Positive and heart-warming stories from educators as well as educator evaluations have been collected from teachers implementing Living Values Education Program around the world. The most frequent themes noted in the reports are positive changes in teacher-student relationships and in student-student relationships both inside and outside the classroom. Educators note an increase in respect, caring, cooperation, motivation, and the ability to solve peer conflicts on the part of the students. Aggressive behaviors decline as positive social skills and respect increase. LVEP helps educators create safe, caring, values-based atmospheres for quality learning.

A Few Results From Educators Implementing LVEP:

A Montessori teacher reported: “I have used the Living Values Education Program from start to finish this past school year with my preschool students. I absolutely loved it, the children loved it, and the outcome was really spectacular. I was dealing with a very angry and aggressive boy at the beginning of the year. After the unit on respect with a few added lessons of my own, the child found respect for himself, for others, and for the environment. He was truly my 'Star' this year. Through the teacher education center that I teach at, I have encouraged many other teachers from many other Montessori schools to use the program in their schools. Several have and have found some very similar results.”

In Iceland, a veteran first-grade teacher reported seeing surprising and dramatic improvements in caring, respect, cooperation, concentration, and learning to read.
In Lebanon, second-graders in a classroom at ACS have learned conflict resolution so well that they solve all peer conflicts themselves; the teacher reports she is free to teach.
In Bermuda, three primary schools implementing LVEP as whole schools achieved an 80% drop in school disciplinary referrals within their first year of implementing LVEP.
In the USA, a K-8 school implementing LVEP as a whole school is now rated as the top seventh school in Florida. The principal stated, “There simply is no bullying.”
In Kenya, teens self-reported complete changes in their behavior, from violence to cooperation, and from being at the bottom of their class to doing well academically.
In South Africa, formerly violent secondary students became leaders of peace and values and led LVEP workshops for their peers.
Australia, a year-nine student reported, “It’s not just that I like values classes, I really enjoy them. At the start I was dead against values, I didn’t feel like I got anything out of the class. I distracted people and didn’t put in any effort. Then I thought for one lesson I would really contribute. That lesson changed the way I felt about values. I can relate to everything that we talk about. I find myself discovering things about myself that I never knew. Values class is really worthwhile.”
For two years in Thailand, the schools winning the country’s award for the best school in the country, the Royal Reward, were schools implementing LVEP. The school administrators of Saint Joseph Bang-na School, with 3,310 students, reported that in 22 months of implementing LVEP as a whole school, there was a 20% increase in student attendance, a 10% decrease in student tardiness, a 10% increase in teacher attendance, a 20% improvement in reading scores, a 15% improvement in language scores and a 15% improvement in math scores. There was also considerable improvement on all measures of school climate.
In Paraguay, educators rated 3243 students from 4- to 22-years of age who were engaged in LVE. Despite being from many different schools with a variance in adherence to the LVEP Model, the educators found that 86% of the students improved in the conflict resolution skills and the ability to concentrate, 87% improved in responsibility, 89% improved in respect shown to peers and honesty, 92% improved in their ability to relate socially in a positive way, 94% showed an improvement in motivation and more interest in school, 95% showed more respect for adults, and 100% had more self-confidence and cooperated more with others.

There are also wonderful stories from educators in special circumstances. In Thailand, one year after implementing LVEP, nine out of 24 refugee-camp teachers working with children and youth reported 100-percent improvement in violent behavior; the others cited an 80-percent reduction in aggressiveness. Within two years, smiles, kindness and cooperative and creative play had increased dramatically, and the camp leader reported that the section leaders who had spent considerable time dealing with problems of gangs of youth fighting from different sections prior to the implementation of LVE no longer needed to spend even one second on this issue as there was no fighting.

The new program for street children is bringing in very positive reports. InBrazil and Vietnam, educators reported considerable decreases in aggression and at-risk behaviors, and new behaviors of caring and values. One teacher noted, “Now they are confident and friendly with adults and their peers. There is almost no conflict in the classes and they now do not get into trouble after school either. The students have also developed many skits on how to keep safe from dangerous adults and really enjoy performing them. Now when they are on the streets and see children that are new to the streets they give support and advice to the new children and invite them to meet their teacher and join their classes.”

The Ministry of Labor in Vietnam reported in March of 2008 that LVE’s program for Drug Rehabilitation was the most successful program in government drug rehabilitation clinics. They have been using it for three years.

Research Results

In 2003, there were the first external, formal evaluations of LVEP. Two schools that implement the program in Australia were included as part of a Values Education Study by the Government’s Department of Education, Science and Training. In regard to Glendale East Primary in Glendale, New South Wales, the Report stated: “A formal evaluation of the Living Values Programme in place at Glendale East Primary found that ‘most students, even those in kindergarten, could use language like respect and peace and were able to talk about school rules…. Many students commented that they should treat others as they would like to be treated… (and) Most felt the teachers were helpful and friendly and tried to help students learn their work.’ What is more, the school reported its excitement at seeing ‘how many children, including children who had some problems in their schooling, were interested and involved in values education.’ Teachers too found that ‘having the language of values when dealing with everyday situations in the classroom and playground (was) very useful;’ and the school believes that enrolments from out of the zone have ‘increased because of the values programme that has been spoken about in the community’.” The Report continues later: “Students, the school believes, need to have ‘a language of values in order to learn how to deal with conflict and manage social interaction and so the language of the Living Values programme was utilised and specifically taught in school programmes’. In an argument for actually teaching values in a more explicit way, the school suggests that ‘formally teaching values in the school curriculum seems to somehow validate it along with Maths and Spelling. It is too important to simply lie in the “hidden curriculum’”.

The Report stated that the second school, Alia College in Hawthorn East, Victoria, chose LVEP “because, among other things: it has a unique focus on intra-personal intelligence; it is international; it has a support network for teachers; it is easy to implement, ‘very teacher friendly with plenty of support materials;’ it offers flexibility in implementation and is cross-curricular; …. and its network facilitates on-going professional development free of charge.” Later, it reports that while Alia College points “to the importance of ensuring that values education is implicit in ‘all communication, structures and interactions at the College’ … they have also introduced Living Values Education as a compulsory one hour slot within the school curriculum. This arose from ‘a growing awareness … that the students needed exposure to a more introspective and self-reflective way of being … whilst maintaining an academic approach within the processes adopted’. And, since the inclusion of Values as a discrete subject area, the school believes ‘there has been a paradigm shift’ reflected in ‘a growing understanding and acceptance that there is indeed a need for explicit values education work in schools, which is self-reflective and holistic’.”

In Lebanon, Rula Kahil, examined the effect of LVEP on behavior and attitudes related to intrapersonal and interpersonal intelligence in elementary school students in a private school in Lebanon. A sample of 76 second- and third-grade students at Beirut’s American Community School were randomly selected and assigned to groups. A pre-post experimental design was used. For a whole school year, students in the treatment group received Living Values Activities lessons on peace, respect and love in addition to the normal school curriculum. The control group continued with the curriculum without the additional value lessons. Both groups were pre- and post-tested using Harter’s Perceived Competence Scales, Teachers’ Rating Scale and the BarOn Emotional Quotient Inventory. An analysis of the data showed significant treatment effects. The treatment group’s post-test results found significant positive effects on students’ self perceptions in scholastic, cognitive and social domains when compared to the control group. The treatment group also showed significant improvements in the Teachers’ Rating Scale. Mrs. Kahil concluded that it is crucial for schools to implement values and social skills programmes in order to enhance students’ social, emotional and intellectual development.

In Venezuela, four high school students from Monsenor Chacon School, in La Azulita, Merida, collaborated on a study of the effectiveness of Living Values Education in high school in the State of Merida, Living Values: a Tool for Adolescent Development (Arias M, Julio; Gomez F, Daniela; Lobo M, Silvina; and Maggiolo R, Ana, under the technical direction of Lic. Maria Carolina D'Enjoy and Lic. Eduardo Gaviria, 2007). This study was a quasi-experimental design study of adolescent character development in two schools in Venezuela. Using a stratified random sample of 30 students (ages 15-18) from two schools in Venezuela enrolling 500 students in total, the investigators administered a pre/post role-playing situation which asked the students to act out a mini-drama. Scenes in the drama involved aggression, violence, frustration and other anti-social behavior. The treatment group was exposed to ten weeks of weekly, one-hour LVEP lessons. The control group did not have LVEP instruction. At the conclusion, students participated in a post-test role play, and in all cases with the LVE group, new behavior was demonstrated. A final survey was also administered to the LVE group, which asked them about their favorite values, what they learned from the course and responses to a series of statements such as "I feel I can contribute to a better world". The authors concluded that LVE had a positive effect on the development of conflict resolution skills and increased students' personal identification with values, as well as their ability to use those values in daily life."

Off page links to Other Success Stories

Teacher Responses to Implementing LVEP with
- Children Ages 3-7
- Students Ages 8-14
Kenya: Giving Adults Hope and a Future
Kuwait: Welcomes Living Values!
Holland: Building respect at the design academy of Eindhoven
Malaysia: Mining for real gold!
Spain: "Living our values: a sign of hope for the future?
Send Us Your Success Stories

Cambodia: LVE Training for Khmer Rouge

The training was for the former Khmer Rouge community leaders and head school teachers so that LVE can now be implemented with the whole community. A community of former Khmer Rouge Soldiers, men of whom had been soldiers all their life, were wonderful to work with and participated in all the creative values activities whole-heartedly. They created poems and songs on peace and danced Khmer dances while singing the songs on peace & harmony. The UNESCO person working with this community had his whole family and relatives killed by these men yet now he is so committed to helping and supporting them in their commitment to peace! - it was an incredible experience and really brought home one of the assumptions of the Living Values program; that the essence of everyone is good and that although it may become covered over by negative tendencies, the right environment and values activities can re-emerge it once more.

Nigeria - Teachers Swing into Action during Training
Early September 2001

I attended Living Values training and was tremendously blessed.
Mrs Alade J.O.
Secondary School, French Teacher

The seminar was a sort of eye opener to the possibility of applying any of the Living Values ethos with concrete results. I told our trainer that I wanted to experiment using Living Values with my own children at home. They are a bit disobedient and lazy with their chores.

After applying shat we learnt the first day, my twin daughters and their friend on holidays in my home are now more hardworking. I praised them. I saw them quickly going to do their chores with smiles. They each did their duties, co-operating with each other. I no more shout at them.

I know I should talk to them with respect. This I did and they loved it. There is peace! My husband likes it and wants more of it!

I introduced this programme to my family at the end of the training.
Mrs V.P. Ejehu
Secondary School, Vice Principal (Admin), Christian Studies Teacher

The children were particularly excited on hearing that the cane would no more be used at home.

I patiently explained all the values to them and how we should all work hard to make sure the programme succeeded, especially as practising Christians.

In the morning, we read the Bible and pointed out the values contained in the daily readings. We now pray about it, asking God for the grace to put it into practise.

It is not easy, but I am determined to see it work.

I have gained immensely from the programme right from the very first day.
Mrs Foluke Adeniran (ISL)
Secondary School, Teacher

I swung into action with what I had learnt.

My children at home fight and quarrel a lot, probably as a result of their close ages, namely 9, 7 and 6. After yesterday's sessions, I sat them down and told them how important it is for them to dwell together in peace, harmony, unity and love. I taught my children not to be vindictive but to learn to be calm and show love.

Experience at home after the first day at the Living Values Training
Mrs F.M. Ololade
Secondary School, Business Studies Teacher

Unlike the tenseness with which I normally judge my nephews who live with me, I related to them calmly, even when I discovered the house chores were not in order. The two boys were surprised that I was not angry with them. After dinner, I took some time out to speak to them on the importance of education and values.

A Teacher Discovers Living Values Methods
Nigeria - 30th October 2001
Mr Adebayo Olatunde Samuel
Senior Tutor, International School, University of Lagos, Nigeria

I had a very great experience of participating in a three day living values seminar at my school. I found the experience so elevating and efficacious that I recommended the training to a Sixth form college. I found that the training influenced my teaching method and attitude, improving my performance.

I have found Living Values generally very useful in the classroom, but in particular, two methods that have been helpful have been (1) that of having the students make up the rules and regulations of the class conduct, and (2) using a "quiet signal" namely holding my hand up and waving it slowly to indicate that I want perfect silence.

The results:

My students find if difficult to be unruly in class because it has touched their conscience that they should not break the rules they themselves made.

When I used the 'quiet signal', their tendency to start becoming noisy is greatly decreased and results in orderly conduct.

Thailand: Living Values in a Refugee Camp

A group of Karen Tribe teachers did LVE's Children-Affected-by-War program for five years. In late April and early May, after one year, LVE trainers Diane Tillman and Rachel Flower, returned to the site of last year's training where they spent 10 days with this very special group of teachers. The teachers themselves are refugees.

The program was multi-purpose:

One -- to guide a new group of 24 teachers through an experiential training in the use of Living Values Education's Children-Affected-by-War materials;
Two -- to further train 9 teachers from last year's group of 37, who had chosen to become trainers themselves;
Three -- to interview as many as possible of the 37 teachers from last yea's group who had been using the Living Values material over the school year;
Four -- to train a small number of teachers to run LVE Parent Values Groups.

It was great to reconnect with old friends, share experiences of the year, and enjoy the feeling that something very special is happening. It was truly heart-warming to hear the teachers' stories of the positive changes, both in their students, and also in their own lives, and feel the sense of hope that these teachers are engendering in those around them.

"My students are so happy!! said one, I feel as if my heart is soft now. I used to have such a hard heart. Now I enjoy the children, said another, I used to get angry so quickly before. I didn't feel as if I was a good teacher. Now I love to .... how many of the children were so much more confident and happier. encourage them. Another teacher talked of how her students were now so adept at using the conflict resolution skills they'd been taught, that they never fight now. They used to anger quickly and fight regularly, she said, and now they do not fight. Her smile stretched from ear to ear. Some Living Values students tell other non-LV students when they fight, "You don't have to fight, you can solve your problems. Would you like us to help"

They all spoke of how many of the children were so much more confident and happier. Many have been able to let go of some of their anger and some of their grief.

They have grown in their understanding of peace, confidence, and social skills. And they certainly seem to love the Living Values lessons a great deal. One teacher told us that one of his students used to always skip class, but once the Living Values lessons started up this child came every day.

We also heard stories of more peaceful households, where previously a lot of arguing would take place. One man told us about his own children and how, in sharing Living Values activities with them, they became such good examples in their camp section that other parents were constantly asking him what his secret was. This gave rise to an impromptu parents group. Another told us of how his own children use Living Values to remind him when he is not being a good example himself, and they also model healthy behavior for their siblings who haven't yet been in LV classes.

In short, the word is out that LVE is cool and more and more people want some of it for themselves.

The camp leader is so pleased with the results of the program that he organized a meeting with all his section leaders and education coordinators so they could learn more about what the program involves. They now want to have a coordinators training program some time later in the year.

The new group of 25 teachers are all set now to launch the program in their classrooms, and, armed with the crayons, paper, pens, card, markers, etc. that we'd bought with some private donation money, they and teachers of the last group will be able to share their skills and insights with the children.

Once again this year it was a joy to be with these people and to share the spirit of their uplifting songs and their strong resolve. It is always a humbling experience and a very special one.

Austria: Living Values Brings Smiles to Children

Elvira Steinwender, a primary teacher in Austria Eckmann reports:

In December 1999, five classes of primary pupils (about 100 children) were involved in a program in Austria. The motto of the activity was: "Leaving for Christmas holidays differently ..., wishes for the new millennium". The children worked together on a "Thai snake" of 30 metres length. Each child and each teacher wrote a wish for the new year on the "dragon". The "dragon" decorated the courtyard of the school whilst a hot air balloon that had been handcrafted by the children was being released. The hot air balloon was carrying small packets containing the wishes of the classes. It was striking that the wishes of the classes were exclusively unlimited wishes like: "... health, peace, to get along well with each other, no pollution of the environment, ... that all are nice to each other .. etc." Most frequently, there was the wish: "I wish that there will be no war!"

A few weeks ago, I was about to encourage a child to fulfill a certain task. The child repeatedly said: "I can't do it." I replied that I know that she is able to do it. "Yet it is necessary that you have the confidence that you can do it", I added. Nevertheless, it did not work. Then another pupil reported and emphatically told the girl: "Believe her, she is right. Yesterday, I also thought that I can't do something. But I just tried to do it and it worked out!" Each and every day, I am encountering lovely situations doing LVE activities. There are new chances every day, the smiles of the children in the morning, the benevolent interactions with the colleagues, etc.

Turkey: Living Values Solving Problems

Sema Ulcay, Director of the Child Study Center of Robert College in Turkey, shared,

'One day, while doing conflict resolving with two five-year olds I asked them how they would solve their problems without being aggressive. After thinking for a while and discussing together they gave me the following response;

''This is a school of peace. We must solve everything by talking and loving each other.'' This response was the result of Peace Theme which we have just finished implementing from Living Values' subjects.'

A two-year follow up and another training showed a tremendous change throughout the camp. Children were playing, spontaneously and creatively, and they were caring with each other. The camp leader reported that his section leaders who before had to spend considerable time sorting our problems with gangs of young people fighting from different sections, now did not need to spend even one second on this matter, as there was no fighting.

Australia: Living Values Testimonials

Testimonial from Jacqueline Stein
Alia Secondary College, Melbourne Victoria

I have fifteen years teaching experience in secondary schools; Government and private; traditional and alternative; small and large scale; and in three different countries: Australia, UK, and Spain.

My current school is Alia College where I project manage an innovative government initiative on Values Education based on LVE. Alia College is a small, private alternative school focusing on academic achievement. The students are aged between 12-18.

I initiated the introduction of discrete classes on Values Education at Alia the week following an LVE workshop held at Baxter retreat in May 2002. We started LVE with the students in years 9 and 10 then followed quickly in years 7 and 8.

Fortunately Alia was granted status as one of the 60 schools nation-wide to take part in an action-research project. This extra funding has allowed Alia to extend LVE into VCE (post 16 education) linking it into programmes such as Mind Matters and Community Service.

Alia's curriculum is fluid and open to change and development. Teachers are encouraged and supported in the introduction of courses, which they are passionate about. After the LVE workshop I was certainly passionate about the power of this work and understood that it does make a difference to the lives of young people. Since the introduction of LVE a number of teachers and parents have expressed interest in joining the lessons and embarking on training in the facilitation of LVE.

LVE is different because it works! I experienced changes in the relationships between students and teachers within 6 weeks. Students who were extremely resistant in the beginning were making suggestions as to how to improve the classroom atmosphere and even suggesting mediations that they had used at home. Students were getting insights into how they really felt about things separating raw emotion from feeling and then were given the tools to deal with issues. The 14-18 age group particularly appreciated conflict-resolution techniques. From a teaching perspective the books containing LVE are easily accessible, easy to follow and non-prescriptive. They can be used in part, as a whole course or interwoven throughout the curriculum. The support through materials and through the educator network is a further delight.

From a personal perspective the biggest breakthrough was in ME! I was more enthused in the classroom, more loving and a much better teacher!

And finally what the students say:

"Coming to values makes me feel happy, it changes my day because it has a quiet atmosphere. I feel good even if my classmates are grumpy because the atmosphere is loving and the teacher reflects happiness and love.? (Year 8 student)

"When I went into my values lesson at the end of last term I was feeling angry but at the end I felt peaceful." (Year 8 student)
"I was surprised to discover that wisdom was one of my values." (Year 7 student)

"It's not just that I like values classes I really enjoy them. At the start I was dead against values, I didn't feel like I got anything out of the class. I distracted people and didn't put in any effort. Then I thought for one lesson I would really contribute. That lesson changes the way I felt about values. I can relate to everything that we talk about. I find myself discovering things about myself that I never knew. Values class is really worthwhile. (Year 9 student)
"As a student-teacher returning to Alia the addition of Vales has, from my observations, produced some interesting outcomes. Not having been at Alia for about six weeks the change in attitude, and outlook, of certain students was immediately obvious. Perhaps it would be a little idealistic to attribute all changes to the Values program, but the focus of the program, is definitely making a positive impact. When students, or anyone for that matter, reflect on themselves, their environment and their actions/motivations they gain a deeper understanding of self and of others. The benefits from, and through, Values continues to amaze me-Scott Pearce."

Jacqueline Stein
April 2003

Testimonial from Karen Fryer
Pearcedale Primary School,

Frankston Victoria

I have been a teacher for 13 years, but I have only taught full time for 5 of those years. I was away on family leave for almost ten years when I returned full time. This is now my third full time year. I am a Grade one teacher at Pearcedale Primary School.

I went to the first Living Values Seminar primarily for my own personal development. My original thought, was that if it helped me with my teaching that would be an added bonus, but my focus was on my own well-being. As it turned out, the seminar provided me with tools for both my personal and professional life.

I had a very difficult grade last year, with 16 boys and 8 girls. Five of the boys had ADHD and when I arrived at the seminar, I was feeling very challenged as a teacher. I was constantly struggling with discipline and unruly behaviour and to be honest was almost ready to give up.

I felt truly inspired by the first Living Values Seminar and I embraced the ideals and "values" immediately. They were things that I already knew I believed and wanted to impart as a teacher. Teaching the 3 rs are important, but I always felt my duty was to do more, especially in this world we live in......

So, I was motivated and inspired to teach "living values" but I was not sure how. By the third day of the seminar, I made a firm decision that I would not try to do "it all", but I would introduce maybe one or two concepts as a starting point.

The first of these, was a little exercise that Adrian Stepnell (LVE Trainer) taught us. And this was a very simple 1 minute visualization telling the children they were silent stars. After a few days of this, I asked them to write about their experiences. The results amazed me. I also noticed the children were becoming quieter (perhaps from my more relaxed approach) and more responsive to me.

The second thing I was inspired by was the film about the French Kindergarten and the mime artist. I knew that I was not a mime artist, but I felt that I could do something that at least reflected this idea.   I had a hand puppet teddy bear at school already and I named him Sebastian. The first time I introduced him, I just put him on my hand and I did not say a word. The children were looking and pointing and I would point to them (using Sebastian) and pointed to the floor. Eventually some of them got it and sat on the floor. I crossed Sebastian's legs and the children did the same and ultimately they all sat on the floor.   I did not speak a word.....and the children were totally quiet waiting for me to do something. I pointed to them one by one using Sebastian and had Sebastian shake their hands. Some of the children (boys) wanted to be rough and I would pull Sebastian's paw back and shake his head. After a couple of times, they were more gentle. The second time I did this, I also had Sebastian give them a peck on the cheek. Eventually they would want a hug, a peck and a shake of the hand.

Also, whenever I sat with Sebastian, they new immediately to sit and wait and it was time to be silent. I personally could not believe the impact this one thing had on this grade. The children were captivated by this, especially the difficult ones.

I continued these two things for a whole term. In the last term, I introduced some of the lessons from the Living Values Book, particularly on peace and love.   I also introduced the Happy Box (thank you to Shirley for this idea). This was a fantastic concept and some of the children went home and made their own happy boxes with their families.
I discussed this with the Welfare co-ordinator at our school and he was very interested and supportive of what I was trying to do within my classroom and invited me to be a part of the welfare team to help introduce "values teaching" across the whole school. I am going to take up this challenge in this coming year.

Living Values is different because it seems to me that it underpins all other welfare type programs. We had introduced Stop Think Do and You Can Do It and while I do not undervalue or denigrate those programs, I think they are very good. However, it seemed to me that we were not teaching children "why" they should do or be these things. Values education underpins these programs and gives a basis for why. Why do we "get along"? Because love, peace and happiness are important values we need to have ...etc.

It is also different in that, even with the very small changes I made, I had success. While the grade still had its difficulties and the children were still challenging, overall, I was gaining more from them by reinforcing these values. The Happy Box was particularly beneficial in this area. Just by asking the question, is that in our Happy Box?   etc.....seemed to make them think more about what they were doing.

Finally, the major difference was in ME and my attitude to teaching. I was able to be calmer in my approach and so more effective. I was inspired to teach "values" and in that I had to live it. I grew to "love" the grade, when for the first two terms I was not liking them very much at all. I hope this does not sound awful, but it was the truth. I found the behaviour difficult and I was resenting the challenge, rather than finding a way around it. Living Values helped me to be a better person and so a better teacher.
Thank you for the opportunity to share this. I hope this has helped you.

Kindest regards,

Karen Frye, March 2003

Testimonial from Shirley Lehmann
Seymour Primary School, Victoria, Australia

I have been involved in education, including class teaching since 1969. I teach at Seymour Primary School [Victoria, Australia] in Prep, the first year of formal schooling.

I first started to use Living Values three years ago mainly to help me to close the gap between how I lived my life outside the working hours and how I managed the many things required of a teacher: especially in the social/emotional development of children.

The philosophy behind Living Values matched the way I wanted to relate to all people in my life, but especially to children directly under my care. I also found that I could apply many of the activities, and the values that they supported, in my role as parent.

Initially I simply began by monitoring my own approach to relationships. I found that the more I adopted the L.V. approach, the more able I became to manage potentially stressful situations. This applied to working directly with children in the classroom and in the yard as well as my relationships with colleagues and family members.

Before I attended training sessions, I introduced the Peace Unit and enjoyed the reactions of the class [at that time a grade 2]. We 'did Peace' for many weeks and discovered how much friendlier the class became. I was more peaceful and that flowed into everything I did.

After training sessions, I began to use the materials in a more systematic way: working through the Peace, Respect , Love and Responsibility units. As our school has programs in place which complement L.V. I linked several sets of ideas and activities into the L.V. materials.

Many parents were very impressed with the classroom atmosphere and the things that the children were discussing at home. They greatly supported what we were doing, including sending along ideas and material and coming to speak to the class. Articles in the class and whole school newsletters really assisted with generating interest and discussion.

I find the material extremely easy to read, digest and to implement. The main thing is to use them as a starting point to discover what the children know and to learn from them.

This year I am introducing the Peace Unit right from the start of the year and will introduce the units in the suggested sequence to see how we go. So far the children have responded so well and can see how much happier our class is when we put the ideas into practice. I find the materials to be the most positive and successful I have used when addressing the fact that, although we are one very special group, we are made up of very special people, and although each of us is very special, we also form a group which benefits from living the values that are so important to us.

Shirley Lehmann, Febrauary 2003

Testimonial from Sheila Gooding

St Paul of the Cross

Dulwich Hill, Sydney Australia

Classroom Teacher, Grade 2

Teaching Experience:

40 years teaching experience

Bilingual Primary Teacher -Overseas

English-as-a-Second-Language Teacher, K-6

Reading Recovery Teacher

Classroom Teacher

In 2002 I had a challenging class of 26 students. I was desperate to find a program to teach them self-respect and co-operation. I used activities from different books with little success. However, my teaching strategies changed when I had attended a weekend course called Living Values between 14-16 June at Leura. I was excited about the course and the activities that Living Values offered. On 3-6 October, I did the second session of Living Values Education in Melbourne. I was inspired by other teachers who presented their units. The enthusiasm and change brought about was great.

In Term 3 my grade partner and I introduced the Living Values Unit. We started with Peace as suggested in Living Values Ages 8-14. This was followed by Respect. Our Peace song was from the Monica Brown CD - Peace Songs. We sang this song everyday. I also entered the class in the school Talent Quest which took the students into the finals. By Week 6 we were looking forward to Peace time. Baking a World Cake was integrated with the text type, Procedure. We started our Peaceful Star exercises with the idea of owning our own colourful star. We painted stars and wrote peaceful messages on it. I also read them Heart Songs by Mattie, and some of the children even wrote their own Peace poems. I read these poems before we went home and displayed them where I could. I used Conflict Resolution a few times and by December there was little need for it. I also skipped a few lessons but did most of the activities.

In Term 4 we started Respect which we integrated in our unit, Celebrations. The classes enjoyed the Stories-Lesson 24. I also introduced the book, "Finding the Magic". We made a magic box with some of their ideas: "I feel good when I am happy"" to the more positive, "We are sensational at counting". I had also introduced Greetings of the world in Term 2 and changed the greeting each week.

With the Celebrations Unit we learned about celebrations around the world such as Hanukkah, Ramadan, International Children's Day, Christmas. We read stories and looked for what we could learn from them. We read and researched great leaders such as Nelson Mandela, Mother Teresa, Mary MacKillop and Gandhi. Our motto was Look smart, act smart and think smart! The Attitude poem became a reminder when we forgot. We could take the class anywhere knowing that it will be a success.

These students are now in Year 3. They have made me rethink my own values and taught me some good lessons. I will continue this program. It will shoot off starlets in its own time, reaching others because of what the Living Values program brought to them.

It's now Term 1, 2003. I have a Year 2 class and I have introduced Respect to my class. I find that it keeps me in tune with the needs of the students. I recommend the program to others.
Sheila Gooding, February 2003