is to link the theoretical knowledge with the practical aspect and then turn it into a appropriate action.
The concept maps are to be prepared by the teacher educators, they draw the concept map of the entire event or an experience that has happened and then analyse the map for finding the appropriate solution. By this methodology they can also judge the role of themselves and find the areas of improvement and how they can modify that event if it again happens in the future.