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

8

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.

9

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)

11

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)

12

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.

18

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.

71

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.