1. SHARE  THE  MORE  HAVE  MORE  WE  WE  THE  JUDGE  PLAY
PROGRESS  KEEPING  COMING TOGETHER  BEGINNING  TOGETHER
IS  A  IS  A  SEEING  REFLECTING
SHARE  THE  MORE  HAVE  MORE  WE  WE  THE  JUDGE  PLAY

3. “THE MORE WE SHARE THE MORE WE HAVE”
“COMING TOGETHER IS A BEGINNING, KEEPING TOGETHER IS A PROGRESS”
“THE MORE WE SHARE THE MORE WE HAVE”

4. Basic Strategies in valuing inside and outside the classroom
Values Formation
Basic Strategies in valuing inside and outside the classroom

5. Valuing – acceptance of a value or preference of a value

6. Inculcation Explanation Manipulation
Positive and negative reinforcement
Modeling

7. Explanation
– given to promote and justify why certain values or behaviors are appropriate
Manipulation – to manipulate the environment in which the students are exposed

8. Positive and Negative Reinforcement
– Assumes that when someone is punished for infractions of rules and praised for obedience they will take on the values associated with the desired behavior
Modeling – Students are given examples of exemplary behaviors and encouraged to duplicate the models

9. 2. Moral Development
-To stimulate students to advance their powers of moral reasoning through a series of complex stages - Students must recognize the distinction between procedural and moral rules inside and outside the classroom

10. 3. Analysis Approach
-helpings students develop logical thinking in dealing with value issues. It attempts to help students develop their own values in response to value conflicts within society. -encouraging students to make rational value judgment

11. -Self-respect -Sympathy -Love -Fairness and justice -Majority rule
Creed Values
-Self-respect -Sympathy -Love -Fairness and justice -Majority rule

12. 4. Clarification To clarify and actualize personal values
To develop both rational thinking and emotional awareness in order to explain one’s own behavior patterns
“ Human as initiators of interaction inside and outside his community”

13. Action Learning
Enhance and develop one’s ability to exert influence in public affairs
Values Education is not confined to the classroom setting, but extends it to the experiential learning in the community
“Action is not just the ‘Act of Doing’
Action is not divorced from thought and reflection, Action presupposes reflection

14. Emotional-Rational
Reflecting on actions taken and considering next steps
Determine whether students will develop, learn and become responsive and responsible to themselves and their community.
Define the issue and clarify their values in relation to the issue

15. Process of Valuing Communicate effectively
Rationally justify personal decision on issues with reference to justice
Operate as members attempting to come up with a common value
Reflecting on the reasoning (Self-Actualization)
Identify the level of internalization desired
Specify the behavioral goal
Willingness to give and receive