MODULE IV: Pedagogy of Values/

Methods of Teaching Values Education

I. Introduction
There is no “best” method of teaching. However, some methods do prove to be more
effective than others. Many researchers today agree that including more student-centered
learning approaches to the classroom can improve learning. Using only a teacher-centered
approach leaves out many skills and learning opportunities for students. However, teacher-
centered learning shouldn’t be the only strategy in your teacher toolbox. The bottom line is that
each teacher needs to find a teaching style that fits their personality. An effective teacher is a
passionate teacher who is confident in what they’re doing.
II. Learning Objectives
At the end of the Lesson, the students must have:

 Discuss the different methods of teaching values to elementary pupils.

III. Learning Content
Teaching Values Education in Primary Grades is very important and timely. As modern
times where learners are not practicing good manners and right conduct towards others
especially for older people, teachers in primary grades should highly influence learners to be
better individual. In teaching and imparting students the right values, teachers should be
competent and knowledgeable with different methods on how to do so.
Methods of teaching are different from one area to another. The best thing about
teaching Values Education is that learners at the end of the day are equipped with desirable
traits that are acceptable to the society they lived in.
Below are some of the best methods as you pre-service teachers can used in teaching
Values Education in primary grades.
1. Inculcation of Values through the form of include explanation, manipulation, positive
and negative reinforcement, and modelling. These methods can be used separately or in
combination with one another to inculcate specific values or to modify a behavior.
Perhaps the most common method used for inculcation is explanation. Teachers often
simply tell students what they should believe and how they should behave. Explanations
or threats are given to promote and justify why certain values or behaviours are
appropriate. The teacher may also manipulate the environment or the experiences to
which the students are exposed. Often techniques such as role playing or games and
simulations are used. One of the most widely used and the most effective method for
inculcation is positive and negative reinforcement. Positive reinforcement includes such
actions as a teacher praising a student for behaving in accordance with a particular
value. Negative reinforcement includes actions such as the teacher punishing a student
for behaving contrary to a certain desirable value. Such reinforcement assumes that
when students are punished for infractions of rules and praised for obedience they will
take on the values associated with the desired behaviour. It is very difficult, if not
impossible, for a teacher to avoid some form of reinforcement. Often merely a gesture,
smile, or frown will reinforce certain values. Reinforcement, however, can be applied in
a conscious and systematic fashion, as it is in behaviour modification. Behavioural
modification requires that the teacher analyze a given situation to determine the goals
and purposes of activities and the appropriate methods needed to produce a desired
behavioural change. Various techniques are used to achieve desired value outcomes.
The newest widely used technique involves the use of "tokens." Students are provided
with "tokens," such as play money, time off from class, or grade points for doing
desirable tasks such as helping other students, remaining quiet in class, or completing
an assignment. Modelling is another effective method of inculcating values in students.
Students are given examples of exemplary behaviour and desirable values and
encouraged to duplicate the models. Instances of modelling behaviour may be drawn
from history, literature, legends, or more directly from examples set by teachers and
students. The teacher is a model, in many cases, simply by personifying values like
punctuality, enthusiasm for learning, or caring for others. Students often assume
modelling roles, setting both positive and negative examples. When a teacher asks a
student to read his or her essay to the class, the student is assuming a positive
modelling role. The student's work is being singled out as an example to be followed by
other students. The praise and recognition the student receives can instil the desire to
produce similar essays and may inculcate the values of learning and hard work in other
students. Students can be negative models as well, such as when a teacher asks a
poorer student to read his or her essay to the class. The student's work is being singled
out as an example not to be followed by other students. The criticism and
embarrassment the student receives instil in other students the desire to or fear to
produce better essays and may inculcate the values of learning and hard work.
2. The use of moral dilemmas. Moral dilemmas are situations in which values conflict,
where claims can be made for several choices, and where each choice is made at the
price of another. Students are asked to think about how dilemmas should be resolved,
to identify the moral issues involved, and to offer reasons justifying their positions.
Although' moral dilemmas might be presented through role-playing, skits, or
simulations, the technique most often used to present these moral dilemmas has been
the classroom discussion. During discussion, the teacher encourages students to
comment on and challenge each other's reasoning. The main focus is on the students'
reasoning rather than on particular choice that may be made. Kohlberg has identified
several conditions which appear to be important in conducting discussions on moral
dilemmas in the classroom. They are:
a. Knowledge of the stage of functioning. (Understanding the meaning of the moral
judgements made by the child.)
b. Exposing students to reasoning one stage above their own thoughts.
c. Exposing students to problematic situations which pose genuine moral conflicts and
disagreement. (Posing problems and contradictions for the student's current moral
structure will lead the student to be dissatisfied with his/her current level.)
d. Creating an atmosphere of interchange and dialogue in which conflicting moral views
are compared in an open manner. (The teacher's task here is to help the student see
inconsistencies and inadequacies in his/her way of thinking and find ways to resolve
such inconsistencies and inadequacies.) .
3. Classroom discussions (student-teacher and student-student dialogues) are essential
components of this approach. As a result, students are encouraged to listen and
respond to different points of view, identify relevant questions and summarize different
value positions. They must make decisions and express their opinions. The teacher's role
in this approach is the creation of the proper conditions for the solving of public issues
within the classroom. The teacher's major responsibility is to choose appropriate public
issues, to provide enough relevant data to begin the discussion process, and to
construct model analogies from which students may begin to develop their own.
Creating analogies and guiding discussion are complex tasks for the teacher. The role of
the teacher is such a dialogue is complex, requiring that he think on two levels at the
same time. He must first know how to handle himself as he challenges the student's
position and as his own position is challenged by the student. This is the Socratic role.
Second, he must be sensitive to and aware of the general process of clarification or
obscuration that takes place as the dialogue unfolds. He must, that is, be able to identify
and analyze the complicated strategies being employed by various protagonists to
persuade others that a stand is 'reasonable' or 'correct'. The teacher's actions must,
however, be tempered with kindness, tolerance, and Fairness. Individual student's views
and opinions are to be equally respected and subjected to scrutiny.
4. The Clarification approach, more than any other value education approach, utilizes a
wide range of teaching methods. Some of these, like role playing, hypothetical,
contrived and real value-laden situations, group discussions are used in other
approaches. Methods specific to clarification include self-analysis, listening techniques,
games, journals, songs, and interviews. The self-reaction worksheet is a teaching
strategy which exemplifies the characteristics common to most of the teaching methods
used in values clarification. The worksheet usually consists of short readings, questions,
drawings, or activities designed to stimulate students to reflect on their own thoughts,
feelings, actions, and values.
5. The Action learning approach utilizes many teaching methods that are applied in the
Moral Development, Analysis, and Clarification approaches. These methods include
individual or group study of social issues, the exploration of moral dilemmas within
the issue, value clarification activities related to the social issue, role playing,
sensitivity and listening techniques, simulations and games, and small group or entire
class discussions.
Two teaching methods are unique, however, to this approach. The first
technique involves skill development in group organization and interpersonal
relations, either with the student body or with the community at large. The second
involves activities that strive for social change within the community by having
students engage in political or legislative experiences.
 6. Other methods such as:
a. expressive and communication techniques such as speaking, writing prose, poetry and
plays, painting, modelling with clay, and photography;
b. discussion techniques, such as small group and entire class discussions. This method
should be limited in its use, however, since few members of the class are good at it;
c. drama techniques with students writing and acting in their own plays;
d. role playing based on situations common to students' experiences;
e. simulations involving family, school, or community problems; and
f. real life involvement such as helping individuals within the community.

Note: For better discussion, you can visit the following link/s;
https://www.youtube.com/watch?v=MDE6Sjm7tw4

IV. Assessments:
1. Discuss the different teaching methods that are evident in teaching-learning process
in teaching Edukasyon sa Pagpapakatao.
2. List down at least three (3) scenario where teachers need to design specific methods
in teaching Edukasyon sa Pagpapakatao in Elementary Grades and applying it real
classroom setting.
3. Create your own activity that you can integrate in methods of teaching Values
Education for children.
V. Learning Assessment
Collect/Research and look for samples of detailed lesson plan in ESP in
Elementary Grades, 1 per Grade Level. This serves as your reference for upcoming
activities.
VI. References:
 https://www.youtube.com/watch?v=MDE6Sjm7tw4
 https://files.eric.ed.gov/fulltext/ED288806.pdf