Module 1
Factual Background
Chapter 3: Strategic Path and Practical Recommendations
3.4 Approaches to teach values at school
As already described above participatory and transformative approach is needed to achieve students’ understanding of fundamental values. This kind of approach would create a strong learning environment that would enhance academic achievement and develop students’ social and relationship skills that would last throughout their lives. The positive learning environment would be achieved through positive values modelled by staff throughout the school, which would liberate teachers and students from the stress of confrontational relationships, which would free up substantial teaching and learning time. It would also provide social capital to students equipping them with social and relationship skills, intelligence and attitudes to succeed at school and throughout their lives.
Change and transformation are at the heart of teaching values and are the result of teachers and pupils being urged to engage in continuous reflection on the actions they implement in their schools. Key changes are seen in professional practice as well as personal attitudes, behaviors, relationship and group dynamics.
Transformations are experiences and observed by teachers, pupils and parents alike. The data points to profound transformations in pupil learning. They develop deeper understanding of complex issues and how these pertain to their own lives.
The evidence also shows that teaching fundamental values through transformative approaches lead to increased students’ capacity to be self-led, to act independently, to make choices and act on them. It strengthens pupils’ agency when it involves various forms of giving, outreach and working in the community.
One of such approaches are values-based Education Programmes – they offer many opportunities to discuss values throughout the curriculum and in assemblies, children actively contribute to making decisions about class rules that are real and meaningful for children, calm and reflective atmosphere is created, in which children get to know themselves better and develop a sense of responsibility for their own lives and happiness, praise is given, when children show respect etc.
Another approach is rights respecting schools that also promote wellbeing, participation, relationships and self-esteem and make positive impact on the whole community. By promoting the values of respect, dignity and non-discrimination, children’s self-esteem and wellbeing is boosted and they are less likely to suffer from stress. A child who understands their rights understands how they and others should be treated and their sense of self-worth is strengthened.
These schools also give children powerful language to use and express themselves and to challenge the way they are treated. They are also able to challenge injustice for other children. They are empowered to access information that enables them to make informed decisions about their learning, health and wellbeing. They have better relationships both with their teachers and their peers, based on mutual respect and the value of everyone’s opinion. Children are involved in strategic decision-making about their learning and in views about their well-being.
Change and transformation are at the heart of teaching values and are the result of teachers and pupils being urged to engage in continuous reflection on the actions they implement in their schools. Key changes are seen in professional practice as well as personal attitudes, behaviors, relationship and group dynamics.
Transformations are experiences and observed by teachers, pupils and parents alike. The data points to profound transformations in pupil learning. They develop deeper understanding of complex issues and how these pertain to their own lives.
The evidence also shows that teaching fundamental values through transformative approaches lead to increased students’ capacity to be self-led, to act independently, to make choices and act on them. It strengthens pupils’ agency when it involves various forms of giving, outreach and working in the community.
One of such approaches are values-based Education Programmes – they offer many opportunities to discuss values throughout the curriculum and in assemblies, children actively contribute to making decisions about class rules that are real and meaningful for children, calm and reflective atmosphere is created, in which children get to know themselves better and develop a sense of responsibility for their own lives and happiness, praise is given, when children show respect etc.
Another approach is rights respecting schools that also promote wellbeing, participation, relationships and self-esteem and make positive impact on the whole community. By promoting the values of respect, dignity and non-discrimination, children’s self-esteem and wellbeing is boosted and they are less likely to suffer from stress. A child who understands their rights understands how they and others should be treated and their sense of self-worth is strengthened.
These schools also give children powerful language to use and express themselves and to challenge the way they are treated. They are also able to challenge injustice for other children. They are empowered to access information that enables them to make informed decisions about their learning, health and wellbeing. They have better relationships both with their teachers and their peers, based on mutual respect and the value of everyone’s opinion. Children are involved in strategic decision-making about their learning and in views about their well-being.
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