Leading Through Values

I have recently been lucky enough to take part in a CPD workshop, run by Rob Bowden of 'Lifeworlds Learning' entitled 'Learning Through Values.' Values in education is something which has been progressively gaining attention over the last decade, or longer. Whether it be through a set system, like the International Baccalaureate's (IB) Virtues, or one of the various moral/virtues/character/ethics education programmes, it is becoming more widely acknowledged that teaching values is an important part of the education process.

The problem is, of course, that values are difficult to teach and measure; whereas the recall of information learned in the standard curriculum is relatively simple to measure. So we are left in a situation where all parties acknowledge that some form of values education is important, and values education doesn't receive enough focus, but the fault lies with other parties.

When parents are asked, they say it is the schools who are interested in results and nothing else. Schools say that it is the parents who are only interested in academic attainment - and pupils probably think both are only interested in their grades. Maybe if they all got together, they would be able to reach an understanding?

Nevertheless, in a situation, where everyone is blaming each other for not doing what they say they believe is right, and not talking to each other about what they want, how can we improve our teaching of values?

1. Decide on the school's values - often these are already in place, displayed on a wall as you enter the school, but aren't integrated into school life. If possible, engage the school community in discussion to choose the values that are deemed most important. Don't choose too many (around 10?)

2. Values are learned through showing them - make sure all parties are displaying the values, not just the children. Leadership should be endeavouring to show how they are adhering to the values, as should all staff.

3. Class Agreements / Rules - should be based around the school's values. That way they can be referred to on a daily basis. As should the Staff Handbook, or other policy documents such as job descriptions.

4. Find opportunities to discuss / mention values across the curriculum, not just in a Values lesson. For instance, in a lesson, acknowledge a student for being a risk-taker, or being honest. You could question what values the Romans displayed, or discuss the values of Macbeth.

5. Resolve disputes, or conflicts through values. This allows the issue to be discussed in detail, using a more mature language, and enables those involved to depersonalize the behaviour.

6. Acknowledge that not all values are positive - this is controversial but allows for debate. For instance, some people may say they value Wealth, or Power. It does also enable you to discuss whether that value will lead to you being wealthy? Wealth, and or Power, is often a result of Creativity, or Self-discipline. Those are the values, but what people see is the wealth.

7. Don't preach at people, understand that people have different perspectives to you based on their life experience. Give them time to think about it for themselves and come to their own conclusions. Keep it positive and encourage critical thinking.

Whatever the difficulties of imbedding values education into the curriculum, agreeing what they are, and ensuring you follow them will be a good first step.

For more information on Lifeworlds Learning, visit: https://www.learningthroughvalues.org/