DIDACTIC AS THEORY FOCUSED ON VALUES 1

Didactic as Theory Focused on Values

Ana Cristina Castello Olaya

Katerine Sánchez Acosta
Yesica Alejandra Sánchez García

Graduation Paper Advisor: Liliana Maria Maturana Patarroyo

Universidad Católica Luís Amigó

Medellín

Diciembre, 2017
DIDACTIC AS THEORY FOCUSED ON VALUES 2

Abstract

This research was carried out in a private institution located in Itagüi. The interest emerged due to
the problems presented in an English classroom of 27 students from ninth grade. There were
continuous presentations of various misbehaviors, reactions, comments, situations of bullying,
discussions, and confrontations between students, but also between teachers and students, the lack
of values was evident. This type of situations produced class interruptions, and altered the English
class environment. Therefore, it affected teaching-learning processes in the communicative
competence by not having meaningful progress. Through action research, using qualitative method
for gathering information such as focus group, observation, peer observation, and a survey. Also,
based on the data collected and conclusions, it was necessary to apply a project in the classroom,
this project was called YOUNG PEACEBUILDERS, basing this project on didactic as theory, it was
important that teachers self-evaluate their teaching process and begin to make significant changes
from their own beliefs, thoughts, ways of acting, and start living as peaceful people being able to
DIDACTIC AS THEORY FOCUSED ON VALUES 3

transmit peace as well as being a model of peaceful people for their students, making all of this
possible, students started to react in a very good way, they found out that values were necessary for
them to coexist in the classroom with their partners and also out of the school with their families
and friends, by the other side, teachers found out the importance of the reflection on action they
started to make in their classes.
Key words: Values, communicative competence, didactic as theory, peacebuilders reflection
on action.

Context

The school where this research was carried out is a private- catholic school founded in 1962
by the Presbyter Celedonio Arismendy Cardona. Students from this school belong to a medium-
high socioeconomic stratum. This institution provides levels of education from transition to high
school with a flexible curriculum.
DIDACTIC AS THEORY FOCUSED ON VALUES 4

Respect emerged to be the most salient value commonly violated by students. In class,
disrespect, physical confrontations, and verbal aggression were evident between partners and
teachers. English teachers need to start building peace in their classrooms; they need to start
implementing values in their planning and their daily classes. Peacebuilding teachers in the
English classroom seeks the merging between English language teaching and values, which meant
the creation of a peace environment during classes. That is why we decided to create a project
called young peacebuilders whose objective was to promote values and impact students in a
positive way; in order to provide an appropriate teaching and learning environment for having
successful English learning plus transforming our society.

Population

This research took part in a 27 9th graders group; 23 boys and 4 girls, aged between 13 to 15
years old. Students’ socioeconomic stratum is around 3 and 5.
DIDACTIC AS THEORY FOCUSED ON VALUES 5

In this research, a sample of 15 students, 3 girls and 12 boys, was selected to gather data. Due
to the group diversity, a stratified purposeful sampling was used; this sampling focuses on
characteristics of particular subgroups of interest that facilitates comparisons.

Statement of the problem

English classes had shown the need to focus on the specific situations that characterized the teaching practice
with students who misbehave during the classes. Because of their behavior and the lack of interest in the subject,
English classes were not well developed. They had disruptive and disrespectful behavior not only with their
teachers, but also with their partners. When they were in class most of them were chatting or even playing video
games on their cellphones. If the teacher was speaking, students did not usually pay attention to him/her. We
analyzed the kind of learning difficulties manifested by children at school. Therefore, new strategies and teaching
alternatives were to be developed in order to offer different possibilities for students to overcome their difficulties
and ultimately be able to perform properly in class.
In this study, didactic as theory was used to promote values among students and between students and
students-teachers and to make possible the language development in the English classes. The school had
DIDACTIC AS THEORY FOCUSED ON VALUES 6

been affected through time by the students’ misbehavior and academic problems, all these situations were
affecting students, regarding academic progress and social interaction. Further, teachers had to reflect and
analyze what was happening inside the classroom in order to find ways to change disruptive situations that
affected the class development. Thus, teachers should promote healthy coexistence and being peaceful models.
According to Sindhi (2016) “teachers are seen as peace builders that teach children how to live together in peace
by overcoming prejudice within and between individuals and communities” (para. 1).

Literature review
The categories that lead this research are: didactic as theory; students’ responses: divided into students’
interaction and language development, Further, reflection on action, those categories helped us to define the
impact students had in this research.

Didactic as theory:
The interest of working from the perspective of didactic as theory emerged from the continuous observation made for the
teachers in the classroom. These observations let teachers anticipate modifications about methodology and strategies for English
teaching. For this reason, planning, rules and attitudes in the classroom changed dramatically. Didactic as theory is seen as how
teachers reflect and analyze about their own practice. In addition, what they want to transform for improving teaching and learning
DIDACTIC AS THEORY FOCUSED ON VALUES 7

processes. Furthermore, it helps to adjust their methodology and planning according to students’ context, needs, background, and
characteristics. Moreover, the idea is to take students out of their comfort zone and promote critical thinking, Kumaravadivelu
(2003) claims that: “as strategic thinkers, they (teachers) need to reflect on the specific needs, wants, situations, and processes of
learning and teaching. As strategic practitioners, they need to develop knowledge and skills necessary to self-observe, self-analyze,
and self-evaluate their own teaching acts” (p.2).

Students’ responses

Teachers are exposed all the time to students’ positive or negative responses. In this research, responses were a category
presented in all proposed activities. According to Heward (1994) “an active student responding occurs each time a student makes a
detectable response to ongoing instruction” (p. 286). Furthermore, responses were evident in the complete process and it provided
an engagement between students and learning; as a result, it increased an active learning and interactions. Coles (2014) suggests to
stimulate students interests“teachers must awaken the passions of their students and teach the knowledge and skills needed to
direct and sustain it” (para. 8).

Students’ interaction:
According to Tirri & Kuusisto (2013) “we learn by interacting with something or someone, such as teachers or fellow
students, peers or teams. We can also learn by interacting with our environment” (p. 8). Students interact all the time with people
around them, the idea is to make them interact in a positive way. At the same time, people around them are models for they copy
different behaviour and reactions they adopt to interact with other people.
DIDACTIC AS THEORY FOCUSED ON VALUES 8

Language development:

In this study, the development of communicative competence was essential to carry out the interventions, in order to develop
and improve the use of the language through the project. According to Canale and Swain (1980) “we assume that a theory of
communicative competence interacts (in as yet unspecified ways) with a theory of human action and with other systems of human
knowledge”(p. 29).
Communicative competence in the Common European Framework Reference (CEFR, 2001), is defined in terms of
knowledge and ability to use a language. It includes three basic components language competence, sociolinguistic competence and
pragmatic competence.

Reflection on action
As Schön (1983) stated “reflection-on-action involves reflecting on how the practice can be developed after the event; ‘we
reflect on action, thinking back on what we have done in order to discover how our knowing-in-action may have contributed to an
unexpected outcome’” (p. 26). Reflection-on-action in the project was carried out during and after every single class with that
reflection teachers could realize which kind of changes they needed to make in the planning in that way they could develop and
achieve their goals.
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Triple entry chart.

Sources and strategies Teachers ( Participant Observers) Students Theoretical basis

and researchers ( Non participant
observers)

- Interview - Interviews - Documents analysis

Categories and indicators - Peer observation - Survey - Collecting Documents
- Self-observation - PEI
- Manual de convivencia

Didactics as theory

*Didactic transposition X X X

-How to critically integrate the

teaching of values in students' daily
lives in order to improve their
behavioral choices and help them
act well under pressure?

-Do strategies used promote values

inside the classroom?

-How does the peace builder project

help regarding academic and
disciplinary difficulties with the
activities and strategies proposed?

RESPONSES

*Values X X X
* Attitudes

How did the attitudes of the students

improve in relation to the activities
proposed?
-How have values been effective in
the implementation of the classes?
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-How have the students been

responded to the treatment of other
students and teachers?

-How have the students' responses

been according to the activities
proposed?

-How would you like to be treated

by others?

-How to create a peaceful

environment in the classroom?

-how do the students' attitudes

change in relation with the different
activities?

-Do they answer in a positive way

or not?

Language Development

-Have the values implicit in the

activities and the development of
the language in the English X X X
language had any relation?

-How to connect the proposed

activities with the improvement of
English?

-How do the activities contribute to

the improvement of students'
communicative competence?
DIDACTIC AS THEORY FOCUSED ON VALUES 11

Results

Findings were based on the data collection. In general, findings aimed to identify the impact that didactic as theory had in
promoting values inside the English classroom.

Finding 1:

The methodology used in this project, seen from didactic as theory promoted critical thinking in students. According to Paul
and Elder (2016) “critical thinking is the art of analyzing and evaluating thinking to improve” (p. 4). We also can say that this
critical thinking is reflected in our students’ responses. Students expressed their positive transformation regarding to motivation in
English classes they had during this intervention.
In terms of interactions, the students ‘motivation gained, the use of English and the meaningful classes they had changed
students’ perception about English classes. They started to use their English for the construction of texts. As a reflection, this
project helped us to be aware of challenges as teachers we have; one of them is to reflect about our beliefs and start to reinforce
them with a peaceful subject’s perspective.

Finding 2:
DIDACTIC AS THEORY FOCUSED ON VALUES 12

We found out that values were really important in the classroom, even for those students that used to have disruptive
behavior; from didactic as theory, we called those values out to make our students reflect and make important interventions with
the use of English from the impact they were having with the project, it was also an important fact to change teachers’ attitude.
To continue, these are some opinions that students said:
- “para mí es un muy buen proyecto, porque buscan que haya paz entre nosotros y lo han logrado” [for me it is a good
project, because you were looking for peace between us and you achieved it].
- “las actividades del proyecto nos ha ayudado a reflexionar frente a nuestros actos” [the activities from the project have
helped us to reflect in front of our acts].
- “nos han enseñado a ser un poco más unidos y a tolerarnos más” [you have taught us how to be closer and to tolerate
more ourselves]. K. Sánchez (Focus group analysis, November 3rd, 2017)

Additionally, values are inculcated at home for families and reinforced at school. Students reflect with teachers, classmates and
friends their behavior according to a model they have at home. Further, the influence of teachers beliefs make this type of projects
successful or not.

Some authors emphasize the importance of values in the classroom:

as teachers we tend to naturally promote these values when we encourage and promote communication in the
classroom. When students are given the opportunity to express themselves and give their opinions on different topics we
teach them the values of respect, as they need to listen to each other. (Musserotte, 2015, p. 1)
DIDACTIC AS THEORY FOCUSED ON VALUES 13

That is why, teachers need to be good observers inside the classroom, for interpreting students’ realities and take decisions that accomplish their
learning and teaching process to achieve a desired results.

Finding 3:

Planning needs to be flexible, especially if teachers work from the methodology of didactic as theory. Flexibility depends on
students’ responses and from teachers’ observation and self-analysis after teaching and learning processes. “we (teachers) must be
careful to avoid the rigidity that characterizes traditional ability grouping and offer students dynamic and flexible opportunities
responsive to curricular goals and individual needs” (Radencich, McKay & Paratore. 1995, p. 25).That is why our planning was quite
open to make changes, because we wanted to make students feel as comfortable with us that they were willing to change with the
project without any pressure.
Indeed, the planning used in the project was focused on language development and also to evaluate the impact that the
didactic as theory had in promoting values. The planning was flexible in order to see how students respond to the activities
proposed and how these activities and implementation of values through the English classes could help in the progress of students
learning.
Finally, Colombian situation talking about peace agreement and regarding post-conflict process, demands schools to
implement peace activities in curriculums, not only as a simple subject but also taking peace as part of their lives.
DIDACTIC AS THEORY FOCUSED ON VALUES 14

Finding 4:

Teachers’ transformation was also an important finding. The way we used to teach and to see our students’ progress from
their reflection on action; and also didactic as theory applied by teachers, helped to understand students’ attitudes in some cases
and give solutions to solve problems. Schön (1983) claims: “reflection-on-action involves reflecting on how practice can be
developed (changed) after the event ‘We reflect on action, thinking back on what we have done in order to discover how our
knowing-in-action may have contributed to an unexpected outcome’” (p. 26).
On the other hand, teachers’ transformation was possible seeing the English teacher as a peacebuilder; in the way that
teachers became aware of the social responsibility they have with the society, developing their own methodology and reflecting on
their own classes to make them better for them and their students. Additionally and taking into account that teachers´ need to
educate children and young adults to be citizens, to work with them and help them understand social problems to face the
community.

Additionally we could evidence that:

- The implementation of projects to promote values in the English classroom has a positive impact in students.
- The didactic as theory is a good methodology that teachers should apply in their classes, in that way they are not going to feel
frustrated if any method or approach do not work. On the other hand, teachers are going to reflect in their own practice to
see what works and what does not work and implement changes in their planning.
- The implementation of values inside the classroom is necessary, in that way, students are not going to be focus only in
instruction, but also in being educated.
DIDACTIC AS THEORY FOCUSED ON VALUES 15

- Students’ language development increases when they see teachers’ interest on them and their needs and when the teacher
works with topics of their interests.

Discussion
Conclusions and recommendations

● Teachers are involved in many situations in the classroom. Therefore, teachers have a big responsibility to reflect and analyze
about their own practice, in order to know students’ needs, characteristics, context, and background. They have the challenge
to promote and encourage peaceful scenarios from the classrooms In order to favor the English teaching language.

● When teachers are deeply involved in teaching peace education, it provides the opportunity to see themselves regarding to
values and beliefs, in order to be a model for their students, therefore, teachers could achieve important transformations not
just in themselves but also in students. Those attitudes and changes will make students to understand who is a peaceful
person and environment and a peace builder. Thus, the teacher will have a positive impact on their students.

● Peacebuilders teachers promoted positive learning environments based on values, critical thinking, problem solving, social
interaction strategies and self-social awareness in order to create peaceful scenarios finding solutions in their daily lives
through meaningful teaching and learning experiences that involve teachers, practitioners and students who start
constructing peace within the classroom
DIDACTIC AS THEORY FOCUSED ON VALUES 16

● Pedagogical experiences represent a first step toward the social responsibility that a teacher should have regarding education
in post conflict more than having a simple subject focused on peace. We need teachers that encourage or favor positive and
peaceful environments in all classrooms.

Also we have some recommendations:

1. In case you want to work on projects where students are exposed to the real life situations, in order to promote a critical
thinking and values you should prepare yourself as teacher to be aware of the responsibility you have with your students and
prepare them for facing future situations and the society.
2. To develop projects that help students to build peace and promote values inside the English classroom, it is important to use
our own methodology, but basing it on didactic as theory because with the reflection-in-action you make day by day after
your classes, it will help to understand students’ realities and giving them tools to face social problems.
3. Don’t forget to implement activities that help the language development to increase the motivation in the English class.
DIDACTIC AS THEORY FOCUSED ON VALUES 17

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