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.
·In 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. In Brazil 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."
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.
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 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
More Stories
In teacher program evaluations of June 1999, teachers from South
Africa noted good growth in their students in the areas of self
confidence, showing respect for adults, and honesty. Ms. Geswindt, a middle
school teacher, also noted that her students improved in taking
responsibility, the ability to resolve conflicts and cooperate, and showed
more respect for their peers. A pre-school teacher in Mombassa, Kenya,
noted that 90% of her students demonstrated improvement in overall school
functioning and highlighted positive changes in all areas in which values were
taught. The first major LVE training in Africa was held in August of 1999 in
Kenya.
Teachers in Malaysia consistently noted good
results even though the program has been implemented only for a short time.
One secondary teacher shared, "I was surprised that through this program
my students learned to understand more about their feelings towards
others." Mr. Mohdsura noted good growth in motivation, respect toward
peers and adults, honesty, responsibility and the ability to cooperate. A team
of 29 educators in Malaysia have implemented LVE in 50 schools within the
last few months.
A teacher in England for 9- to 11- year-old
students, Ms. Davidson, noted: "My heart was constantly touched by the
children's enthusiasm and desire for Living Values work. I was constantly
amazed by the absolute beauty of the children's work and the silence they
worked in." West Kidlington Primary School was one of the initial schools
to use Living Values activities, and has received moral and spiritual
education rewards. One hundred and ten sites are using LVE materials in the
United Kingdom.
There has been considerable cooperation between Spain
and Latin America. Thousands of teachers have
been trained in skills to create a values-based atmosphere, and schools and
parent values groups are flourishing. In July of 1999, a European Forum, Living
Our Values: The Spirit of Education for the XXI Century was held in
Barcelona. While a high level dialogue was enjoyed by participants from all
over Europe, the emotional highlight was the arrival of a boat of children
from France who did living values activities on the way! Dressed in yellow
frocks and holding onto the masts of a sail boat, they were met by many other
small boats with children who had been enjoying living values activities from
Spain.
Teacher: Erika Tar, Sao Paulo, SP, Brasil.
"Working on values with my students during one year was a very rewarding
experience, because I noticed the group had a need for the topics addressed,
and the result was immediate. I observed in the project that because the same
results are achieved, all people around us participate with enthusiasm and
feel what is really important for every class of students.
Personally, I think it's extremely important that every child has the
opportunity to participate in activities and situations that help their global
development, with emphasis on values that are basic for adapting themselves to
the home-school-community environment. And everything being passed with
clarity, simplicity and great love. I enjoyed very much working with this
project."
Early Pilot Results – June 1998
Initial pilot results from schools indicate increased
motivation in students, more cooperative and respectful behaviors with both
peers and teachers, and more ability to focus on their school tasks. While
most sites began their pilot in the spring of 1997, a few schools had been
experimenting since 1995 with Living Values activities from the Sharing Our
Values for a Better World Classroom Curriculum in Living
Values: A Guidebook.
West Kidlington Primary School in Oxford, England
began Living Values classroom activities in 1995. The Headteacher, Mr. Neil
Hawkes, reports remarkable changes. In this working class neighborhood school,
students learn to be responsible for their behavior. They enjoy peaceful,
respectful, cooperative relationships with their peers and teachers. The
school enables the students to think carefully about values and to reflect
values in their behavior and attitudes. School assemblies have become a
powerful vehicle for teaching values, raising self-esteem, and developing
enthusiasm. The school recently won recognition for its outstanding work in
the areas of moral, social, and cultural education. Parents appreciate the
changes and are involved in the values education process as relevant
assignments are brought home for discussion. Mr. Hawkes notes that when an
entire school focuses on values, the impact is greater and more positive on
the students.
Mr. Peter Williams worked with somewhat older students for several months in a
middle school in Beijing, China. When he asked
his Chinese colleague, Ms. Ao Wen Ya, why she thought a peace visualization
was successful, she said: "It helped the children to find peace by
themselves. It helped the children to feel happy and relaxed. It made them
really want to be happy and motivated to build a better world and be kind to
each other." She additionally noted, "Sometimes the children can be
naughty in class; they don?t concentrate. Now they are more engaged in their
subjects because they are interested. They are motivated to learn because they
are valued as people . . . They are now calmer and not as naughty. The quality
and standards of work are higher. They are willing to take risks to express
themselves well with more confidence." Mr. Williams added, "The
lessons REALLY DID something. Their attitude is more positive, and they are
better organized both individually and as a group." An observer from the
Chinese Academy of Sciences commented that the motivation of the children had
been greatly enhanced, and it transferred to other lessons.
In Zimbabwe, Ms. Natasha Ncube used Living Values
Educational materials with her class at Prince Edward Boys? High School in
Harare. She felt the reflection activities helped improve discipline; the
storytelling and discussions allowed her to learn individual opinions of the
students; and the group work developed unity, cooperation, patience and
tolerance in students. Her comments: "Discipline has improved. I noticed
the development of self-confidence in many students, appreciation, recognition
of values in others, as well as in the self. The students became more
open-minded, not only confident, and also fearless in expression of their own
opinion." She also noted that many students began doing their work on
time because they had developed more conscientiousness: "They believed in
themselves." She noted some did their work before because of fear of
academic detention or corporal punishment.
Ms. Natasha Ncube?s remarks about the change in her own teaching was
interesting. She wrote: "I became more patient and tolerant with my
students. I feel our relationships have improved. There is no more urge to
send them for corporal punishment to the Head. (It is still very popular in
Zimbabwe.) I can solve all the problems peacefully with my boys."
In La Paz, Bolivia, 3000 students from 3 to 18
years in age, engaged in LVE values activities at the German School. Cecilia
Levy noted that discriminatory behavior in this class-conscious society have
dramatically decreased, and unity has grown. She stated, "Students have
become more positive in every way -- in their tone of voice and manner when
they interact with others. The teachers involved have noted changes in their
own attitudes, and how that affects the atmosphere in the classroom." One
hundred and twenty parents took part in the Parent Values Classes. The parents
felt the classes were very beneficial. An unexpected result was more
understanding and cooperation between parents and teachers.
There have been many statements from teachers. A few more -- India:
"The children have become more cheerful. They have more interest and
enthusiasm." Guyana: "Some pupils can
now tell others when they were not behaving -- in an acceptable manner!"
In Chateauraoux, France, a high school teacher,
Sarah Ferrand, was amazed at the changes in some of her students. Instead of
slamming doors, two of her most violent students become very attentive
students: "It was amazing. They matured and discovered that they were
intelligent."
