?Most of the students have become more responsible and respectful. This has enabled them to achieve more in the academic.?
Milly Musisi Mtumbe, Shah Lalji Nangpar Academy ? Nairobi, Kenya Ages 9-10

?My general experiences are that in the teaching and education the method and the values activities have helped a lot. The children and myself have become more relaxed. we pay more attention to each other and we have had more patience.?
Fekete Istvan Primary School ? Szob, Hungary Ages 6-14

?It is an excellent method in helping instill basic values in children. I am sure that these values would remain with the child for his or her life.?
Mannavallan D., Lakehaven Secondary ? DBN, South Africa Ages 8-14

?The LVE makes students good thinkers. Moreover, while applying the program with the children, some of them asked me to evaluate their actions. Then, the LVE awakens our values up, it also helps us grow our humane tendency.??
Nada George Wadie, Jesuit Father School ? El Menia, Egypt Ages 9-14

?In my class there is a girl who has a very poor and disadvantaged background. Her classmates always made fun of her because of this situation. Eve?s reactions were always very sensitive. The effect of the conflict resolution method was only temporary. One day when Eve was waiting for me crying in front of the classroom and told me what happened, something came to my mind. We went to the classroom together. I asked the children: ?please, only those remain standing who know why Eve is crying.? All the children remained standing. Then I asked: ?please, only those remain standing who would also cry in Eve?s situation. All the children remained standing again. I summarized: ?So everyone understands Eve?s sorrow and feels rightful her crying.? At that time Eve finished crying. She became peaceful because the others understood her sorrow. Then I asked those children to remain standing who made fun of her. Those children remained standing and told me honestly what happened. I asked: ?Is it good for you to cause someone sorrow? The answer was unambiguous. I reminded them of Newton?s first law, the law of action-reaction. I told them that this law was working in that case also. It isn?t worth giving bad thing because we will get it back. Every child paid attention to me and I felt everyone understood and accepted inside what I was saying. From that conflict everyone gained benefit.?
Ormandy Maria, Fekete Istvan Primary School ? Szob, Hungary Ages 10-14

?They have learnt sharing and they mind the feelings of their peers. Pupils have also gained self-confidence and they are able to confide and share their problems with me and other teachers. Their attitude towards their class-work and chores at home has improved greatly. Parents are happy with the results. During their class assembly they are able to emulate the virtues easily with least prompting.?
Esso Mwangi, Shah Lalji Academy ? Nakuru, Kenya Ages 10+

?(One child) had started absenting himself from school almost twice every week,.He rarely did his homework and had shown great irresponsibility. The guidance and counseling teacher at school did his part but later referred him for counseling at the project office. He was first invited to join the mentorship group on that day since the value, which they were to learn, was on responsibility and freedom. After sharing the session, he was counseled and he resolved to be guided by the value of honesty and responsibility. He has improved on his attendance in school and he is now regular. The grandmother confessed that he has now changed and he also assists her in doing household chores. Previously, he used to go to church every Friday evening only to come back home on Sunday evening. This used to interfere with the school work but this has long changed and he has resolved to be guided by the values of honesty, he now attends the same church as the grandmother.?

?A high number of children in the mentorship program never used to appreciate whenever they were given something. At present a good number say ?thank you?. They clean up the classroom each time they have used it, arrange play material and keep them where they found them.?

Rangal Project, Christian Children?s Fund ? Kenya National Office Grade 8

?Students responded positively and enjoyed practicing the values. Values became sort of foundation or based to their behaviour.?
Karma Samara, Brummana High School ? Brummana, Lebanon Ages 9-10

?Classroom management is much easier. Students take a more active role in maintaining a healthy classroom climate. Lots of positive energy.?
Anisa Khan, Seoul International School ? Seoul, Korea Ages 10-11

?It helped them positively and raised much of their creativity.?
Siham Azar, Brummana High School ? Brummana, Lebanon Ages 10-11

?After learning and practicing the value ?responsibility? I?ve personally noted a lot of changes in the way children in class behave. For example, before we learned this value, children in class used to tear their exercise books and litter the class all the time. This value has changed them a great deal. Now you can hardly see pieces of paper littered all over the class. 

Children have also learned to work on their own, e.g. when the teacher is away, one child may start asking others questions. This is done in a very orderly way. The bright children in the class have taken the responsibility of helping the weak ones.?
Cillia Wambeti Mogune, Kings School Nairobi ? Nairobi, Kenya Ages 11-12


?I happened to get a class that had a few dishonest and naughty pupils. There were a lot of breakages and missing things from one another (loss of food, money, pencils, etc.). It wasn?t easy to know who (had) done it because once it is discovered that you have named the people, you will be threatened to be mishandled by the group. So I started talking about the living value of HONESTY. I wrote it on the black board in one of the corners and every morning before (class started) in the form of stories and small plays? After a period of a couple weeks we witnessed three incidents where things got lost. So funny enough, the ones who took those things would return and place them somewhere in a class and they could now be found easily. Later on they would come to me to say they are sorry for what they did and they would not repeat the same mistake.?
Isabel Kinuthia, Hospital Hill School ? Nairobi, Kenya Ages 13


?One child used to move too much and had no ability to concentrate. I tried before through advice and through giving orders sometimes but it did not work. But when I gave him responsibilities in the class, he became a responsible child and disciplined. Another child used to have a bad temper quickly and rejected everything, but with love and understanding he became polite and quieter.?
Rasha Labib, Jesuit & Frere Association in El-Menia ? El Menia, Egypt Ages 10-14


?These values are good. I think they can be taught in all the schools to all the children. They can make big changes in our children ? which will help them in their future.?
Selly Lenjo, The Kings School Nairobi, Nairobi, Kenya Ages 9-11


?Pupils are more confident in themselves. The weak pupils are appreciated. Pupils are caring and readily available for any assistance when invited.
James Karekei, Hospital Hill School ? Kenya


?The students become easy to handle. Instead of seeking attention, they become friendly. Their academic status improves. They are generally happy. There is less bullying and less enjoyment in the failures of others. Occasionally, they will attend their churches. Those who are drug addicts will show respect even when under the influence of the drug. It is a positive sign that they can be rehabilitated easily.?
Nellias Muranga, General Kago Primary School ? Thika, Kenya Ages 11-13


This is the adolescent stage in which many pupils meet challenges in their daily life. At this stage many lack tolerance and patience. The ?cool-off? peace rap song by Max and Marcia Nass has served me well since 1999. Every year I teach the pupils and it becomes like their class anthem. When learners are in a bad mood we all sing the song and the good mood is brought. The same song was sung in the parents meeting and the parents were inspired by the message it carries. When individual pupils are not happy with each other they tell each other ?cool-off? and all will be well.?
James Karekei, Hospital Hill School ? Nairobi, Kenya Ages 11-12


?The children are practicing the values both at school and at home. I get reports from parents complementing their children -- about how their behavior has changed. When a child does anything which is not living value based, they usually remind him/her to do the right thing. They have given themselves names like ?peace, love, honesty, etc.??they keep on practicing how they can relate themselves well with each other.?
Milly Musisi Mtumbe, Shah Lalji Nangpar Academy ? Nairobi, Kenya Ages 5-11


?The pupils I have been sharing with show a lot of interest and enthusiasm. They acquire self-esteem and portray open-minded approach to issues. In some instances the difficult ones are willing to come out and be noticed in a positive way.?
Isabel Kinuthia, Hospital Hill School ? Nairobi, Kenya Ages 13


?Some children used to be aggressive and after some time of applying LVE they started feeling for other school mates and felt responsibility to protect other children who are weaker instead of being aggressive towards others. With honesty activities, children started respecting others property and less theft cases took place and in these cases usually children came to admit that they are the ones who stole others properties.?
Mamal Lotfi Mansour, Jesuit School in El Menia ? El Menia, Egypt Ages 7-11


?Children developed a sense of responsibility and respect to peers even those who are less successful in their studies and helping them to also succeed.?
Baher Adib Sami, Jesuit School in El Menia ? El Menia, Egypt Ages 12-13


?One day I thought I would make the class experience the peacefulness in silence. I had cautioned them but some were still bothersome and noisemaking. I chose to take them at a quiet corner at the end of the school field. I instructed them to reflect and get lost in their own little thoughts. No one was supposed to talk to their partners. After some minutes we came together and had a beautiful sharing of how they felt like being in a quiet environment. They gave different suggestions and experiences. The bottom line was that they all did appreciate the quiet atmosphere. When it was time to go back to class they moved quietly and by the time I got to class they were quietly seated and organized. Throughout that week most of the children had a very calm week. Thank to Living Values.?
Isabel Kinuthia, Hospital Hill School ? Nairobi, Kenya Ages 13


?I had the 3 girls in the class acting thinking exactly the same. Through LVE activities of respect and responsibility they (learned the) real meaning of friendship while being independent and each has her own personality and mind. At the end of the year, each (respected) the others opinions and thoughts and each became responsible for her ideas and decisions whilst remaining good friends.?
Irene Samir Naguih, Jesuit School in El-Menia ? El-Maina, Egypt Ages 10-12


?After teaching the value of ?love? in my class I have noticed a very big change. Children never had this value in them before. They used to abuse one another, beat one another whenever one wronged the other. But after teaching this value, I have realized that they now have love for one another. They do not abuse or beat or annoy one another. I have seen them sharing even different things in class without discrimination. They now do not have that hatred they used to have towards one another.?
Selly Lenjo, The Kings School Nairobi ? Nairobi, Kenya Ages 9-11


?After learning and practicing the value of ?honesty?, I have seen a great positive change in the children. A big percentage of the class now are free to tell the truth even if it may sound negative. Even if the truth may result in punishment, they don?t hold it back.?
Edith Mbunigu, The Kings School Nairobi ? Nairobi, Kenya Ages 8-10


?While teaching the value of ?humility? I have noted changes in behavior of the children. My pupils have developed a sense of using the courteous words always, taking for example when a visitor enters the class they will all stand and greet, they also appreciate the visitor with kind words.?
Eunice Ngugi, Kings School Nairobi ? Nairobi, Kenya Ages 7-9


?My class was focusing on the value of ?peace.? As we went through the program, I noted a lot of change in the area of cooperation. Children are now working in groups peacefully, especially when doing revision work. A lot of change has also been noted outside the classroom e.g. during break and lunch times. The pupils have formed social groups where they sit and share stories or play games. One parent has reported a change in her son who has turned to be honest. This has created peace in the family and even at school.?
Anne Mueni, The Kings School Nairobi ? Nairobi, Kenya Ages 10-12


?Students have gained courage and can confront issues affecting them without fear. They have realized who they are and through the value of ?freedom,? they have become confident in matters affecting them be it at home, school or within the community they are living. As an educator, the value of ?freedom? has brought me closer to the students. They can now share their experiences with me without fear hence promoting good relationships with their parents and further making themselves known to their parents without fear of intimidation.?
Keya John, The Kings School Nairobi ? Nairobi, Kenya Ages 13