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EGE17-Module 5 - Module

BSED English (Pangasinan State University)

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Study Guide in EGE 104 – Good Manners and Right Conduct Module

STUDY GUIDE FOR MODULE NO. ___

5

TITLE OF THE UNIT/CHAPTER

UNIT/CHAPTER 5– General Strategies of Teaching GMRC/Values

MODULE OVERVIEW

In today’s world, teaching values to our youth is more important than ever. From the
moment they are born, children are extremely impressionable. They begin to form their
opinions and view of the world before they even hit their adolescence. As parents and
educators, we are children’s biggest and number one influencers; and it is our responsibility
to teach our youth about core values so they may grow up to be caring, confident and
respectful adults.

Values are essential to the human being to interact with the environment in a sustainable
way. Values play a significant role in all individual’s life. Generally, Man created some
notions for living and the notions are called values. Value Education in an education
strategy or methodology to provide training that maintains the values of an individual by
telling stories about the achievers. Value education plays a significant role in individual's life
and it provides a way to live with socially constructed notions. On this note, this module will
give aid and ideas on general strategies applicable in teaching GMRC/values.

MODULE LEARNING OBJECTIVES

At the end of this lesson, the students should be able to:

1. identify/understand the different strategies in teaching GMRC/EsP;

2. explain the different teaching strategies in values education; and
3. demonstrate the different strategies in teaching values education.

LEARNING CONTENTS (title of the subsect

Unit 5: General Strategies for teaching GMRC/Values Education

A. Silent sitting (Angel)

Silent sitting is an opportunity for children to sit quietly and let their minds be peaceful. It
promotes the ability to tune out distractions and tune in. It is a relaxation and concentration
exercise capable of reducing stress, the level of noise in the class and physical
restlessness, with the result of improving discipline and calming the mind. It has been
demonstrated how both creative art and language skills improve after a period in which

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children sit in silence, due to an increase in concentration.

Examples of silent sitting exercises

 Listening to different sounds
 Guided visualization exercise
 Alternately tensing and relaxing muscles
B. Parables, proverbs, quotations and poems (Ella)

Parables intend to employ human characters, proverbs that give us additional word of
wisdom, poem that expresses emotions through story or music. Knowing quotations, we
can apply those to academic writing correctly.

Parables, proverbs, quotations and poems have the same goal. That is to give people a
lesson or have something to keep on living. Parables teaches us a lesson, proverb offers
you the wisdom, quotations used to quote someone’s work, though we can pick a lesson
from it, and the last is poem that may teach us how to express ourselves using the types of
it.

C. Visual Experiences (Alysa)

Visual Experiences are sight visits that incorporate memorable encounters and educational
learning, thereby providing a robust experience that will live on in the individual long after
they have lost their eyesight An example of visual used as an adjective is a visual
presentation with moving images and pictures.
Visual experiences are designed to capture the attention of all students and engage them
with art in more personal and meaningful ways is to create a visual experience
representation of the picture or lesson that summarizes what was learned. This can be
done through an illustration, storyboard, PowerPoint, or other ideas students come up with
by process of using visual note taking strategies are essentially the same in all content
areas.

Benefits of Visual Experience/s in Teaching Values Education:

1. Enables to easily explain concepts or ideas.
2. Stores information to a long-term memory.
3. Improves Cognitive capabilities and stimulates one’s imagination.
4. Attract students’ attention.
5. Increases audience’s participation.

D. Role plays (Vea)

Role Play is a pedagogy that been used in a wide variety of contexts and content areas
(Rao & Stupans, 2012). Role-Playing Methods in the Classroom is about a technique that
has proved highly useful to many teachers for dealing with a variety of classroom problems
and reaching certain learning objectives, (Lippitt and Fox, 1966).

Role-play is an important part of a child’s socialization, and their future ability to interact
with peers and wider society, research demonstrates. The benefits of role play are
numerous, but the effects on emotional, social, and linguistic development are astounding.
Research has shown that children who engage in role play at an early age are more likely

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to be able to regulate emotions, have higher levels of linguistic aptitude, and be able to
interact with peers in self-regulated games.

E. Biographies (Nicole)

Biography came from the Greek word biographia which means “description of life” (bio
“life” and graphy “record or data”). It is basically “the story of a real person’s life written by
someone other than that person” (“Biography”, n.d.). Biography is very important in
education for it presents “not only the good characteristic but also on weaknesses and
human errors” (Victoria, 2019). Thus, the students will know that no matter how
overwhelming the problem is, they will be able to surpass it. In addition, they may learn who
to emulate and also embrace or adopt the virtue possessed by that person in their lives.

Categories of Biography:

1. Informative Biography
This, the first category, is the objective and is sometimes called “accumulated”
biography. The author of such a work, avoiding all forms of interpretation except selection-
for selection, even in the most comprehensive accumulation is inivitable.

2. Critical biography
Thus second category, scholarly and critically, unlike the first, thus offer a genuine
presentation of a life. These works are very carefully researched; sources of “justifications”
(as the French call them).

3. Standard Biography
Thus third, and central, category of biography, balanced between the objective and
the subjective, represents the mainstream of biographical literature, the practice of
biography as an art.

4. Interpretative Biography
This fourth category of life writing is subjective and has no standard identity.

5. Fictional Biography
The books in tis fifth category belong to biographical literature only by courtesy.
Materials are freely invented, scenes and conversations are imagined.

F. Moral dilemmas

Moral Dilemmas are situations where the person/s, who is/are called “moral agent/s”
ethics, are forced to choose between two or more conflicting options, neither of which
resolves the situation in a morally acceptable manner. It may be described as a situation
where one seems morally obliged to do different acts but for some reason or other you
cannot do both.

Four Types of moral Dilemmas:

1. Epistemic moral dilemmas

 There are two or more moral requirements that conflict with each other.
 The moral agent hardly knows which one takes precedence over the other.

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Ontological moral dilemmas

 There are two or more moral requirements that conflict with each other, yet neither of
these conflicting moral requirements overrides each other.
 Neither of the moral requirements is stronger than the other; hence, the moral agent
can hardly choose between the conflicting moral requirements.

2. Self-imposed moral dilemma

 Caused by the moral agent’s wrongdoings.
World-imposed moral dilemma
 Certain events in the world place the moral agent in a situation of moral conflict.

3.Obligation moral dilemmas

 Situation in which more than one feasible action is obligatory.
Prohibition moral dilemmas
 Involve cases in which all feasible actions are forbidden.

4. Single agent moral dilemma

 The agent “ought, all things considered, to do A, ought, all things considered, to do
B, and she cannot do both A and B.

Multi- person moral dilemma

 One agent, P1, ought to do A, a second agent, P2, ought to do B, and though each
agent can do what he ought to do, it is not possible both for P1 to do A and P2 to do
B.”
 The multi-person dilemma requires more than choosing what is right; it also entails
that the person involved reached a general consensus.

G. Essays, articles, classics and news paper

Essays is an organized piece of writing that focuses on a single topic. Further, writing
essays is one of the activities given by the educators to their students to enhance their
critical thinking skills, comprehension, and of course to widen their vocabulary . Meanwhile,
articles as a written composition on a specific topic forming an independent part of a book
or other publication as a newspaper or magazine may also benefit the learners to be
informed and be entertained on one’s behavior and to educate his/her self.

H. Anecdotes (Ruth)

An anecdote is a short and amusing or interesting story about a real incident or person.
It is simply a short story or tale which can talk about any subject the speaker or author
wishes to deliver. The qualities of an anecdote are based on the events and people and is
normally used as a way of entertaining the readers or listener and making them laugh.
Basically, it’s a short story about something that happened to you, and/or to someone you
know or know of. If you and your friend are chatting about person and you remember
something they did, then as you tell the story as part of the conversation, you have used
an anecdote.

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Anecdotes are used to give a personal perspective illustrate a point, make people think
about something or make them laugh. One of the place where you might find anecdotes
writing useful is when writing a college application essay. Perhaps, something that
happened in your life inspired you study in a certain direction and you’d like to share the
story to show why you are highly motivated to do well.

TELLING ANECDOTES: (Format)

Introducing a story Engaging the listener Closing the story
Once … And guess that… I was so mad at myself…
So… But you know what? I felt so stupid …
Well… Can you imagine? It was such an…
You know… Experience …
Did I tell you about … It was a difficult moment …
Did you know that …

I. Group singing (Glyse)

Group Singing is a type of singing in a form of group of people or individuals singing

together. In her article, Wheeler (2014) said: “group singing is one of the primary forms of
the early human musical activity that is why it has been highly recommended as one of the
strategy of teaching a child. Moreover, its function is for the students to finish one activity
and ready for the next and its roles in helping children to be cooperative, critical thinker and
problem-solver.

The importance of group singing as means of education should never be lost sight of
because the students will be drawn closer to God, to their teachers, and to one another
(White 1947 as cited by Burgo, 2012).
In addition, it is also use as an ice breaker or activity for the class to have warmed up
before the class start.
It can be used as a creative and fun way to increase enjoyment and achievement in
different areas like values and literacy of the students.

Music is a great way to introduce new words; it can also contribute to children’s progress
and learning in many different areas. It supports self-expression, cooperative play,
creativity, emotional well-being and development of social, cognitive, communication and
motor skills.
 Group singing has been highly suggested as a primary form of teaching values
based education.
 It is one of the most important general strategies of teaching values.
 It has strong effects on Physical, Psychological and Social aspect of the students.
 In physical, breathing control is enhancing that helps students having difficulties on
speech delivery.
 Meanwhile, in psychological aspect, the student becomes more cooperative, logical
and problem-solver.
 In Social, it comprehends the student’s capability to involve and communicate with
others. That is why group singing is vital and a must in teaching values.

J. Group activities (Jhona)

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The importance of Group activities is to build a strong bond among the students; it can
teach them the essence of the word “teamwork” and “respect”. In order to create an
excellent product, they will just don’t have to work with each other but also, respect each
other’s idea, perspective, and goals. Having Group activities in every lesson is the sense of
solidarity in the class. Having the mental picture of a learner portraying difficulty in finishing
a certain task can be avoided if group activities will be introduced and entertained. Not all
tasks are meant to done alone since the present curriculum requires an interactive learning.

Having a comfortable group mates can help the students to show their confidence, they can
participate or give their ideas and also, they can contribute their knowledge to give more
information to their leader. Students participating in the group work is a key ingredient in the
student learning. When students are able to verbalize their ideas, listen to one another,
share authentic decision, and create common product, they are much more actively
engaged in the learning process.

K. Questioning

Effective questioning involves using questions in the classroom to open conversations,

inspire deeper intellectual thought, and promote student-to-student interaction.

Effective questions focus on eliciting the process, i.e. the ‘how’ and why’, in a student’s
response, as opposed to answers which just detail ‘what’.

Using them in the classroom creates opportunities for students to analyze their own
thinking, that of their peers, and their work.

Two main types of questions :

1. Closed Questions
Closed questions are those that prompt a simple response, such as yes, no, or a short
answer.

2. Open Questions
Open questions, on the other hand, are those that require a deeper level of thinking
and often prompt a lengthier response. They ask students to think and reflect, provide
opinions and feelings, and take control of the conversation.

Questions are the heart of discussion. A great question will challenge your students,
sparking collaborative thought-provoking class conversations that lead students to
communicate with their peers.
If the right questions are asked, students will be thoroughly engaged in the discussion,
where they will share prepared and researched ideas, explore thoughts and reflections and
actively practice 21st century skills such as:
 communication
 critical thinking
 collaboration
 creativity
 problem solving

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 and much more, which will prepare them for the challenges and opportunities of
today and the future.

L. Discussion

To start planning a discussion (or any instruction, for that matter) decide what you want
your students to get out of the discussion. For example, do you want them to share
responses, make new connections, and articulate the implications of a text? Should they
be able to work certain problems by the end of the hour? Should they be able to interpret
and critique a journalistic photograph or a piece of art? Deciding on and articulating the
objective for the discussion will help you decide what kinds of discussion activities will best
help your students reach that objective. Remember that you can organize a discussion in
many different ways: you can have students work in small groups, role-play, choose sides
for a debate, or write and share a paragraph in response to the theme in question 1. You will
also want to leave time to wrap up and summarize the discussion for your students (or have
students summarize it), or to debrief after activities such as debates or role-plays.

Moral values have to be taught to students as an education at school. Teacher and

students have to work to create a better relationship. That is why there are several
strategies to discuss moral values to the students. Preparing for Discussions to start
planning a discussion (or any instruction, for that matter) decide what you want your
students to get out of the discussion. Develop a Clear Goal for the Discussion knowing the
content to be covered is not enough. Naming the chapter your students will read is not
enough. Problematize the Topic having a clear goal in mind makes it much easier to plan a
discussion. You know what you want students to get out of it.

M. Value clarification

Values clarification is a psychotherapy technique that can often help an individual increase
awareness of any values that may have a bearing on lifestyle decisions and actions. This
technique can provide an opportunity for a person to reflect on personal moral dilemmas
and allow for values to be analyzed and clarified. This process may be helpful for self-
improvement, increased well-being, and interactions with others..

Values can be influenced by:

Family: In childhood, most people develop an internal reference for what is good or bad,
important, or desirable and useful. This reference is often based on what parents
or family members value.

Individual experiences: Values are often transformed or adjusted based on life

experiences, education, personal challenges, and successes.

Religion and/or culture: These values tend to reflect a person's sense of right and wrong.

Community: Values may be shared by many people who live together in a community.

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Political leaders: Overarching political values may have an influence on people regardless
of religion, culture, upbringing, or life experience.

This approach is based upon the principle of values relativity (that we should not judge the
worthiness of each other’s values), and that we should strive to clarify those values that are
personally meaningful, that is, the values that make us more purposeful, productive and
socially aware, and better critical thinkers. values clarifying strategies that exemplify the
open-ended and student-centred nature of the approach:

LEARNING ACTIVITY 1

Exercises:

A. Silent Sitting

Silent Sitting is a relaxation for children's mind and promotes the ability to tune out
distractions and tune in. Name some silent sitting exercises that can help the children to
reduce stress, improves focus and concentration.

B. Parables, proverbs, quotations and poems

1.Quotation reflects human experience across cultures and languages, which contain folk
wisdom tested throughout the time.True or False? Justify your answer.

2.The English proverb says that “Well begun is half done”, means teaching can be
successful when the students are interested in the lesson from the start. Agree or disagree?
Support your answer.

3.Poetry can bring life to dry and lifeless facts and has the ability to refocus, if not
transform, a person’s point of view . A Fact or a Bluff? Cite an example. (3-5 sentences)

C. Visual Experiences

I think this is an oversight and that we should ask ourselves whether we can perceive
scene categories such as being a forest, being a beach, being a field, being a street,
or being a carpark.

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Consider the image above. Besides seeing the various shapes, colors, spatial relations and
textures in this image do you also see the scene as a forest?

 Is the scene’s property of being a forest part of your visual experience? Justify your
answer.

D. Role Play

1. In a Role Play, what technique is an excellent tool for engaging students and allowing
them to interact with their peers as they try to complete the task assigned to them in their
specific role. Justify your answer. (2-3 sentences)

2. Between Individual and Interactive Role Play, which has the ability to have and
demonstrate critical points of view and able to see things from another person’s
perspective? Justify your answer. (3-5 sentences)

E. Biographies

1. What are your strengths? How do you sustain them?

2. What are your weaknesses? How do you overcome them?
3. What five adjectives would you use to describe yourself?
4. What motivates you to continue your studies despite of pandemic which affects the
whole world in all aspects of life?
5. Where do you see yourself in five years/ ten years from now?

F. Moral Dilemma

1.”No matter what choices you make, you will be failing to follow your morals.” True or
False?. Justify your answer ( 2-3 sentences).

2. I ought to honor my promise to my son to be home early, but on my way home I saw a
sick man who needs to be brought to the hospital. What type of moral dilemma is this?
Why? (2-3 sentences)

3. During the campaign period, Lucas running for a position promised the indigenous
peoples in his community to protect their virgin forest just to gain their votes, but at the
same time, he seeks financial support from a mining corporation. Fortunately, David won

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the elections, yet he is faced with the dilemma of fulfilling his promised to the indigenous
peoples and at the same time allows the mining corporation to destroy their forest. What
types of moral dilemma is this? Why? (2-3 sentences).

G. Essays, articles, classics and news paper

1. “Life without values is like a ship without rudder.” Agree or disagree? Support your
answer. (2-3 sentences)

2. Choose an article from any printed value/s learning materials that motivates you to be a
value- oriented individual. Make an slogan that justify your answer and post it in social
media to inspire others. A hundred “care reactions” will satisfy an outstanding mark.

H. Anecdote

Following the given format below, make/write an anecdote that would inspire everyone to
cope with the psychological, educational, political, social and economical condition due to
COVID-19 pandemic.

TELLING ANECDOTES: (Format)

Introducing a story Engaging the listener Closing the story

Once … And guess that… I was so mad at myself…

So… But you know what? I felt so stupid …

Well… Can you imagine? It was such an…

You know… Experience …

Did I tell you about … It was a difficult moment …

Did you know that …

I. Group Singing

What are the effects of Group Singing strategy in terms of physical, psychological and
social aspects of the young learners? How and Why? (3-5 sentences)

M. Value Clarification

The following are extremely relevant questions that are only asked by about five percent of
the population, and that small minority tends to be movers and shakers in a society. What
are the organizing principles of your life? What are your core beliefs? What virtues do you

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aspire to, and hold in high regard when you see them demonstrated by others? What will
you not stand for? What would you sacrifice for, suffer for, and even die for?

LEARNING ACTIVITY 2

SUMMARY

It is very common and understandable for teachers to appreciate values education as a tool
to lessen or even eradicate behavior problems among students. However, values education
can be elevated to a much higher purpose. It empowers students and helps them address
properly their problems even after they have already left school.

In education, strategy has an altruistic function: to make sure that students learn the
material and gain knowledge. Teaching strategy, unlike the strategy in games or war where
the proponent is the beneficiary, focuses on the success of the recipient. A teaching
strategy will never compromise a material to “fit” into the minds of students. Instead, it is a
tool that facilitates teaching and learning. It involves creativity so that educators can look at
things in a different light, to think outside the box, and to change paradigms. More than
anything, teaching strategies call for courage for not all strategies brings out the desired
results

REFERENCES

Corpuz, B and Salandanan, G (2015), Principles of Teaching {with TLE], Quezon City
Lorimar Publishing

Cubucku, F. {2014}, Values Education through Literature in English Classes Procedia –

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Social and Behavioral Sciences {116}, 265-269 DepEd K-12 Edukasyon sa Pagpapakatao

Etherington, M. {2013}, Values Education: why the Teaching of Values in Schools is

necessary but not sufficient, Journal of Research in Christian Education 22{2}, 189-210

Talts, L., Kukk A., Tuisk, M. {2012} Design for Leraning ang teaching in the context of Value
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https://www.slideserve.com/boyce/silent-sitting-tuning-in
http://www.sathyasaiehv.org.uk/methodology2.htm
https://en.m.wikipedia.org/wiki/Values_education

Perspective and Exploration. Retrieved September18, 2020, from

file:///C:/Users/marlang/Downloads/ACSET2013_offprint_0109.pdf.

Cummins, K. (2020). Higher Order Thinking in the Classroom – A Guideline for Teachers.
Retrieved September18, 2020, from https://www.edgalaxy.com/journal.

Dees, J. (2015). Six activities to help teach about the parable. Retrieved September18,
2020, from https://www.thereligionteacher.com/parable-activities/.

Krishnamoorthy, S., & Padmanaban, S. (2018). Strategies for developing values among
prospective teachers –an overview. Retrieved September18, 2020, from
https://www.researchgate.net/publication/342097599_STRATEGIES_FOR_DEVEL
OPING_VALUES_AMONG_PROSPECTIVE_TEACHERS_-AN_OVERVIEW.

Marypat, M. (2019). Strategies for Teaching Poetry: The Ultimate Guide. Retrieved
September18, 2020, from https://justaddstudents.com/strategies-for-teaching-
poetry/.

https://icog.group.shef.ac.uk/what-can-you-see-some-questions-about-the-content-of-
visual-experience/
https://readingstrategiesmsu.weebly.com/visual-summary.html

Bugayong (2020), Reasons why we used role play and how does role play work
(https://www.slideshare.net/mobile/PaulineMa1/principle-of-teaching-strategies-focus-on-
group-role-olaying

Victoria, M. (2019). Importance of Biography in Education. Retrieved from

https://www.amexwrite.com/blog/item/116-importance-of-biography-in-education

Biography. (n.d.). In Dictionary.com. Retrieved from

https://www.dictionary.com/browse/biography

McConnel, T. (2010).moral dilemmas and consistency in ethics. Retrieved from

https://philpapers.org

Values Clarification (2019, September 30) retrieved from

https://www.goodtherapy.org/learn-about-therapy/issues/values-clarification

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