Values Education Program at School. CEIP Jara Carrillo. Sewer.

Program of
Education in
Values in the
School

CEIP Jara Carrillo.

Alcantarilla, Murcia.
INDEX

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Page

1. INTRODUCTION…………………………………………….. 3
2. GOALS………………………………………………….. 4

3. ORGANIZATION CHART…………………………………………….. 5

4. METHODOLOGY……………………………………………... 6

5. VALUES…………………………………………………….. 8
5.1. The order.
5.2. The responsability.
5.3. Respect.
5.4. The peace.
5.5. The equality
5.6. The interculturality.
5.7. The self-esteem.
5.8. The effort.
5.9. Existing relationships between all values.

6. ACTIVITIES………………………………………………. 22

7. VALUES IN CINEMA…………………………………… 30

8. VALUES IN EDUCATIONAL BLOGS………. 36

9. ASSESSMENT……………………………………………….. 38

10. BIBLIOGRAPHY……………………………………………. 44
1. INTRODUCTION.

In recent years, a clear trend has been observed, increasingly widespread, to

educate in values. In all current educational laws, objectives and content related to
attitudes, values and norms are explicitly defined.

The importance of education in values is present throughout the world, as

educators, parents and even children are increasingly concerned and affected by
violence, growing social problems and the lack of social cohesion.

Educators must address the crisis of values that has emerged in society
through programs that serve as a frame of reference for the educational community
of each center in this new conception of educating in values characterized by the
systematization and planning of all activities and values education strategies that
until now have been carried out in the centers (previous “cross-cutting themes”,

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tutorial action, peace day…) and the design of new approaches that complete and
enrich this work of transmitting values.

Committed to this idea, the teachers of the CEIP “Jara Carrillo” of Alcantarilla,
decided in a faculty meeting held in June 2010, to implement this Values Education
Program in our school.

Values Education Program at School is an educational program about

values. It offers a wide variety of activities on values based on practical experiences
and methodological strategies so that teachers, parents and students participate in
these values in the field of education as a driving force of society by exploring and
developing eight personal and social values that we consider fundamental, and that
we have chosen through a survey carried out among the center's teaching staff:

■ The order.
■ The responsability.
■ Respect.
I Peace.
■ Equality.
■ Interculturality.
■ The self-esteem.
I The effort.

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2.
Promote in students the values of order, responsibility, respect, peace,
OBJECTIVES.
equality, interculturality, self-esteem and effort.

Determine a uniform and common line of work to be followed by all

teachers.

Specify the values on which it is determined to work systematically.

Distribute work on each value by quarter throughout the school year.

Involve families in educating their children in values.

Design common activities to work on these values in the classroom, at

the center and in families.

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4. METHODOLOGY.

From current educational approaches that take into account both the
characteristics of the students and the processes through which they learn, it is
understood that education must consist of the development of capabilities and

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values, both of which are the goal that must be pursued.

The methodology must be active, participatory, playful and integrative.

1. In the classroom : Active and as a team. Through stories, assemblies,
murals,...

2. In the center : Participatory and playful. Through games, parties, markets,

celebration of international days,...

3. With families : Integrative. Through meetings, circulars, work sheets at

home of values,...

Due to their clear affinity, we have associated the values into three groups
that will be worked on in different quarters, as follows:

1st Quarter: Order (Class rules at the beginning of the course, posters with
classroom rules, “prizes” for the best line, entrance, exit...)

Responsibility (We are responsible for our actions, I act responsibly,

I take care of my things and pets, evacuation drill...)

Respect (International Day of Tolerance, Respect for classmates,

teachers, our parents, the elderly, the environment, animals...)

2nd Quarter: Peace (Peace Day, murals, songs...)

Equality (International Women's Day, I have the same duties and

rights as others, democratic values, equality between sexes, regions,
races...)

Interculturality (International Day for the Elimination of Racial

Discrimination, We are equal, we are different, countries at school,
countries of the world, customs of other countries...)

The other two values that have received high ratings in the survey for
the implementation of this program ( Solidarity and Tolerance ) are
very similar to the values worked on this quarter.

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3rd Quarter: Self-esteem (I am capable of..., as my colleagues see me, the

protagonist of the day...)

Effort (Book Day, Importance of work, perseverance, planning, study

techniques, “worker awards”, effort bonuses…)

5. VALUES.

5.1. The order.

Luis José Gómez Rodríguez. Director of the CEIP Jara Carrillo.

"There is nothing like order to teach how to save time." Anonymous.

"For good life, order and measure." Anonymous.

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This is an essential value for the integral formation of the person. Being orderly
means doing the right things at the right time, following a series of basic rules and
behavioral habits that facilitate and improve our relationship with others and with
ourselves.

We also talk about being orderly when we are able to properly plan our actions. It is
not an easy task and many times we do not schedule our activities well because
this process of ordering events seems like a waste of time when, on the contrary,
what it really represents is a gain in time when structured correctly. In the early
ages we find this planning task difficult. Therefore, educators and parents must
provide students with instruments that facilitate this work: calendars, agendas, etc.

In the school environment, order is the value that is worked on the most and first.
From the smallest classes and, with greater emphasis at the beginning of the
course, norms of class and school behavior, as well as habits and routines, are
constantly worked on.

An interesting time to work with students on order in schools is at the exits and
entrances of class, in the lines of students.

We will also develop orderly attitudes during class and recess periods, such as
rules of courtesy in greetings and farewells, keeping the workplace, own table and
classroom in general tidy, being punctual...

The importance of families in transmitting this value is fundamental, probably more

than any other. Children learn to be organized at home through the example of their
parents, following clear and concise rules, giving their children small tasks that will
gain in complexity over the years.

Being organized is essential to achieve success in life. Order guarantees the

coherent structuring of our actions and the organization of our thoughts. For this
reason, educating children in the value of order is a necessary, fundamental and
unavoidable task, both within families and in the school environment.

5.2. The responsability.

María Ortuño Pellicer. Early Childhood Education Teacher at CEIP Jara Carrillo.

“If you want your children to have their feet on the ground, put some responsibility on their
shoulders.” Anonymous.

It is a value intrinsically related to the previous one. We address the value of

responsibility by referring to the ability of students to be consistent with their
actions.

We include in this value the center's evacuation plan, which serves to convey a
sense of responsibility to students.

Responsibility is a value that is in the person's conscience. This value allows you to
reflect and evaluate the consequences of your actions.

The responsible person is the one who acts consciously. It is the one who fulfills his

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obligations or who pays care and attention to what he does or decides.

Responsibility is a value present daily in our lives. When it comes to doing a job,
when it comes to acting, when we behave in one way or another...

As educators we can encourage responsibility from childhood, assigning children

tasks appropriate to their age, for example: doing their jobs well, collecting their
materials, maintaining order in the class, behaving appropriately with the people
around them. surround him... Responsibilities are created according to age and
these and other responsibilities can be given to them little by little to create the
habit, and later they acquire and assimilate more complex responsibilities.

From a young age, they must be taught that schoolwork is their responsibility and
that if they do not do it, no one will do it for them.

One way to instill responsibility is also to teach them to take care of their personal
belongings, and that if they are lost or something happens to these objects, the
responsibility is theirs.

In general, as citizens we must also be responsible, we must not carry out actions
such as: throwing papers into the street, scratching walls, not respecting traffic
lights.

Responsibility is an essential value for the rest of our lives and is something that is
instilled at home and at school from the earliest ages. Responsible people tend to
be more successful both professionally and personally, they tend to have more
stable jobs and better human relationships.

To ensure that children understand and put into practice the sense of responsibility,
information, guidance, patience, perseverance, trust are required; allowing him to
participate in decision making, giving him the opportunity to assume the results of
his actions, understanding failures and limitations and praising his achievements.

Some of the measures we can carry out to promote responsibility are, among
others:

■ Establish norms that serve as a reference point, which the child will
assume as he or she grows.

■ Start by proposing simple tasks and then little by little ask them for
more complex ones.

■ Teach them to take care of themselves, face the

difficulties, knowing the value of things, etc.

■ Even if children are small, there should be something at school that

they can do alone, such as picking up their toys, taking care of their
things...

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5.3. Respect.

Luis José Gómez Rodríguez. Director of the CEIP Jara Carrillo.

"Respect for others is the first condition for knowing how to live." Henry F. Amiel.

It is a value that encompasses many aspects to work on, as diverse as respect for
the elderly, the environment, citizenship standards, animals, etc. We must instill in
students that we must be respectful in treating other people, emphasizing the most
disadvantaged. The school environment becomes the ideal context to transmit this
value, so necessary in today's society.

It is intrinsically related to the values of tolerance, solidarity, responsibility, pluralism

and environmental awareness.

In the classroom we will work on the following aspects:

■ Respect for people: classmates, teachers, older people, younger

children and disadvantaged people.
■ Respect for animals: pets and the rest.
■ Respect for the environment: plant care, energy saving, paper
recycling.
■ Respect for things: our own and others' clothing, materials and
furniture.

This work can be done through stories, worksheets, related poems, fables,
children's films or cartoons, classroom assemblies, posters, murals...

The center can be used to celebrate the International Day for Tolerance (November
16) and the International Human Rights Day (December 10). Also the use of paper
recycling bins and ecological patrols (each week a level -5 or 6 children a day with
green bracelets-) will promote respect for the environment.

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To respect others, we must be aware of our own value. It is the main value for
coexistence between people, but it extends to nature, social rules, etc. It is
threatened by modern currents that promote equality between parents and children,
ignoring the existing and necessary hierarchical relationship.

In families, like other values, respect is transmitted by example, but especially in

respect in the parent-child relationship, respect in the relationship between parents
and the respect of parents towards other people. Also teach your children that
people are different, not to discriminate, not to criticize.

5.4. Peace.

Mª Rosa Pujante Pérez. Ed Specialist Teacher. Musical at the CEIP Jara Carrillo .

"The secret to living in peace with everyone consists in the art of understanding each person
in their individuality." Federico Luis Jahn.

In a world in continuous conflict where there is never a lack of tensions, wars or

violence of any kind (gender, verbal, in the media, in mass sports,...) we consider it
necessary to encourage students to have a critical attitude towards these situations
and create in them the spirit of peace.

In a world in continuous conflict where there is never a lack of tensions, wars or

violence of any kind (gender, verbal, in the media, in mass sports,...) we consider it
necessary to encourage students to have a critical attitude towards these situations
and create in them the spirit of peace.

The construction of a Culture of Peace consists of promoting the values, attitudes

and behaviors that manifest and provoke social interactions and exchanges based
on the principles that underpin the human right to peace, a synthesis of human
rights and the essential basis of democracy. ; thus rejecting violence and seeking to
prevent conflicts through dialogue and negotiation, in a way that guarantees the full
exercise of all rights and provides the means to fully participate in the process of
development of society.

As pointed out by J. Tuvilla Rayo in “Guide to develop a Comprehensive School

Project: Space of Peace” , education is the main instrument for the construction of
the culture of Peace, which is found in the learning of democratic citizenship,
education for peace and human rights, the improvement of school coexistence and
the resolution of conflicts, the areas necessary to achieve that culture that is
defined on the basis of three interactive concepts: positive peace, sustainable
human development and participatory democracy.

We must treat the tool of Peace from a multidisciplinary approach since it raises
awareness, forms attitudes and behaviors and affects all areas of human life.

The development and modification of attitudes of respect, solidarity, equality,

cultural coexistence, tolerance, conflict resolution, non-violence, etc. They are
considered vital educational processes. Starting this teaching process at an early
age considerably facilitates the acquisition and consolidation of these values and
attitudes.

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Educating for a culture of peace means educating for criticism and responsibility,
for the understanding and positive management of conflicts, as well as promoting
the values of dialogue and exchange and revaluing the practice of care and
tenderness, all of this as a pro-social education that helps overcome destructive
dynamics and confront injustices. Viçen Fisas (Holder of the UNESCO Chair for
Pau i Drets Humans at the UAB).

5.5. Equality.

Mari Carmen Martínez Rodríguez. Early Childhood Education Teacher at CEIP Jara Carrillo.

"The law of man's nature is equality." Euripides.

What is equality and how can we work on it?

One of the hallmarks of any public educational center is respect for democratic
values, equality being one of these values. Equality between the sexes can be
worked on through education that avoids sexist stereotypes, equality between
races, between countries, etc.

The Spanish Constitution of 1978 in its Title 1: "Of fundamental rights and duties"
houses Chapter II: "Rights and Freedoms". Article 14 in which makes a clear
reference to EQUALITY":

" Spanish people are equal before the Law, without any discrimination based
on birth, race, sex, religion, opinion or any other personal or social condition
or circumstance."

Hence, our obligation as an educational center is to facilitate the fulfillment of this

objective and provide a response tailored to the conditions of each child, so that
everyone is equal and has the same possibilities.

Thus, throughout the course we carry out different lines of action:

■ Equality by reason of birth: the date of birth is not a problem for

children from primary school onwards, but it is true that during the Infant
stage, children who are born at the end of the year usually have a certain
maturation delay with respect to to his companions. There is the role of
the tutor and support teacher, who try to compensate for any difference,
adapting the task, making the time for its completion more flexible, etc.

■ Equality based on race/ethnicity: the race of the child is never a

reason for discrimination in class, but on the contrary, an enrichment for
the classroom, since we are all interested in their roots and customs,
comparing them with our own and valuing them As they deserve. Some
activities we carry out to work on it are:

o Geographic location of the country to which it belongs.

o Individual and collective research on the uses and customs of their ethnic
group: gastronomy, traditional clothing, types of construction, climate of

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the place, etc.

o Learning typical dances from different cultures.
or etc.

■ To achieve equal conditions between men and women in the

classroom, training them to be equal for the present in which they find
themselves and the future in which they will live, we carry out activities
such as:

o In Children:
■ Varied and shared activities in the symbolic play corner,
avoiding pre-established roles.
■ Use of non-discriminatory materials and illustrations.
■ Various activities celebrated on Children's Rights Day.
■ Etc.

o In Primary:
■ Use of non-discriminatory materials and illustrations.
■ Mural for the celebration of working women's day, comparing
the two genders and equalizing them.
■ Etc.

■ Equality due to religion: children with Catholic religious beliefs receive

their usual classes and children with different religious beliefs are cared
for by the tutor carrying out other activities suitable for them.

■ Economic equality: faced with the great economic differences between

some families and others, at school boys and girls wear uniforms, which
means that everyone dresses the same and this aspect does not give
rise to debates between them.

We cannot conclude the definition of this value without first remembering the quote
from Euripides, which heads this section, which makes us think about the true
importance and significance of equality.

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5.6. Interculturality.
Mari Carmen Martínez Rodríguez. Early Childhood Education Teacher at CEIP Jara Carrillo.

"All human beings are born free and equal in dignity and rights and, endowed as
they are with reason and conscience, they must behave fraternally towards one
another." Article 1 of the Universal Declaration of Human Rights.

A fundamental value in our center is that of interculturality, which we can also call
tolerance because people from different countries and continents (Europe,
America, Africa and Asia) live together at school.

Far from being a source of conflict, this cultural diversity should constitute the
scenario that enables cultural enrichment based on intercultural education and
tolerance, so important for our current and future society.

On the other hand, if we base ourselves on the Delors Report carried out for
UNESCO by the International Commission on Education for the 21st Century, we
find that:

Education is based on learning to know, learning to live together, learning to do and

learning to be, that is:

May children learn to live together, getting to know others better, their history, their
traditions and their spirituality.

That once they have met, they form a new spirit that pushes them to carry out
various common activities or the intelligent and peaceful solution of inevitable
conflicts.

Human beings must respect each other in all their diversity of beliefs, cultures and
languages. Differences within and between societies should not be feared or
repressed.

Far from being a source of conflict, this cultural diversity should constitute the
scenario that enables cultural enrichment based on intercultural education and
tolerance so important for our current and future society.

As we see on a daily basis, the fact of human diversity is an evident reality that
should be assumed by the members of the School Community as a very enriching
possibility for the educational task. Addressing cultural diversity means providing
educational responses tailored to the individual characteristics of the students
regarding abilities, motivations and interests.

This attention to diversity is a fundamental principle of the educational model

proposed by the LOE, as reflected in its article 71:

"The Educational Administrations will provide the necessary means for all students
to achieve maximum personal, intellectual, social and emotional development, as
well as the objectives established generally in this Law"

This is why the various measures for Attention to Diversity are included in our

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Educational Project and are carried out in both the Infant and Primary stages.

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5.7. The self-esteem.

María Ortuño Pellicer. Early Childhood Education Teacher at CEIP Jara Carrillo.

"No man can feel comfortable without having his own approval." Mark Twain.

We consider personal self-esteem a basic axis from which to work on values

education. Only by promoting self-esteem in students can we provide them with the
ability to develop a subsequent attitude impregnated with the rest of the values.

We could define self-esteem as the assessment we make of ourselves. It is the idea

or thought that we have about ourselves and is based on all the thoughts, feelings,
sensations and experiences that we have collected about ourselves during our lives.

When we do something or act in a way that we believe is correct, the level of self-
esteem automatically increases and when we feel that we have behaved in an
incorrect way, our self-esteem is damaged. All this tells us that the person is not born
with a fixed and static concept of what he or she is, but that it is formed and
developed progressively based on many variables such as: personality traits,
psychological needs, family education...

As people grow, they develop a series of rules or formulas that help them make
sense of themselves and the world around them. These formulas determine how you
will classify what you perceive, feel and experience, and through assimilation and
learning, you end up associating certain situations with specific characteristics.

PSYCHOLOGICAL NEEDS.

Human beings move and develop our behavior based on psychological needs that
drive us to act in one way or another.

These psychological needs are:

Need for affection, to be and feel loved and approved. This need for love and
approval that we all have can become so distorted that it creates pathologies based
on the obligatory need to feel supported and approved by others: Emotional
dependence, Dependent personality disorder, Borderline personality disorder.

Need to have a certain confidence in oneself, to have self-assurance, to feel useful.

If you are not satisfied, it can lead to work addiction, for example.

Need for personal fulfillment or understanding, based on the security of finding

meaning in things, the world and oneself.

These 3 psychological needs can be covered from childhood, mainly by the people
who take care of these minors and interfere with them. But when this does not occur,
in adulthood a person can develop psychological disorders, such as depression or
anxiety, disorders related to insecurity and fear of certain situations (such as fear of
not feeling accepted, fear of interacting with unknown people...) , related more

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specifically to the psychological need that was not covered.

SELF-ESTEEM ASSESSMENT:

In order to improve self-esteem, it is necessary to reflect on the score that a person

has in different areas of life and of themselves:

5.8. Physical appearance.

■ Relationships with others.
■ Personality.
■ How others see you.
■ Professional or academic performance.
■ Carrying out daily tasks.
■ Intellectual functioning.

You have to keep in mind that when you have low self-esteem, you tend to see
yourself more negatively than you really are. But, what are the beliefs that we have
inside us that have been transmitted to us and that determine us when it comes to
having a good concept about ourselves? For example: what was the opinion that my
mother had about men? Has it influenced me in any way?

Normally, ideas about these matters have been transmitted to us from parents to
children, either directly, with a clear message, or indirectly, without words but with
gestures, expressions or silences that told us if it was good, bad or uncomfortable.
All this information weighs more than what we believe in each of us, therefore, it is
important that we analyze it, to know if we agree and if we want to keep or change it.

If a person is labeled negatively, it will be difficult for them to have a positive image of
themselves. If the people around a child (parents, teachers, classmates...) call him a
"bad child", lazy, annoying... this will be the concept he has of himself in the future.

WHY DO WE KEEP THOSE NEGATIVE THOUGHTS OR CRITICISM IN OUR MIND?

It is difficult to understand how we pay attention to these thoughts and criticisms

when they have a negative impact on our self-esteem and cause us suffering. There
are 2 phenomena:

Positive reinforcement is when one performs a behavior that is then rewarded and
increases the probability that that behavior will be performed again. In this case, we
listen to criticism, to those thoughts that criticize us for “the need to do good.”

Negative reinforcement also causes behavior to increase, but it occurs when there is a
negative situation: stress, sadness, pain... and an action is taken to stop this
negative situation. Here criticism fulfills the “need to control painful feelings”: such as
the fear of rejection…

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5.8. The effort.

Mª Rosa Pujante Pérez. Ed Specialist Teacher. Musical at the CEIP Jara Carrillo .

"Our reward is found in the effort and not in the result. Full effort is full victory". Mahatma
Gandhi.

The ability to work, to make effort in daily class tasks, and to learn study techniques
can serve to educate students in a positive character and an effective attitude
towards life. In today's society, a lot of emphasis is placed on effort since it is a virtue
that, in recent decades, has been lost for various social and cultural reasons.

From our core, we are aware that human values cannot be acquired without effort.

Effort is willpower, but also perseverance. Studying always involves patience and
perseverance to achieve positive results. It is very important that children learn to
persevere, as this will help them achieve stability, self-confidence and maturity.

Work and effort are not part of genetic inheritance, they are values that need to be
developed inside and outside the classroom . Parents and teachers accompany
and help the child in their learning by facilitating a safe, affectionate, happy and
motivating family environment. In this environment, the example of adults is
essential. The child will learn to make an effort if he observes the joy with which
adults strive to do their job well.

This improvement and effort is manifested in everyday life in the classroom.

And, from the different areas, we propose the implementation of healthy practices
with which the student can achieve improvement and success, always with the
advice and support of the teachers.

When in a large group we aim for a common good that requires a certain effort and
this culminates in the achievement of a good habit, it becomes an exciting activity,
achieved through self-improvement.

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If from the school, together with the collaboration of families, we educate

students so that they learn to value some behaviors and behaviors, we will help
them to live together in a better way and feel good in the environment in which
they find themselves . Values such as friendship, understanding, tolerance,
patience, solidarity and respect are essential for the healthy development of boys
and girls.

The ability to work, to make effort in daily class tasks, and to learn study techniques
can serve to educate students in a positive character and an effective attitude
towards life.

In today's society, a lot of emphasis is placed on effort since it is a virtue that has
been lost for various social and cultural reasons.

5.9. Existing relationships between all values.

All values are related to each other and work on one of them has a direct
impact on the promotion of the rest of the values.

As we mentioned in section 4, we have associated by affinity the values into

three groups that will be worked on in different quarters.

On the other hand, in our center we have chosen the eight previous values
but in the school environment many others can be worked on, such as tolerance,
generosity, cooperation, friendship, justice, creativity, solidarity, freedom,
autonomy, honesty...

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6. ACTIVITIES

The order
• Know, respect and know how to use the space:
- Own (clothes, purse, chair, table)
- From the classroom (corners, place, etc.)
• Put clothes, breakfast and wallet in their place.
• Return the material to its place when it has finished using.
• Use trash cans and paper recycling.
• Know how to use school supplies in an orderly manner.
• Behaviors to avoid:
In the - Gum and candy in class.
classroom - Biting or sucking on pencils.
- Drag the chair.
• Stories.
• Records.
• Related poems.
• Routines.
• ASSEMBLIES.
• POSTERS.
• MURALS.

• Know, respect and know how to use school spaces (rows,

entrances and exits)
In the middle
• POSTERS
• MURALS

•Order in the placement of toys, clothes.

•Execution of small household tasks (do not harass the
children by constantly sending them things but establishing a
normative minimum)
• It is important to make them see the advantages and
disadvantages of complying
or not the rules.
• Importance of schedules at home (get up and go to bed at
scheduled time, meals, breaks,…)
• Facilitate the work of others.
At home • It consists of the harmonious realization of the activity so that
achieve your goal, making the most of your time and using the
available resources well.
• This value is associated with responsibility, discipline, it is
the value that helps direct behavior.
• Not only does it help keep things in place, it also helps
to the mental and emotional order that requires logical thinking and
self-control.
• There are plenty of opportunities to teach this value from
little ones, teaching them to put away their clothes or toys,
establishing times for studies, games, TV, sleep...

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The responsability
• Keep the class clean.
• Place the chairs before leaving.
• Establish the person responsible for the day.
• Respect the rules of personal hygiene and cleanliness.
• Help colleagues.
• Publicly recognize the responsible actions of
students.
• Appreciate a job well done.
• Reflect on what each one does well.
• Know how to listen in silence.
In the • Talk without shouting.
classroom • Raise your hand to speak in class.
• Greet when entering class.
• Give the thanks.
• Put your hand over your mouth when yawning.
• Class leader: diary, weekly, monthly...
• Stories.
• Records.
• Related poems.
• ASSEMBLIES.
• POSTERS.
• MURALS.

•Be responsible in the lines entering and exiting the classrooms.

•Be punctual.
•Evacuation plan: Drill.
In the middle •Keep yards clean.
•Adopt positive behavioral attitudes.
•Take care of the facilities and center material.
•Avoid passing between people who are talking.
•Prepare the backpack with the necessary material.
•Develop personal autonomy.
•Select television programs.
•Be responsible for our body: cleanliness, nutrition,
exercise and adequate rest.
• Educate through the example of one's own parents.
• It consists of fulfilling the obligations and commitments acquired.
• Being responsible is also knowing how to assume the
consequences of
At home
the acts themselves (the good and the bad). This is how he learns
to take what he does seriously.
• To promote this value, we can:
– Make them assume the logical consequences of their decisions.
– Many times doing things they do not want to do, teaching that “should do”
is more important than “want to do.”
– Teach not to make excuses, blame or justify
– Encourage self-decision making. When asked: “What do I do?” answer:
“What do you think you should do?”

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Respect
• Respect for people: classmates, teachers, people
older and younger children.
• Respect for animals: pets and the rest.
• Respect for the environment: plant care, energy saving
energy, paper recycling.
• Respect for things: clothing, materials and furniture ours and those
In the of
classroom others.
• Stories.
• Records.
• Related poems.
• ASSEMBLIES.
• POSTERS.
• MURALS.

• December 10: INTERNATIONAL RIGHTS DAY

HUMANS
• November 16: INTERNATIONAL DAY FOR
TOLERANCE (Value closely related to respect)
In the middle
• Use paper recycling bins (Respect for the environment
atmosphere)
• Ecological patrols (each week a level -5 or 6 children daily
with green bracelet-).

• Be aware of one's own value, recognize the value of others

the rest.
• It is the main value for coexistence between people, but it is
extends to nature, social rules, etc.
• It is threatened by modern currents that promulgate
equality between parents and children, ignoring the existing and
necessary hierarchical relationship.
• Since respect involves valuing others, it first involves
At home
a self-assessment (self-esteem)
• Like the others, this value is transmitted by example,
but specially:
- In respect in the parent-child relationship.
- Respect in the relationship between parents.
- Parental respect for other people.
• Teach your children that people are different, not
discriminate, not criticize

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Peace
• Conflict resolution: search for solutions:
a) Emotional intelligence: Message from the “I” : “ When this
happens (incidence)… How I feel (feeling)… Why (consequence)
… alternative (demand)… objective achieved (reinforcement)”
b) Active listening : Pay attention to the feelings of the other. Reflex
response.
c) Concertation : Reviewable whirlwind of ideas
• Reward good behaviors.
• Decision making between contrary behaviors.
In the • Treatment of aggressive behaviors. “Aggression is
classroom learn.”
• Interpersonal relationships can be of four types:
a) Win-lose: Rigid rules, submission.
b) Lose-win: Encourages whim and egocentrism.
c) I lose-lose: There are taboo topics. They both lose.
d) Win-win: Collaboration and relationship. They both win.
• Related poems.
• ASSEMBLIES.
• POSTERS.
• MURALS .

• Teach to verbalize aggression.

• Discover the consequences of violence.
• Learn to communicate.
• Respect to others.
In the middle
• Celebrate the Day of Peace and Non-Violence (January 30).
• Making a flag with a dove of peace.
• Release of balloons and doves.
• Drawing competition.

• Do not respond to aggression with aggression.

• Analyze the consequences of violence.
• Filter television.
• Comment on the attitudes of cartoon characters and
At home
films.
• Children learn by imitation.
• “Violence is learned, so is peace”
• Comparative peace/violence attitude sheets.

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Equality

• Work on the principle of coeducation in the classroom.

In the • ASSEMBLIES.
classroom • POSTERS.
• MURALS .

• Work on coeducation in the center.

• MURALS.
• POSTERS.
In the middle
• Celebrate Working Women's Day (March 8).
• Competition and exhibition of drawings.
• Equality workshops (Department of Education)

• Comment on the attitudes of cartoon characters and

films.
At home
• Children learn by imitation.
• Comparative sheets of sexist/non-sexist attitudes.

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Interculturality

• Adaptation period in Infants.

• Sets presentation.
• Committee ofwelcome.
• Resolve cases of maladjustment.
• TALE:"The ugly Duckling"
• HISTORY: “The creation of man in different cultures: the
baking oven
In the
• Records.
classroom
• Role playing games.
• Label game.
• Use the scanner to mix faces.
• Movies/Videos
• Exhibitions to give to know other cultures.
• Dramatizations
• Classroom library.

• Traveler Book.
In the middle
• Polyglot Dictionary.

• Work at home chips.

At home
• Promote tolerant attitudes by example.

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The self-esteem

• Avoid negative cataloging in students.

• Achieve your own goals by making them accessible.
• Reinforce appropriate behaviors.
• Encourage it before the age of six to avoid later
personality conflicts.
• Promote positive emotions in students such as joy,
confidence, pleasure, enthusiasm and interest.
• Work on games and fantasy that enable students
In the
overcome possible wounds to your self-esteem.
classroom
• Make students aware of their possibilities and limitations.
• Know that in the first cycle the ability to read is
closely related to self-esteem.
• Contribute to improving students' success in relationships
cluster.
• Make a list of things that make us feel valuable.
• Making a mural I am very important
• Cards taken from the Internet.

• Specific classroom work.

In the middle • Sociograms.
• The STUDENT of the day.

• Raise demands in accordance with the possibilities and limitations

At home of the child.
• The self-esteem of parents influences that of their children.

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The effort

• Finish the tasks.

• Listen carefully.
• Participate in class.
• Teamwork.
• Chain work.
• I work with cleanliness.
• Focus on tasks.
In the
• Know the work of the center's staff.
classroom
• Know the work of parents.
• FABLE: “The grasshopper and the ant”
• STORY: “The Three Little Pigs”
• COLLECTIVE MURAL / MOSAIC made in a chain like
final score. Topic: “We work as a team”, “Professions”, “I am going
to be”…
• Records.

• Study techniques.
• MURALS
In the middle • Relate Book Day (April 23) to effort.
• Bonus effort
• Diplomas

• The role of parents or guardians as models. Children

They learn by observation, imitation and reinforcement.
• Carrying out housework: homework and household chores.
• Value your children's work to motivate them and make them
competent and feel useful.
• Use immediate positive reinforcement.
At home • Avoid perfectionist attitudes.
• Teach from a young age the importance and value of the work of
gradually according to age.
• Teach in effort and perseverance (homework, sports)
• Always explain the “why” and “so that” of each task.
• Through effort we educate in responsibility, in
discipline, good time management, order, etc.

7. VALUES IN CINEMA .
Rosario García Palacios. CEIP Religion Teacher Jara Carrillo.

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What is cinema?
Cinema is an art that takes us to wonderful worlds, such as the world of illusion,
entertainment, fun, fantasy, dreams. But it also stirs deep feelings that lead us to
reflection and learning. In this sense, it is a very valuable tool with which to work in
school, using it as a good transmitter of human values, and therefore of society, so
necessary today.

From this point of view, I propose a series of films that meet all the requirements to
work on all the values of our educational innovation project: "Values Education
Program at School."

This entire film proposal is focused mainly on the third cycle of Primary Education,
although a specific film could also be valid to work on in the second cycle.

After the data of each selected film you have the values that can be worked on.

List of youth films that transmit values:

Azur and Asmar.

Michel Ocelot. 2006. 99 minutes. Values: Respect, interculturality,
equality...

Animated adventure starring two children who, in a fantastic medieval Maghreb,

become friends despite belonging to different social classes and ethnicities, French
and Arab. As adults, they become rivals in the search for a princess. This way they
will live dangerous and wonderful adventures.

The adventure of the Eagles.

Jean François Davy. 2006. 93 minutes. Values: Responsibility, respect,
interculturality, equality, effort...

A group of eight boyscouts, all very different from each other, get lost in the heart of
the Alps during a climbing excursion. Together they will learn to live together and
help each other until they find the way that takes them home.

Salvatore.
Gian Paolo Cugno. 2006. 90 minutes. Values: Effort, responsibility, respect...

Salvatore is a twelve-year-old boy who, upon the death of his parents, must take
care of the rest of the family: his invalid grandmother and his little sister. He will
manage taking care of the garden, fishing..., all of this, under the worried gaze of the
endearing teacher.

Road to glory.
James Gartner. 2006. 117 minutes. Values: Effort, self-esteem, respect, equality,
interculturality...

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A basketball coach went down in history for forming, in Texas in 1966, the first team
composed indiscriminately of blacks and whites. To date, each race played its own
league and never mixed or clashed with each other, until one man changed things.

Flicka.
Michael Mayer. 2006. 94 minutes. Values: Responsibility, effort,
self-esteem, respect...

She is a girl who tries to prove to her parents that she is capable of assuming her
responsibilities by taking care of her horse.

Carlitos and the Field of Dreams.

Jesus del Cerro. 2008. 107 minutes. Values: Responsibility, effort, self-esteem,
respect...

Carlitos is an orphan boy who lives in an orphanage run by the evil Don Hipólito. The
little boy has two great wishes: for a family to adopt him and to play soccer. He
aspires to be part of the national junior team, with whose coach he will end up
strengthening ties.

My great friend Joe.

Ron Underwood. 1997. 114 minutes. Values: Respect for animals,
responsibility, effort...

It is a spectacular film that shows a great environmental commitment. It tells the story
of a gorilla who, after different adventures, saves the life of a child, demonstrating the
great empathy of animals with people.

Jack.
Francis Ford Coppola. 1996. 110 minutes. Values: Responsibility,
respect, interculturality, equality, self-esteem...

It tells the story of a child who, with an adult body, faces a multitude of situations that
he will experience together with his friends. Write down moments of great comedy.

The unforgettable Simon Birch.

Mark Steven Johnson. 1998. 113 minutes. Values: Self-esteem,
responsibility, respect, equality, effort...

The story begins with Joe Wenteworth visiting the grave of his childhood friend,
Simon Birch, and explaining that Simon is the reason he believes in God. Joe
doesn't know his father and Simon is going to help him find him. Simon is so small at
birth that his peers make fun of him and not even his own parents pay attention to
him, which makes the little boy appreciate friendship even more to the point of risking
his life for his friends.

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Angels.
William Dear. 1994. 102 minutes. Values: Responsibility, respect,
interculturality, equality, self-esteem...

The film tells the story of three orphaned children who find themselves in a foster
home. They are of different ethnicities but they have something in common: their
great love of baseball. This circumstance will greatly favor the improvement of their
lives through the figure of the coach.

The Champion (Big Red).

Norman Tokar. 1962. 86 minutes. Values: Friendship, courage, effort,
responsability and compromise.

An orphan boy learns the meaning of responsibility, commitment and friendship

when he is hired by a ruthless, rich sportsman to train his precious Irish setter. Soon
the boy and the dog become inseparable, much to the chagrin of the dog's owner.
Together they live endless adventures.

Free Willy 4: Adventure in South Africa.

Hill Geiger. 2010. 100 minutes. Values: Respect, effort and
responsibility.

An eleven-year-old girl is forced to spend some time with her grandfather in South
Africa. One night the grandfather finds a specimen of an orca trapped in the middle
of a storm and decides to capture it. From that moment on, a great friendship begins
to grow between the girl and the animal she calls Willy. The orca grows and it is
impossible to continue caring for it, the only solution is to sell Willy to an
unscrupulous buyer who only wants to make money by locking the orca in a theme
park. The girl decides to prevent this, trying to ensure that her friend can live free in
the ocean.

I want to be like Beckham.

Gurinder Chadha. 2002. 108 minutes. Values: Equality, interculturality, effort and
self-esteem.

Yesminder is a girl who lives with her Hindu family in London. Her parents want her
to be educated to be the perfect Indian wife, but she doesn't have time to think about
those things, because what she likes is playing soccer. A series of opportunities and
problems arise overnight that will shake his little world and he will use various
strategies to make his dreams come true.

Invictus.
Clint Eastwood. 2009. 134 minutes. Values: Peace, interculturality, effort,
equality, responsibility and respect.

It tells the true story of Nelson Mandela and how he joined forces with the captain of
the South African rugby team to help unite the country. Newly elected President

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Mandela is aware that his nation remains divided, both racially and economically,
due to the aftermath of Apartheid. And he believes he can unite his people through
the universal language of sport. Mandela supports the underdog South Africa rugby
team when, with little chance, it participates in the 1995 World Championship.

The Adventures of Huckleberry Finn.

Stephen Summers. 1993. 95 minutes. Values: Interculturality, self-esteem and
responsibility.

The story, based on the novel by Iraq Twain, is about a boy, Huck, and his friend
Tom. One day Huck comes home to find his father drunk. He takes him on a raft to a
log house where he locks him up. The boy manages to escape and, in his flight, he
meets Jim, the slave. They become very good friends and live many adventures
together.

Secretariat
Randall Wallace. 2010. 118 minutes. Values: Effort, equality,
responsibility and respect.

It is based on a real story. Penny Chanery is a mother and housewife who agrees to
take over the stables owned by her ailing father. Against all odds, and with the help
of veteran trainer Lucien Laurin, she makes her way in a world dominated by men
and ends up winning the first Triple Crown with one of the best racehorses of all
time.

The Blind Side.

John Lee Hancock. 2009. 128 minutes. Values: Effort, equality,
responsibility and respect.

A boy named Michael survives alone and is practically “homeless” when Leigh Anne
discovers him on the street. Upon finding out that the boy is her daughter's
classmate, she insists that Michael get off the streets and, without hesitation, invites
him to her house. What begins as a gesture of generosity becomes something more
as Michael becomes part of the family, although his origins are very different. The
boy is going to face new challenges that he must overcome.

Matilda.
Danny Devito. 1996. 95 minutes. Values: Self-esteem, improvement and
effort.

She is a girl whose family takes very little care of her, she has great intelligence and
her teacher always supports her. After suffering various adventures, he discovers
that he has powers, a secret that he confides only to his teacher, with whom he has
a very special relationship. In the end she gets what she has always wanted: a family
that loves her.

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Ramona and her sister.

Elizabeth Allen. 2010. 103 minutes. Values: Self-esteem, effort and respect.

Ramona's great imagination, her energy that knows no limits, and her antics that
make her prone to accidents, cause everyone who meets her to keep an eye out. But
his irrepressible sense of fun and adventure comes in handy to help save his family's
place.

Billy Elliot.
Stephen Daldry. 2000. 111 minutes. Values: Effort, equality,
self-esteem, respect and responsibility.

Billy is a motherless boy who lives with his father, his brother and his grandmother
and wants to be a dancer, something unusual in his mining town. It is a beautiful
reflection on vocation, family communication and the need to express feelings.

The secret of the pyramid.

Barry Levinson. 1985. 105 minutes. Values: Effort, camaraderie,

respect and responsibility.

Strange and horrible murders keep London in suspense. The young Sherlock
Holmes and his new friend Watson find themselves involved almost without realizing
it in a dark mystery.

Little Nicholas.

Laurent Tirard. 2010. 93 minutes. Values: Self-esteem, responsibility, order,

effort and respect.

A normal boy with parents who love him, a group of fantastic friends and no desire
for that to change. But one day, Nicolás overhears a conversation between his
parents that leads him to believe that his mother is expecting a baby. He panics and
expects the worst, his parents will no longer have time for him. To avoid this, Nicolás
embarks on a campaign to make himself indispensable but, with so much effort, he
only manages to accumulate error after error and provoke the anger of his parents.

Valentine's dream.

Alejandro Agresti. 2003. 100 minutes. Values: Self-esteem, respect and

responsibility.

1960, Buenos Aires. Valentín is a nine-year-old boy who lives with his grandmother.
His mother disappeared when he was three years old and his father is a “waste
bullet” incapable of assuming any responsibility. Valentin is a lonely boy who is
constantly searching for love and affection. His life goes by quietly and he only has

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two obsessions: to be an astronaut and for his father to take him to his mother. But
his father does not want to stir up the past and also keeps disappointing him by
presenting him with horrible girlfriends until one day he introduces him to Leticia, with
whom Valentín is immediately smitten.

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8. VALUES IN EDUCATIONAL BLOGS.

THE USE OF BLOGS TO INFORM FAMILIES AND PROPOSE RESOURCES

AND ACTIVITIES FOR CONTINUITY OF OUR WORK IN THE CLASSROOM.
“THE VALUES.”

In this section you can find proposed resources in relation to the values of our
project. In addition to the tickets, extension links and photo montages of the
activities that your children do at school are proposed. In this way they know the
activities carried out and the values that the center wants to develop in our
students.

• STORYTELLING:
Resource where through the stories that children like so much we always work on
the values in classic stories.

http://miaula3.blogspot.com.es/search/label/CUENTACUENTOS

• EDUCATE WITH STORIES:

We have one main objective: to help parents and educators bring out the best in
children.

http://miaula3.blogspot.com.es/2012/05/educa-con-cuentos.html

• SELF-ESTEEM:
Activities carried out at the cycle level, about “the rights of the child”, but trying to
convey the message that these rights necessary for people to develop positive self-
esteem entail responsibility and respect for others.

http://miaula3.blogspot.com.es/search/label/LOS%20DERECHOS%20DEL%20 NI
%C3%91O

http://www.arcoirisdeinfantil.blogspot.com.es/search/label/DERECHOS%20NI%
C3%91OS

• INTERCULTURALITY:

Game worked in the classroom, about the continents and some things to highlight
about the way of life of people in different parts of the world.

http://miaula3.blogspot.com.es/search/label/know%20el%20mundo.

http://nuestromagicomundo-mamen.blogspot.com.es/search/label/KARAOKE (song
I am very proud; song Los Pimpollos: the races)

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• PEACE:

“Peace Day” activities. Exhibition of the mural carried out jointly by the entire “White
Hands for Peace” cycle. Posters were made with phrases about peace from
important personalities worldwide on the subject.

http://miaula3.blogspot.com.es/search/label/DIA%20DE%20LA%20PAZ

http://www.arcoirisdeinfantil.blogspot.com.es/search/label/D%C3%8DA%20DE
%20LA%20PAZ

http://nuestromagicomundomamen.blogspot.com.es/search/label/CANCI%C3%
93N%20PAZ .
(Juanes song, PEACE)

• EFFORT:

http://www.arcoirisdeinfantil.blogspot.com.es/search/label/DEBERES

• I RESPECT:

Intergenerational respect.

http://miaula3.blogspot.com.es/2012/05/el-arbol-miedosarepresentada-por-
el.html

Images about “courtesy phrases”, education and good manners demonstrate

respect for others.

http://miaula3.blogspot.com.es/search/label/FRASES%20DE%20CORTESIA

Respect for the environment.

http://miaula3.blogspot.com.es/search/label/MEDIO%20AMBIENTE

http://miaula3.blogspot.com.es/2012/04/medio-ambiente_26.html

http://miaula3.blogspot.com.es/search/label/TALLER%20DE%20RECICLAJE

http://nuestromagicomundomamen.blogspot.com.es/search/label/MEDIO%20A
ENVIRONMENT .

(YouTube videos about respect for the environment: reduce, recycle and reuse; We
learn to recycle in the classroom; global warming of the Earth, save the globe;
global warming for children; environmental pollution for children; Fluvi teaches you
to take care of the water; water song, children's songs; song water is life, take care
of it.)

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9. ASSESSMENT.

9.1. EVALUATION CRITERIA

In general, it will be necessary to evaluate the degree of achievement of the

general objectives of the project, in the following areas:

■ Implementation of Values Education in the daily life of the center.

■ The suitability of the activities carried out.

■ The involvement and information to families about the development of

the program.

For this, the following Evaluation Criteria will be established:

■ Check the level of involvement in the Values Education Program by

all members of the educational community: students, teachers,
families...
■ Assess the degree to which Values Education has been introduced
into the general annual programming and classroom programming.
■ Assess the educational quality levels of the center.
■ Check the degree to which the attention to diversity provided by the
center has been improved by the development of this program.
■ Assess whether the students' attitudes have improved in relation to
the values developed.
■ Check the correctness in the choice of the selected values.
■ Assess the adequacy and feasibility of the activities
scheduled.
■ Verify the adequacy of the mechanisms of assessment
provided for in the Project.

9.2. WHEN TO EVALUATE

The program foresees the evaluation for the month of May, leaving June for
the preparation of the report that will serve as a reflection document and starting
point for the following course, although in general an assessment will be carried out
at the beginning and conclusion of each activity.

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9.3. EVALUATION INSTRUMENTS

TABLE OF EVALUATION INSTRUMENTS

CRITERION INSTRUMENT RESPONSIBLE

Check the level of involvement in the Direct observation. Faculty of teachers.

Values Education Program by all
members of the community Amount and quality of
educational: students, teachers, performed activities.
families...

Appreciate he degree in Review of the PGA and the PEC. Pedagogical Coordination
that the Commission.
Education in Values has been Review of cycle schedules.
introduced in the general Cycle Equipment.
Programming annual and
in the
classroom
Assess theprogramming.
educational quality levels Evaluation minutes. Faculty of teachers.
of the center.

Check the degree to which attentionto Direct observation Pedagogical Coordination

the diversity Commission.
provided by the center has been
improved by the development of this Cycle Equipment.
program.
Teacher of Education
Compensatory.

Tutors.

Assess whether the students' Direct observation. Pedagogical Coordination

attitudes have improved in relation to Commission.
the values developed. Sociograms.
Cycle Equipment.
Records.
Tutors.

Check the correctness in the choice Consultationto the Faculty of Teachers.

of the selected values. Cloister of
Teachers

Evaluate the adequacy and feasibility Student surveys. Tutors.

of planned activities
Family surveys. Parents and mothers of
students.
Direct observation.

Verify the adequacy of the Revision of criteria of Director and Head of Studies.
mechanisms of assessment evaluation of the Program of
provided for in the Project Education in values.

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9.4. EVALUATION QUESTIONNAIRE FOR THE VALUES EDUCATION

PROJECT.

1. Level of involvement in the Values Education Program

Center activities are eliminated since the sections that are specific to the tutor
refer to the transmission of habits and classroom activities and those discussed in
meetings with parents of students.

Mark an “X” in the corresponding box depending on how you have worked
with the students on the defined habits or activities.

Rating: 1. Nothing 2. Little 3. Normal 4. A lot 5. Always.

WORTH Activities 1 2 3 4 5

In the classroom
The order
At meetings with parents

In the classroom
The responsability
At meetings with parents

In the classroom
Respect
At meetings with parents

In the classroom
Peace
At meetings with parents

In the classroom
Equality
At meetings with parents

In the classroom
Interculturality
At meetings with parents

In the classroom
The self-esteem
At meetings with parents

In the classroom
The effort
At meetings with parents

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2. Assessment of the implementation of programmed activities at the

center level.

Rating: 1. Nothing 2. Little 3. Normal 4. A lot 5. Daily (or performed)

Values Activities 1 2 3 4 5

Lines entering and exiting classrooms

The order
Keep yards clean

Evacuation Plan Drill

The responsability
Care of the center facilities

International Day of Tolerance

Respect
Using the paper recycling bin
Peace Day
Peace
Murals

Equality workshops
Equality
Drawing contest/exhibition: Working
Women's Day.
International Day for the Elimination of
Interculturality Racial Discrimination
traveler book

The self-esteem
Specific classroom work and with parents
Effort bonuses
The effort
Day of the book

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3. Assessment of the evolution of students' attitudes in relation to the

values worked on.

Student attitudes YEA NO

H
They are more organized
They are more responsible
They are more respectful
Has a greater predisposition towards peace / there are
fewer conflicts
They assume the principle of equality
They are more tolerant towards other cultures
They have improved their self-esteem
They try harder in their daily work

4. Appropriateness of selected values

1. Terrible 2. Inadequate/lazy 3. Normal/regular 4. Good 5. Excellent

Worth 1 2 3 4 5
Order
Responsibility
I respect
Peace
Equality
Interculturality
Self-esteem

—
Effort

Would you delete any of these values from the program?____

Which is it?_______________________________

Would you include any value(s) in the Program?____

Which is it?_______________________________

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 Values Education Program at School. CEIP Jara Carrillo. Sewer.

5. Adequacy of programmed activities.

1. Terrible 2. Inadequate/lazy 3. Normal/regular 4. Good 5. Excellent.

Worth 1 2 3 4 5
Order
Responsibility
I respect
Peace
Equality
Interculturality
Self-esteem

—
Effort

6. Feasibility of scheduled activities.

1. Terrible 2. Inadequate/lazy 3. Normal/regular 4. Good 5. Excellent.

Worth 1 2 3 4 5
Order
Responsibility
I respect
Peace
Equality
Interculturality
Self-esteem
Effort

7. Inclusion of Values Education in the center's official documents.

Do you think that Values Education is sufficiently included in the PGA?

And in classroom programming?________

And in the Tutorial Action Plan?_______

8. Is the level of educational quality of the center improved with this

program?______

9. Does the Ed Program influence In Values in improving Attention to

Diversity? ___________

10. BIBLIOGRAPHY

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 Values Education Program at School. CEIP Jara Carrillo. Sewer.

About Education in Values in general:

• GONZALEZ LUCINI, Fernando (1993): “Transversal Themes and

Education in Values.” Madrid. Alauda.
• SAVATER, Fernando (1999): "The Value of Educating." Barcelona. Ariel.
• BARTOLOME, M. (1985): "Education and Values." Madrid. Narcea.
• DOMÍNGUEZ CHILLÓN, G. (1996): “The Values of Early Childhood
Education.” Madrid. The wall.
• MÉNDEZ, J. Mª. (2001): “How to educate in values.” Madrid. Ed.
Synthesis.
• HOYS, G.; MARTINEZ, M. (Coordinators) (2004). “What does it mean to
educate in values?” Barcelona: Octaedro-OEI.

Order:

• Avoid behavioral problems in our sons and daughters (2012).

Observatory for School Coexistence of the Autonomous Community of
the Region of Murcia. Publications and Statistics Service of the Ministry of
Education, Training and Employment.

Responsibility:

• BOWLBY, J. (1989). A secure base. Barcelona: Paidós.

• BISQUERRA, R. (2000). Emotional education and well-being. Barcelona:
Praxis.

I respect:

• ORTEGA, P. et al. (1994): “Education for Coexistence. The

tolerance in school. Valencia. Nau.
• ORTEGA, P.; MÍNGUEZ, R.; GIL, R. (1996). “Tolerance in
school". Barcelona. Ariel.

Peace:

• ZURBANO DÍAZ DE CERIO, José Luis (1998): “Bases of Education for

Peace and Coexistence.” Broad P. Department of Education and Culture.
Government of Navarra.
• TUVILLA RAYO, José (1993): "Educate in human rights. "Proposals and
dynamics to educate in Peace." Madrid. CCS.
• RED CROSS YOUTH. Peace, a transversal challenge. Primary
Education Didactic Material. Cyan, Proyectos y Producciones Editorials,
SA Madrid. 2008.

Interculturality:

• ARNAIZ SÁNCHEZ, Pilar and MARÍNEZ ABELLÁN, Rogelio (2000): “The

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 Values Education Program at School. CEIP Jara Carrillo. Sewer.

integration of ethnic minorities: Towards intercultural education ."

University of Murcia. Congress on Attention to Diversity (Las Palmas de
Gran Canaria).
• ELOSÚA, M. R. (1994): "Interculturality and educational change. Towards
non-discriminatory behavior. IEPS Notes Collection No. 59. Madrid.
Narcea.
• HEISE, M. (2001): "Interculturality. Creation of a concept and
development of an attitude." Peru. FORTE-PE program.
• AMANI (1994): "Intercultural Education. Analysis and resolution of
conflicts". Madrid. Popular.
• DÍAZ-AGUADO, M. J. (Dir.), (1992): "Education and development of
tolerance. "Program to promote educational interaction in ethnically
heterogeneous contexts." Madrid. MEC.
• AGUADO, Mª. T. (1996): "Multicultural education. "Its theory and its
practice." UNED notebooks. Madrid. UNED.

Equality:

• CALERO FERNÁNDEZ, Mª Ángeles (1999): “Linguistic sexism: Analysis

and proposal regarding sexual discrimination in language.” Madrid.
Narcea.
• BARRAGÁN, F. (Coord.) (2002): “Education in Values and Gender.”
Seville. Editorial dyad. Narcea.
• PICOT, M. J., TÁRRAGO, P., MORADILLO, F. (2003): “Educate in
Equality". Didactic materials about Women. CCS Publishing. Madrid.

Self-esteem:

SMITH, Manuel J. (1977): “When I say no, I feel guilty." Barcelona. Ed.
Grijalbo.
BRANDEN, Nathaniel (1995): "The six pillars of self-esteem." Barcelona.
Paidós.
POPE, Alice W. (1996): "Improving self-esteem: techniques for children
and adolescents." Barcelona. Martínez Roca.
FISHER, Robert (1998): "The Knight in Rusty Armor." Barcelona. Obelisk.
LÓPEZ, María Isabel (2008): “The value of words in the construction of
children's self-esteem” (Presentation). X National Congress and II
International Congress “Rethinking childhood in the 21st century”.
Mendoza, 2008.
FERREROS TOR, MARÍA LUISA (2007): “Hold me mom: The
development of child and youth self-esteem.” Planet.
http://www.miautoestima.com/formacion-concepto-autoestima-infantil
http://www.guiainfantil.com/salud/autoestima/estimulos.htm

Effort:

• URRA, Javier. “The art of educating.” Editorial The sphere of books.

2006.

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 Values Education Program at School. CEIP Jara Carrillo. Sewer.

• TIERNO, Bernabé (1996) “Guide for educating in human values.” Editors'

workshop.
• MARINA, J. TO. (1997). “The mystery of the lost will.” Barcelona.
Anagram.

Web pages related to values education:

• http://www.educacionenvalores.org/

• http://www.primaria.profes.net/educacion_valor.asp

• http://www.guiainfantil.com/1211/como-educar-en-valores.html

• http://cuentosparadormir.com/#cuentos-clasificados-por-valores

• http://www.fundaciontelevisa.org/valores/

• http://www.apoclam.net/cdprimaria/

• http://www.monografias.com/trabajos21/educacion-en-
values/education-in-values.shtml

• http://www.oei.es/valores2/valoresenlaces.htm

• https://www.murciaeduca.es/cpjaracarrillo/sitio/index.cgi?wid_seccion=19
&wid item=125

• https://educacionenvaloresjaracarrillo.wikispaces.com/

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