1. What Values-based Education looks like in the classroom.
Values Education
What Values-based Education looks like in the classroom.
Reflect together on the benefits and challenges of implementing and sustaining Values based education.
Consider ways in which schools have addressed specific challenges.

2. Our entrance hall. Values chosen by school community.
Each teacher responsible for displaying current Value.
Powerful statement to parents and members of the community as there a dichotomy with parents and their ability to take responsibility for their own actions and those of their children.
The school walls reflect messages that change and breathe so that they are not seen as wallpaper and continue to deliver the messages of Values based education.

4. Biggest impact on my teaching is the idea that one has to be fully on board with the Values message .
How a teacher presents themselves to colleagues, children and parents has a huge impact.
Issues: negativity, a feeling of unfairness, rumbles in the staffroom and corridors.
Easy to see that children perk up, become ‘sparky’ meet your mood and the challenges of the day.
Emotional intelligence – children now able to reflect on their own actions. Not perfect – they are children, but now equipped with the abilty to talk situations through.
Interesting to see how this shifting pattern will continue in the years to come. Lower down school, starting at the beginning.

5. I may move its position but this is a permanent message in my cloakroom and classroom for all to see.
Values underpins all my teaching. Messages need to be clear, every day.

6. Staff photos were the of Tempest or Gilman and Soame template.
More informal photographs reflect our aim to be as open as we can with children and parents. The classroom is a friendly place.
Neil talked about classroom doors.

7. “Always turn a negative situation into a positive situation.”
Michael Jordan
Another quote which has required a lot of unpicking in class. What does this actually mean?
Neil Hawkes came to observe an explicit Values lesson where each group of children had a quote to unpick and explain using their own vocabulary. They then fed back to the class and shared their thoughts on what the quote meant and were able to give examples of experiences in their own lives.

8. Staffroom.
A time for reflection, both personal and professional.
The need to let off steam but remain focussed on what our role is all about.
Values always on the weekly staff meeting agenda. As well as that of the governors.

9. Ideas for EVERYONE to think about.

10. Music/Values/English lesson
Re-writing song lyrics using correct syllables and ethical vocabulary
Queen’s We Will Rock You
Backing Track
Mantra.

11. For children.
Regularly visited through target setting both academic and personal targets.
For teaching staff.
Everyday lessons
Interventions – Denise – challenge of a non-reader now in Year 3. Couldn’t wait to get started. Half a term later and a hug from teacher as child is now able to sound out and have a go. Confidence. Values.

12. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Carol Dweck research.

13. As you hit a setback:
FIXED MINDSET: “This would have been easy if you really had talent.”
GROWTH MINDSET: “That is so wrong. Football wasn’t easy for David Beckham and science wasn’t easy for Thomas Edison. They had a passion and put in tons of effort.
As you face criticism:
FIXED MINDSET: “It’s not my fault. It was something or someone else’s fault.”
GROWTH MINDSET: “If I don’t take responsibility, I can’t fix it. Let me listen— however painful it is– and learn whatever I can.”

14. Comments should always be about the learning
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Comments should always be about the learning
If you say; It is well presented
It is neat
It is colourful
This does not help explain to the person why the work is good or can be improved. Always make it about the learning!

15. Identify what has been done well Explain why it has been done well
You should –
Identify what has been done well
Explain why it has been done well
Then...
iii) Identify what could be improved
iv) Explain how it could be improved
CT encouraging children to uplevel their work in a mutually supportive environment.
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16. Now a few examples of how Values works across the curriculum in my classroom.
Drama session.
Reading the dilemma and spending time discussing the way forward.
P4c has allowed children to explore ways of thinking and decision making.

17. These are the Values of life Chorus These are the values of life
That we need to know in our hearts
So our hearts can beat together
That we need to live and to breathe
So we all can live a brighter day.
Verse 1
Love and understanding, peace and unity
Tolerance and patience and respect for you and me
Truth and independence, hope and honesty
All cooperating, living life with quality.
Songs sung throughout the school
Time to look at words at discuss what they mean for us all in the community.
Catchy melodies that we all find ourselves singing. Another part of the CT toolkit that
I often find myself using. E.g .You gotta respect all your brothers and your sisters when you meet ‘em, even if they’re different shouldn’t change the way you treat ‘em.

18. “Children should be taught how to think not what to think
“Children should be taught how to think not what to think.” Margaret Mead
Not rocket science!
Showing interest, being sensitive.
Listening to and and valuing what others have to say.
Ethical vocabulary that enables them to