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Role of Teachers in Imparting Value Education among the Students at the

Elementary Level

Mr. Kanai Sarkar

Research Scholar (JRF), Department of Education.
Cooch Behar Panchanan Barma University, West Bengal, India.
Email: kanai1997sarkar@gmail.com

Dr. Abdul Awal

Principal, Dinhata College, West Bengal, India.
Email: abdul_awal@rediffmail.com
ORCID ID: https://orcid.org/0000-0002-0641-6205

Abstract:A person's values determine the good, bad, and vital aspects of life. These values
came from several different sources. Providing value education to everyone is essential. Good
moral values must be established in the child's mind from a young age. Education institutions
are important, even before children start school, in terms of giving them a value-based
education. The definition of value education, its necessity, purposes, and objectives are all
covered in this present study. It also studies the role of teachers have in advancing the concept
of value education. This is accomplished by acknowledging the value of "Value Education" for
kids and students.

Keywords: Value Education, Teachers’ role, Students, Elementary level.

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Introduction:Values serve as an individual's guiding principles or standards for behavior and
can aid in determining what is significant in their lives. They are a reflection of one's attitudes,
choices, judgments, interpersonal interactions, dreams, and goals for life and the world around
them. As a result, it's crucial to start teaching them about values at a young age. From a variety
of sources, including family, friends, neighbors, the community, religion, traditions, customs,
books, the environment, notable figures, and others, an individual might learn diverse values
(Banerji, S., & Prasad, R. 2012).Students must be morally conscious of the various societal
issues, and as a result, they should be permitted to face the advancements in society, science,
and technology while keeping the welfare of humanity in mind. To bring people together with
the dwindling traditional values, common and shared ideals must be rediscovered. Teachers
and educators actively and unintentionally transmit values to their pupils by their words, deeds,
and conduct both inside and outside of the classroom or institution. As a result, since it is crucial
to establishing formal learning, there is a need for cautious and proper preparation when
building a value education program.Students occasionally find themselves in circumstances
where they must make quick, difficult judgements that may require the application of moral
principles in order to produce desirable outcomes (Ramesh, C. 2017). So, under these
scenarios, value education is useful to assist people make moral decisions in crucial
circumstances. Value education is extremely important in such circumstances. Value education
improves a student's inquisitiveness, general growth, positive attitudes, and values, as well as
their ability to consider and assess themselves (Singh, S. 2016). The promotion of social and
Natural Integration as well as the ability to distinguish between good and wrong are both aided
by value education.

Aims and Objectives of Value Education: Building a strong moral character in people,
societies, and the entire country is the primary goal of value education. As a means of achieving
these goals, many states and organizations use various methods. For instance, the government
of the Indian state of Maharashtra has adopted the following ideals to impart to students in high
school and college. These are secularism, sensibility, neatness, punctuality, scientific approach,
work dignity, sportsmanship, equality, fraternity, patriotism, cooperation, tolerance, respect for
elders, non-violence, national integrity, and universal brotherhood (Aneja, N. 2014).A
country's worldview and educational system should constantly include values. A country's
educational system is intertwined with its historical and cultural legacy, as well as its
advancement in science and the economy. Thus, offering the value education needed for the

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next generation in this quick-paced and developed 21st century is the only and most significant
strategy to make a nation succeed. The following values should be developed as a result of
value education.

Fostering in students or children a belief in both oneself and in a mysterious

supernatural force that is supposedly in charge of the cosmos and human life,fostering
a spirit of fraternity among students at the state, national, and worldwide levels,
regardless of their race, gender, or caste.
Building strong moral character in people, societies, and the entire country is the
primary goal of value education. As a means of achieving these goals, many states and
organizations use various methods. These are secularism, sensibility, neatness,
punctuality, scientific approach, work dignity, sportsmanship, equality, fraternity,
patriotism, cooperation, tolerance, respect for elders, non-violence, national integrity,
and universal brotherhood.
The whole physical, mental, emotional, and spiritual development of the child.
instilling virtues like self-control, accountability, and cooperative societal
responsibility. fostering and growing respect for society and for individuals. cultivating
a love of the nation and its integration. assisting students or kids to acquire a self-
sufficient mindset and style of life.

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Role of Teachers: Teachers have a big part to play in teaching and developing values among
students. Teachers are thought of as nation builders, personality developers, advisors, etc. and
play a significant role in society. Teachers can teach students values by giving them guidance
through discussions, experiments, and lectures, as well as in the ways mentioned below, the
following roles are crucial

A teacher must act as an agent who orients the pupils toward the important situations
in life by stimulating, provoking, informing, and sensitizing them. A teacher should
encourage pupils to actively participate in debates, discussions, and practical exercises
so they can actively consider and reflect on human behavior. In addition, the teacher
should help children develop their moral sensitivities by exposing them to works of art,
natural beauty, the virtues of human relationships, and deeds.
A teacher should work to foster an environment in the classroom that is supportive of
the growth of high ideas and values. This environment should be one of love, trust,
cooperation, and security.A teacher should have the mental and emotional attributes
required for the pursuit of knowledge, including a love of learning, curiosity, and a real
desire to continue learning and expanding their knowledge, as well as humility and the
ability to accept their own ignorance.
A good social philosophy in the classroom should be one that values social awareness,
social fairness, and human rights. They must fulfill their tasks in a way that upholds the
teaching profession's strictest moral and ethical standards (Lakshmi, V. V., & Paul, M.
M. 2018).By giving them real-world opportunities and situations to work in, as well as
by actively involving them in the right learning experiences, institutional processes in
the training institution should aid teachers in developing these skills.
Children are impacted by instructors more while they are young than when they are
teenagers or adults, so school teachers must play a crucial role in influencing children's
behavior by instilling healthy ideals.In order to advance to higher education, students'
whole performance must be taken into account rather than only their academic
performance.
Values such as teamwork, generosity, cooperation, patience, courtesy, and other traits
can be taught via hosting cultural and sporting events.The teacher must instruct the
children to visit the libraries, which are a veritable mine of information. The library's
collection of classics is full of wisdom and inspiration.

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 For pupils to realize or achieve oneness, the teacher must convey the value of yoga and
meditation techniques. .A teacher is required to spend at least five minutes per day
lecturing on value. Teacher them a foreign language to help them understand other
cultures. Plan events, outings, and trips to significant historical sites. Activities
sponsored by clubs like the nature club, the literary club, the wildlife prevention club,
blood drives, etc.
In order for students to internalize values at every stage and sphere of life in this
globalized world, values are caught more often than they are taught they need to grow
up in an environment where they can learn empathy, sharing, rationality, spirituality,
technological competency, communication skills, etc.
The teacher plays an extremely crucial part in instilling cultural values in the minds of
the children by planning numerous events, such as commemorating cultural weeks,
significant holidays, etc. The tendency for students to commit suicide needs to be
reduced. It is the teacher's responsibility to provide the students with the courage and
bravery necessary to meet life's problems head-on.

Conclusion:Values education is actively promoted in Indian schools by the government. The

Ministry of Human Resource Development (MHRD) has made significant efforts to instill
values in schools and teacher preparation programs. India is also regarded as being the land
that introduces values. Value-based education is offered in schools from the first standard to
the twelfth standard across India under the direction of B. Shaji Kumar and the New Golden
Education Trust (NGET).A crucial component of the curriculum that has an impact on both

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students and society is value education. Many educators have the propensity to place less
emphasis on pupils' overall development and growth. The general welfare of our society will
suffer as a result of negligence. Educational institutions must encourage efforts to instill values
in children in an effective manner. However, a number of contemporary factors, such as
shifting social attitudes, professionalism, poor teaching quality, a lack of responsiveness and
accountability, political interference in teacher selection, disregard for merit, etc., are to blame
for teachers' diminished status, poor performance, and decline in teaching values.

References:

Aneja, N. (2014). The importance of value education in the present education system & role of
teacher. International Journal of Social Science and Humanities Research, 2(3), 230-233.

Banerji, S., & Prasad, R. (2012). Role of teachers and educational institutions in value based
higher education. PURUSHARTHA-A journal of Management, Ethics and Spirituality, 5(1),
98-109.

Ramesh, C. (2017). ROLE OF TEACHER IN IMPARTING VALUE EDUCATION. Editorial

Board, 6(4), 217.

Singh, S. (2016). Values in teacher education: Issues and Challenges. Scholarly Research
Journal for Humanity Science & English Language, 3(13), 3262-3268.

Lakshmi, V. V., & Paul, M. M. (2018). Value education in educational institutions and role of
teachers in promoting the concept. International Journal of Educational Science and Research,
8(4), 29-38.