Republic of the Philippines

Bicol University (Polangui Campus)

Polangui, Albay
AY: 2024-2025
1st Semester

BEEd 1: Good Manners & Right Conduct

(Edukasyon sa Pagpapakatao)

General Strategies of
Teaching GMRC/Values
Learning Content 5

Lunas, Meri Elle

Mora, Yhanilou
Zaragoza, Mary Grace
Carizo, Marielle Anne
Avisado Maxyne
Peracion, John Mark
BEED-1A
Group 5

Sasuluya, Eva C.
Instructor
Introduction
In today’s world, teaching values to our youth is more important than ever. From
the moment they are born, children are extremely impressionable. They begin to form
their opinions and view of the world before they even hit their adolescence. As parents
and educators, we are children’s biggest and number one influencers; and it is our
responsibility to teach our youth about core values so they may grow up to be caring,
confident and respectful adults.

Values are essential to the human being to interact with the environment in a
sustainable way. Values play a significant role in all individual’s life. Generally, Man
created some notions for living and the notions are called values. Value Education in an
education strategy or methodology to provide training that maintains the values of an
individual by telling stories about the achievers. Value education plays a significant role
in individual's life and it provides a way to live with socially constructed notions. On this
note, this module will give aid and ideas on general strategies applicable in teaching
GMRC/values.

Learning Objectives
At the end of this lesson, the students should be able to:
1. Explain each of the different strategies in teaching the subject
2. Demonstrate the strategies in class.

Learning Content
A. Silent sitting
Silent sitting is an opportunity for children to sit quietly and let their minds be
peaceful. It promotes the ability to tune out distractions and tune in. It is a relaxation
and concentration exercise capable of reducing stress, the level of noise in the class
and physical restlessness, with the result of improving discipline and calming the mind.
It has been demonstrated how both creative art and language skills improve after a
period in which children sit in silence, due to an increase in concentration.
Examples of silent sitting exercises
• Listening to different sounds
• Guided visualization exercise
• Alternately tensing and relaxing muscles

B. Parables, proverbs, quotations and poems

Parables intend to employ human characters, proverbs that give us additional
word of wisdom, poem that expresses emotions through story or music. Knowing
quotations, we can apply those to academic writing correctly. Parables, proverbs,
quotations and poems have the same goal. That is to give people a lesson or have
something to keep on living. Parables teaches us a lesson, proverb offers you the
wisdom, quotations used to quote someone’s work, though we can pick a lesson from it,
and the last is poem that may teach us how to express ourselves using the types of it.
C. Visual Experiences
Visual Experiences are sight visits that incorporate memorable encounters and
educational learning, thereby providing a robust experience that will live on in the
individual long after they have lost their eyesight An example of visual used as an
adjective is a visual presentation with moving images and pictures. Visual experiences
are designed to capture the attention of all students and engage them with art in more
personal and meaningful ways is to create a visual experience representation of the
picture or lesson that summarizes what was learned. This can be done through an
illustration, storyboard, PowerPoint, or other ideas students come up with by process of
using visual note taking strategies are essentially the same in all content areas.
Benefits of Visual Experience/s in Teaching Values Education:
1. Enables to easily explain concepts or ideas.
2. Stores information to a long-term memory.
3. Improves Cognitive capabilities and stimulates one’s imagination.
4. Attract students’ attention.
5. Increases audience’s participation.
D. Role plays
Role Play is a pedagogy that been used in a wide variety of contexts and content
areas (Rao & Stupans, 2012). Role-Playing Methods in the Classroom is about a
technique that has proved highly useful to many teachers for dealing with a variety of
classroom problems and reaching certain learning objectives, (Lippitt and Fox, 1966).
Role-play is an important part of a child’s socialization, and their future ability to
interact with peers and wider society, research demonstrates. The benefits of role play
are numerous, but the effects on emotional, social, and linguistic development are
astounding. Research has shown that children who engage in role play at an early age
are more likely to be able to regulate emotions, have higher levels of linguistic aptitude,
and be able to interact with peers in self-regulated games.
E. Biographies
Biography came from the Greek word Biographia which means “description of
life” (bio “life “and graphy “record or data”). It is basically “the story of a real person’s
life written by someone other than that person” (“Biography”, n.d.). Biography is very
important in education for it presents “not only the good characteristic but also on
weaknesses and human errors” (Victoria, 2019). Thus, the students will know that no
matter how overwhelming the problemis, they will be able to surpass it. In addition, they
may learn who to emulate and also embraceor adopt the virtue possessed by that
person in their lives.
Categories of Biography:
1. Informative Biography
This, the first category, is the objective and is sometimes called
“accumulated” biography. The author of such a work, avoiding all forms of
 interpretation except selection-for selection, even in the most comprehensive
accumulation is inevitable.
2. Critical biography
Thus second category, scholarly and critically, unlike the first, thus offer a
genuine presentation of a life. These works are very carefully researched;
sources of “justifications” (as the French call them).
3. Standard Biography
Thus third, and central, category of biography, balanced between the
objective and the subjective, represents the mainstream of biographical literature,
the practice of biography as an art.
4. Interpretative Biography
This fourth category of life writing is subjective and has no standard
identity.
5. Fictional Biography
The books in tis fifth category belong to biographical literature only by
courtesy. Materials are freely invented, scenes and conversations are imagined.

F. Moral dilemmas
Moral Dilemmas are situations where the person/s, who is/are called “moral
agent/s” ethics, are forced to choose between two or more conflicting options, neither of
which resolves the situation in a morally acceptable manner. It may be described as a
situation where one seems morally obliged to do different acts but for some reason or
other you cannot do both.
Four Types of moral Dilemmas:
1. Epistemic moral dilemmas
➢ There are two or more moral requirements that conflict with each other.
➢The moral agent hardly knows which one takes precedence over
the other.
Ontological moral dilemmas
➢There are two or more moral requirements that conflict with each other,
yet neither of these conflicting moral requirements overrides each other.
➢ Neither of the moral requirements is stronger than the other; hence, the
moral agent can hardly choose between the conflicting moral requirements.
2. Self-imposed moral dilemma
➢Caused by the moral agent’s wrongdoings.
World-imposed moral dilemma
➢Certain events in the world place the moral agent in a situation of moral
conflict.
3.Obligation moral dilemmas
➢ Situation in which more than one feasible action is obligatory.
 Prohibition moral dilemmas
➢ Involve cases in which all feasible actions are forbidden.
4. Single agent moral dilemma
➢The agent “ought, all things considered, to do A, ought, all things considered, to
do B,and she cannot do both A and B.
Multi- person moral dilemma
➢One agent, P1, ought to do A, a second agent, P2, ought to do B, and
though each agent can do what he ought to do, it is not possible both for P1 to do
A and P2 to do B.”
➢ The multi-person dilemma requires more than choosing what is right; it also
entailsthat the person involved reached a general consensus.

G. Essays, articles, classics and news paper

Essays is an organized piece of writing that focuses on a single topic. Further,
writing essays is one of the activities given by the educators to their students
to enhance their critical thinking skills, comprehension, and of course to widen their
vocabulary . Meanwhile, Articles as a written composition on a specific topic forming an
independent part of a book or other publication as a newspaper or magazine may also
benefit the learners to be informed and be entertained on one’s behavior and to educate
his/her self.

H. Anecdotes
An anecdote is a short and amusing or interesting story about a real incident or
person. It is simply a short story or tale which can talk about any subject the speaker or
author wishes to deliver. The qualities of an anecdote are based on the events
and people and is normally used as a way of entertaining the readers or listener and
making them laugh.
Basically, it’s a short story about something that happened to you, and/or
to someone you know or know of. If you and your friend are chatting about person and
you remember something they did, then as you tell the story as part of the conversation,
you have used an anecdote. Anecdotes are used to give a personal
perspective illustrate a point, make people think about something or make them laugh.
One of the place where you might find anecdotes writing useful is when writing a college
application essay. Perhaps, something that happened in your life inspired you study in a
certain direction and you’d like to share the story to show why you are highly motivated
to do well.

I. Group singing
Group Singing is a type of singing in a form of group of people or individuals
singing together. In her article, Wheeler (2014) said: “group singing is one of the primary
forms of the early human musical activity that is why it has been highly recommended
as one of the strategy of teaching a child. Moreover, its function is for the students
to finish one activity and ready for the next and its roles in helping children to be
cooperative, critical thinker and problem-solver. The importance of group singing as
means of education should never be lost sight of because the students will be drawn
closer to God, to their teachers, and to one another (White 1947as cited by Burgo,
2012).In addition, it is also use as an ice breaker or activity for the class to have
warmed up before the class start. It can be used as a creative and fun way to increase
enjoyment and achievement in different areas like values and literacy of the students.
Music is a great way to introduce new words; it can also contribute to children’s
progress and learning in many different areas. It supports self-expression, cooperative
play, creativity, emotional well-being and development of social, cognitive,
communication and motor skills.
 Group singing has been highly suggested as a primary form of teaching values
based education.
 It is one of the most important general strategies of teaching values.
 It has strong effects on Physical, Psychological and Social aspect of the
students.
 In physical, breathing control is enhancing that helps students having
difficulties on speech delivery.
 Meanwhile, in psychological aspect, the student becomes more cooperative,
logical and problem-solver.
 In Social, it comprehends the student’s capability to involve and communicate
with others. That is why group singing is vital and a must in teaching values.

J. Group activities
The importance of Group activities is to build a strong bond among the students;
it can teach them the essence of the word “teamwork” and “respect”. In order to create
an excellent product, they will just don’t have to work with each other but also, respect
each other’s idea, perspective, and goals. Having Group activities in every lesson is the
sense of solidarity in the class. Having the mental picture of a learner portraying
difficulty in finishing a certain task can be avoided if group activities will be introduced
and entertained. Not all tasks are meant to done alone since the present curriculum
requires an interactive learning. Having a comfortable group mates can help the
students to show their confidence, they can participate or give their ideas and also, they
can contribute their knowledge to give more information to their leader. Students
participating in the group work is a key ingredient in the student learning. When
students are able to verbalize their ideas, listen to one another, share authentic
decision, and create common product, they are much more actively engaged in the
learning process.

K. Questioning
Effective questioning involves using questions in the classroom to open
conversations, inspire deeper intellectual thought, and promote student-to-student
interaction. Effective questions focus on eliciting the process, i.e. the ‘how’ and why’, in
a student’s response, as opposed to answers which just detail ‘what’. Using them in the
classroom creates opportunities for students to analyze their own thinking, that of their
peers, and their work.
Two main types of questions:
1. Closed Questions Closed questions are those that prompt a simple response,
such as yes, no, or a short answer.
 2. Open Questions
Open questions, on the other hand, are those that require a deeper level of
thinking and often prompt a lengthier response. They ask students to think and reflect,
provide opinions and feelings, and take control of the conversation.

Questions are the heart of discussion. A great question will challenge your
students, sparking collaborative thought-provoking class conversations that lead
students to communicate with their peers. If the right questions are asked, students will
be thoroughly engaged in the discussion, where they will share prepared and
researched ideas, explore thoughts and reflections and actively practice 21st century
skills such as:
 communication
 critical thinking
 collaboration
 creativity
 problem solving
 and much more, which will prepare them for the challenges and opportunities of
today and the future.

L. Discussion
To start planning a discussion (or any instruction, for that matter) decide what you
want your students to get out of the discussion. For example, do you want them to
share responses, make new connections, and articulate the implications of a
text? Should they be able to work certain problems by the end of the hour? Should they
be able to interpret and critique a journalistic photograph or a piece of art? Deciding
on and articulating the objective for the discussion will help you decide what kinds of
discussion activities will best help your students reach that objective. Remember that
you can organize a discussion in many different ways: you can have students work in
small groups, role-play, choose sides for a debate, or write and share a paragraph in
response to the theme in question
1. You will also want to leave time to wrap up and summarize the discussion for
your students (or have students summarize it), or to debrief after activities such as
debates or role-plays.
Moral values have to be taught to students as an education at school. Teacher
and students have to work to create a better relationship. That is why there are several
strategies to discuss moral values to the students. Preparing for Discussions to start
planning a discussion (or any instruction, for that matter) decide what you want your
students to get out of the discussion. Develop a Clear Goal for the Discussion knowing
the content to be covered is not enough. Naming the chapter your students will read is
not enough. Problematize the Topic having a clear goal in mind makes it much easier to
plan a discussion. You know what you want students to get out of it.

M. Value clarification
Values clarification is a psychotherapy technique that can often help an individual
increase awareness of any values that may have a bearing on lifestyle decisions and
actions. This technique can provide an opportunity for a person to reflect on personal
moral dilemmas and allow for values to be analyzed and clarified. This process may be
helpful for self-improvement, increased well-being, and interactions with others..
Values can be influenced by:
Family: In childhood, most people develop an internal reference for what is good
or bad, important, or desirable and useful. This reference is often based on what
parents or family members value.
Individual experiences: Values are often transformed or adjusted based on life
experiences, education, personal challenges, and successes.
Religion and/or culture: These values tend to reflect a person's sense of right
and wrong.
Community: Values may be shared by many people who live together in a
community.
Political leaders: Overarching political values may have an influence on people
regardless of religion, culture, upbringing, or life experience.

This approach is based upon the principle of values relativity (that we should not
judge the worthiness of each other’s values), and that we should strive to clarify those
values that are personally meaningful, that is, the values that make us more purposeful,
productive and socially aware, and better critical thinkers. values clarifying strategies
that exemplify the open-ended and student-centered nature of the approach.

Synthesis
Teaching values, particularly Good Manners and Right Conduct (GMRC), is
crucial in shaping the character of young individuals. The following synthesis outlines
effective strategies for instilling these values in students, emphasizing their importance
in personal development and societal interaction.
Importance of Values Education
Values education is essential as it helps children form their perspectives and
behaviors from a young age. Educators and parents play a pivotal role in this process,
ensuring that children develop into caring, confident, and respectful adults. Values serve
as guiding principles that influence interactions with others and the environment,
promoting sustainable living and social harmony.

Incorporating these strategies into the teaching of GMRC not only aids in the
development of individual character but also fosters a respectful and cooperative
classroom environment. By utilizing diverse methods such as silent sitting, role plays,
visual experiences, and group activities, educators can effectively impart essential
values that prepare students for future challenges in both personal and social
contexts.
References
Corpuz, B and Salandanan, G (2015), Principles of Teaching {with TLE], Quezon
City LorimarPublishingCubucku, F. {2014}, Values Education through Literature in
English Classes Procedia
Socialand Behavioral Sciences {116}, 265-269 DepEd K-12 Edukasyon sa
PagpapakataoEtherington, M. {2013}, Values Education: why the Teaching of Values in
Schools isnecessary but not sufficient, Journal of Research in Christian Education
22{2}, 189-210
Perspective and Exploration. Retrieved September18, 2020,
fromfile:///C:/Users/marlang/Downloads/ACSET2013_offprint_0109.pdf .