In
previous lectures in EDUC 4P19 we have been discussing and analyzing curriculum
documents. The Know, Do, Be, framework is used as a guide when investigating
curriculum documents. The ‘Know’ encompasses all that students are expected to
learn while in school, from learning the names of the provinces to different
math equations. The ‘Do’ encompasses all the life skills that students are to
learn while in school, such as problem solving, and interpersonal skills.
Lastly, the ‘Be’ encompasses the values and behavioral attitudes that students
are supposed to gain while enrolled in school. While researching through the
Ontario and Manitoba curriculums for the front matter assignment, it was difficult to determine what values
these curriculums were trying to emphasize. If values are a major aspect of a
curriculum, why are they not more evident and observable in the documents? Why
are values not given the same precedent as learning expectations or life skills?
In the text, Interweaving Curriculum and
Classroom Assessment, it is discussed
how values and behavioral attitudes are to be interwoven within each subject
taught (Drake, Reid, & Kolohon 2014). In my own educational experience, I
have found that teachers all too often turn a blind eye to the importance of teaching
values within lessons, and only focus on teaching academic content.
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| How can you teach values to your students, when your back is turned to them, and not interacting with them? Interaction with students is important in teaching values. Retrieved from: http://barbarabray.net/wp-content/uploads/2012/02/college-lecture_hall_teaching.jpg |
I can think of a clear example in my last year of high school, when I had a teacher that neglected to teach values and solely focused on academic content. Each day in this class was very similar. My friends and I would walk into class, we would take our seats, and immediately the teacher would begin their lecture. There was very little interaction between the teacher and the students. From the beginning of class, to the bell, we would listen as the teacher lectured on and on. If the teacher has very little personal interaction with the students how can they teach values?
In a New York Times article titled, Curriculum or Not, Teachers Teach Values, the heart of the article speaks to the importance of student - teacher interaction in order to teach values. What I found interesting in this article is that they discuss how it is the small interactions between student and teacher where values are taught. For myself, I sometimes have the misconception that when I teach values in my classroom it will be by telling life stories, or through some influential speech. If you don't understand what I mean by an influential speech, this scene is a good depiction of how I think values could to be taught in school.
How awesome would it be to give a speech like this once in a while in our classrooms?
Retrieved from: https://www.youtube.com/watch?v=uiqdA1B3_Nc
However, according to this article, values can be taught in ways as simple as checking
to see if students did their homework. Simple measures such as this can help to
teach students the value of responsibility. Another simple gesture, such as
asking students how their days are going, can express the value of care. In the
article, one teacher was quoted as saying, “good teachers teach values
everyday.” As prospective teachers, we need to go further than planning lessons
that include learning expectations. We need to take the time to plan our
lessons, so that they include learning expectations, life skills, as well as
values. We need to teach the complete package.
"Good teachers teach values everyday."
It is a challenge to figure out how
to teach values in a class, but it is a whole other challenge to determine what
values to teach. As a teacher it is important to determine what values are
appropriate to teach, and what values are inappropriate to bring into the
classroom. In an article, What Values Should be Taught, it is mentioned that teachers should not teach students
what religion to follow, or what political party to stand by. With that being
said, I do think that it is acceptable for a teacher to express that they value
their faith. By doing this it can teach students to learn to value things in
their own life. If a student notices that a teacher really values their faith, this student might want their classmates to see what they really value in
life. The article also states that we should teach the values of society. Once
again we run into a further problem, as the values of society are not always
the values of everyone. This is evident in the news, as it has been well
documented that many people do not approve of the new sex-ed curriculum in
Ontario, because it goes against their values. As prospective teachers, how will
we deal with these challenges in our future classrooms?
Although the challenge of teaching
values in a classroom may seem difficult, and controversial, it certainly does
not have to be. There are many values in the world that people of all different
backgrounds can agree upon. Some of these foundational values may be love,
compassion, and respect. At first it may seem like an overwhelming challenge to
incorporate these values into a classroom, but as mentioned previously,
teaching values in a classroom can be very simple. Respect can be taught through
conflict resolution. If two students cannot get along, a great opportunity is
presented to teach these students about respect for one another.
In conclusion, as prospective
teachers we need to be able to teach the know, do and the BE. We cannot just
teach the know and do. Teaching values is just as important as teaching
learning expectations or life skills.
References
Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st- century learner. Canada: Oxford University Press.
Seefeldt, C. (2010). What values should be taught: Retrieved from http://www.education.com/reference/article/what-values-should-be-taught/
Mclarin, K. (1995). Curriculum or not, Teachers teach values. Retrieved from:http://www.nytimes.com/1995/02/01/nyregion/curriculum-or-not-teachers-teach-values.html?pagewanted=all
References
Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st- century learner. Canada: Oxford University Press.
Seefeldt, C. (2010). What values should be taught: Retrieved from http://www.education.com/reference/article/what-values-should-be-taught/
Mclarin, K. (1995). Curriculum or not, Teachers teach values. Retrieved from:http://www.nytimes.com/1995/02/01/nyregion/curriculum-or-not-teachers-teach-values.html?pagewanted=all
