1. How many of you have a religion?

2. On a 1/8 sheet of paper, I would like you to construct a question.

3. QUESTIONS

4. VALUES CLARIFICATION

5. - Developed by Louis Raths, Merril Harmin, and Sidney Simon
VALUES CLARIFICATION
- is a self-assessment process that enables you to discover the content and strength of your own system of values
-its goal is for you to become fully conscious of their influence, and to explore and honestly acknowledge what you truly value at this time in your life.
From our activity a while ago, you were tasked to raise your hand for yes, thumbs down for no, and to cross your arms if you don’t want to answer. I also asked for some of you to give your experiences on the questions asked. No one really approved or contradicted any of your answers. That activity we did was for each of you to think and reflect on your own in order for you to understand yourself better.
- Developed by Louis Raths, Merril Harmin, and Sidney Simon

6. Our values are influenced by:
VALUES CLARIFICATION
Our values are influenced by:
Family
Community
Individual
Experiences
Political
Leaders
We have one set of shoulds and should nots from our parents. The church often suggests another. Friends and peer groups may offer still other values, and to add to the confusion, there are the value conflicts from opposing political groups, newspapers, commercials, etc. With all these influences, we are ultimately left to make our own choices about whose advice and values to follow.
Religion
Culture

7. VALUES CLARIFICATION
As aspiring teachers, our future students, especially those in their adolescence, are living in a confusing world where they must continually make choices.
These are all areas of conflict and confusion for them because things are changing so fast that they have great difficulty In looking to the past for the “proper” way to behave.

8. VALUES CLARIFICATION
The purpose of values clarification approach is to give students experience in valuing to enable them answer the questions that really concern them. .

9. VALUES CLARIFICATION
Involves a series of strategies which are not guilty of forcing one set of right values down the throats of all students.
Instead, the process tends to raise issues, to confront the student with inconsistencies, and to get him to sort out his own values, in his own way, and at his own pace. Values clarification doesn’t tell you what values you should live by, but provides you with a method that lets you discover what values you do live by.

10. VALUES
-are your ideas about what is most important to you in your life —what you want to live by and live for. They are the silent forces behind many of your actions and decisions.
Since what gives our life its meaning and relevance are our values. When examined, we discover that they are the principles or standards upon which we base our decisions about how we want to live our lives now and in the future.

11. VALUES
SHARING
So now, I would like to ask for your participation. Can you give me some examples of values you live by?

12. V A L U E S Chosen freely: you have ultimately chosen it yourself
Chosen from among alternatives: without two or more alternatives there is no choice and no true value.
Chosen after consideration of consequences: after reflection on positive and negative consequences
Prized and cherished: the key is the enthusiasm associated with the value.
Publicly affirmed: you are willing to acknowledge it and if confronted by another person you would not deny it.
According to Louis Raths, there are 7 seven criteria that should be met for something to be a value. Because if not, they would just be a good idea or a belief.
Acted upon: unless acted upon it is not a value, but rather a good idea or belief.
Part of a definite pattern of action: a single act alone does not constitute a value.

13. V A L U E S
According to Abramowitz and Macari, in the book of Raths, Simon and Harmin Values Clarification and New Strategies on Values Clarification:
“people with very few values tend to be conforming, apathetic, inconsistent, and often very ambivalent, all of which seems quite sad when one realizes the extent to which values should guide a man’s life.”
This is why helping students increase their awareness of the true meaning of value, and the values they truly have within themselves is very important.

14. VALUES CLARIFICATION STRATEGIES
So next, I will discuss about some examples of values clarification strategies that can help students understand themselves better through stimulating thinking and feeling.
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

15. “Love to Do” Students are asked to list 20 things they love to do
Love to do best of all
Things you do alone
Things you love to do with other people
Date of the last time you did each of these 20 things
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

16. Alternative Search
For example, the following problem is given to the students as a strategy for alternatives search:
You are walking home and as you approach the building in which you live, you see a man and woman standing in a doorway. They are arguing loudly and violently. Suddenly the man pulls the woman by the hair and slaps her face, punches her in the eye. She screams again and again and calls for help.
There are times when our students are frustrated by situations and incidents in their lives. They are overwhelmed by the feeling that they do not know where to go orhow to act and that they inevitably have to bow to circumstances or fight without direction or reason. Students must be trained to examine a situation and consider all possible alternatives.
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

17. Values Voting
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

18. Rank Order
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

19. Rank Order
This strategy involves decision making, evaluating, weighing consequences, judging in a very realistic way. The student has to become totally involved in the problem
At hand because he has important choices to make.
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

20. Rank Order
Directions: The student is given three statements
And he must choose which would be hardest for him to do or tolerate as a first choice; second choice, less hard; third choice, easiest for him to do or tolerate.
Example:
You are a Congressional Committee in Washington, DC. $10,000,000 has been given for three worthy causes. Which would you do first, second, third? You must spend the money on one thing.
Use of money to clean up river garbage, sewage and pollution.
Train those who do not have a job.
Divide the money among 10,000 families.
This strategy allows students to compare his thinking to that of his classmates. if they feel as he does, he feels reinforced. If the thinking is different from his, he can examine the issue and reevaluate his own thinking if necessary.
Credits: 1972, Mildred W. Abramowitz and Claudia Macari of Association for Supervision and Curriculum Development

21. We enumerated the different factors that influence our values.
S U M M A R Y
We discussed the meaning of values clarification, its purpose and importance.
We enumerated the different factors that influence our values.
We defined the meaning of values and discussed the seven criteria to be met for something to be considered a true value
is a self-assessment process that enables you to discover the content and strength of your own system of values
Family, individual experiences, religion and culture, community, political leaders
Chosen freely, chosen from among alternatives, chosen after consideration of consequences, prized and cherished, publicly affirmed, acted upon, part of a definite pattern of action
Love to Do, Alternative Search, Values Voting, Rank Order
We learned about some examples of values clarification strategies: on how to administer such activities and their importance

22. A S S I G N M E N T
VALUES CLARIFICATION WORKSHEET Exercise 1 Parts A, B & C
After answering this worksheet, please write a one paragraph reflection about your realization on this assignment. You can write your reflection at the back of the third page of your worksheet.

23. R E F E R E N C E S
Mildred W. Abramowitz and Claudia Macari ,1972, Association for Supervision and Curriculum Development from
Partnersinperformance.us (Adapted from Values Clarification, Sidney Simon) from
Smart Recovery: Self Management and Recovery Training from
Values Clarification, Good Therapy from

24. Prepared by: Fernandez, Kleofe Mae A.