Module 1
Factual Background
Chapter 3: Strategic Path and Practical Recommendations
3.5 The role of teachers and school staff in teaching values
With children being active and involved in school life and in the wider world they would become more confident to make informed decisions. They would have a moral framework based on equality and respect for all that lasts a lifetime, as they grow into engaged, responsible members of society. Children would become very involved in raising awareness about social justice issues, both at home and abroad, they would become ambassadors for rights and take part in campaigns and activities to help to bring about change.
Action projects would allow students to enact their values in a way that is personal, real and deeply engaging. In thinking about and enacting values, students would develop self-worth, empathy and responsible and altruistic personal behaviour. This would also have a very positive effect on pupils who are ‘at risk’, marginalised or disadvantaged. There is compelling evidence that the impact of wellbeing is experienced by teachers, parents and families, in classrooms and across whole schools.
The teachers should also be supported and empowered through measures to create an open learning culture and environment and deal with diverse learning groups in order to equip children with key competences, transmit Europe’s shared heritage, promote common values and act as role models for learners. Teachers and other staff should also understand the basic needs of the children, such as a need to be loved, to feel secure and know clearly what is expected of them, to be valued, to have a balance of activities – active/passive; quiet/talking; communicating/reflective; taught skills/exploratory work, to have help to develop relationships, to develop self-awareness and a knowledge of the world outside of themselves, to have creative experiences, including external exploration and internal reflection, to be fully involved in the process of education.
In order to meet the needs of the children, staff needs to be consistent in their own behaviour and in their expectations of the children. They should value all the children, display great patience and listen carefully to children, focus on and emphasise the positive, face reality and help pupils to come to terms with difficult issues as they arise, only disapprove of poor behaviour, never the child, try to make time for one another, are mutually supportive, speak quietly and avoid shouting etc.
This would all lead to development of the competences with children, such as listening carefully, speaking quietly and politely to others, listening carefully to and thinking about what others are saying, reflection, empathy and tolerance, using imagination, stillness, being able to express feelings constructively, thereby learning to manage feelings and resolve conflicts through discussion, understanding and practise, articulating thoughts clearly in order to enhance communication skills, developing positive attitudes to work and play, accepting personal responsibility for actions, care and respect of other people’s property.
Action projects would allow students to enact their values in a way that is personal, real and deeply engaging. In thinking about and enacting values, students would develop self-worth, empathy and responsible and altruistic personal behaviour. This would also have a very positive effect on pupils who are ‘at risk’, marginalised or disadvantaged. There is compelling evidence that the impact of wellbeing is experienced by teachers, parents and families, in classrooms and across whole schools.
The teachers should also be supported and empowered through measures to create an open learning culture and environment and deal with diverse learning groups in order to equip children with key competences, transmit Europe’s shared heritage, promote common values and act as role models for learners. Teachers and other staff should also understand the basic needs of the children, such as a need to be loved, to feel secure and know clearly what is expected of them, to be valued, to have a balance of activities – active/passive; quiet/talking; communicating/reflective; taught skills/exploratory work, to have help to develop relationships, to develop self-awareness and a knowledge of the world outside of themselves, to have creative experiences, including external exploration and internal reflection, to be fully involved in the process of education.
In order to meet the needs of the children, staff needs to be consistent in their own behaviour and in their expectations of the children. They should value all the children, display great patience and listen carefully to children, focus on and emphasise the positive, face reality and help pupils to come to terms with difficult issues as they arise, only disapprove of poor behaviour, never the child, try to make time for one another, are mutually supportive, speak quietly and avoid shouting etc.
This would all lead to development of the competences with children, such as listening carefully, speaking quietly and politely to others, listening carefully to and thinking about what others are saying, reflection, empathy and tolerance, using imagination, stillness, being able to express feelings constructively, thereby learning to manage feelings and resolve conflicts through discussion, understanding and practise, articulating thoughts clearly in order to enhance communication skills, developing positive attitudes to work and play, accepting personal responsibility for actions, care and respect of other people’s property.
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