1. Provide for a kind of Presentations of Learning (at the least,
to start on the secondary level). Through these presentations, they exhibit their learning for the school year: They "make
a case" that they have learned, both academically and personally; they analyze and reflect on their learning, connecting it
to previous learning and projecting future learning goals. They also include a personal-growth reflection called "I Used
to Be ... But Now I Am" and a draft of the student's personal moral and ethical code. Through these means, students reflect
on themselves as learners.
2. If children are to become critical thinkers, and strong independent moral agents, they must be active
participants in moral decisions. Adults do the hard work of trying to make schools better for students without involving those
who have the most at stake. They "do" school to students, instead of having students do school.
Documentary film showing not of just critically acclaimed films with social contemporary values but of the reality
of what is happening around us (for example, actual pictures of garbage piles, process of solid waste management (where do
our garbage go?), footages of clean cities or areas, then the valuing process, how can we achieved cleanliness starting from
our homes and school. Then it should be backed up by a rigid school policy of implementing cleanliness inside the classroom
and within the school, making it an individual choice/responsibility.
schools, those that are commonly recognized and rewarded are the bright students or the pilot sections. There should be a
common criterion by which we can define an exemplary behavior and to recognize and reward them as well. For example, honesty
is the best policy; let us make an arrangement of promoting this value by giving recognition or reward on a student who returned
a lost item.
5. Let us not teach or ‘remind’ them anymore of any ‘beliefs’ even if it’s associated with
our custom that goes against ‘positive’ values. For example, the maņana habit, ningas kugon, kumpadre system.
6. At least
to begin with secondary level, let us promote meaningful study of social contemporary issues by making visits to an asylum,
a jail, civic organizations, environmental orgs, rehabilitation centers. And let the students draw relevant observations or
written reports as part of school activities relative to the subject. And there
should be a follow up valuing process inside the classroom not simply for the teacher to receive the reports.
7. Where have all the maxims gone? A new twist here could be that students will form a group to formulate their own maxims
and post it inside the classroom or within the school or maybe a 5 min evaluation on why a group decides for a maxim.
8. Involve the students voluntarily (no plus points on grade) on giving donations on ill affected areas or people.
Not simply to ask them but letting the teachers inform the students about the whole situation. Of course a school program
and civic organizations initiate this.
9. Make the student participate on relevant school issues by providing feedback
boxes, or surveys to improve school program. And of course, faith that the students will learn, that they can be responsible.
We only have to find a way to tap it out or to draw it out from the students.
10. And lastly, the teachers should in a way be the role models of
these behaviors. If vulgar languages are condemned, let not teachers be heard saying it. This sounds like an “EDUTOPIA”
because as we know it’s not just the school that is responsible for promoting “values education” but also
our own homes and our environment. At the least, the school function should make these values “INTERNALIZED” by
the students and to resist the “band wagon mentality”. It should be replaced as “If everybody’s doing
it, (say for example, cheating) then I’ll be the one not to do it”. “If everybody’s not picking up
the papers on the floor, then ill be the one to do it”, that kind of internalization.