ASSIGNMENT

ED 317 - Good Manners and Right Conduct (Edukasyon Sa Pagpapakatao)

Week 8
Direction: Give specific classroom activities using the general strategies for teaching values. Explain
clearly the steps on how these strategies are employed. (25 points)

Silent sitting In silent sitting the teacher will go through

a simple relaxation exercise with the
children where they follow the instructions
given. Examples of these exercises include:

 alternately tensing and relaxing

muscles in different parts of the
body.

 Becoming self aware through

listening to different sounds and
speech.

 Self-awareness through watching

oneself breathe.

 Taking part in a guided visualisation

exercise e.g. an autumn leaf falling
down into a stream, and then being
gently carried out to a vast calm
sea.

Parables Arguing that teacher education has become

rule bound, even in the use of teaching
narratives and cases, and for the need to
challenge beginning teachers’ conceptions of
teaching and learning, the author suggests
parables as promising means for enlivening
teacher education and for stretching
understanding. After defining parable, the
author presents an analysis of three examples
—The Storm, The Sower, and The Fish and the
 Turtle—to illustrate some of the rich
interpretative possibilities they offer for thinking
critically and imaginatively about teaching and
learning and for generating fresh educational
metaphors useful for guiding thought and
action.

Education and values are inseparable parts of

our life. Generally, values cannot be taught
through teaching but it may transfer from the
teacher or teacher educator. Though, it can be
informally developed by telling the value related
stories to the students. Values are used to
recognize and obey or follow the thing that
good is agreeable and bad is disagreeable.
Values are embedded in education which
changes the social desirable activities to the
learners. Teaching profession is mother of all
other profession in such way the prospective
teacher are the pillar of the value development
to the future students. It is the right time to
teach value education and its contribution to the
behavior changes of the individual. Developing
values among the prospective teacher and it
may reflect to their students through him/her
activities. The author of this paper has
concerned to create a picture about the
strategies to develop values among prospective
teachers.

Proverbs The Hebrew Bible also contains wisdom, most

notably in the book of Proverbs, which is a
collection of poems and proverbial sayings. Like
the wisdom we encounter every day, the wisdom
in Proverbs also has various forms and uses
persuasive techniques to make its appeal. The
book of Proverbs is concerned with teaching
wisdom, not just recording or cataloging it. The
opening lines of the book explain that its purpose
is “to learn wisdom and discipline, to discern
words of insight…to give savvy to the naïve,
knowledge and astuteness to the young”
(Proverbs 1:2, 4). Unlike other books in the
Hebrew Bible, Proverbs does not present a list of
laws that must be obeyed, nor does it appeal to
divine revelation. Compare, for example, the Ten
Commandments (Exodus 20; Deuteronomy 5),
which offer a list of laws that the Israelites should
keep. The Commandments appeal to God’s
authority—the people should obey them because
they are the words that Moses received from
God. Proverbs bases its appeal on different
strategies. A primary teaching strategy in
Proverbs is rebuke. Proverbs speaks of physical
discipline as a means of correction: “a whip for a
horse, a bridle for a donkey, and a rod for the
back of fools” (Proverbs 26:3). Here, the rod is a
tool of training, not of punishment, used to guide
the foolish student towards the way of wisdom.
But more often, the book refers to verbal rebuke.
Indeed, words have even more power than the
rod, especially upon receptive ears. Proverbs
17:10 observes: “a rebuke strikes deeper into a
discerning person than one hundred blows on a
fool.” In fact, one can profit from rebuke not only
by receiving it oneself, but by witnessing the
rebuke of others. So Proverbs 21:11a, “when a
scoffer is punished, the naïve one becomes wise.”
According to Proverbs, the need for rebuke is
basic to all humanity. The unformed mind is a
foolish one, and it requires discipline to become
properly ordered and trained after the way of
wisdom. Acquiring wisdom is a continual, and
never-ending, process—even the wise person
requires correction (Proverbs 9:8; 19:20).
Another dominant teaching strategy in Proverbs
is motivation. Proverbs recognizes that students
are motivated by self-interest, and it offers a
wide range of motivations in its appeal, promising
certain benefits and material rewards for
following the parent’s instruction. “My child,”
says the parent, “do not forget my teaching, let
your mind keep my commands, for they will
bestow on you length of days, years of life, and
well being” (3:1–2). Proverbs 10:4 offers that, “a
negligent hand causes poverty, but the hand of
the diligent enriches,” suggesting that wealth
comes to the industrious. It is important to note
that these motivations are promises; they are not
insurance policies. Desirable outcomes are not
guaranteed, but simply presented either as a
reasonable expectation or as a way to depict
positively a particular situation, act, or character.
Closely related to language of motivation is
language of desire, and Proverbs is in many ways
a book about discerning between right and
wrong desires. One of the main claims of
Proverbs is that the things we desire shape our
character. It appeals to human desires for wealth,
long life, fine food, and love as a way of teaching
the student to discern between helpful and
harmful desires. For example, in Proverbs 1:10–
19, the parent warns his child about a group of
people who may entice him with the promise of
wealth to join their deceitful practices. The goal
for this group is great wealth, and any means
necessary justify that end. But as the father tells
the story, he too says something about wealth.
Wealth acquired by deceit is not desirable at all—
it leads to death. Yet elsewhere in the book,
wealth can be indicative of human flourishing,
and the parent encourages the student to acquire
things of value, both material wealth and
intangible treasure, like knowledge or wise
speech. According to Proverbs, the desire for
wealth—and many other things—is not all bad, in
and of itself. Desires, rightly ordered, can lead to
wisdom. At the same time, desire can also lead
one astray. Even as the book validates certain
cultural desires, it also frames them in the larger
perspective of the pursuit of wisdom. The wise
person is not one who disavows all desires, but
rather one who seeks wisdom as the highest
desire and who seeks other desires in relation to
the goal of wisdom. Proverbs has a complex
pedagogy that accounts for the complexity of the
human person. It assumes that human character
is continually being shaped—not just by official
teachers, but by friends, acquaintances, the
threat of punishment and the allure of
motivations and desires. Accordingly, even as the
 parent of Proverbs teaches about wealth, for
example, he recognizes that the student may
meet other “teachers” in the guise of would-be
friends who promise easy money. The goal of the
book is to help the student discern the way of
wisdom amidst the bewildering array of choices
and desires that daily life presents. In this
respect, even though not all of its teaching
strategies will be followed in modern classrooms,
the book of Proverbs still has much wisdom to
share with modern teachers and students.

Quotations The Stick Figure Quotes strategy provides a

creative outlet for students while engaging
them in an intellectually rigorous activity of
character analysis. Students collect and use
evidence from a text, sorting passages or
quotations from the text based on the degree
of importance or relevance. This process of
character analysis also fosters greater
understanding and empathy as students
identify how a character thinks and what is
important to them. While this strategy is
often used with literary characters, you could
also have students create stick figures for a
historical figure, using the figure’s own words
as the quotes.

Procedure

1. Students Collect Quotes

Ask students to identify brief
passages or quotations in the text
by or about a specific character.
You can have students choose a
character or you might assign them
one. Tell students that the quotes
they choose can include
 descriptions, dialogue,
observations from other
characters, etc.
2. Students Sort Quotes
Tell students to sort the quotes or
passages they have collected by
considering these factors:

o Which is most central to

your character's identity or
representative of his or her
core values?
o Which describe ways in
which the character
influences the world around
him or her?
o Which are more from the
head, and which are more
from the heart?
2. Students Create Stick Figures

Tell students that they will now use

the quotes they’ve found to create a
stick figure representation of their
character.

In the example located at the end

of this strategy, a student has
illustrated Dill from To Kill a
Mockingbird. This is how the
student explains the thinking
behind the placement of quotes:

His spine: “ . . . return the

hug at long last bestowed
upon him.”
At his core, Dill wants to be
noticed and loved. We see
this at multiple times during
the book, including this hug
from Aunt Rachel after
escaping to Maycomb.
  

His right arm: “Dill got him

the third day when he told
Jem that folks in Meridian
certainly weren’t as afraid
as the folks in Maycomb.”
Student’s explanation: Dill
manipulates the world
through his storytelling. It is
his stories that win over
Jem and Scout from the
beginning, and his
storytelling which he uses to
move others’ opinions.

His leg: “It ain’t right,

somehow it ain’t right to do
’em that way . . . ”
His left leg is lifted a little,
because his response to the
trial gives me hope that he
will “walk” in the direction
of social progress.

Poems
Found Poems
This teaching strategy was originally
designed for use in a face-to-face setting.
For tips and guidance on how to use this
teaching strategy in a remote or hybrid
learning environment, view our Taking
Found Poems Online video.

Rationale
A “found poem” is one that is created
using only words, phrases, or quotations
that have been selected and rearranged
from another text. To create found
poems, students must choose language
that is particularly meaningful or
interesting to them and organize the
language around a theme or message.
Writing found poems is a structured way
to have students review material and
synthesize their learning.

Procedure

1. Students Create a List of

Words, Phrases, and
Quotations
Ask students to review a text, or
multiple texts, related to the unit
of study, including work on the
walls of the classroom, journal
entries, primary source
documents, and the text itself. As
students look over these texts,
have them record words, phrases,
or quotations that are particularly
interesting or meaningful. We
recommend that they identify
between 15 and 20 different words
or phrases so that they have plenty
of ideas from which to choose
when composing their poems.
2. Students Identify a Theme
and Message
Now students identify a theme and
message that represents some or
all of the language they have
selected. A theme is a broad
concept such as “obedience” or
“loyalty.” A message is a specific
idea they would like to express
about this theme. For example,
“decision making” is a theme. A
message about decision making
 expressed by humanitarian Carl
Wilkens is, “Every situation is an
opportunity and every opportunity
demands a decision.” Often it is
helpful for students to do this step
with a partner. Students can trade
lists and describe the themes or
main ideas they see in their
partner’s list.
3. Students Select Additional
Language
Found poems only use words that
have been collected from other
sources. So, once students have
selected a theme and a message,
they may need to review their
materials again to collect
additional language.
4. Students Compose a Poem
Students are now ready to arrange
the language they have selected to
create their poems. One approach
to this task is to have students
write all of the words and phrases
on slips of paper, so that they can
move the slips around until they
are satisfied with their poem. Let
students know that they cannot
add their own words when creating
a found poem (not even articles or
prepositions), but they can repeat
words or phrases as often as they
like. Also, when composing found
poems, students do not need to use
all of the words or phrases they
have previously selected.
5. Share Poems
Students can read their poems
aloud to the class. Alternatively,
students can read the poems
silently. First, have students pass
their poems to the left once. Have
students read the poem they’ve
received, write a comment
 (students should sign their name
to their comment), and then pass
the poem again to the left for
another comment. Depending on
how much time you have, you
might allow for three or four
passes, or you might have time for
students to comment on all of the
poems created by their classmates.
6. Discuss
This activity can end with a final
discussion based on what the
poems reveal about the material
students have just studied.
Prompts you might use to
structure this discussion include:
What strikes you about these
poems? What do they have in
common? How are they different?
What surprised you when reading
them?

Variations

1. Group Found Poem: The

instructions above assume that
students are writing their own
poems, but the same process can
be used for small or large groups of
students who create found poems
together. You can have each
student select one line for the
found poem, or you can have the
group determine the words and
phrases that will be used but allow
each student to create his/her own
arrangement of this language.
2. Poets’ Statements: While
composing the found poems helps
students review and synthesize
what they have learned from a
unit, the poem itself does not
always reveal the thinking that has
gone into creating this work. For
 that information, you can ask
students to write a statement
explaining their poem. Questions
students can answer in this
statement include: What is the
message of your poem? What
“evidence” can be found in your
poem that supports this message?
Why is this message important to
you?
3. Publish the Found Poems:
Students can publish their poems,
in a print format or on the web, as
a way to share them with an
outside audience.
4. Organize a Poetry Reading:
Another way to have students
share their poems is in a poetry
reading. This could be an evening
activity where the students from
other classes, parents, and
teachers are invited to attend. The
audience should be invited to ask
students questions about their
poems.
5. Remote Learning: Taking
Found Poems Online: Learn
how to implement the Found
Poems teaching strategy in an
online learning environment. This
strategy helps students review
material and synthesize their
learning by creating a found poem.