1. 2 Generation Curriculum & Teaching Values Meeting & worshop October 18th Medea (2) by Mr Samir Bounab Teacher trainer at MONE

2. Meeting Points Time Tasks 9:oo
Opening session ( welcoming the audience )
9:05 – 9:15
Brief discussion ( new school matters and regular ones)
9:20 -10: 30
presentation of the topic of the day «  2G & teaching values »
10:30 – 10:40
Coffe pause
10:45 – 11:30
Workshops
11:30- 12:00
Delivery of workshops
12:00
Closure

3. Look at the word cloud list as much words as you can what do they refer to ?

5. “Teachers are permanently involved in values education… sometimes … without even realizing that they are
teaching values …” (Kohlberg & Turiel in PORTELE, p. 7)

6. What are values? 5’ discussion
Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.
Values have major influence on a person's behavior and attitude and serve as broad guidelines in all situations.

7. Why teaching values ? 3’ discussion
Parents want nothing more than for their children to grow up into well-mannered individuals and give the proper respect to other people.
Which is why teaching values is an important part in their studies, because success in life does not always rely on academics.
since students spend most of their time at school, it is the perfect place to instill moral values in them.*
The reason for teaching values is to help prepare the learners to face the many opportunities and unknown problems and dangers that are in today's society.

8. Children these days gets exposed to an unlimited negative influences through the media and their peers every day,
add to this the sad fact that parents are spending less time with their children.
Learners need to know how to face these pressures and teaching values will give them the tools that they need.

9. To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
To promote national and universal values
To develop critical thinking, tolerance and openness to the world
To contribute to the shaping of a good citizen , aware of the changes and challenges of today and tomorrow
To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation
The global exit profile of the learner can be defined as the acquisition of communication competencies as well as cross-curricular competencies common to all disciplines of the cycle.
Why
Teaching values in the Algerian 2nd Generation Curriculum?
How do you see it?

10. The assertion of the learner’s national identity in its three dimensions:
Amazigh
Arab
Islam
National conscience
Citizenship
Openness to the world
In addition, like other disciplines, teaching-learning English integrates core values such as :

11. National identity :
(MS1 level) :The learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ...
How to observe such values in class?
5’ dicusssion
(MS2 level) : The learner can describe lifestyles, eating habits, dressing habits and dwellings of Algeria
( MS3 level) :He can use the markers of his identity to value our country, and communicate about teenage dressing habits (traditional and modern) different dwelling types.
(MS 4 Level) :The learner can use the markers of his identity to value our country, and communicate about teenage dressing habits (traditional and modern) different dwelling types.
(MS4 level) :He is proud of our writers and poets and our oral heritage ( fables , legends, proverbs ... )
(MS4 level ):He praises the beauty and diversity of the historical and religious places in Algeria attracting visitors from all over the world

12. National conscience:
He can speak about our school days, weekend and national public holidays (historic, religious, etc)
He is keen on communicating about outstanding Algerian figures
The learner demonstrates his respect for the nation's symbols and his readiness to protect them
He behaves as a responsible and committed citizen
He is aware of the need to respect and protect his environment
He enhances our cultural heritage and is proud of our Algerian figures and heroes known for their culture and spirit of peace and openness to the world

13. Citizenship
(MS1 level): he shows respect for the environment and protects it continually
(MS2 level ) :He demonstrates a civic behaviour, conscious of his rights and duties as well as those of others.
(MS3 level): He demonstrates a civic behaviour, inherited from our ancestral values, emblematic figures of our cultural heritage.
( MS3 level): He also adopts a civic behaviour anchored in the universal values for the protection of the environment.
(MS4 level) : he can share his knowledge of dietary restrictions for religious reasons for the sake of tolerance and acceptance of others

14. Openness to the world :
( MS1 level) : He is keen on learning about others’ markers of identity
( MS2 level) : He is eager to know about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication
( MS3 level ) : He is eager to know about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication
(MS4 level) : He is keen on communicating about outstanding figures (historians, scientists, artists, writers, champions,….) and any person ( well-known or anonymous) for their involvement in humanitarian action, at the national level or worldwide

15. Are you supposed to teach only the above values
Are you supposed to teach only the above values? How many types of values are there?

16. Type of values 

17. Individual values:
These are related to the development of the individual personality and the qualities and protection of the individual personality such honesty ,loyalty veracity and honor.

18. Collective values :
They are Values related to solidarity of the community or the norms of equality , justice ,solidarity and socialness .

19. How to teach values ?
The most important element in the learning environment is invisible. It is made up of the values, attitudes, and actions that we and our classes take part in every day.
As the teacher, you can exemplify the values that lead to intellectual curiosity and learning, and you can foster those values in the children in your class.
The ways that you interact with children can establish the classroom as a place that nurtures investigation and experiment, hard work, and appreciation for the unique abilities of each learner.
The ways that you set up for children to interact also contribute to the daily creation of the learning environment.
Are children put into competitive situations? Or is co-operation the most valued activity? Are children asked to support each other's learning, or are they asked to learn in isolation? As the teacher, you create structures - in the form of learning activities - that channel and shape communication between children.

20. Key considerations
There are many factors to be considered in the making your classroom into a positive and supportive learning environment.
Treat all learners equally:When you are fair in your treatment of children in your class, they understand that you care about the success of each of them
Go out of your way to pay equal attention to learners from minority ethnic groups or who are new to your school.
Create opportunities for every student to experience successful learning

21. Encourage participation.
Believe that every student in your class can learn.
Make it clear that your expectations are high - that learners will focus on learning activities, that they will share information, and that they will ask for help when they need it.
And make it equally clear that you see that when learners behave in ways that promote learning, you will respond with support and encouragement, even when they encounter challenges and obstacles.

22. Establish structures for learning.
Children (like the rest of us) learn best when the learning is dynamic and active, but when it takes place in a context of order and stability.
Create a chart of class jobs and responsibilities, to enlist children in keeping their classroom clean and organised.
Post and discuss rules for co-operation and working in small groups. Establish a system that children can practice and rely on.
Describe and demonstrate the behaviours that you expect from your class.

23. Organise the presentation of lessons and activities.
When you are confident and competent in your presentations to the class, you lay the foundation for effective learning.
Prepare materials and review lessons in advance to master the information and skills at the core of the activity.
Guide discussion toward clear goals of understanding.
And make the goals of lessons and activities clear to learners at each step in the learning process.

24. Avoid negative communication.
When you yell at a child, you destroy the environment that nurtures learning.
When you are sarcastic, or belittle a learner's efforts, you discourage that learner from responding again.
When you scold children harshly, or humiliate them - whenever you expose them in front of others - you endanger the trust that they place in you.

25. To conclude teaching without values is raising human without souls .
Teachers mission is to add values to their learners attitudes and build future citizen responsible and full of moral norms

26. Workshop: 1)split into groups of five 2) Use the MS1 program 3) Use the MS1 manual 4) Study what values can be taught in each : lesson Sequence

27. Resources 2 Generation National Curriculum
Teaching Values in the Classroom
Lisa VanDamme  Education
From The Objective Standard, Vol. 1, No. 2

28. ( Teacher trainer at MONE)
By: Mr Samir Bounab
( Teacher trainer at MONE)