How Values Education Could Support Literacy

“Do we learn Values (in school), just to get an A?” That is how Cheque from grade 11 in the school I teach, opened up his arguments in a debate with other Grade 11 students held last October. Indeed, in this age and time of ipods, network gaming and cyber communities, has Values, as a school subject, become obsolete, even “unnecessary”? And if not, how can it support the Literacy programs in schools?

Looking at the Values classes I teach this year, I believe I have found my answers…

Ija, in Grade 8, wrote the following about a goal he worked on to achieve as part of his Values project: “I think that I have reached my goal, and I think I will continue doing this everyday, because my parents at home say that I have a lot of changes this week, and they are all in a positive way.”

In Grade 10, many students are choosing to wake up and sleep early as part of their goals in their personal action plans. Many have identified social networking, online gaming and talking on the phone as culprits they have to manage, in order to achieve the goals they have set for themselves for the second quarter.

Boa, Grade 12, explores the myriad reasons behind cases of rape after hearing a talk on “Human Trafficking and Violence Against Women”. He is now writing a newsletter article on the ways young girls could protect themselves from the risks of rape.

And Pla, in Grade 11, is drafting a letter to the government of Moldova in Eastern Europe. Her aim is to contribute to the efforts of Amnesty International, an organization that helps in the release of prisoners of conscience – people whose only crime is to express their thoughts and opinions, practice their religion or support equality and freedom . This year, Pla is learning that in many parts of the world, hundreds of people do not enjoy the same rights she has. And one small way she could contribute to a worthy cause, is to write letters.

All these – making plans to manage one’s life as a student or discussing issues that plague society – are but small and simple acts, which could very well lead to the students becoming better people. And in an age where our kids get exposed to new and more complicated challenges, they need all the support and help parents and the school could give them.

A generation or two ago, young people only have to choose between television and homework. Nowadays, young people’s choices are made complicated by the existence of a myriad of distractions. There is cyber networking in the form of Hi5, Facebook, or Mixi, which my Japanese students are so fond of. There are numerous online games, the most famous (and one of the most violent) of which perhaps, is Counter Strike. Then there is the advent of phone messaging or texting. All of them compete for our young people’s time – and in most instances, all at the same time.

The Values classes provide an avenue to teach students skills necessary for them to gain control of their time, their lives and their selves. Skills in organization, goal setting and planning, as well as discussions on health, social and community issues, ought to be at the forefront of a school’s Values program. And all these, for the purpose of supporting student learning and student success.

On the Literacy end, what more authentic activities could students engage in, than the ones mentioned in this article?

And so we come again to those very important questions: is Values still an integral part of our education system, or has it just become a thing whose existence we just have to tolerate? How can our Values program in schools support Literacy? I believe I have found my answer… and I do hope that with this article, my students have also helped you find yours.

Tags: Teaching English Literacy in Asia, Teaching English Literacy in Thailand, Values Education in Asia, Values Education in School, Values program in schools

Category: Teaching Strategies