5. Ciclos de Reflexión
5.2 Momentos y Reflexiones Grupales
Phibanrilin Pyngrope*; Dr. K. Manimozhi** *Research Scholar,
** Professor,
Department of Resource Management, Avinashilingam Institute for Home Science and
Higher Education for Women, Coimbatore, INDIA.
______________________________________________________________________________ ABSTRACT
Education is necessary for everybody. Education is very vital, deprived of education no one can lead a good life. Inculcation of values among the students can play a very important role by shielding them from negative influences which may be caused due to present day gross consumerism and an aggressive rush for self fulfillment. Value is defined as a “concept which is accepted by the sub-conscious mind, is understood by all and perceived by the individual”. Conceives value as in the broadest sense anything good or bad is a value. This paper, shows an insight on an attempt made to impart values to children by using designed tools and methods employed during the training programme in school. Teaching and learning are the important element in education. The teacher uses different approaches substantial to teach their students and their active learning. Visual aids are tools that arouse the interest of learners and help the teachers to explain the concepts easily. They are instructional aids which are used in the classroom to encourage students learning process. The main aim of this study is designing various tools and methods meant for application while teaching values to the children such that it will help them to remember and understand the concept clearly. The knowledge and awareness gained is expected to be practiced in their day to day life and help spread an aura of positive energy around them.
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INTRODUCTION:
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” – Martin Luther
The need of value education in today‘s context cannot be overemphasized. These days we are all surrounded by gross consumerism and an aggressive rush for self-fulfillment. (http://www.ripublication.com/ijepa.htm)
Education is a systematic attempt towards human learning. All learning is subjective and self- related. Educational activity starts with the individual. What can empower a nation that, in recent times, has earned the credibility of becoming an intellectual capital of the world? It is education. Education that is value-based and one that imparts roots and also gives wings. (Sharma, 2016) Values permeate the whole of human existence and are a major factor in determining what sort of human beings they are and how one will behave. Values in their nascent stage appear as needs, emotions and interests varying in specificity, intensity and depth. When these acquire certain definiteness, intensity and stability in the affective life of the individual and at the same time obtain objective social approval and validation these comprise the nuclei of value formation. (Mikkili, 2014)
OBJECTIVE
To design a course content and plan of action for inculcation of values
To design tools to inculcate values to the school children during training programme METHODOLOGY
For the study a private school was selected in Saibaba Colony, Coimbatore and the school children were selected through purposive sampling to inculcate values to them. A training programme was conducted in the school according to the time table given by the higher authorities of the selected school. A course content and plan of action was designed as shown in Table I to be followed during the training programme. In order to apply these course and actions, tools and methods were designed to teach them about values and how to put them into practice. Tools and methods used for inculcating values for school children
Approaches and Strategies
There is a general acceptance that education must provide the thrust of nurturing values. It is however, not clear how this is to be achieved in schools. Some organizations/schools prefer to keep as a separate subject while others consider values to be integrated with regular school activities. The focus also varies. While some emphasize on yoga, meditation and education about religions, others focus on democratic and national values. (Rukhela, 2003).
The teaching of certain procedural values, such as logical or critical things, is essential to pedagogical effectiveness. In order to make students able to evaluate rationally various conclusions and recommendations and to which they are exposed during their life, there is a need to teach the children the value of rational analysis and values among students. Lecture was the method use to impart value education
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Some General Strategies appointed
Experiential and participatory modes of learning can be successful only if children have the right attitude and values. Some experiential and reflective strategies which can be used and appropriately integrated with curricular areas and activities in schools are discussed here. Some are more suitable for elementary stage and others are for secondary and senior secondary stages. In view of the complexity of the process of values development and the broad range of values to be nurtured, appropriate strategies for different stage/s need to be identified by schools. In this study the following have been used
Silent sitting
Role plays
Visual aids.
Digital learning resources
Stories.
Group singing
Group activities
Questioning
The course content and plan of action are shown in Table 1
TABLE 1: COURSE CONTENT AND PLAN OF ACTION OF VALUES
S. No. Topic Course Monographs Methods/ Aids Used
1 Selection of School
Selection of School, Parents and Teachers Meeting and Framing Questionnaire
Lecture and Discussion
2 Co-operation Conflict Resolution Painting, Games, Puppet Show, Group Discussion
3 Freedom Integration, Co- ordination Painting, Games, Puppet Show, Group Discussion
4 Happiness Creativity, Fairness, Feelings, Joy
Lecture, Painting, Stories and discussion
5 Honesty Truthfulness, Trust Stories, Lecture, Charts 6 Humility Good manner, Honor, Hospitality Lecture, Group Discussion 7 Love Friendship, Forgiveness,
Compassion, Generosity, Service
Lecture cum Demonstration, songs, Drama and stories 8 Peace Patience, Thankfulness ,Self
Acceptance, Self –Discipline
Lecture, stories, Silent sitting
9 Respect Self respect, Loyalty, Determination Lecture, stories participatory discussion
10 Responsibility Citizenship, justice, consideration, patriotism to protect National Property
Lecture, songs, stories.
11 Simplicity Strength, Hardness, Courageous, Polite, Self –Analysis
Lecture , Group, stories, Participation and discussion 12 Tolerance Problem solving, faith, helpfulness, Group discussion, Lecture,
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kindness stories
13 Unity Integration, Teamwork, Harmony, Feeling of oneness
Stories, Role Play, Group activities, Games
During the training programme these contents and plan of actionwere followed while teaching the school children. It was arranged according to the topics and the type of methods or aids to be used.
CONCLUSION
The tools and methods that was designed and used were of great help in teaching values to the school children. Through these tools and methods incorporated in the training programme, most of the children showed more interest in listening and learning. They even co-operated very well during the training programme. Group discussion and questioning round shows enabled more interaction between the children and the investigator. In this session many values were discussed and the children showed interest to practice them. The tools designed exclusively for this has been of satisfactory use.
REFERENCE
1. Mikkili, N.R., (2014), Value Education and Human Values: Analytical Views, Vol. 3, No.7, Pp. 4
2. Rukhela, (2003), Human Values and Education, Sterling Publishers Pvt Ltd, New Delhi, Pp. 3
3. Sharma, Y. K., (2007), Education for Values, Environment and Human Rights, Deep and Deep Publication, Pp. 5
4. Sharma. S., (2016), Inculcation of Values among the Students, The Signage ISSN 2455 – 0051, Vol. 4 No. 1. Pp. 1
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