III.
Conclusion
Values education help students find their place in the world and build their self-confidence. Values in a
school curriculum add a dimension to that promote holistic development of the
students and benefits their
academic achievement. Teachers feel a need to introduce experiential approaches to values education as a means
to counter an overly cognitive national curriculum and to address issues of behavior,
discipline and social
attitudes. The role of teachers cannot be deemed minor in developing good character among students. Values
educators must facilitate a student's personal internalized discovery that one would want to be a values-oriented
and values-guided person because through such activity one can feel good about oneself, respect oneself, and
esteem oneself well (Eidle, 1993). Professional development sessions allowing educators to interact with each
other lets individuals examine and view his or her own beliefs differently by using
thoughts and testimonies
from others; such experiences permit individuals to make sense of the world around them which is
transformative learning (Cranton & King, 2003). There are some training workshops
available worldwide for
implementing value based education that have tremendously helped teachers develop skills to create a value
based environment that promote inspiring and active listening classrooms. Much
remains to be done in this
direction to make this effort meaningful and worthwhile, keeping in mind what is best for the future.
References
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