Intro to Set 1

Words and Statements highlighted in color are by the author of the Blog: (Class I, IX and X completed)

Words in GREEN= Grammar, syntax or spelling error

Words, phrases and sentences in PURPLE= Questionable and/or inaccurate statement (theology, philosophy, ethics, morality, scientific)

Statements in BLUE= Statements that SRCM (Chennai) does not seem to practice

AN INTRODUCTION TO VALUE BASED SPIRITUAL EDUCATION

Why Value Education

Values bring quality and meaning to life and give a person his identity and character. Children imbibe values all the time from their parents, teachers and peers. But it is also necessary that we deliberately teach them the right values right from their childhood. What they learn at this tender age stays with them all through their life. Hence importance should be given to imparting a value-based spiritual education in schools.

Many values are taught unconsciously. Whatever is done or not done, whatever is said or not said, gives a message to the child. Sometimes these messages are positive and he learns a good value system. Often negative values are also imparted unintentionally. Since children learn through imitation, they imbibe values that the teacher consciously or unconsciously holds. Therefore the teachers themselves must have a good basic value system and impart the right training to children. Emotional maturity is developed when there is a positive relationship based on trust, respect and love between the teacher and the students.

Some suggestions

 Ensure that each class is stimulating, interesting, fun-filled, and absorbing, with practical activities.
 Devise ways and means to develop sensitivity, sympathy and empathy in the students.
 At the end of each term, take stock of what has been taught and how this has changed the habits and attitudes in the students.
 The ten maxims of the mission are very useful and hence, include them wherever possible.
 Try to bring the children closer to Nature by making a reference to it wherever possible.
 Keep a record of what happens in the classroom to help tackle the topics in a better way.
 Try to integrate less fortunate and disabled children into the mainstream.

In the Class

 Begin with recitation of the Mission prayer followed by five minutes of meditation. The meditation technique is not taught but the students are asked to sit quietly with their eyes closed. This enables them to be calm and composed and sharpens their intellect.
 Be clear about what is the objective in teaching a particular value or what we aim to do in the class.
 Capture the attention of the children by using AV aids, cassettes or by telling a story. Children love stories and remember them for a long time. Let them elicit the moral of the story themselves.
 Follow up with discussions and encourage all the children (giving more attention to the shy ones) to take part in it. Use thought provoking, open-ended questions, which do not have readymade answers.
 Activities in the classroom help the children understand and remember better. Let them be actively involved in doing something with all the Hs. (Head, Heart and Hand)
 Recapitulate whatever has been taught in the classroom. Sometimes some relevant values other than what had been intended may have been discussed as the lesson was taught. Ensure the role and responsibility of a student in upholding values for the sake of the individual, family and society.
 Conclude with prayer or quiet meditation.
 Make a collection of quotations, sayings etc. These can be used as starting points for discussions.

Some practical activities that can be done in the classroom

 Story telling –enliven it with actions, pictures etc.
 Drawing and colouring, poster making
 Learning poems and songs
 Solving riddles and puzzles
 Role play and dramatization
 Comprehension exercises with picture cards, newspaper cuttings etc.
 Word squares and crossword puzzles
 Games such as snakes and ladders, lotto, 10 questions
 Discussions and debates
 Group activities

Follow up the activities with reflection and let the children think about the values being discussed.

How to use the teachers’ guide book

 This is an idea book and not a substitute for a textbook. It is hoped that those who use this book, will be able to take the ideas given therein and use them in the way they prefer.
 There are five sections, each suitable for one class. There are ten topics which have been graded to suit the children’s abilities.
 Each topic in the Guide book has
 Objectives (to give a definite direction to what is to be achieved in the classroom)
 A way to begin (describes one way to motivate the children before starting the topic. Teachers may be aware of many more)
 Stories (there are two or three stories given under each topic. This is to enable the teachers to have a choice. The teacher has the preference to choose any story that she/ he finds relevant)
 Points for discussion (offers many starting points for discussion. Ideally the children should have the freedom to express their ideas and opinions freely. This will lead to trust, love and respect between the teacher and the taught.)
 Activities (suggestions are given for doing some activities in the classroom and at home.)

We would welcome suggestions from you for improving the book.