Methods Of Teaching Value Education


How Do You Teach Value Education To Students? - Describe 10 Different Methods Of Fostering Values In School – Questioning, Role Plays, Dramatization, Story Telling, Personal Examples, Group Singing, Value Clarification, Anecdotes , Group Activities, Reflective Process  -

Methods Of Teaching Value Education

The task of inculcating values is not an easy task. Some of the Methods and strategies of fostering values in students and children are:

  1. Dramatization
  2. Story Telling
  3. Personal Examples
  4. Role Plays
  5. Group Singing
  6. Value Clarification
  7. Anecdotes
  8. Questioning
  9. Group Activities
  10. Reflective Process

1) Dramatization

In today’s increasingly polarized and intolerant culture, the ability to understand others’ motives & choices is crucial. 

  • Dramatization help to build responsible global citizens.
  • Drama accomplishes several goals at once enriching students’ school experience through art as well as reinforcing traditional academics.
  • Drama can be used to promote active learning in any subject to give students a kinesthetic and empathetic understanding as well as an intellectual understanding of a topic.

Story dramatization is identified as one of the expressive arts that are concerned with children’s inner imaginative thought and their spontaneous dramatic action in creative ways.

  • Using dramatization in the classroom will stimulate awareness of the importance of acting truthfully and honestly, helping to recognize how our behavior affects others.
  • A dramatization in young children’s expression is

    • Spontaneous,
    • Improvised, and a
    • Creative enactment.
  • Nowadays dramatic arts are an important means of stimulating creativity in problem-solving.
  • Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have the means to express.
  • It can challenge students’ perceptions about their world and about themselves.
Also Read: Pedagogy Of Values

2) Story Telling

Stories on the life of great men and women, saints and heroes will kindle the spirit of inquiry & promote higher ideals and understanding of human values.

  • Storytelling is both an art as well as science.
  • If used effectively, this technique has great potential of inculcating all values.
  • The main aim of storytelling is to elevate man’s spirit and to cultivate an inner vision that makes man finally realize his real self and inculcate certain values in life.

Stories have always been considered to be the best way to get across an important value-based message.

  • The stories present accounts of the personal view that people take of life, people, things, and events.
  • These could be around a personal life experience or somebody else's experience, either obtained first hand or by word of mouth or drawn from the literature.
  • These experiences serve the purpose of providing inspiration to people especially to boost their spirits in times of stress and conflict and may give a new direction to the life of a person.
  • The emphasis has to be on drawing lessons directly and or indirectly appropriate to the age of the students.
  • Stories and examples of the lives of men of eminence can include the emphasis that greatness achieved is not sudden but through patience, perseverance and practice.

The study of religious stories highlighting the essentials of all religions would be rewarding as a step towards harmony among religions as basic teachings of all great religions of the world are the same.

  • The narration of such stories by parents and teachers can be most effective particularly in the junior classes.
  • At the post-elementary stage, it is essential that students are given time to study the lives of great religious and spiritual leaders of all important faiths.
  • Every county has a treasure house of legends and folktales and stories of the exemplary life of great men and women which become a potent source to communicate values.

Storytelling is a powerful technique as it leaves a perennial impression on the minds of children.

3) Personal Examples

Our youngsters can learn from the life experiences of great and noble persons like:

  • Gandhi,
  • Dhyan Chand,
  • Tagore,
  • Abraham Lincoln,
  • Jagadish Chandra Bose,
  • Abdul Kalam Etc.

The lives of all great men remind us that we can also make our lives sublime.

Personal examples help students

  • To deepen understanding, motivation, and responsibility with regard to making personal and social choices;
  • To inspire individuals to choose their own personal, social, moral, and spiritual values and be aware of practical methods for developing and deepening them.
  • Autobiographies, biographies, and experiences of great and noble persons also provide inspiring values to the learners.

4) Role Plays

Students generally take pleasure in playing the role of other persons. This technique is basically a socio-drama technique. It provides an ideal setting for highlighting values.

Role-plays are used as a methodology for inculcating values where the emphasis is not on the acting capabilities but on the projection of ideas or values and analysis of the same. The analysis brings out why a person should or should not accept the value in question and act on all occasions upholding the same.

Advantages Of Role Play Method

According to K.H. Hoover (1976), role-play has the following advantages:

  1. The technique provides the learner with new insights into possible responses to social situations.
  2. An analysis of the dramatized situation stresses factors that contribute to actual feeling reactions.
  3. The enactment of selected situations provides a valuable opportunity for discussion of actual feeling reactions.
  4. Role-plays can be conducted according to the age groups.
  5. The role-playing technique combines the joy of acting with learning.
  6. To live for a short while in the shadow of another person offers a significant opportunity for insight into another person’s feelings.
  7. The process of acting out helps in better understanding and reinforcing the importance of values.
  8. A simulation of reality may be superior to reality itself for instructional purposes.
  9. The feelings often concealed in real life come forth during the role-playing sessions.

The whole process of teaching through role-plays revolves around

  • Acting out the story
  • Depicting certain values
  • Miming
  • Reporting involving, the processes of seeing, judging, acting, and internalizing.

5) Group Singing

Group signifies unity, towards a common purpose or goal, co-operation, discipline, self-restraint, and the spirit to accommodate.

Group singing is important as values in the lyrics of the song remain in the consciousness for a long time.

Selection of song is important. These could be chosen to reflect good thoughts and feelings of

  • Sacrifice,
  • Love of nature,
  • Universal love,
  • Motherland,
  • Respect for one's heritage and other's culture.

6) Value Clarification

The process of acquiring values begins at birth.

  • Values develop through life and evolve from life experiences.
  • They are formed by combing:
    • Intellect,
    • Will,
    • Emotions, and
    • Spiritual needs.

Value clarification is a technique for encouraging students to relate their thoughts and their feelings and thus enrich their awareness of their own values.

  • Through exercises and discussion, students should be made aware of the influences on their values, and explore and acknowledge what they truly value in their lives.
  • As values are the driving force behind most of your decisions and actions, the class activities should focus on engaging students in exercises that force them to wrestle with their values as they apply to subjects such as
    • War,
    • Family,
    • Future, and
    • A whole range of human relationships and situations.

7) Anecdotes

Anecdotes like stories, present a variety of perspectives on certain life situations, different ways one could experience and understand things that are important in one's life.

Anecdotes are accounts of real-life experiences which portray genuine human feelings and expressions. It could be an event, which created a lasting impression on a person's mind touched the core of heart, and may have brought about a shift in the course of life.

The anecdotes help in

  • Communicating the matter in a user-friendly manner,
  • Understanding the matter by making abstract, concrete, and easily comprehensible;
  • Motivating and inspiring people to reflect,
  • Think deeply about the situations.

These also help in

  • Learning about different perspectives and choices and skills in dealing with conflicts,
  • Identifying with those living by the values;
  • Events and day to day situations;
  • Providing a contextual understanding of the varied situations;
  • Evoking emotions and feelings.

8) Questioning

Questioning is one of the commonly used techniques in traditional classroom teaching to test knowledge and grasp of materials learned by students.

  • Questioning is an art and skill which can also be used for
  • Its intended purpose is basically to raise the curiosity of students and elicit involvement for active learning.
  • Thus, the type of thinking it provokes depends on the type of questions asked.

Most of the questions which teachers ask in the class are those for which they already know the answer.

  • Over 90% of the questions asked by the teachers call for information given in the textbooks.
  • These questions are highly structured.
  • Closed types of questions are commonly used by providing only one correct answer to the question.
  • Open-ended questions are rarely used. The open-ended question provides opportunities for students to explore new ways of looking at or thinking about problems.

Selection of appropriate format of questions is also important.

  • The format may be verbal, non-verbal, symbolic, pictorial depending on the subject area and the context.

In values development, processing questions are helpful in making the students understand better their feelings and thoughts about the value being developed.

9) Group Activities

Group activities provide opportunities for learning many values concurrently.

  • The development of fundamental values of love, tolerance, cooperation, peaceful co-existence, respect for others is important.

By working in groups, students learn the value of each other's sincere efforts, the joy of doing one's best for the good of the whole group.

  • Role plays, games, group discussions, group projects, etc. are part of group activities that could be used in the teaching subjects as well.
  • The manner in which such activities are meaningfully organized is important.

10) Reflective Process

A key implication for values education is allowing time for reflection.

  • Too much of the work in schools is busy work, frenetic work, which may or may not be productive.
  • Even if it is productive, it is rarely balanced with peace, calmness, and time for oneself.
  • If students are given time and space for thinking back on their experiences, they can then begin to see

    • What is important to them,
    • Where mistakes are being made,
    • Where things can be improved and so on.

How it is possible to do this in an already over-packed school schedule?

This is for the school to decide and prioritize.

In any case, the significant point to remember is that any kind of activity must be followed by reflection on a particular experience. Reflection is not enough on its own. What matters is the effect it will have on self.

It is often said that action without reflection is just busyness.

The real benefit of reflection is to be able to see things in a new light. The ability to effect change in one's attitude is perhaps the greatest strength of reflective practice.

B.EdB.Ed NotesValue Education


Methods Of Teaching Value Education Notes

Describe 10 Different Methods Of Fostering Values In School Notes For B.Ed In English Medium

(How Do You Teach Value Education To Students? - Describe 10 Different Methods Of Fostering Values In School – Questioning, Role Plays, Dramatization, Story Telling, Personal Examples, Group Singing, Value Clarification, Anecdotes , Group Activities, Reflective Process ) Notes And Study Material, PDF, PPT, Assignment For B.Ed 1st and 2nd Year, DELED, M.Ed, CTET, TET, Entrance Exam, All Teaching Exam Test Download Free For Value Education Subject.

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