Post on 23-Mar-2023
Masaryk University
Faculty of Education
Department of English Language and Literature
THE IMPACT OF TEACHING VALUES
Bachelor thesis
Brno 2013
Supervisor: Mgr. Jana Chocholatá Author: Romana Velecká
Annotation
This bachelor thesis is concentrated on the moral values, their role and impact on the
process of education. The theorethical part focuses on defining values and explaining their
importance in teaching. The attention is dedicated to the impact of teaching values on
formation of personal and social character. Analyzing this issue, teaching values and
strategies for values education are emphasized. This part of the thesis also concentrates on the
moral dimension of the teaching process and its hidden curriculum. The attention is centred
on the impact of this dimension, its values and rules on the formation of character of the
people involved in the process. The practical part is dedicated to the research in teaching
values in elementary school and English language teaching. School´s curriculum, curriculum
of the English language and school´s set of rules are analyzed in terms of values. The research
was concentrated on what values English teachers and their pupils acknowledge and how are
these values perceived in practise. The results of the questionnares and the interviews were
related to the observations in different English classes. It was discovered that teaching values
has a huge impact on communication and cooperation between teachers and their pupils.
Values are indivisible part of the teaching process and influence pupils and their attitudes
significantly and it is required that pupils are influenced positively.
Anotace
Tato bakalářská práce se zabývá morálními hodnotami, jejich rolí a vlivem na
edukační proces. Teoretická část práce se zaměřuje na vysvětlení významu hodnot a jejich
role v procesu učení. Pozornost je věnována tomu, jaký dopad má výuka hodnot na formování
osobnostního a sociálního charakteru. Při zkoumání tohoto aspektu vyučování jsou
zdůrazněny hodnoty a strategie, které by měly být dodržovány, aby se učitelé mohli stát
morálními mentory pro své žáky a ovlivňovali je správným způsobem. Tato část se také
zaměřuje na morální dimenzi výukového procesu a na skryté curriculum, které je významnou
součástí procesu vzdělávání. Pozornost je soustředěna na vliv této dimenze, jejích hodnot a
pravidel na formování charakteru lidí, kteří jsou do tohoto procesu zapojeni. Praktická část je
věnována výzkumu hodnot na základní škole a v hodinách anglického jazyka. Školní
curriculum, osnovy anglického jazyka a školní řád byli analyzovány z hlediska hodnot, které
zde byly obsaženy. Výzkum byl také zaměřen na to, jaké hodnoty vyznávají učitelé angličtiny
a jejich žáci a jak se tyto hodnoty projevují v praxi. Výsledky z dotazníků a interview byly
porovnány s pozorováním v různých třídách. Bylo zjištěno, že výuka hodnot má velký dopad
na komunikaci a kooperaci mezi učiteli a žáky. Hodnoty jsou nedělitelnou součástí výuky a
ovlivňují žáky a jejich postoje významným způsobem, proto je důležité, aby jimi žáci byli
ovlivňováni pozitivně.
Key words
Values, moral dimension of teaching, rules, beliefs, moral mentor, teaching, curriculum,
teacher, pupil, attitude, character
Klíčová slova
Hodnoty, morální dimenze vyučování, pravidla, přesvědčení, morální mentor, vyučování,
curriculum, učitel, žák, přístup, charakter
Bibliographical Description
VELECKÁ, Romana. The Impact of Teaching Values: bachelor thesis. Brno: Masaryk
University, Faculty of Education, Department of English Language and Literature, 2013. 85 p.
Supervisor Mgr. Jana Chocholatá.
Bibliografická citace
VELECKÁ, Romana. Vliv výuky hodnot: bakalářská práce. Brno: Masarykova univerzita,
Pedagogická fakulta, Katedra anglického jazyka a literatury, 2013. 85 s. Vedoucí Mgr. Jana
Chocholatá.
Declaration:
I declare that I have compiled my bachelor thesis independently. I have used only the sources
listed in the bibliography, in agreement with Disciplinary Regulations for students of Masaryk
University Faculty of Education and act no. 121/2000 concerning the copyrigh and its rights. I
agree that my thesis will be on public display at Masaryk University for study purposes.
Prohlášení:
Prohlašuji, že jsem bakalářskou práci vypracovala samostatně, s využitím pouze citovaných
literárních pramenů, dalších informací a zdrojů v souladu s disciplinárním řádem pro studenty
Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu
autorském, o právech souvisejících s právem autorským a o změně některých zákonů
(autorský zákon), ve znění pozdějších předpisů.
In Brno,…………………… ……………………………
Romana Velecká
Acknowledgements:
I would like to express my gratitude to the supervisor of my bachelor thesis, Mgr. Jana
Chocholatá, for her supportive attitude, guidance and professional help. I am very grateful
for contributive consultations that she offered me and for her quick responses via email
communication.
6
Table of contents
Table of contents ....................................................................................................................... 6
Introduction ............................................................................................................................... 8
I. THEORETHICAL PART .................................................................................................... 9
1. DEFINING VALUES........................................................................................................ 9
1.1. Definition of values ................................................................................................................... 9
1.2. Values and their imporance in teaching ................................................................................. 10
1.3. Values in English language teaching ....................................................................................... 11
1.4. Desirable teacher values ......................................................................................................... 12
2. VALUES EDUCATION ................................................................................................. 13
2.1. Social and personal growth ..................................................................................................... 13
2.2. The teacher as a model ........................................................................................................... 14
2.3. What kind of values should school transmit, sources of values education ............................ 16
2.4. Strategies of values education ................................................................................................ 17
3. VALUES IN SCHOOL ENVIRONMENT ................................................................... 18
3.1. Morality in classroom, setting values and rules ...................................................................... 18
3.2. Character development in elementary school ........................................................................ 19
3.3. Moral education in elementary school ................................................................................... 20
3.4. Hidden curriculum ................................................................................................................... 24
4. MORAL DIMENSION OF TEACHING ...................................................................... 26
4.1. Teaching teachers to be moral educators ............................................................................... 26
4.2. Teacher-student relation ........................................................................................................ 28
4.3. Different manners of sharing the values................................................................................. 29
5. CONCLUSION OF THE THEORETHICAL PART .................................................. 31
II. PRACTICAL PART .......................................................................................................... 33
6. THE ELEMENTARY SCHOOL IN ŠUMICE ............................................................ 33
6.1. Characteristics of the school ................................................................................................... 33
6.2. The school of understanding ................................................................................................... 34
7. VALUES IMPLEMENTED IN THE SCHOOL MATERIALS ................................. 35
7.1. Values in the school curriculum .............................................................................................. 35
7.2. Values in the class rules .......................................................................................................... 39
7.3. Values in English language teaching ....................................................................................... 41
7
8. RESEARCH METHODOLOGY ................................................................................. 42
8.1. Objectives of the research into teaching values ..................................................................... 42
8.2. Research tools ......................................................................................................................... 42
8.2.1. Questionnaires ................................................................................................................. 43
8.2.2. Observations .................................................................................................................... 43
8.2.3 Interviews .......................................................................................................................... 43
8.3. Coding ..................................................................................................................................... 43
8.4. Processing the data ................................................................................................................. 44
9. CONCLUSION OF THE PRACTICAL PART ........................................................... 62
Conclusion ............................................................................................................................... 64
Bibliography ............................................................................................................................ 65
Appendix 1 - Questionnaire – Teacher A ................................................................................. 68
Appendix 2 - Questionnaire – Teacher B ................................................................................. 71
Appendix 3 - Interview – Teacher A ........................................................................................ 74
Appendix 4 - Interview – Teacher B ........................................................................................ 79
Appendix 5 – Observation sheet ............................................................................................... 83
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Introduction
This bachelor thesis is concentrated on the importance of values in education
process. The goal of the thesis is to analyze the moral dimension of teaching. Beside
the knowledge, there is also a process of moral and social education in learning.
The aim is to examine what are values, the way they correlate to education process,
what are the ways of sharing the values and finally what impact they have
on the classroom environment, relationship between teachers and pupils and between
pupils themselves.
In the theorethical part of the thesis the attention will be concentrated
on description of values, their role in teaching with the emphasis on English language
teaching. The attention will focus on values education. Its impact on social and personal
gowth of the children, suggested values which children should be taught in school
and strategies for teaching values to pupils so that teachers can utilize maximum
of the teaching potential. Their impact on character development of children
in elementery school will be examined because the research took place in English
lessons in elementary school. Finally moral education will be described and its impact
on pupils in school. It will be examined in what way are teachers prepared to become
moral educators and certain dillemas will be discussed.
The second part of the thesis will be devoted to the research of the impact
of values on the environment of the elementary school in Šumice. The research will be
based on the questionnaire and interview survey with two English teachers. The
observations done in English classes were based on discovering values in the classroom
environment and in the interaction between the pupils and teachers. The datas accuired
from the questionnaires, interviews and observations will be processed, analyzed
and compared.
The objective of the research was to analyze the values education. The aim is
to reveal in what way these values influence the relation between the teacher and pupils
and between pupils themselves. What is the impact of teaching values on the
communication in classroom community and its environment. In what values teachers
and pupils believe, in what way these beliefs influence their communication and
cooperation and how are values reflected in the classroom.
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I. THEORETHICAL PART
1. DEFINING VALUES
1.1. Definition of values
To understand the meaning of the word values is quite difficult. The term
values make reference to a certain belief about what is right. This term is connected
with morality, both of the terms share the same meaning. Values can be interchanged
for morality. These expressions are difficult to understand also because they are being
used so widely. It is a set of one´s beliefs which relate to what is right or wrong
and helps us to distinguish between the bad and the good. It is individual, each person
mediate their own values. It can also be considered social, because different kinds
of social forces have impact on moralities of an individual. On the other hand, moral
values of people can be independant of those that surround them. Moral values, which
we acknowledge become important, when they are expressed in certain actions which
have impact on others. (Johnston, 2003, pp. 10-11)
Values as an individual attitude and an important belief force people to take
actions. One´s feelings are specified as values, when they make the person active.
A person can have feeling of sympathy, but when these feelings persuade the person
to do something – help the others, the feeling becomes a value. It does not necessarily
mean a physical action. As a type of action is also considered disccussing and reading
about the particular problem. Values are accepted arbitrary with consciousness of being
responsible. In a lot of situations, thinking of people was influenced by what they were
taught. Things which people were taught by their parents and other people from their
surrounding are considered as values when person acquires them. It is necessary
for people to set their own values, because they are usually influenced by other people
to consider their values as the correct ones. As all the people are individuals, one´s
values can be different from others. Nowadays, people are put under the pressure
to accept the values, which are considered as the right ones. Living in a democratic
environment gives people the possibility to independently decide, what their values are
going to be.
10
In conlusion, values are understood differently by individual people. Moral
values are not the ones acquired by other people. They are own set of beliefs. These
values rationalize people´s behaviour. These actions, attitudes, judgments are based
on moral values. What people decide is the right thing to do for them. (Beard and
Wilson, 2006, pp. 152-153)
„In summary, then, values are those important attitudes of beliefs that people (1)
accept by choice, (2) affirm with pride and (3) express in action.“ (Ibid., p. 153)
1.2. Values and their importance in teaching
“Education, if it wishes to produce lasting effects, must actually achieve the formation
of character via teaching.“ (Šebart, 2010, p. 12)
The meaning of this quotation is to explain that educational goals are
accomplished in teaching and they are not excluded from it. Reaching these goals does
not happen outside the classroom, where there would be a better place to be concerned
with important things. It is connected and educational goals and teaching go hand
in hand. The educational impact is not a process that could be predicted.
Eventhough the process is inevitable, it is possible to present how lessons
are supposed to be lead to achieve these goals, but the success of the process is
dependent on individual participants, who are a teacher and a pupil.
Teaching is supposed to develop an interest which is not monotonous and possesses
the right balance. From it we acquire the basis for starting to form the moral character
of an individual.
A lot of theories were devoted to the issue of the impact of education
on development of character and formation of values. Some suggest that this impact is
inseparable part of teaching, some of them claim that it can easily change in an effort
to try to inculcate somebody with values. Finally, the experts try to convince
the teachers to use this possibility to infuence them with the best of intentions. But we
cannot ignore the fact that the decision about what is considered as value and what is
not should make each individual on his/her own. (Ibid., pp. 12-14)
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1.3. Values in English language teaching
There has not been much written about this topic in professional literature.
Teaching language has not been discussed from the point of view of teaching values,
because it has been seen more from the point of view of methodology. Latest
development in this area has shown that the sociopolitical dimension is being taken
into consideration and it has brought about the fact that language teaching is not only
about methods and techniques. The moral dimension of language teaching is
an essential part of the learning process. A great amount of teachers agreed on the fact
that teaching is necessarily a moral act. An important part of the process of teaching are
relations between the participants – teacher and student. These relations have a moral
basis. Including what kind of people we are, how people in our community perceive our
character, the way we influence others and also other people´s impact on our lives. That
is, without doubt, a matter of values. Part of teaching languages is also a change, this
change should be done with the best of intentions and change people in a good way
and therefore it is a moral act.
Teaching language is quite similar to teaching any other subject, but the moral
dimension of it has certain features that makes it special. As it is a second language
teaching, it differs from other subjects because the values it shares cross the boundaries
of our country. Teachers, whose native language is English usually represent the values
of their nation and the way other people see it. Teachers, for whom English is a second
language, are supposed to present the values of the cultural environment they teach.
With this situation arouses a dilemma of morality which consists of the problem
whether the teachers respect equally their national culture and also if they put enough
effort in integrating other cultures connected with English teaching. There is another
point in which language teaching differs from other subjects. Learning language does
not only consists of memorizing data, it requires a skill, the ability to use the language.
It certainly has a huge impact in developing valus in English language teaching.
Teachers are supposed to give their pupils moral instructions, so they are able
to develop their character. (Johnston, 2003, pp. 16–20)
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1.4. Desirable teacher values
It is complicated to decide which teaching values are an ideal example of a good
teacher. On one hand, some people would define a good teacher as the one, who knows
how to approach pupils, glowing with charm and knowing how to motivate them and is
passionate about the job. On the other hand pupils can appreciate a teacher with
opposite characteristics, the one that keeps distance from the pupils and who doesn´t
express feelings towards them, because this type of teacher might have better results
in teaching.
Values which are required for teacher-student relationship were presented by Carl
Rogers and Paulo Freire. These qualities are desirable for teacher, whose emotions
and psychologic frame of mind are balanced.
Realness, it is required for teachers to be who they are. Do not pretend they are
someone else with different personality. They might be motivated for their work or not,
they might be showing no interest or rage. It is important for teachers to accept who
they are with these feelings, with no need to impose them on their pupils.
Accepting, it is necessary to appreciate individual pupils. Consider their emotions
and point of view. Accept their positive attitude and effort and also their occassional
apathy.
Emphatic, the teacher is able to express understanding towards pupils´ emotions.
The way they respond to pupils´ opinions on learning.
Fully functioning person, it is the process of teachers to become who they really are, by
accepting their emotions. Teachers know that their feelings are secured and therefore
they don´t need to take defensive actions.
Paulo Freire has also written about qualities which describes a teacher whose
reactions are emotional and human at the same time. Those qualities are described
below:
Humility, it is described as acknowledging boundaries, to be aware that there are lines
that cannot be crossed but also accept democratic and free environment
in the classroom.
13
Lovingness, essential is to admire your work, express enthusiasm and passion.
Courage, the ability of a human to struggle and fight down feelings of fear.
Tolerance, accept the fact that all the people have their differencies, but yet set the rules
for the intolerable behaviour.
Decisiveness, on one hand it is the ability to make difficult choices and yet express
the emotions of care for others.
Living the tension, the ability to overcome the tension between patient and impatient
behaviour.
Joy of living, to be enthusiastic about the work and also be able to enjoy life to its
fulliest. (Brady, 2011)
2. VALUES EDUCATION
2.1. Social and personal growth
In order to educate children to become moral mature people, it is necessary to create
a democratic society in the classroom. Teachers have to provide moral education that is
systematic, planned, theoretic but also conscientiously sustained. Formal curriculum
must be respected according to different subject matters, but the same kind of attention
must be devoted to human curriculum, which is regarding rules, roles, relationships
and climate in the school. Teachers´ aim should be to educate moral mature citizens
for the society. People who cherish moral values and are able to decide what is the right
thing to do, but also are able to do it. People who posses the will and habit to transform
their moral feelings into appropriate actions. There exist six characteristics of a moral
mature person which offers to schools a context of discourse about school programs
and moral behaviour.
14
1) Respect for human dignity, value worth and rights of other people in the society
and not only our own. Avoid deception and dishonesty. Be supportive of human
equality and freeedom. Respect different values and opinions of others.
2) Care about the welfare of other people, be aware of the reliance on other people
in the community. Work to accomplish social justice, help others in need
and help them to reach their moral maturity.
3) Be integrated into individual interests and social responsibilities, be part
of the life of the community. Publicly display moral values such as self-control,
fairness, kindness, honesty, fulfill commitments. Be able to develop self-respect
through relationship with other people.
4) Demonstrate integrity, obey moral principles and express moral courage
in action. Be able to recognize the difference between the situation, when it is
better to compromise and when to confront. Take consequences of our actions
and choices.
5) Reflect on moral choices, be able to recognize moral issues in certain situations.
Apply moral principles when making decisions. Be aware of the moral issues
in the community and society we live in.
6) Seek peaceful resolution of conflict, be able to find fair solutions for personal
and social conflicts. Try to avoid physical aggression in verbal speech
and physical action. It is also essential to listen carefully to what other people
want to tell us and encourage others to take place in the communication.
(Ryan and Lickona, 1992, pp. 348-350)
2.2. The teacher as a model
It is undoubtable that the teacher plays a crucial role in value education. Beside
teaching formal curriculum, they also become moral models for their students. It is
embedded in the interaction between students and teachers and it is part of the hidden
curriculum.
Modelling is the manner in which teachers express principles and moral
reasoning in the relation to their students, other educators and parents. If teachers aim
to have pupils who value dedication, commitment, respect, it is necessary that these
15
values are part of teacher´s interaction with pupils. If teachers want their pupils
to follow certain principles, they first have to demonstrate them themselves. Usually
teachers use the opportunity to have influence on character development of their pupils
in questions of tolerance and understanding. Teachers posses the power to introduce
moral issues in different ways. They can bring up situations involving loyalty, conflict
resolution, gender roles, friendship, provide them with situations, where they can evolve
their moral understanding and commitment. Teachers are also able to encourage habits
of responsibility and care. For example, during elementary school years, pupils can be
fostered to take care of different plants and little animals in the classroom or have
responsibility for certain duties in the classroom. It provides pupils with foundation
for greater responsibilities which they will have either in their homes or in society.
Direct moral instruction and guidance of children is an important part
of teachers´ impact on pupils´ lives. Teachers reprimand their pupils when they call
others shameful names, when they throw food at each other, when they abuse someone
else´s property or when they exclude other children from the community. If teachers do
their work thoroughly, they can explain clearly why these actions are not good. This
corrective feedback is at least as important as formal curriculum for education.
Teachers also provide a model of a morally concerned person. When they
express approval or outrage over certain actions and situations, which children find
themselves in. It is very helpful for teacher to become respected by his/her pupils.
The impact which teachers have as moral models depends on how well they do their
jobs. Example which they choose to set has an incredible influence on the children they
teach. They have to express high standards, but not only demand following these
standards by their pupils, but firstly follow them as teachers. By explaining
and following rules teachers are able to teach important moral values in their classes.
Teachers have the capacity to develop skills for moral living for pupils. Training
these skills can have a great influence on changing different moral values into certain
required actions.
1) Being able to show disagreement with respect, role playing which includes
evolving an ability to express childrens´ disagreement without degrading
other people. Simulated situations should be inspired by real-life situations,
16
which children can identify themselves with. For example, when someone
destroys public property or uses an inappropriate language.
2) Finding solutions for moral problems, teachers can use real issues that
bother him/her in the classroom or personal problems which individual
pupils have. The strategy helps to give pupils opportunity to identify
and weigh different solutions and alternatives. Be aware of the consequences
that follow these decisions. Become able to choose what is the right thing
to do and not be afraid to stand up for it.
3) To choose wisely, teachers help pupils make desicions, consider things
carefully and not rush into decisions, think things through when it is
necessary. Consider their problems both from the inner selves as well as
from the outside themselves.
4) Developing empathy, teachers are able to develop and deepen emotions
of empathy for one another. For example by reading a story and raising up
questions to see how children identify themselves with characters and things
which happen to them.
5) Being able to say „no“, teachers can also use different kind of stories
to show children that people in the story would have benefitted much more if
they were able to say no in certain situations. Role-playing can also be used
in order to discuss different solutions for problems which occur.
(Ryan and Lickona,1992, pp. 351-353)
2.3. What kind of values should school transmit, sources of values education
It is an important issue that should be seriously discussed in individual schools.
Content of values education can be approached from social and individual point
of view. On one hand, individual person could be taken to the centre of attention
and certain values that make a “good person“ would be considered. On the other hand,
social context with principles and norms that help individuals cannot be forgotten.
“The actual values to be promoted through public education should be derived from our
national goals and aspirations, universal perceptions, and ethical considerations
17
bearing on character building keeping in focus our commitment to a democratic,
socialistic, secular, social order.“ (Venkataiah, 2007, p. 50)
These transmitted educational values should include respect for life, honesty,
truthfulness, courage, tolerance, compassion, social justice, democracy, peace, cultural
heritage, gender equality, national unity, concern for the environment.
Sources for values education are varied. They are part of curriculum (both
explicit and implicit), co-curriculum, school tone and each individual teacher
contributes in his/her own way in teaching values. Firstly, curriculum functions as
an important source for values education in many ways. It provides us with knowledge
and understanding of different kinds of aspects of the reality we live in. Pupils also
learn certain values that come with thoughts and qualities that come with learning
particular curricular subject. (Ibid, pp. 49-52)
2.4. Strategies of values education
This is a topic of many researches that have been done in education and it is truth
that different kinds of values can be taught in different developmental stages. Several
strategies have been developed to help with the moral dimension of teaching, which
includes education for values.
1) Demonstration, this method is appropriate for teaching ethical values.
2) Imitation, this method suggest that teachers set the example of certain behaviour
and children learn from imitating it.
3) Evaluation, the aim of this method is to teach values through discplining them
with rewards and punishments. Showing them the way by approving what is
right and forbidding what they should not do. This is the most recommended
method for teaching values.
4) Participation, teachers and pupils can try different kind of role-playing to bring
up various values to be discussed.
5) Discussion, worth and importance of values is discussed by individual teachers
and pupils.
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It is obvious that for some values is better one method but this method does not have
to apply to teaching other values. Teachers should be able to find certain ways, which
they can benefit from when dealing with the issue of values.
Besides the methods mentioned above, teachers can individually come up with
creative projects and programmes to help pupils with the development of values,
because children benefit most from what they have learnt in practice and what they
could actually try in real-life situations.
In today´s society the experts suggest that values education should be included
in curriculum. It would be a good thing that would enrich education. Instructional
materials and outcomes of this educational process could be very helpful for teachers
in the future. Education is a life-long process and so is the development of values we
choose to follow in our lives. Values education helps not only with the well-being
of an individual person but also the whole society we live in. This is the reason why
education has to be concerned also with teaching values. Only then, education will
produce people of good character, who will contribute to the welfare of the world.
(Ibid, pp. 58-59)
3. VALUES IN SCHOOL ENVIRONMENT
3.1. Morality in classroom, setting values and rules
Interaction in class has moral significance, so the moral dimension
of the classroom has to be taken into consideration. Moral acts of the classroom are not
something that can be predicted in advance according to the way teachers and their
pupils behave. There is no such code that could be used in each situation and would
apply to everyone. Because the actions and behaviour can mean a different thing with
each teacher and pupil. Each action carries a different moral meaning with each
individual. Discussing this topic can be very useful for teachers to broaden their
possibilities when deciding which are the right rules to follow in teaching.
(Johnston, 2003, p. 35)
19
To set the right values has an impact on the climate in the classroom. Heron has
developed three different manners to set the classroom rules. Rules regarding discipline
which set the limitations to unacceptable behaviour. Pupils should not be late, they are
supposed to pay attention when someone is solving the issues and they need to be heard.
Decision rules, concerning the plan which is made ahead about what pupils do and
in what way could possibly the decision process be changed depending on how
the situation develops. Growth rules, offering help to others and being able to ask for it
when it is needed.
There are examples of setting the values which help to create an environment
for learning together and also being together in one classroom. Pupils are supposed
to cooperate with other pupils and the teacher when working and without trying
to compete with others. The goal is to create an environment where pupils feel safe, feel
they are being supported and where they can trust each other. To be experiential and not
to take defensive actions. Being open to different kinds of emotions and also be aware
of the inner power. Develop the principle of volunteering and acception of questions.
Each of the individuals is supposed to enjoy themselves in the process of learning
and teachers should help to grow the confidence in each one of them.
(Beard and Wilson, 2006, p. 59-61)
3.2. Character development in elementary school
According to the work of Kohlberg (1981) concerning morality, when pupils
finish their studies in elementary schools. They are able to understand the importance
of helping each other and they start to fulfill their need to become a good person. Pupils
desire to come up to expectations of other people who are important to them and also
to expectations of their own moral conscience.
There exist three significant goals, which help to develop moral character during
the elementary school attendance. The first of them is to help the pupil to stop being
self-interested, evolve his/her character towards respecting others and being
cooperative. The second one mentioned is to help the pupil with the right moral
20
decisions. It is important for a pupil to know what is the right thing to do, make sure
they want to do it and to transform these emotions into the right kind of behaviour.
The last goal which should be achieved is to set the rules in the classroom and school.
To set values which are supposed to be followed to achieve moral community. Make
sure they respect the values of being fair to another, care for others and participate
in the process of education.
When these rules are followed in the school environment it develops a character
with certain qualities. A pupil has respect for her/his self, this quality comes not only
from defeating others, but also from the right social behaviour which brings feelings
of worth. Pupils consider the importance of emotions of other people. They think about
their actions and how they affect other pupils. Pupils develop their moral thinking
and they start to feel concerned about what is right and what is not. They work on their
skills to improve the ability of communication and cooperation. Finally, the pupils
accept the teachers as moral agents and are willing to be open to what they want
to teach.
The moral dillema of current society is the growth of disrespect in school
towards teachers. Pupils refuse to consider teacher as moral authorities. Problems
in disciplining the children are becoming more and more pressing. The result of this
problem is that a lot of teachers decide to leave their jobs rather than fight with it. It is
crucial for pupils to have controll over themselves and be provided with help
in the process of socialization. Obedience is one of the first thing we need to achieve as
teachers to be able to do anything else. (Ryan and Lickona, 1992, pp. 143-145)
“Obedience is the gateway through which knowledge enters the mind of the child.“
(Ibid, p. 144)
3.3. Moral education in elementary school
There is a question of how should teachers set the rules for pupils to accomplish
the goals mentioned above. There exist a model which teachers can follow to help them
with moral education of their pupils in classroom. There are four things which have to
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be happening in classroom, so that the teacher can have some impact on the moral
character of the pupils s/he teaches.
1) Building self-esteem and social community
Pupils should be able to respect themselves, to know who they are and have
the power to claim their rights and at the same time make other pupils to have respect
for them. To convert a class into a social community, pupils need to have the same
respect for themselves as they have for the others. It is the type of classroom, where
pupils get to know each other characters, learn respect and have the feeling that they are
part of the community. Developing self-esteem is a crucial part of the process. Each
individuality has to accept his/her own personality and feelings, so that s/he can
appreciate the other people in the same way. Social community helps to build
environment which is supportive and also filled with respect. All of these aspects make
the process of moral education easier. When pupils are at school, the other children
become their other family and they can fulfil the emotions, which are supressed.
2) Cooperative learning and helping relations
Social community would not accomplish its goals, if the pupils discussed their
thoughts only in limited time and would devote the rest of their time to learning by
themselves. It is essential to make cooperation an important value for pupils to follow.
Pupils have to be able to communicate with each other as much as to be able to work
with other pupils. Ït should be an everyday routine in class. Eventhough, it might be
difficult to convince them to work in groups, but when these obstacles are overcome,
pupils learn that they do not have to compete with others and work by themselves, but
also they can get constructive help from other pupils in the classroom. One teacher
introduced an activity, which was called „apprecciation time“. By the end of the day,
pupils gathered together to discuss what their classmates did for them, which they
appreciated. This time when pupils were thankful for the actions of the others help them
to develop respect and how to help others in need. Pupils also learn how to give
and receive positive reactions to certain behaviour. Other teachers use different
methods. They have meetings with their pupils, where the goal is to discuss problems
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in the class and find the best solutions for them. It is supposed to help the classroom
climate. These meetings are for solving problems that many of the pupils are bothered
with. For example when pupils are too noisy during classes, when they do not help
to keep the class tidy or when they abuse things that belong to someone else. Each
should be aware of the fact, that classroom is a community of pupils, they are connected
and if someone has a problem then it should concern everyone else in the class. This
system helps to develop collective responsibility. If a person has stolen something, if
there is someone who does not have any friends in the classroom it is a problem
of everyone in the class.
In other words, it is good for children to learn, that there is a bigger world
outside of their own. A world where people get hurt and who need help. It does not
mean to bother pupils with every disaster that happens in this world, it means to teach
them the value of human needs. They should be concerned with emotions of other
people including the ones from their own group. Then they become mature people
concerned with needs of others in the world. If our aim is to persue pupils to value
cooperative ethic, we should make it part of their character.
3) Moral reflection
This is another important part of moral education process. Reflection in this
sense means different intelectual activities, for example reading, brainstorming or
discussing moralities. It includes teachers giving explanations about what is right and
wrong. Children become aware of the world around them, they learn they are part
of it and it is necessary to learn to take care of it. The goal of moral reflection is to
develop cognitive aspects of children´s morality. Children learn and start to feel
confident about their thoughts and values.
Pupils in elementary schools are old enough to learn to make decisions, which
are based on rational thinking. It is more useful for students to learn this ability than
to make them face the problem and discuss it. Making decisions with rational thinking
forces children to think more deeply about the problem. They have to aks themselves
questions and try to find the best solutions. What other choices they have, what will
the consequences of their actions be for people around, which kind of values their
23
actions reflect, which of their decision will have the most positive consequences
and will include essential moral values. Part of the process of moral reflection is that
pupils have to face the fact that eventhough they know what the right thing to do is, it is
not so easy to do it. They should discuss the reasons which make them or other people
to do what they should not, for example lying, cheating or laughing at others. It is also
essential to discuss the reasons which lead them to such behaviour and on the other
what helped them to stay on the right path. On the one hand children need to understand
weakness, which each person has and their wrongdoing, but on the other hand they have
to be aware of what is right. They learn to discipline themselves and to develop
self-awareness.
4) Participatory decision making
Clark Power and his research in pupils´ behaviour have shown that it is no
difficult for pupils to agree on simple moral rules such as do not abuse property
of others, do not cheat in tests and so on. On the other hand is is more difficult for them
to develop moral norms, which they are supposed to obey. Norm is a standard
of morality, which pupils should follow and also be aware if the others are doing
the same. Rules change into norms when children identify themselves with them and
that these norms are taken seriously into consideration. Norms help them to live up
to their moral values.
This part of the moral education process is the one, which should help pupils
to move from judgment to action. This happen when children help when there are
important decisions to be made. Teachers make them discuss class issues and find
solutions, so that they can feel they are part of the decision making process. Piaget
(1932) was the first, who brought this topic of participation of children to people´s
attention. If we want them to understand rules, they must be a part of making them.
Otherwise, children will not identify themselves with them and their behaviour will not
follow these rules.
This process should be done with patience. Teacher can start easily with
anything s/he feels comfortable with. Students will be given more space to talk.
A suggestion box can be used at the beginning. Then teacher can have them discuss
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different problems, which are in class, so they try to find the best solution, have
a “conflict corner“, where pupils could go to discuss and solve their problems with each
other, set a “fairness comittee“, whose members would come up with the solutions
for problems in class. They can write a teacher response papers regarding curriculum
topics, which they have learnt or they can tell teacher their opinion in person. And also
one of the basic things such as class meeetings should not be forgotten.
In conclusion, these four processes are all connected. One is important for the
other to succeed. Moral debate is very difficult if the sense of community in the class
does not work and when they do not have the possibility of making important decisions.
Discussions in class become only shallow talks, when pupils do not have a chance
to work together on important issues. Cooperative learning does not reach its goal if
pupils do not plan and evaluate their collective effort which they put to work
and finally, participatory decision making without cooperation would be simply
a forum, where students fight for their rights without taking into consideration the good
of the whole class. (Ryan and Lickona, 1992, pp. 141 - 162)
3.4. Hidden curriculum
„Values and morals have always been an implicit part of the curriculum which foster
self-esteem. Discipline, respect, caring, compassion are part of human society and need
to continue being a natural part of school curriculum.“ (Villani, 1998, p. 14)
Education not only reflects but also has a great impact on the values of the whole
society. It determines the kind of society we live in. Therefore, it must be thoroughly
considered what kind of values reflect the school environment. It is important
to understand the power of education, it developes character in so many different ways,
so that it leads to mental well-being of each person involved. Children not only come
to value themselves but also the others around them. Curriculum is not only about
knowledge. Children learn to understand emotions of the others. School curriculum
should not only teach permanent values, but at the same time develop responsibility
and care, so that one day they become a good citizens of this society. People who will
25
make a contribution to the society and value justice and equality. Education should
produce individualities, who are able to make their own decisions, who understand what
their rights are but also the responsibilities that come with them. School curriculum
should encourage their self-respect and help them develop relations with others that are
based on respect, which they apply not only at school but also at home or work.
(White, 2004, p. 3-4)
Studies of hidden curriculum has been an important issue of the last decades.
These studies are not concerned with the knowledge of pupils but more with
the conditions and forms of organization in educational process. Research in this area
have shown the fact that education does not only consist of learning facts but also
of sociological and psychological effects. Interaction and activities of the pupils in
and after school. Analysis and interpretation of daily behaviour, its preconditions,
explicit and implicit reasons and consequences. Hidden curriculum does not mean
something is hidden in the deep and we have to search for it, it is a parodax that it
means things that are right in front of us. These social interactions are taken as a casual
thing, but they have been developing within long cultural traditions. What everybody
considers as natural and casual has a huge impact on the pupils´ behaviour now
and in the future.
The term hidden curriculum includes what pupils adopt in school but what is not
in the school plan. Therefore, it not only concerns class lessons, but also breaks, time
before and after lessons. It includes habits, solving problematic situations, attitudes
and norms. Children learn the rules for social interaction and communication, to deal
with everyday life situations. What they learn can also consist of abilities which are not
desirable in the society – lying, cheating, copying instead of coming up with something
original or making separate groups in the classroom. The basis of this curriculum is
to understand that pupils do not only have knowledge from different subjects but they
also face uncomfortable situations and prohibitions. Pupils do not adopt hidden
curriculum only in classes, but also when they walk in halls, go outside the school
or in the school canteen.
This type of curriculum includes school climate, which is not always friendly
and kind. Children learn to overcome obstacles and to survive incomprehensible
and boring parts of the lesson, exhausting tempo or sudden pauses in work.
26
Spatial organization of the classroom has a huge impact too, so it is important
where the teacher sits, where the pupils have there places, it all plays an pivotal part
in the process of adopting hidden curriculum. Architectonic organization either
stimulates certain behavior of the children and the teachers or on the other hand inhibits
it. It is a complex system of the material and social impact which affect the process
of socialization .
In conlusion, pupils not only adopt knowledge in different fields but there are
other social and psychological processes in education, which affect their characters,
such as discipline and learning habits. (Havlík and Koťa, 2002, pp. 112-115)
4. MORAL DIMENSION OF TEACHING
“Do not try to satisfy your vanity by a great many things. Awaken their curiosity. It is
enough to open their minds, do not overload them. Put there just a spark. If there is
some good flammable stuff, it will catch fire.“ (Anatole France)
4.1. Teaching teachers to be moral educators
It is a fact that when children spend six to eight hours, five days a week in school
since the age of five, teachers will have impact on their character. Teachers set norms
and enforce rules in the classroom. Eventhough they try not to express publicly their
opinions on moral issues, teacher´s moral values can be observed by children.
As a matter of fact, teacher is a moral educator and is closely involved
in the development of a pupil´s character. There are seven areas teacher education
should address so that the teachers can become competent in influencing pupils´
character and can positively contribute to its development, and to be able to perform
the role of a moral educator in society.
1. Teacher is supposed to be a positive model of moral person with good character
qualities.
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2. Developing the pupils´sense of morality should be perceived as a priority
and key responsibility in the teaching profession.
3. Teacher is supposed to be able to involve pupils in a discussion about morality.
4. Teacher should be able to clearly express his/her opinions and points of view
regarding moral, ethical and value issues.
5. Teacher should help pupils to become aware of the moral world of others
and help them learn to empathize with it.
6. Teacher should establish positive climate in the classroom filled with
communal support and concern about the world of the others around them.
7. Teacher should be able to provide pupils with activities in school in which they
learn and practise ethical and altruistic behaviour.
There has been a dillema of how to help teachers with their role of moral mentors
and it should be systematically discussed. Once the importance of values and moral
messages in the hidden curriculum is taken into consideration, the issue of how
the formal curriculum helps teachers to prepare for their moral role in education can be
adressed. A major part of college education of teachers is concerned with liberal studies.
It is devoted to general education and subject matter focus. But in fact, formal
coursework of preparation represents a small part of what is required of the teacher.
Faculty should also require that the future teachers take a course in ethics, it should not
only teach them to discuss moral issues but also convince them of its importance
to civilized life. Teacher education does not end with graduation, it is continuous.
Majority of the teachers have gone through their education without being concerned
with this moral dimension of their work. Teachers are in most cases left to learn on their
own, but many of them consider helping pupils achieve moral maturity as an essential
part of their job. Certainly, teachers need education and support to be able to cope
with this kind of responsibility.
Socrates believed that the aim of education is to produce intelligent and good
people. Both parts of the process have to be accomplished. Teachers cannot accept only
one part of the role. S/he cannot teach only the subject matter to her/his pupils
as required by the school curriculum without fostering goodness in the children.
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Teacher has to develop childrens´ skills on the intellectual level, but also on the spiritual
level. (Ryan and Lickona, 1992, pp. 289-302)
4.2. Teacher-student relation
“Values are always mediated and negotiated by the relation between a particular
teacher and a particular leaner or group of learners at a particular point in time
and in a particular context.“ (Johnston, 2003, p. 100)
Teacher – student relation is the basis of moral interaction in teaching. Teachers
are involved in pupils´ lives far beyond only teaching them a particular subject. It does
not mean that teachers are supposed to be deeply involved in pupils´ lives,
but sometimes it is inevitable. There are teachers who socialize with their pupils after
school and on the other hand there are those whose contact with pupils ends with
the end of the school hours. It is not possible to state what the right and wrong kind
relation is. It does not matter in what way it evolves, it is always a relation of moral
matter and should be seriously considered by teachers. It is not possible to draw a line
between the student as a student and the student as a person and also it is difficult
for teachers to distinguish their influence as teachers and as people. Educational content
of the teacher - student relation cannot be easily separated from its other components.
Teachers might found themselves in difficult situations, when they have to struggle
between the role of fellow human being and the role of a teacher.
A crucial moral aspect of this relation is the balance between solidarity
and authority. Teachers want to have solidarity in the clasroom among pupils but also
in their own relation with them. To be on the same side with the pupils in classroom,
so that they can see the teacher as an ally. Simultaneously, teachers want to achieve
respect from the pupils, they want to be taken seriously as the leaders of the clasroom.
(Ibid., pp. 100-102)
„On the one hand, teachers have to keep distance from students and to maintain
discipline in order „to demonstrate to those outside the classroom that students respect
29
them“. On the other hand, teachers are required to „form personal bonds with students
in order to motivate them to learn.“ (Ibid., p. 103)
Ana Maria Barcelos, a young teacher in Brazil, wrote an interesting paper, where
she deals with the issue of tension between authority and solidarity in teacher-student
relation. It is a structured analysis from her study concerning expectations and beliefs
of students and how they related to her own values as the teacher. One of the dillemas,
which she came across was that students thought it was her responsibility to express
more authority and less solidarity. She called this phenomenon bonding or closeness.
Students were asked why they preffered strict teachers. They explained in their
responses, that when they have a homework, but they know the teacher will not check
it, they will not do it. If the teacher forces them to do it, they will find a way to do it.
Probably the most important part of the analysis is how she confronted
the findings with her own teacher´s beliefs. On one hand she reflected emotions of guilt
and inadequacy. On the other hand resisted to make changes in her way of teaching. She
saw a role of a teacher as a facilitator not as a controller. Ana came up with
an important moral dillema, which should be seriously considered. Whether teachers
should follow expectations of their students or their own. (Ibid., pp. 103-106)
4.3. Different manners of sharing the values
Teaching and learning are different kinds of processes, but they are closely
connected. Learning is a significant process, when pupils beside factual knowledge
learn also insights, values and identity. Teachers are an important part of this process,
they try to influence their personal development. This process is unavoidable,
eventhough some teachers do not want to have any kind of influence, they do
it subconsciously.
When teaching values are analyzed, it is clear that both values and skills are
necessary. To develop skills to analyse values and be able to express them is important
for pupils to realize that values are constructs and pupils can make their own choice
in what they want to value. Teacher has to be sure what are his/her own values, in order
30
to avoid value-neutrality. This neutrality can be expressed, but will not be achieved.
Values will always become evident in teaching.
Usually, teachers implicitly express values, which they find important for pupils.
These values are included in content of instruction, personal curriculum and also
different didactic methods, which are used by teachers. However, teachers are able
to work explicitly on value stimulation, certain values can be stated clearly and overtly,
they can also focus on teaching critical thinking to their pupils. Skills and cognitive
strategies, which teachers want pupils to learn are marked by the values that teachers
find important for them.
Four different strategies have been developed in teaching value-loaded topics:
1) Teachers try to avoid expressing explicitly their inner values.
2) The teacher openly states which values are important for him/her.
3) The teacher points out the differencies in values, but does not express which
values are crucial for him/her.
4) The differencies between values are expressed and the teacher also states his/her
own values.
It does not mean that pupils have to necessarily adopt their teacher´s values,
but according to the balance of power in the process of education, pupils take these
values into serious consideration. Pupils are forced to think about the values their
teachers stimulate. The pattern can be started with teachers not expressing certain
values, so that pupils are given the opportunity to express their own opinions. Then
make sure, that different kind of possibilities and opinions are considered and finally
they can indicate their own values, which they find important in the case. Another
strategy is that pupils are confronted with teachers´ values, that s/he finds important
for them and then pupils are invited to state their own opinions of the presented values.
Teachers say their opinions and pupils are expected to do the same. Pupils learn
to formulate their own opinions and to react to the points of view of other people.
Teachers are supposed to stimulate specific values, it is part of their pedagogical
task. However, they have to respect pupils´ own opinions. (Veugelers, 2000)
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5. CONCLUSION OF THE THEORETHICAL PART
In conlusion, the fisrt part of the theorethical part has revealed that meaning
of values is various. The meaning is connected with morality. It is a set of beliefs that
become values when they are expressed in certain atctions. It is essential for everyone
to set their own values. It was discovered that they play a very important part
in education process and are inevitable part of teaching process. They have a huge
impact on formation of moral character and teachers´ duty is influence the pupils
with the best of intentions. Language teaching is not an exception. It is necessarily
a moral act and it also has a huge impact on character and life of the people involved
in the process. Values shared in language teaching cross the boundaries of our culture
so that children are given different perspectives on values. The thesis has revealed there
are certain values which are supposed to be shared and they represent a good teacher
in the society.
In the second part, the values education and its impact on social and personal
growth of the children was introduced. Characteristics of moral mature person were
stated and different strategies for values education were suggested. It was proven
that values education is a great enrichment for education.
The third part concentrated on values in school environment. Moral acts
in school are inevitable and it has to been taken into consideration that everyone is
an individual and one approach does not have to apply to everyone. It has been
discovered that rules have to be set to impact pupils´ character development positively.
Rules which will help them to develop discipline, cooperation, confidence,
trustworthiness and other qualities they need to become a good and contributive person
for the society. Development of values is a crucial process during elementary school.
After they finish the school they start to enforce the values they have learnt. They stop
being self-centred and start to perceive, respect and cooperate with others. School plays
an important part in this process when teachers help their pupils with moral decisions
and moral reasoning. It is necessary for pupils to accept the teachers as their moral
mentors. A moral dillema connected with this aspect of teaching was emphasized. There
is a rising problem of disrespect attitude from pupils towards their teachers, problems
of disciplination and obedience that teachers experience with children nowadays.
As a result a lot of teachers leave their jobs and experience burn out syndrome.
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This issues should be taken into serious consideration because pupils obedience
and discipline is crucial in the process of education. Teaching is not only about required
curriculum of knowledge but also consist of the hidden curriculum where pupils learn
and share social values and determine the society we live in.
In the final chapter, the attention was concentrated on the moral dimension
of teaching. It was revealed that teachers have a huge responsibility as they have a great
impact on pupils´ lives and certain areas of necessary preparation for teachers
to become helpful moral leaders for their pupils were stated. There is also a need
for preparation during university studies so that teachers become good mentors for their
pupils.
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II. PRACTICAL PART
In the first part, the goal is to introduce a school, where I have done my research.
To describe its location, capacity, kind of equipment and form of education it offers.
Also I would like to mention and describe the name which the school has chosen
to express its priorities in education. As the school call itself “The school
of understanding“, this name express certain values which the school members decided
to follow in the teaching and communication with their pupils and their parents.
The comparison and analysis according to my observations will be done.
6. THE ELEMENTARY SCHOOL IN ŠUMICE
6.1. Characteristics of the school
Elementary school in Šumice was classified as school institution by school department
in Uherské Hradiště since 20. 2. 1996. The school have nine classes available
for teaching subjects and also ninec specialized classes for subjects as physics,
chemistry, geography or teaching different kinds of languages. School´s capacity is 250
pupils and 30 pupils is able to be taken in after school facility to meaningfully spend
time after classes. It is a village school of medium size. It has a long-time tradition.
The school building is situated in the centre of the village, near railway station and bus
station which can commuter pupils appreciate. Nowadays this school has 180 pupils,
nine grades and in each grade there is one class. The school is prepared to educate
integrated pupils and also extraordinarily talented pupils. School teaching stuff consists
of 13 teachers and the average age of the teachers is 42. All of the teachers have
university education. There are two English teachers but 9 other teachers take English
courses to extend their knowledge.
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6.2. The school of understanding
One of the essential values is incorporated in the name of the school. This school
has chosen for its school curriculum name “The school of understanding“, which
reflects several levels of priorities in education. Using this name of the school, they
send an important message to the parents of the pupils and pupils themselves. The name
of the school includes the values, orientation and priorities significant
for the school. The word understanding expresses certain kind of approach in education
and in relation to parents and other people involved in the process of education. These
values and priorities are expressed in three important points:
A) We understand you and your needs.
The school´s priority is to make pupils feel at home, to let them know they are
in a safe place. They will meet friends here, with whom they will enjoy different
kinds of adventures. The school is ready to help you in need. It offers you
an interesting form of education with more subjects to enjoy learning. Our
school will help pupils to learn about the world and how to communicate with it.
B) We hope, you will understand us.
Logical thinking is the first priority in our teaching. Eveytime teachers will be
willing to explain everything again if you do not understand. The biggest reward
for us is when you understand what we want to teach you. Logic and
understanding are beyond encyclopedic knowledge.
C) Understanding means communication.
Our school will be the partner for pupils and will always be ready to listen to. It
will be taught how to communicate with people in your surrounding. To talk
to others with asertivity, politeness and respect. One can participate in forming
school´s set of rules with the help of school managament and school parliament.
Rules for behaviour will be taught and how to respect rights and responsibilities.
(Surý, 2007, pp. 2-6)
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7. VALUES IMPLEMENTED IN THE SCHOOL MATERIALS
The goal of the research is to find out what kind of values are implemented
in the materials that schools works with. I would like to analyze the school´s important
material for education which is its curriculum. I also searched for the certain values
which pupils are supposed to obey in the classroom and in the communication with their
teachers. I would like to focus the attention to English materials, it includes analyzing
the English curriculum and relate it to my obsevations done in different English classes.
7.1. Values in the school curriculum
1) Competence for learning
Enable pupils to adopt strategies for learning and motivate them for lifelong learning.
The teacher is supposed to develop pupils´ abilities for learning (special
attention is devoted to this issue of ethic education). S/he should give pupils motivating
and interesting homeworks, so that they become enthusiastic for the subject. Teachers
help their pupils with planning home preparation, so that they become competent
to plan effectively their work. It is essential for pupils to understand what they learn.
Teachers should also let pupils experience feelings of success, so that it encourages
enthusiasm and motivation for further education.
Pupils learn strategies that help them to learn most effectively and how to plan
ahead learning at home and preparation for further exams. Pupils become part
of the self-evaluation. They should be able to evaluate what they have done right but
also be able to show self.criticism and admit what they have done wrong.
We can intercept certain values which are expected from teachers to set
and from pupils to obey. These values are motivation, enthusiasm and self-discipline.
From the observations I have done, it is possible to say that these values are followed
in English classes. As it is quite a small school, teachers know a lot about their pupils. It
makes it easier for them to motivate them in learning, because they are able to talk
36
about things they like. They know their families a little, what kind of hobbies they have
so teachers can easily find certain topics, which pupils will be interested in. Teachers
make sure that everyone works in the class and try to be helpful when someone does not
understand. Teachers make sure that everyone understands and devote time
to individuals who work slower. Pupils were enthusiastic, they liked competing
with other pupils in the class. Teachers made sure that when someone did not know,
they persuade him that s/he would know something else, so that they know everyone is
good at something different. The result was that pupils did not loose enthusiasm
and work even harder to accomplish success. Teaches always tried to find a reason
to acclaim them fo the good thing they did. Teachers helped pupils to develop
self-discipline by checking the work they did. Pupils were asked to do certain tasks,
which were always checked. Also pupils learnt to be critical to themselves, admit what
they have done wrong, recognize their mistakes and learn from them.
2) Competence for problem solving
Motivate pupils to develop creative and logical thinking when it comes to finding
solutions for different problems.
Teachers provide problematic situations and tasks from real-life experiences.
Teachers work with mistakes of their pupils as an opportunities for character
and intelectual development.
Pupils are lead to search for different kinds of solutions for a problem. To be
able to see that there might not be only one right answer, but that they also have
to consider different possibilities. Pupils should be able to defend their opinions
successfully and consider what is the right thing to do. Pupils solve daily school
problems, express their opinions on different issues via school magazine „Eight“,
pupils´ self-government and school´s parliament.
Teachers aim is to help pupils become independent and confident to express
their opinions. Be able to distinguish right from wrong and have enough power to fight
for what is right. According to my observations, these efforts were followed. Different
approaches were suggested for different kinds of problems. Pupils learned to see
problems from different perspective than their own. When someone did something
37
wrong (abused property of someone else), they discussed it in the class together so that
everyone would be able to express their opinions. On the other hand, there is not much
time in a lesson to develop these skills. It might be useful to devote more time to
solutions of problems in the class but it would be at the expense
of the lesson´s curriculum.
3) Competence for communication
The goal is to teach pupils versatile and effective approaches to communication.
Teachers teach pupils the art of listening and help them to adopt the right
manner to express their own opinions on certain issues. S/he sets a good example
of the right communication with other pupils, the teacher and other adult people
involved in the process.
Pupils learn to openly communicate with people in their environment. They
actively participate in school´s self-government and school´s parliament.
In the English lessons, pupils had a lot of possibilities to talk in front
of the class, in groups or with their teacher. Teachers taught the value of tolerance and
patience. To be able to listen patiently to other people and respect their opinions which
might be different from their own. When something important was discussed, pupils
were supposed to be quiet and raise their hand if they wanted to add something
to the topic. The aim was to be able to express opinions in the act of communication
without being impatient or rude. Teachers demanded respect as an authorities
in the communication. Although, I have seen that pupils expressed negative attitudes
towards the teacher and one another, but in some cases teachers rather ignored it
in order to not waste time during the lesson to deal with this issue.
4) Social and personal competences
Development of the ability to cooperate and respect pupils´ own work and work
of others.
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Teachers asign pupils different group tasks and the goal is that pupils change
their roles in the group. Teachers teach foundations of cooperation and team work, s/he
patiently explains the advantages of team work. S/he guarantees cooperation
of the pupils of different ages in school projects. Teachers lead pupils to create and obey
rules which they agreed on.
Pupils help others with learning and are able to ask for help themselves when
they need it. They actively participate in school projects which are focused
on cooperation and work in groups.
I would like to centre my attention on the fact that in English lessons they have a
lot of possibilities to learn to work in groups with other people. They usually worked
in pairs or groups in the lesson and they participated in many English school projects
such as olympiade in English language or projects concerning different topics
as family, hobbies and friends. I would like to emphasise that it is very useful
for developing cooperation between pupils. They learn mutual respect, loyalty
and patience.
5) Civic competences
Help pupils to become independent and responsible people enforcing their rights
and carrying out their duties.
Teachers support work of pupils´ self-government, school parliament
and organize work of peer activists in school. S/he makes sure that pupils become
familiar with problematic social issues - bullying, drugs, racism and xenophobia.
Pupils familiarize with other different cultures in the world via international
projects organized by school. They are part of the process of creating rules
for behaviour, they collaboratively form school´s set of rules. They refuse any kind
of attitude which could disrupt relations between pupils. (Ibid., pp.7-9)
My observations showed that also in English classes it is essential to teach moral
values to help them become responsible and considerate people. As in any other classes
there are certain rules which have to be followed, so that it is clearly stated what kind
of values should be followed. Pupils have to greet the authority when s/he comes
39
to class, not disturb the lesson, pupils have to raise a hand when they have a questions
or be respnsible for their actions. These values are also implemented in class rules
which I will comment on in the following chapter.
7.2. Values in the class rules
Each class has certain kind of rules, which pupils are obligated to follow. They
might not read it everyday but they can look at it every now and then and remind
themselves what they are supposed to do in classroom interaction. Class rules teach
pupils important values for life. It is required that teachers make sure pupils understand
these rules and obey them.
1) I obey my teacher.
First rule teaches pupils respect and tolerance for the authority. Pupils should
know that teacher is the leader and mentor of the class and they are supposed
to listen to him/her. It is necessary in the interaction of the teacher and pupil.
When teachers do not have respect and do not achieve tolerant behaviour from
their pupils they can hardly teach them anything.
2) I am willing to help.
3) I am considerate of others.
4) I do not hurt others.
These ones highlight the value of mutual respect, kindness and cooperation.
Pupils need to communicate with each other and with the teacher. If they notice
there is a problem in the classroom, that have to consider it as their problem too.
If someone has a problem then everyone else does. Pupils must be considerate
of others around them, they are a community and if they want it to work, they
must help each other in difficult times.
5) I do not disturb in lesson.
6) I do not disturb someone when s/he talks.
7) I greet everyone.
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8) I am tidy.
These emphasize the value of self-discipline and patience. Teachers must be
able to make a quiet environment for teaching and pupils need to know they
can´t talk if they are not asked, because it disturbs other children in learning.
Pupils are also asked to greet adults politely as a sign of good behaviour and also
do not create any kind of untidiness in the class so that each lesson take place
in clean environment.
9) I ask politely for something and thank for it.
The values implemented in this one are politeness and common courtesy. Pupils
are supposed to know how to express politely their needs and express gratitude
for something others did for them.
10) I am a good friend.
Pupils learn to value loyalty in relationships with other pupils in the class, learn
what kind of behaviour defines a good friend.
11) I do not lie.
12) I do not abuse property of others.
These rules help to develop honesty and trustworthiness. Pupils should be able
to rely on and trust each other. They are supposed to be honest
in the communication and not to do things that might hurt or upset others.
Finally I would like to devote attention to how these rules applied to English
language classes. Most of them were usually followed. On one hand, pupils obeyed
what teacher said, they were willing to help each other, they knew how to politely
and with respect express their emotions and needs. On the other hand, in a lot
of situations, pupils broke these rules and disturbed the lesson by talking loudly, several
times they were caught lying to the teacher, especially because of forgotten homeworks
or they abused and destroyed property of other pupils in the class. Violations
of the rules were usually followed with punishments – pupils were given extra
homeworks, asked to leave the classroom and wait outside for some amount of time
or if it was too serious teachers solved the situations with the headmaster.
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7.3. Values in English language teaching
Values that I have found in school curriculum also apply to English language
itself. In the curriculum for English language teaching are mentioned the same five
that are implemented in school curriculum. When we analyze curriculum for English
language teaching, we can find a few more values that should be included in teaching.
In the materials, it can be found under the cross-section topics. These topics are devoted
to what pupils´ are supposed to learn beside the subject knowledge. Two topics can be
mentioned here. The first one is character and social education, the second important
one is multicultural education and the last one is education for thinking european
and global connection.
1) Character and social education
Pupils should have the possiblity of personal and social growth during
the process of education. Their communication skills should be evolved and they should
verify them in daily situations. Greet adults everyday, be able to ask politely
for what they want, express their requests with respect, apologize for the wrong things
they did or express disagreement and not upset others involved in the process.
2) Multicultural education
Get to know traditions of our culture and others leads to mutual tolerance
and elimination of hostility and prejudice. They should be able to enforce principles
of polite behaviour and have obliding attitude towards differencies of others.
3) European and global connection
The goal is to share stories and experiences from Europe and the world. Pupils
become familiar and sensitive towards lives of children in other countries. They learn
to respect habits and traditions of European countries. There are international meetings
organized and pupils learn about lifestyle in other european families.
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The first one regarding the character and social development is achieved through
values mentioned in school´s curriculum and class rules I have discussed above.
The other two are quite different. In English classes which I had the possibility
to see a great amount of time was devoted to multicultural education and european
traditions. Pupils were asked to do different group projects or asked to talk and write
about these topics by themselves. It is helpful for pupils to become considerate of other
people in the world, people that might come from different social or cultural conditions.
Children get to know other countries, nations and respect and value their habits
and traditions. (Ibid., pp. 2-5)
8. RESEARCH METHODOLOGY
8.1. Objectives of the research into teaching values
My study concentrates on the issues of values in teaching. I have cooperated
with two English teachers and their five classes (fifth grade to ninth grade). The aim is
to get a deeper insight into the way teachers and pupils perceive this moral dimesion
of teaching and learning process. In what manner these values influence the relation
between the teacher and pupils and between pupils themselves. What kind of impact it
has on class communication and environment. In what manner teachers share their
beliefs and thoughts, how pupils perceive it and how it reflects in the classroom. On one
hand, I would like to centre the attention on the data collected in the questionnaire
responses and interviews and on the other hand I would like to analyze and relate it to
what they actually did in the classroom according to my observations.
8.2. Research tools
I have chosen three kinds of research tools that I considered the most suitable
for my research. These three methods include (all of them can be found in the
appendices):
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8.2.1. Questionnaires
Firstly, I distributed the questionnaires which consisted of all three types
of questions – open, closed, semi-open. The questions focused on the positive
and negative values, moral dimension of teaching, in what manner the values are
integrated in teaching and perceived by the people involved in the process of education.
8.2.2. Observations
Secondly, the observations were done in five different English classes. Each
teacher of English has only half of the class for the lesson. I observed in what way
values influence the education process. I concentrated my attention to certain values
mentioned in the questionnaire. I was also interested in the teachers´ attitudes towards
negative values and solutions to this undesirable behaviour. I focused
on communication in the classroom, its positive and negative aspects.
8.2.3 Interviews
Thirdly, I desided to extend and clarify some of the data collected
in the questionnaire by interviewing each teacher. There were several things that came
across my mind during the observations. I decided to take each question
of the questionnaire and ask other more specific question according to it. The aim was
to find out more information about the teachers, pupils and their beliefs.
8.3. Coding
Certain positive and negative values were determined in the questionnaires.
These categories of values will be related to the interviews and observations, the way
these values are explicitly stated or logically derived from the utterances and which of
these values were revealed in the observations. The categorical system which directly
corresponded with the revealed values was used.
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8.4. Processing the data
The collected data from the questionnaires and interviews will be processed,
analyzed and related to my observations. Firstly, I will clarify what the goal of the
questions in the questionnaires and interviews was. Secondly, I will process and analyze
the responses and relate it to my observations. On one hand, I will analyze what
the teachers stated as their beliefs and thoughts. On the other hand, I will present
the comparison with what they actually did in the classroom.
1) Which teaching values do you consider as the most important for you?
Teachers were asked to think about the values that are actually important in their
teaching and which they follow.
TEACHER A: She chose six values from the scale – cooperation, loyalty,
responsibility, tolerance, patience and self-discipline.
My observations showed that she follows these values in her teaching.
Cooperation is very important basis of her work in the classes. She is very helpful to her
pupils and encourages communication between the pupils so that they learn to work
together and achieve better results and also are able to appreciate it. Loyalty,
responsibility, tolerance and patience are essential part of their communication too.
The teacher encourages them to feel responsible for other pupils´ problems, tolerate
differencies in others and teaches them to be patient when someone is slower or not
as good as them. She also mentioned several times how important is responsability
and cooperation in the classroom. Finally she mentioned the value of self-discipline, she
stressed this value a lot in the interview. It is very important to her that they are
obedient and follow the rules which she reminds them of from time to time. Following
the rules is essential for her and she makes sure they are aware of this fact. She punishes
them with extra homework or with a session with the class teacher or the headmaster
when they break the rules. She ignores them when they want to talk but do not raise
their hands. She does not help them when they show impolite attitude towards her
or other pupils. It is a good training for discipline.
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It was proved that there are certain values which the teacher did not choose
in the questionnaire but are very important for her. The values of mutual respect,
trustworthiness and enthusiasm. She mentioned them several times when she talked
in the interview and they could also be spotted in the classroom interaction. Mutual
respect was very important in her teaching. She emphasized that the rules which they
have to respect and certain boundaries that could not be crossed or otherwise they
would be punished. Sometimes it was needed to take a firm hand to show them who
the authority in the classroom is.
It was important for her that they respected each other when they worked
in groups, did not laugh at mistakes of others and were able to consider different
approches of other pupils. Secondly, trustworthiness is a value that she believes
in according to what I have seen in classes. It is essential for her to always do the right
thing because she is aware that pupils observe her behaviour and she wants to make sure
they can trust her and rely on her to do what is right when there is a problem. Be
confident that she will punish bad behaviour, treat everyone equally or encourage them
when they loose motivation. She also finds trustworthiness important in the relationship
with her pupils. When there is a problem they can come to her after classes, discuss it
in person and actually treat the cause. Finally, I have noticed the value of enthusiasm in
her teaching. She encourages and motivates the children all the time. She tries to keep
their attention for the whole lesson so that they can learn the most of it. She figured out
what kind of motivation each of them needs, what words they need to hear to not loose
their hope when something is not working. Eventhough, she might not notice it, there
are other values that she emphasized in her teaching and she does not even need to be
aware of them.
TEACHER B: She chose values of mutual respect, kindness, cooperation, tolerance,
patience and enthusiasm.
I can confirm that enthusiasm can be observed in her teaching. She is a very
passionate and motivated teacher. It is easily observable that she enjoys being a teacher
and being able to share her knowledge with the pupils. It had a great impact on them
and they were motivated to learn more. Tolerance and mutual respect towards her
as an authority was demanded. It was essential for her to feel respected and to be sure
46
they tolerated her rules in the classroom without actually being impolite to her pupils.
She usually showed kind and helping attitude in the communication with her pupils.
On the contrary, she did not encourage the values of tolerance, respect and cooperation
between the pupils. She concentrated more on the attitude which they had toward her.
They worked quite a lot in pairs or groups and I believe the work would be more
effective if she checked that these values are followed in their communication.
I have noticed two other values that she emphasized in teaching but not
mentioned in the questionnaire. Those are responsibility and self-discipline. She also
mentioned them in the interview. She wanted them to be responsible for their actions.
Be aware that each action has its consequence. She wanted them to realize that when
they have certain work they have to do it. She always checked their homework
and made sure they fulfil their tasks in the classroom. Self-discipline is also connected
with responsibility. Her major interest was to educate children to be obedient
and respectful. Each sign of bad attitude was followed by a punishment. Next time they
would avoid making the same mistake again because they were sure it would have bad
consequences. These two values are more important in her teaching than she thinks.
2) What in your opinion are negative values?
The teachers were supposed to think about the negative values which bothers them
the most in the classroom.
TEACHER A: She circled the values of irritation, laziness and arrogance.
On one hand, I have not actually observed the value of irritation. On the other
hand laziness and arrogance were quite important issues in the classroom. Some
of the pupils did not want to work and cooperate. She did not try to push them, firstly
she tried to find out what is the reason and then she motivated them with a compliment
or a good mark. The other ones were arrogant when there where certain rules which
they did not want to follow. She either discussed it in the class or when they showed no
response she met them after classes to talk about their bad behaviour. Eventhough she
did not mentioned it, what bothered her the most were negative attitudes from pupils
which she might not even realize in her teaching. When they commented on everything,
47
talked all the time between each other that was what she was most upset about because
her intentions were to create a quiet and friendly environment where they would not
distrub each other and be patient.
TEACHER B: She consideres negative attitudes, hatred and arrogance as the negative
values.
As in the classes of the other teacher also the pupils of this teacher showed
negative attitudes, they tend to talk and laugh at each other. She managed to make them
quiet a few times but then I noticed that she ignored it when it was happening over
and over again. She wanted to finish everything they were supposed to do in that lesson
and did not want to loose the precious time they had. Hatred and arrogance were not
such a big issue in the classrooms in my opinion. Although, they laughed at each other
when someone made a mistake.
She did not mention laziness and boast but I noticed these values in the
classroom interaction. Because there were problems when they had to work in pairs or
groups. They usually did not like each other and were lazy to do anything together.
They always tended to compete with each other and boast when they did something and
someone else failed. They were unable to consider the classroom as
a community that should cooperate and work together. From my point of view issues
of laziness and boast were much more important than the ones she circled.
3) Do you think that negative values can have positive effect? If you agree, please add
some examples from your teaching experience.
This question was asked to find out whether teachers think that anger
or negative attitudes can actually make pupils work better, faster and more effectively.
In the interview I asked the teachers what they do when they notice they share negative
values with their pupils. I wanted to find out how they deal with their anger
or dissapointment in their teaching, whether they openly show their negative feelings,
eventhough it might negatively affect their pupils or whether they try to hide it.
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TEACHER A: Teacher number one simple stated that negative values cannot have
positive effect in the classroom. In the interview she said that she tries to suppress
the negative feelings in the classroom On one hand, if she is angry because
of something pupils have done, they know they deserve it. On the other hand, when
the problem is personal, she tries to hide it in the classroom so that pupils are not
affected. Sometimes when she expresses dissapointment, pupils realize they should do
what they are told so that she does not get angry. She regrets when she gets angry
with her pupils, because it should not happen. (Teacher A. 20 Jan. 2013)
I would like to emphasize that she has a really good relationship with her pupils
and is very kind to every one of them. Eventhough, she does not believe that negative
attitude can impact them positively, my observations have proven that in certain
situations she achieved more with negative attitude towards her pupils. Although, she
rarely raised her voice in the classroom, when she did express anger, impatience
and dissapoinment, pupils realized they should change their behaviour and actually
started working more effectively. In some cases it happened that pupils abused her kind
attitude and did not fulfil their tasks. When she expressed disagreement, they started
to focus on their work. I think it helped them with their self-discipline and a few pupils
became even more enthusiastic about the work because they wanted to make her
satisfied.
TEACHER B: She admitted that negative attitude can actually have positive effect.
She explained that only exceptionally. When she expresses negative attitude it is
a signal fo them that they have done something wrong. In the interview she mentioned
that she eliminates the situations where they would express negative attitude and she
could become angry. It is her way to protect mental health. (Teacher B. 20 Jan. 2013)
Based on my observations, she rarely expressed negative attitude. But when she
did, the result was positive. Pupils did not want to make her angry so they started to do
what they were supposed to. As she mentioned she expresses it only exceptionally, it
proved to be true. It was enough when she raised her voice, she did not even needed
to scream at them and they were quiet in a second, concentrated on their work. From my
point of view, she developed their self-discipline really well. She did not have to scream
or threaten them with homework to make them do what she wanted. Their
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communication and mutual respect was on such a high level that it was enough to raise
her voice a little or to make an eye contact to show them they crossed a line.
4) Are teaching values covered in your school curriculum?
The goal was to discover whether teachers are aware that teaching values are also part
of their school and also English curriculum. In the interview I was intrested in the fact
whether they actually come back to these parts of the curriculum the get help with
teaching values and to be sure which values are actually supposed to be taught.
TEACHER A: She is aware that teaching values are also part of the school curriculum.
She actually has a copy in her office, to have a chance to look at it every now and then
and inspire herself about what to do in certain situations. Nevertheless, she admitted
that in many situations she believes in her common sense and she does what she thinks
is the best for the pupils. (Teacher A. 20 Jan. 2013)
I have mentioned this topic earlier when I analyzed the school and English
curriculum. According to my observations the teacher followed the suggested values
and competences which pupils are supposed to be taught. She encouraged them
and motivated them to work, she individually approached everyone to make sure they
understand the topic, she was willing to help and go over everything again if they did
not understand it. As she had such a kind attutide, they were motivated to work because
they knew there would come a reward and she would appreciate it. Their cooperation
worked very well. She warned them about possible mistakes they could make
and wanted them to be successful. Pupils were able to quietly cooperate in the groups
or pairs. When there was a problem in the communication, she always found a way
to solve it. For example when a slower pupil was afraid s/he would not be able to do
the task, she sent one of the best pupils to be in pair with him/her. The better pupil
provided help with what s/he did not know how to do. Pupils learnt to communicate
together, help each other in need and appreciate what others do for them.
In the interview, the teacher mentioned that sometimes she doubts herself and rethinks
what she could have done differently. I noticed in the class that she always tries to keep
50
positive attitude as she does not believe that negative attitude is good. She tries to give
pupils a second chance when they do something wrong and teach them the right way.
TEACHER B: She also knows that values are implemented in the school curriculum.
Despite this fact, she admitted that she does not know how and what values are actually
part of the curriculum. She relies on herself to know what to teach and do. (Teacher B.
20 Jan. 2013)
I would like to point out the different attitude of this teacher. She does not have
the copied curriculum in her office and does not look at it at least once in a while like
the other teacher. I have noticed that she does not devote so much time to individuals
and different approaches to everyone. She more tried to work with them as a whole
group. They usually discussed everything together and she treated everyone equally.
The cooperation between the teacher and pupils was great but cooperation between
the pupils was worse. Eventhough they did some tasks in pairs, the results were not
so good as with the other teacher. It is part of the curriculum that pupils should learn
to value cooperation, mutual respect and be able to find solutions to different problems.
If she went through the curriculum more often, it might help her to realize
that communicatin between pupil has a great impact on the work they do together
and she would pay more attention to this aspect of teaching. Nevertheless, I would like
to point out that in spite the fact that she does not really come back to the curriculum,
she follows the values that are set in the English curriculum. Pupils showed respect
toward her as an authority, they were polite in the communication and disciplined
in working. She devoted time to teach multicultural education, as she spend time
in different places abroad, she always told them her experiences with other cultures,
what are the differencies between them and pupils became aware of different habits
and specific features in communication in other countries.
5) How you consciously integrate your values into teaching?
The intention of this question was to discover whether teachers implement values
in their teaching on purpose or whether it is happening randomly. In the conversation I
51
was interested in the fact whether it is even possible to teach them positive values
in such a short time as 45min class.
TEACHER A: The response was that she follows the school curriculum when teaching
values. In my opinion it is a very good attitude because the school curriculum has this
topic covered very thoroughly. There are values and competences which help pupils
to become responsible people who will make a good contribution to society. She is
convinced that even in a 45-minute class the teacher is able to share values essential for
life with the pupils. They learn by observation of her behaviour and her reactions
to certain situations. Even though it might not be the best one, they will choose whether
to agree or not. She believes in reminding them of the rules so that they would not
forget. She does not try to persuade them about her truth, she only shows them different
options and solutions but the final decision is up to them. (Teacher A. 20 Jan. 2013)
As it has been already mentioned, according to what I have observed in classes
she follows the school curriculum. So what she claims she does in the classroom can
really be seen during her teaching. The pupils respect her as an authority in the class,
when she enters the classroom, they stand up and greet her. They showed enthusiasm
in learning, because she figured out what motivates each one of them so she knew how
to approach each one individually. When someone was disturbing the class, she send
him/her out of the classroom to calm down. When s/he came back she talked to him/her
and actually achieved that s/he started to work effectively. She knew exactly what to say
to make them work. From my point of view, I actually believe that she was so nice
to them that they did not what to disappoint her. Of course, there were some pupils that
abused her kindness, but others usually adopted this kind attitude and acted the same
way. She helped them to develop responsibility and patience. When someone was
falling behind, she encouraged the other pupils to help them. They learnt that when
someone has a problem, it should concern everyone in the class. They also learnt to be
patient and wait for the pupils who were not so fast in their work. It also encouraged
trustworthiness and tolerance between them because they knew they could rely on each
other. They were really disciplined and only a few of them broke the rules from time
to time. She is convinced as a techer that to change pupils is not possible, but she can
show them the way which they could follow and which she thinks is the best.
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I personally believe that is a good way to teach them values. If she tried to persuade
them, they might do exactly the opposite thing when they start to feel they are being
pushed towards something. They observed her behaviour in the classroom, listened
to her opinions, saw what the consequences of her actions and attitudes were and they
finally took it into consideration whether they wanted to act the same way.
TEACHER B: She believes that when she is enthusiastic, it helps to encourage
motivation. She also values mutual respect, tolerance and cooperation. These values are
essential for the teaching and learning process. Finally kindness and honesty contributes
to a good relationship with her pupils. As the other teacher she does not believe that she
can actually change the pupils. But it is possible to plant a seed of good behaviour
in them. In her opininon English teachers do not have such a huge impact in a short time
they spend with them but they can still have a moral impact on them, which pupils
might actually realize years later. (Teacher B. 20 Jan. 2013)
She is really enthusiastic in the classes and she is passionate about her job as
a teacher. This helps her pupils very much. From what I have seen, they adopted
the enthusiasm and were motivated to ask questions, they were eager to know
the answers. They competed with each other because they wanted to show they know
a lot and wanted to be appreciated. They discussed everything with her, they laughed
together, when she did not know something, she admitted it and promised to find it out
for the next lesson. Mutual respect with her pupils worked very well. She showed them
that even she as a teacher can make mistakes. She had a kind attitude towards them
and in my opinion she valued honesty in their communication very much. When she
found out that a pupil lied to her she was very dissapointed and let them know it is not
a sign of good behaviour. She gave them extra homework or a bad mark, so that they
would learn that lying is something they should not do. As it was noted earlier, she has
a really good relationship with her pupils but I would suggest that she should work
on the relationship that pupils have among themselves. They did not really respect
and cooperate when they worked together and as she believes it is an essential thing
in learning so she should devote more attention to it.
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6) Are positive values reflected in their behaviour towards you and other pupils?
This question was asked to discover whether the teachers notice positive values
in the behaviour towards them and other pupils in the classroom. In the interview my
aim was to discover if the teachers can actually observe pupils adopted some of
the positive values.
TEACHER A: She claims that positive values are reflected but each one of the pupils
is an individual and some of them want to accept the good values and some of them
refuse. She is also convinced that the background, the family is very important. They
also have to be encouraged positively at home. She says that she can see the progress
in their attitudes in the classroom. They develop a lot when working in pairs so it
encourages mutual respect, kindness, cooperation and tolerance. They learnt how
to work together and help each other. The better ones help the slower ones. It helps
to create friendly environment where it is much easier to work effectively. (Teacher A.
20 Jan. 2013)
I agree with the statement that positive values are reflected in their behaviour. I
think they adopted a lot of good things from the teacher. As I have already mentioned,
they work together very well as a community. I think the teacher is really interested
in the communication between pupils because she is aware it is the basis for successful
work and cooperation. In each class there are pupils who are more intelligent
than others. They learn to help the ones who need it and try to be patient when working
with them. The less intelligent pupils then learn to appreciate it and be able to ask
for help because they know the others will not laugh at them. It encourages the value
of equality in the classroom. The teacher treats everyone the same way. She always
finds a way to help them to accomplish any goal they set for themselves. The result is
that they do not feel underestimated and are motivated and enthusiastic because they
can be sure that the teacher and pupils will help them to accomplish anything.
TEACHER B: She hopes pupils are influenced in positive way. She can see that some
of them treat her very nicely and it is reflected in their communication. She admits
that it might not only be because of her as she can see them only a few hours a week.
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Their natural and enthusiastic attitude helps her a lot in effective teaching. (Teacher B.
20 Jan. 2013)
I have already mentioned that there is a very positive relationship between
the teacher and her pupils. According to my observations they really adopted her
enthusiasm and naturalness. It can be easily spotted that she enjoys teaching and sharing
her knowledge with them. She explains everything with such great enthusiasm that she
keeps most of the class intrested for the whole lesson. Their share the passion
for the English language with her. It is very interesting to see how they are eager
on learning new information and are keen on everything she suggests doing. It is easier
for them to learn and fulfil their tasks with such a motivation. The relationship between
the pupils and the teacher works really fantastically. The positive values
in the relationship between the pupils are quite different. I noticed they sit alone in each
class, so it is hard for them to cooperate and ask for help when they do not know
something. They would probably be too noisy if they sat together. They are very
competitive and laugh at each other when someone does something wrong, they make
mocking gestures at each other and are very dissapointed when they cannot win. From
my point of view, most of them want to be the best ones in the class so that the teachers
will notice them. They do not realize they are a team. The sense of community, equality
and cooperation is missing.
7) Which values do your pupils acknowledge?
This question was asked to reveal whether the teachers notice what their pupils value
in the communication in the school environment. In a personal conversation with
the teacher I tried to reveal what are the problematic issues in classes and how
the teachers try to work on them.
TEACHER A: She is convinced that her pupils value cooperation, loyalty
and responsibility. In the interview she claimed that the most problematic issues
in the class are those regarding politeness. They know perfectly their rights but the fact
that they have duties seems unimportant. She has an interesting approach in solving
problematic issues. She does not discuss it in class, she approaches everyone
55
individually. She talks to her pupils after classes when there is a problem in the class.
Usually there is a reason for their bad behaviour which does not even have to concern
school. Usually it helps to get their parents in the office too. When she tries to solve
the issues with the whole class or prevent problems, she reminds them of the certain
rules that are supposed to be followed, even though it bores them, the result is positive.
(Teacher A. 20 Jan. 2013)
Pupils in her classses certainly value cooperation and responsibility. They are
aware of the consequences of their actions and know that the problem of someone else
in the class is also their responsibility. They show loyalty towards the community
of the classroom. The teacher only mentioned three of the values which she notices
in the behaviour of her pupils. I would like to point out other positive values I have
observed. Those are mutual respect in their cooperation, patience in waiting
for individuals which are slower, equality between the pupils and kindness towards each
other and the teacher. I personally believe it is good for them to be reminded of the rules
from time to time. Although might find it useless, they still listen and these words
remain in their minds. She mentioned that politeness is the biggest problem
ng too loudly, laughed or refused to do their work and disturbed the class instead.
Nevertheless, in my opinion she solved these situations quite quickly. She shouted
at them to be quiet, send them outside the classroom or make them sit somewhere else
where they would be alone. It usually worked and they realized they should change their
attitude. From my point of view, it is a good solution to talk to them after classes. There
might be a different problem bothering them and it migh help them to talk about it with
an adult. There is a disadvantage that teachers loose their own free time. It is a dillema
if this is a good way to solve classroom issues. I believe a lot of teachers ignore
the problems in the classroom so that they do not have to deal with it. It is only her good
will that she finds the time to actually talk and help her pupils but that is what also helps
to develop kindness and cooperation in their relationship.
TEACHER B: On the one hand, she notices the values of kindness, cooperation
and loyalty in her classes. On the other hand, her pupils have problems with respect
and tolerance. When she was a class teacher she talked to them after school and they
solved their issues. Now, when she teaches the classes only one subject, she preferes
56
to focus on the subject. Nevertheless, she tries to work on the issues by explaining that
everyone is an individual and they have to respect it, also she tries to set different
examples from real-life situations in order to teach them values. (Teacher B. 20 Jan.
2013)
I agree that most of the pupils follow the values of kindness, cooperation
and loyalty. Especially towards the teacher. She pointed out that her pupils lack respect
and tolerance. They sometimes did not obey the rules and disturbed the class and
the teacher but it seemed to me that they were disciplined and respected her as
an authority. I believe this is not the problem but as I have already mentioned according
to my observations the problem lies in the communication between pupils. They do not
work as a collective body and when they do not respect and tolerate each other, there
will always be a problem and it will also affect the attitude towards the teacher.
For example when they are forced to work in pairs with pupils they do not like, they
will blame the teacher and show impolite attitudes. As she says the main thing is
to teach English and she probably does not want to solve class issues at the expense
of the lesson. In my opinion, if these issues affects their communication, it will also
affect their ability to learn English properly.
8) Do they show better school results when you apply positive or negative values on
them?
The goal was to discover whether the teachers think their pupils work more efffectively
when the teachers show kind and helping attitude or when they show negative attitudes
towards them. In the interview the following question was whether they noticed the role
of the teacher had changed through the years and if they had noticed any change
in the pupils´ attitudes and also their attitude.
TEACHER A: She admitted it is difficult with some of the pupils but usually she has
a positive attitude and when she notices it does not work, she tries it differently.
In the conversation she stated that the attitude of the pupils towards the teachers has
change a lot and also the position of the teacher. Teachers have lost their uniqueness.
Pupils do not consider them as an authority. That is the reason why teachers have
57
to have a firm hand and not try to be friends with them because they would abuse it.
They are not disciplined from home so it is hard for them to accept any kind of authority
at school. (Teacher A. 20 Jan. 2013)
According to my observations, she usually tries to have a positive attitude
and when it fails, she tries a different approach. Her aim in the classroom is to create
kind and helping environment where pupils would feel safe. Pupils showed better
results when she was nice to them, in some cases she needed to raise her voice or punish
them when they were doing something wrong and it helped. But firstly she approached
them nicely to make them work, when she noticed some of them did not listen to her,
she changed her attitude and showed dissatisfaction. Usually pupils reacted better when
positive attitude was aplied because they felt they should satisfy their teacher and make
her happy and do their work. I agree with her that the situation and position
of the teacher has changed. Pupils seem to be less disciplined at home and have
no boundaries at school and feel they can do whatever they like. It has a huge impact
on their ability to be respectful towards others. It is not all of them, usually a few pupils
in the classroom who whenever she showed kind attitude, they abused it. It encourages
teachers´ self-discipline because they are aware they have to be tough in certain
situations in order to preserve their respect.
TEACHER B: She stated that sharing positive values always helps to get better results
from them. It is essential to create a friendly environment. But in some cases pressure
has to be applied. In the interview she like the other teacher mentioned the problem
of discipline which the pupils bring from their homes. She feels that their parents do not
support them in their work and when there is not support from either pupils or their
parents, they cannot achieve respect. She finds help from the family essential to be able
to work with them. Pupils need to be encouraged to follow certain rules at home
but also at school that is essential. (Teacher B. 20 Jan. 2013)
She hardly uses negative attitude in the communication with her pupils. In my
point of view she disciplined them well in her English classes. She does not have
to raise her voice or scream at them to make them work. They know exactly what to do
and do it. She simply calls their names or looks at them and they know they did
something wrong and quickly change their attitude. Of course, there are a few pupils
58
who are disrespectful. That is probably what she mentioned. They do not have
the boundaries at home so it is hard to discipline them at school because they are not
used to obeying an adult authority. They brush their hair, put on make up, send text
messages during the classes as if they were not at school. I personally believe it is good
to approach their parents and try to work with them. When they set the rules
for the child together, it will help to achieve discipline and respect as an important
values for the children.
9) Do you consider being a teacher also being a moral mentor to you students?
My intention was to find out whether teachers are aware of the moral dimension
of teaching, that there is a hidden curriculum and teaching is not only about sharing
knowledge but also about social and personal growth. In the interview I wanted
to discover if teachers went through any preparation in their university studies. If they
got prepared to become moral mentors for their pupils.
TEACHER A: She is aware that part of the teachers´ role is to be a moral mentor. She
believes that acknowledging values is an essential part of the eudcation process. She
stated that teachers at university did not prepare them for this role. They were more
concerned with what a good lesson should look like so they would meet the curriculum
criteria but they did not actually spend time being taught about values or ethics
in the classroom. (Teacher A. 20 Jan. 2013)
As I have written in the theorethical part, according to the studied resources, it is
suggested that values should be part of the future teacher education. They should get
prepared for different situations that could happen and how to find the best solutions
for them. In my opinion preparation in this area of teaching might be very helpful
and would actually help teachers to make their work easier. I have noticed there were
certain situations when the teacher seemed not to know what to do. When there were
problematic children who disturbed the lesson, it was hard to find the best approach
to make them stop and actually concentrate on work. It happened to her especially with
the worst ones of the class who did not want to work at all. Otherwise, the teachers
always found a successful way out. Teachers should be prepared for these situations,
59
to be aware there might be one individual who will disturb the class and they should
know how to deal with him/her so that they set them on the right path. Their attitude
always affects their ability to learn. This should be part of the lessons at university
so that our schools could have prepared and successful moral mentors in teaching.
TEACHER B: She also considers herself as a moral mentor. She is convinced pupils
sometimes spend more time with their teachers than with their parents so teachers can
have a huge impact on them. At university they did not have a subject that would be
concerned with the moral dimenstion of teaching. But teachers shared their knowledge
and different situations from their teaching practice so that they could discuss it
and learn from one another. They observed what their teachers did and now they know
their pupils observe them so they have to be careful what they do and set a good
example for them. (Teacher B. 20 Jan. 2013)
My observations have shown that this teacher usually knew what to do with her
pupils and how to approach them. The classes were calm and quiet. There were a few
individuals with disruptive behaviour. She probably developed the best attitude
in the years of practice as she has been a teacher for more than twenty years
and the other teacher has been teaching only for a few years. As I have already
observed, from my point of view, a preparation that would focus on values in teaching
would help novice teachers especially in the beginning of their teaching career.
10) Do you have positive or negative relationship with your students?
This one was asked so that the teachers would think about their relationship with their
pupils. If they consider the environment in the classroom friendly and safe. In personal
conversation my intention was to reveal whether they discuss with their colleagues how
to approach and communicate with their pupils. Because, as I have discovered
in the theoretical part, the communication between colleagues is quite essential.
TEACHER A: This teacher keeps positive relationships with her pupils. She stated that
it helps her a lot to be able to discuss it with her colleagues. Consider someone else´s
60
perspective, because no one is perfect and she might be wrong and this helps her
to discover it. (Teacher A. 20 Jan. 2013)
As it has been mentioned previously, the relationship between her and pupils can
be considered more than positive. They work in such a friendly environment that it has
a great impact on their work. They are encouraged and concentrated because they know
other pupils and the teacher will support them. The communication between
the teachers can be also reflected. Sometimes she mentioned in the classroom that she
will handle something with certain approach because other teachers advised it and it
worked in different classes. This communication might be very helpful because
approaches of other teachers can actually help in their classroom too.
TEACHER B: The teacher also hopes she shares positive relationship with her pupils
but she knows there are exceptions. Like the other teacher, she suggested that help
from her colleagues is very important. Especially when she knows a teacher who
studied psychology. She finds it important to be able to get help and advices from them.
(Teacher B. 20 Jan. 2013)
She has positive relationship with her pupils too. Most of them respect her
and treat her well. Both of the teachers agreed that communication between colleagues
is helpful. She also mentioned and followed other teachers´ advice. When a pupil
misbehaved, she told him she heard of a certain approach other teachers use when
a pupil shows impolite attitude and that they will try it to see if it works, too. Each
person is an individual and each teacher can come up with a different solution
for the class issues that is the reason why it is recommended to discuss different
possibilities.
11) Are there any particular things that you need to work on to become a better moral
mentor for your pupils?
This question is interested in finding out more about the fact whether teachers are aware
of certain issues which they should work on in order to improve themselves. During
the interview I asked them if they experienced a burn out syndrome in their profession
to discover if they loose their enthusiasm and motivation and reveal the reason for it.
61
TEACHER A: She suggested to work on the value of fairness and equality, to be able
to treat everyone in the same way. In the interview she admitted that she becomes tired,
probably because she has to motivate her pupils a lot as she said and it is taking a lot
of her energy away. She would like to be friends with her pupils but she knows it is not
possible as she has to be the authority and have a firm hand with them in order to make
them obedient. (Teacher A. 20 Jan. 2013)
She mentioned the problem of fairness. I actually have a different opinion. From
my point of view, she tried really hard to treat everyone equally by using her individual
approach to each one of them. She always found something they were good
at – speaking, writing or for example listening so that the pupils could feel good about
themselves. She mentioned that she would like to be friends with them. Although it is
not possible, they seem to have a great relationship towards them based on respect
and authority in friendly environment which is really helpful in learning. She probably
gets tired because she of her high commitment. Also she devotes them her free time
when they have problems which is not what teachers are obligated to do.
TEACHER B: She is convinced she should become more tolerant and patient towards
her pupils. Get to know them better to be able to understand their reactions
and attitudes. Also improve her level of English and gain motivation and enthusiasm
for her work. She noticed the symptoms of burn out syndrome in her work. She solved
it by teaching less lessons in order not to spend so much time at school in the morning
but also in the afternoon. She wanted to give her classes one hundred percent of her
energy and it was not possible when she was exhausted and without motivation.
(Teacher B. 20 Jan. 2013)
She is rather tolerant and patient in her English classes but it is true that
sometimes pupils have problems and certain needs that she should pay attention to.
As she has mentioned her primary goal in the class is the English language. She does
not devote so much time to solving and discovering pupils´ problems like the other
teacher does. If she did, it might help her to become more tolerant, patient and emphatic
and she could understand her pupils´ behaviour better if she found out what causes
the problems which might not have to do anything with school but it still has a huge
impact on their learning. In my view, it is a good solution to teach less classes but more
62
efficiently. Not everyone has this opportunity but it might take a lot of stress off their
shoulders. When teachers are not under such pressure, they will probably have better
results in teaching, feel more enthusiastic and motivated. Also some courses abroad
might help to relax and gain new experience and ideas for teaching. I do not think
that she needs to improve her level of English because it is really good and she has
a great knowledge of English speaking countries as she travelled a lot. It it very useful
for her work, she can teach children different habits of other countries and share her
experiences with other cultures so that they develop interest and respect for other
countries.
9. CONCLUSION OF THE PRACTICAL PART
In the beginning the attention was concentrated on presenting the school
that was chosen for the research. The aim was to introduce the school characteristics
with the emphasis on its name which is „The school of understanding“. It was important
because there is an important value implemented in the name itself. Certain strategies,
values and approaches in education in this school were presented. These values define
what kind of people pupils become after they finish the school.
The next part concentrates on values which are possible to be found
implemented in the school materials. It was revealed that school curriculum consists of
many values that teachers and pupils should follow and certain competences that are
supposed to be achieved. These values concentrate on effective teaching and learning
process, cooperation, motivation, creative solutions to problems and effective
communication. It was discovered that it is also essential to set the rules in class so that
friendly and helpful environment is created. There are also special values implemented
in English curriculum which are important for pupils to become aware of other cultures
and their habits and beliefs. It has been proven that curriculum is a helpful guide
and eventhough values are part of hidden curriculum, they are also explicitly covered in
school materials. Approved values which help pupils to become good people with the
right scale of values. It is a great guidance for teachers who just begin their carier but
63
also for teachers with experience. It helps them to concentrate on values which are
essential for the classroom to work.
The research is concentrated on the issue of values and their role in teaching
and the impact on the relationships, communication and environment in the classroom.
It was revealed that the moral dimension plays an important part in the lesson. It is very
important what values and attitudes teachers share with their pupils because it affects
the teaching and learning process very much. Teachers have to be aware what kind
of beliefs they decide to share because pupils observe them and in many situtations
immitate them. Each teacher and pupil is an individual so one approach does not have to
apply to everyone. It is probably not possible not to teach values during the lesson
because the way teachers and pupils communicate, cooperate and treat each other is a
matter of values. Teachers should concentrate on this part of the teaching, on the
relationships betwen the pupils and the attitude of the pupils towards them because it
has a huge impact on their ability to learn and work together.
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Conclusion
In conclusion, values are inevitable and essential part of the teaching. They help
to shape character with certain qualities and teachers are supposed to do it with the best
conscience. In practise this fact was proved and it was discovered that the impact
on the behaviour and character development is really great that is the reason why it
should be done in positive way so that the pupils become good citizens of the society
and they know what is the right thing to do. Teaching values impact pupils ability
to comunicate with other people, they become aware of the needs and opinions of others
and learn to be interested in other people and not only themselves. It was mentioned
in the theorethical part that pupils stop being self-interested and learn to acknowledge
others. This fact was revealed also in practise when pupils learnt to work, help
and cooperate with other pupils and the teacher it was useful because they found
support in others and the education process was easier. Character of moral education
have to be encouraged and values education is a great enrichment for the process
of education. Pupils not only learn knowledge but can also work on becoming good
people with the right scale of values which is individual for each one of them. Pupils
can morally and socially grow during learning and that is really a great enrichment
for them. It was proven in practise that teaching values has significant impact on pupils
social and personal growth. Pupils learn a lot of abilities, approches and solutions which
will help them in the future life with communication with others and their ability
to express their opinions.
It was suggested in theorethical part that the individual approach is essential
and rules have to be set. Pupils learn to be obedient and learn to follow these values
after they leave school. It was possible to reveal this in practise how important is
to find an approach that will work and that without obedience it is not possible
to accomplish anything in the classroom. Pupils had to follow certain rules for teacher
to be able to work with them effectively.
It was claimed in the theorethical part that the attention should be concentrated
on moral dimension of teaching as it has a huge impact on people involved
in the process and teachers should work on their ability to be a good mentors for their
pupils. Being a mentor for others is a great responsiblity and it needs preparation.
65
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Teacher A. Personal interview. 20 Jan. 2013
Teacher B. Personal interview. 20 Jan. 2013
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Appendix 1 - Questionnaire – Teacher A
1) Which teaching values do you consider as the most important for you?
1) Mutual respect 2) Kindness
3) Cooperation 4) Equality 5) Honesty 6) Loyalty 7) Responsability
8) Tolerance
9) Patience 10) Trustworthiness
11) Enthusiasm 12) Self-discipline
2) What in your opinion are negative values? (choose up to 3)
1) Irritation
2) Negative attitudes
3) Hatred
4) Laziness
5) Arrogance
6) Boast
3) Do you think that negative values can have positive effect? If you agree, please add
some examples from your teaching experience.
a) no
b) yes
Please add example:
4) Are teaching values covered in your school curriculum?
1) No
2) Yes
5) How you consciously integrate your values into teaching?
According to our school curriculum, where are the certain values and competences.
69
6) Are positive values reflected in their behaviour towards you and other pupils?
1) No
2) Yes
How they are reflected:
It varies from pupil to pupil. Some pupils are willing to accept them some
refuse to accept it. They bring their values from family. It is hard to teach
them the right values only in school.
7) Which values do your pupils acknowledge?
1) Mutual respect 2) Kindness 3) Cooperation
4) Equality 5) Honesty 6) Loyalty 7) Responsability
8) Tolerance 9) Patience
10) Trustworthiness 11) Enthusiasm 12) Self-discipline
8) Do they show better school results when you apply positive or negative values on
them?
It is not easy with some students. I try to approach them positively, it is better for them.
9) Do you consider being a teacher also being a moral mentor to you students?
1) No
2) Yes
10) Do you have positive or negative relationship with your students?
I try to have positive attitude towards all of the pupils.
70
11) Are there any particular things that you need to work on to become a better moral
mentor for your pupils?
I try to be fair with the pupils. Ofcorse, it can happen to me that I make mistake, but I
try to avoid making mistakes. Teachers still learn and we gain new experiences. We can
use the experiences in situations which are similar or repetitive.
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Appendix 2 - Questionnaire – Teacher B
1) Which teaching values do you consider as the most important for you?
13) Mutual respect 14) Kindness 15) Cooperation 16) Equality
17) Honesty 18) Loyalty 19) Responsability 20) Tolerance
21) Patience 22) Trustworthiness 23) Enthusiasm
24) Self-discipline
2) What in your opinion are negative values? (choose up to 3)
7) Irritation
8) Negative attitudes
9) Hatred
10) Laziness
11) Arrogance
12) Boast
3) Do you think that negative values can have positive effect? If you agree, please add
an example from your teaching experience.
a) no
b) yes
Please add an example: Yes, only exceptionally. When you get irritated it
might be a signal for students that they did something wrong.
4) Are teaching values covered in your school curriculum?
3) No
4) Yes
72
5) How you consciously integrate your values into teaching?
Enthusiasm is very important when motivating pupils. Mutual respect and tolerance are
important for cooperation(group work, pair work, teacher-pupils). Kindness and
honesty helps you to build a good relationship with pupils.
6) Are positive values reflected in their behaviour towards you and other pupils?
3) No
4) Yes
How they are reflected:
Yes, usually. They are reflected in every day communication. But sometimes
it doesn´t work as I can influence my pupils 135 minutes a week! Sometimes
it works, but it is not only because of me as I can influence them so little.
Sometimes I can see the progress in their mutual respect and tolerance.
Children naturaly copy the behaviour and attitudes they observe in their
environment.
7) Which values do your pupils acknowledge?
13) Mutual respect 14) Kindness
15) Cooperation 16) Equality
17) Honesty 18) Loyalty
19) Responsability 20) Tolerance 21) Patience 22) Trustworthiness 23) Enthusiasm
24) Self-discipline
8) Do they show better school results when you apply positive or negative values on
them?
Positive values always helps to get better results. For everybody, not only for pupils, it
is better to study, work, live in a friendly environment. But sometimes it is necessary to
use some kind of pressure to make pupils work.
73
9) Do you consider being a teacher also being a moral mentor to you students?
3) No
4) Yes
10) Do you have positive or negative relationship with your students?
I hope I have positive relationship with most of the pupils in the classes. But I know it is
not with all of them.
11) Are there any particular things that you need to work on to become a better
teacher?
I sometimes feel I should be more patient or tolerant. I don´t know enough about pupils,
their families and previous lives, so I can´t understand their reactions. I think I should
improve my level of English language if possible – on some language course abroad. I
am sometimes tired, I lack enthusiasm, I don´t feel motivated for my work.
74
Appendix 3 - Interview – Teacher A
1) When you notice you are sharing negative values, when you are angry or
unpleasant what do you do?
Well… I try to suppress it… When they make me angry, they can sense that I am
unpleasant they know they deserve it… But if I had feelings of burn out
syndrome and wouldn´t want to go to a class, I can´t let them know my feelings,
right? I try to fight it… For example I ask them how long can I stand this, how
long can I bear what they do. Well… I only try to make it easier with these
words. Sometimes they think about what I say and realize that should do what
they are supposed to because otherwise it would make me mad. That is what I
say in ninth grade, if I said this in sixth grade it would have the opposite effect.
Umm… so as I said I have to suppress these feelings which I am able to do, I
guess. Well, the problem is, I don´t want to take all of this home with me… Close
the door and forget I was at school, that is what my friends do. But I am not able
to do this yet…not yet. I still have to think whether I did everything right, it
bothers me… I can´t stop thinking about it… I admit my children helped me a lot
in this, because I come home and I have to deal with different problems. At the
beginning I took it too seriously, I was wondering how can I bear that… how
can I go through all of this… Having these thoughts in my head all of my life.
Well… my husband always reminds me that I am at home, they are not my kids,
stop worrying. This helps me a lot when somebody encourages me…. and when
the stress situation comes and I get really angry with them and yell at them, I
can´t even sleep at home how frustrated I am, that I got so angry… Then I also
yell at my kids at home. It affects everything in my day and I am sorry for that in
the evening… Well, it is just a few days in a month but still I need to work on
it… I guess, maybe a session with psychologist would help me or some training
to deal with this.
2) Do you ever go back to the school curriculum to get concerning the topic of
teaching values?
Well… for sure. I have it here, copied from my colleague and it is also in
teachers´ lounge… We have it in front of our eyes all the time. Umm… but I
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always believe my commnon sense should help me…. I am supposed to know
what to do, right?... So many times I think about the day in the evening, what
was the problem, whether I acted good or not. I doubt myself but this happens to
everyone probably… We say it could have been better, I could have done it
differently but I can´t go back… For example s/he has the bad mark because of
his/her behaviour and it can´t be undone…unfortunately.
3) Do you think there is time in your 45min class to teach them positive values
which they should follow?
Ofcorse... ofcorse there is. They are observing me, my behaviour… for example
in a crisis or when I try to solve a problem... Ofcorse, my reaction might not be
the best but the way I feel it is the way I act… that is what I try to do because all
eyes are on me… I can remind them the rules all over again that is what the
teacher is supposed to do especially the class teacher… But that I would force
them to believe in something in those 45mim, I can´t imagine…no… That I
would be able to convince them, because it is in them, we can only show them
the way and they either decide to follow it or not. Well, that is my opinion.
Reeducate them is impossible… Either they change the way or we can call
parents to help us but to be able to change someone is what I don´t believe in… I
really don´t.
4) Do you think you can observe that they adopted some positive values?
Umm… I can see it is evolving for better and they even have better feelings
about themselves... Especially the weak ones… They tell me, that they have done
so much work in pairs which they wouldn´t be able to do by themselves… and
they appreciate it… And there has to come an award for the better one in the
pair… So I say, you owe the other one that s/he helped you with it. Well…
maybe it is not even my work but theirs… They work on themselves. They can
see the progress, even in 45 minutes and in half a year it is different again. I
wouldn´t like it if I didn´t see the progress for better… that would not be
motivating at all… no.
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5) Where do you see the most problematic issues in your class? What bothers
you the most?
I guess… the issue of politeness… I always tell them to be polite in each sort of
situation… Still some pupils don´t get it. Remind them that school has a certain
set of rules, that they have duties…. it has to be done… They know perfectly
their rights. Remind them the duties and rules. That is what we fight about…
With some pupils I need parents´ help because some don´t have the
boundaries… that is bad.
6) How do you try to work on it?
Um… I always tell myself that I have to talk to them… I don´t talk to them in
class about their behaviour… Then I always call them to my office and I try
calmly to talk about it, sometimes even with their parents… Discuss the
situation… They tell me to give her/him afterschool classes soo I use the
oportunity to talk to them. Sometimes even about other things than their
behaviour and I try to get to the problem…. Well, usually they calm here. I don´t
have a bad experience with this, no, it works for me. But I lose my own free time
or work time… that I could use to correct the tests… I have a boy that comes
with his mother. He writes and reads something… or we talk about why he acts
the way he does. Usually something is there… Something is happening at home.
Well, with some of them I can discuss it generally in class… Let´s remind them
of the rules, which we talk about all the time. I have a system of rules when we
go somewhere, when we go outside the school…and it works for me to write it
on the board. They laugh at it. I have seven rules when we go somewhere, I used
them last time we went and there was no problem. Everyone saw it on the board,
we read it twice and they knew what they were supposed to do… Wait for me in
front of the school and then we leave together. It happened to me once that they
ran away but it didn´t happened to me when I did it like this… Well, I can´t say
it won´t happen again but I believe that this systematic work is a long way to
go…
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7) Do you think the role of the teacher in the society has changed through the
years? Have you noticed changes in pupils´ attitude and also in yours
attitude?
Yes… sure… the teacher is the bad one. We are not their friends… being friends
with them was never good for me. It is better to have firm hand… Well, but the
question si how long you can take it… It is different, pupils lack rules, if parents
don´t set the rules at home they can hardly understand that there is an authority
in the school. Mothers tell me they don´t have authority… Two weaks ago a
mother told me she doesn´t have authority at home, her child doesn´t respect
anyone, that was the first sentence she said when she got here…. So what can we
expect from her at school when she doesn´t listen to her mother or father?
What? They have no boundaries. They try how far they can go. Some sort of
boundary was crossed… We used to sit and listen, teacher was someone for us.
Now, for them it is only someone not different from others… it is sad…
8) Did you get any preparation concerning this moral dimension of teaching in
the university?
No. Totally not. We were taught for example that the teacher should be always
prepared. We had example classes in the last year of studies before we went for
teaching practise. We were supposed to have a lesson to present and we were
taught criterias which the lesson should comply. But we didn´t spend time
learning ethics or a value scale, no, I don´t remember that.
9) Do you discuss it with your colleagues? How to communicate with your
students.
Yes… we do. That is what helps me a lot. To be able to come to somebody else
and discuss the certain situations…Because… everyone sees it differently and it
is also good to consider someone else´s perspective. It can help me to see the
situation from a different point of view and then I can find the mistakes I have
done and try to fix it…
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10) Are you experiencing burn out syndrome in your profession?
I am quite tired… well, that´s truth. but I try to fight it… Maybe… not really the
burn out syndrome, I like teaching, I really enjoy it. But what I don´t like that I
have to lead them with such a firm hand, that we can´t be friends… but this
profession needs it. It goes hand in hand. If a teacher wants to teach something
there has to be silence. I can´t teach when nobody pays attention… I have to
motivate them a lot... really a lot. They don´t stay focus all the time but if the
weaker ones can pay attentin at least half an hour and do what they are
supposed to and then I do some exercise which is not so hard for them and they
keep the attention… that is good.
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Appendix 4 - Interview – Teacher B
1) When you notice you are sharing negative values, when you are angry or
unpleasant what do you do?
Well… I can tell you how I do it in one class... It is a specific class. It is so hard
to work with them that I eliminated the situations which would lead to something
like that. But… then the lesson is not so interesting and good… I try to eliminate
some sort of behaviour that would disturb the lesson, we can´t do group
actvities, work in pairs because when we do this they tend to have a conflict…
So I protect my mental health and pupils do at least something during the
lesson… it is good gor me. It seems to me that when we do some sort of activities
which could disturb them they learn less… I prefer this way…
2) Do you ever go back to the school curriculum to get help concerning the
topic of teaching values?
Well… I´m sure it is included in the curriculum… but… I can´t recall how
exactly… But I don´t really go back and look at it to get help… I follow my
senses.
3) Do you think there is time in your 45min class to teach them positive values
which they should follow?
Partly yes.. but I don´t think that in 45 min class with so many students I would
be able to have a huge impact on them in this area… no. Nevertheless, I can at
least try to plant a seed of their good behaviour…and they realize it after some
time or they can be affected by it in the future or maybe sometimes it affects
them and I don´t even know about it…Umm… I know myself, when I look back
when I went to school, I know that a lot of teachers had a huge impact on me
without actually knowing it. They said or did something in the class and it got
caught in my mind and it affected me… it really did.. So it is possible… yes…
Even in such a little time as 45min we can successfully teach them some
values… But surely I can´t reeducate them in those 45 min… no… absolutely
not.
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4) Do you think you can observe that they adopted some positive values?
Well… surely. But… I don´t remember any specific situations to mention… but
for example their naturalness and ethusiasm can give me a lot of energy…
5) Where do you see the most problematic issues in your class? What bothers
you the most?
The worst for me is that they don´t respect each other… some of them don´t
respect me… that´s bad… I guess… tolerance and respect is what I lack in my
classes.
6) How do you try to work on it?
Umm… I am not the class teacher know... When I used to be, we talked about
this after school in class lessons, pupils told me exactly what bothered them and
I tried to explain them that everyone is different and everyone reacts in different
way… They are all individualities and unless they hurt others then it is not
wrong… I had an introvert pupil in my class, he didn´t talk much and I
explained the others that it is not bad. When he will want to say something then
he will… He said what he needed to say and didn´t talk more. It was good for
him... It was in his nature. Being an introvert. So I explained them that it is the
way it is and everyone is different… Other pupils talk so much that it makes my
head hurt which is also not very good… no. They are many games with which
we can teach them respect, to help each other, that is what we do in ethic
lessons… Pupils have adaptive course in sixth grade and that should also help
to better the class climate and relationships between students so that they would
treat each other better… In my English classes when I have only 45min, it can
be done usually by telling the examples… sometimes I can tell them something
but there is no time to play games in order to educate them… We do work in
pairs, in groups which also forms them somehow but the primary goal is
English… that´s important.
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7) Do you think the role of the teacher in the society has changed through the
years? Have you noticed changes in pupils´ attitude and also in yours
attitude?
Yes… sure… I think it has changed a lot… In many families kid brings home
a bad mark and the reaction of the parent is – sure the teacher is stupid… I think
this wasn´t happening before or at least not in such an extent... Before, when the
kid had problems at school and was punished, the kid didn´t even say it at home
so s/he wouldn´t be punished again… Well, now they complain at home
and parents come to complain to school… and there is no support. That is what i
try to explain them when they come to see me in my consultation hours that the
most important thing is that we don´t go against each other… We as teachers
will never go against parents, we won´t tell the kid his/her parents don´t know
something or behave badly… no. We will never do that and we need the other
side to do it the same… So that the parents will act the same and then
the situation will be much easier... That is what I try to explain them. If we
respect each other we will help the kid. Because s/he will have the certain rules
to follow at school and at home and the kid will behave better at school and will
not have so much problems… Well, it is a vicious circle, I guess…
8) Did you get any preparation concerning this moral dimension of teaching in
the university?
Well… yes… There was one professor, I can´t remember her name… I can´t
recall methodology… not exactly. She presented us examples from her own
teaching experiance and I think that it might have given me something to learn...
But we didn´t have any specific subject covering this topic… My models were my
teachers in the university, what and how they did it… It served me as a good
example… really good.
9) Do you discuss it with your colleagues? How to communicate with your
students.
Sure… only with some of them, not with everyone… Some colleagues can help
me and give me advise how to do something… So surely it helps… it really does.
For example one teacher from our school studied psychology and she teaches
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ethic lessons, so I come to her when there is a problem… But there are more
colleagues which help me, with whom I share my experiences.
10) Are you experiencing burn out syndrome in your profession?
Well… yes… I think I have noticed it. I chose to teach less lessons now… I teach
English and I want to give it hundered percent... and when I taught more lessons
I always spent my afternoons at school… correcting tests… preparing lessons. I
used to spend here more than 8 hours a day and that was too much… Because
you have to think all the time, you are always with your pupils, something is
happening all the time and then to spend afternoons here that is too much… I
had the feeling I was exhausted… so much. So in order to give my job hundred
percent I chose to teach less lessons… that´s my solution.
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Appendix 5 – Observation sheet
POSITIVE VALUES
Mutual respect
Example:. Pupils showed respect towards
each other when working in pairs or groups,
they were able to consider different
approaches of others and come
to the conlusion without problems.
Kindness
Ex.: The teacher approached them in a very
positive way, she was also willing to help
and always prefered positive attitude. Pupils
adopted these values and most of them treated
her the same way because they wanted
to make her satisfied.
Cooperation
Ex.: Cooperation in the clasroom was
on a really high level. Pupils were able
to work together and help each other
with their problems. The more intelligent
pupils were taught to help the ones that were
falling behind in learning.
Equality
Ex.: This value was encouraged and pupils
were taught to treat everyone the same way
and accept the differencies of others.
Honesty
Ex.: The teacher demanded honesty from her
pupils, pupils usually lied about their
homeworks and they were punished with extra
homework.
Loyalty
Ex.: Pupils showed loyalty towards
the community of the classroom, they worked
as a group and were able to work together.
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Responsibility
Ex.: Pupils were taught to be responsible
for their actions and be aware
of the consequences. No bad behaviour
remains without a punishment. Pupils learnt to
be aware of the responsibility for someone
else´s problems in the classsroom.
Tolerance
Ex.: Pupils learnt to tolerate differences of
others and when they worked in groups they
had to be aware that each one of them works
differently and they had to learn to deal
with it.
Patience
Ex.: The teacher was very patient with her
pupils, gave each one of them enough time
to finish their tasks and was able to explain
everything they did not understand once
again. Pupils learnt to accept that everyone
works differently and be able to wait.
Trustworthiness
Ex.: It was essential for the teacher that her
pupils could trust and that they felt supported.
She spend time solving their problems
at the expense of her own free time. Pupils
knew they could really on each other and find
help when it was needed.
Enthusiasm
Ex.: The teacher showed great enthusiam
for her teaching which motivated the pupils
so much that they adopted it and were eager
for infomation.
Self-discipline
Ex.: Most of the pupils were disciplined. They
knew the rules and followed them, some
of them refused.
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NEGATIVE VALUES
Irritation
Ex.: Pupils usually showed irritation when
they were tired and were forced to work .
Negative attitudes
Ex.: Pupils tended to discuss everything with
each other, speak loudly, laugh at mistakes
of the others and disturb the class.
Hatred
Ex.: There did not express hatred much,
usually only when they were hurt but it was
only for a few moments.
Laziness
Ex.: Pupils expressed lazy attitudes toward
the work when they were tired or forced
to work with someone they did not like.
Arrogance
Ex.: Some of the pupils had to much self-
confident and wanted to show the others they
were better. Eventhough it was usually the
other way around.
Boast
Ex.: Pupils tended to express boast when they
had better results than others or finished their
task faster.