1. VALUES/CHARACTER EDUCATION
IN ADVENTIST SCHOOLS:
TRADITIONAL OR LIBERATIONAL?
REPORT BY:
Neftalie P. Umambong
Cheryl R. Lacambra
Sherly F. Gabutero
Genelyn Z. Esteron
Hazel P. Mangoba
2. Define/State the problem.
In our present time, the percentage
of Adventist children in SDA Schools are
becoming lesser and lesser compare to
the previous years. The implementation
of 75% SDA population to 25% non-SDA
population are not followed nowadays.
Instead, only 15% of the total population
are SDA’s and the rest of the pupils
belong to the different denominations.
3. Because of this, the Christian
Values that SDA Schools stand for,
are declining, as proven by frequent
occurrences of bullying, cheating and
fighting.
7. Liberalism itself
is a culprit; in
education, it
does significant
damage to
American
morality.
Jack L. Nelson et.al., 2013, Critical Issues in Education, New York , McGraw-Hill Pu
9. DETERMINE/ENUMERATE PERTINENT
CONSIDERATIONS
1. Ratio between the Adventist and non –
Adventist pupils.
2. Teachers training or capabilities in
teaching the IFVL
3. The community where they live:
a. Rural
b. Urban
4. Teachers way of discipline.
13. Teachers in the home and the
teachers in the school should have a
sympathetic understanding of one
another’s work. They should labor
together harmoniously imbued with
the same missionary spirit, striving
together to benefit the children
physically, mentally, and spiritually,
and to develop characters that will
stand the test of temptation.
EGW, (1954).Teachers and Parents in Partnership. Washington D.C. Review and Heral
14. 3. Have a
Character
Developme
nt Program
for
Adventist
and non-
Adventist
pupils
emphasizin
g Christian
Values.
To
strengthen
their
characters
through
different
activities
such as
camping,
retreat and
community
services.
The Non-
Adventist
parents
might be
prejudiced
of our
teachings,
values and
principles
as a church.
15. 4. Make a
Character
Building
Chart
during
classes and
other
activities,
and give
rewards to
the most
behave
pupils.
- The pupils
will be
motivated
to behave
well to get
the reward
- The pupils
will not
behave well
if there’s no
reward
given to
them
16. If a teacher decides to use a
tangible reward program it needs
to be simple to manage. Involving
a student or students in selecting
a reward can contribute to its
successful use. School supplies
and/or foods that have some
nutritional value are preferable to
candy, unhealthy snacks or
prizes. Ideally, after the rewards
are given and the desired results
are obtained, the teacher will
modify the program by raising his
or her expectations, reducing the
rewards and phasing them out
http://www.kellybear.com/TeacherArticles/TeacherTip45.html
17.
18. 6. Implement the
best alternative
7. Evaluate the
results
What?
Home Visitation
What?
1. Establish good
relationships
2. Witnessing
3. Reformation of
values/character
development
Who?
Teachers
Who?
The parents and the
teachers solved the
problems
When? When?
19. Where?
Pupils’ Home
Where?
How?
1. Informing through
letter, call or text.
2. Prepare good reports.
3. Allot a budget for
transportation
4. Sharing of tracts or any
magazines about
Values/Character
education.
5. Offer a prayer for the
family especially for the
child.
How?
1. The parents will be
enlightened about
the importance of the
progress of the
behavior of their child
and do their parts to
lighten the burdens
of the teachers
2. The parents will feel
blessed and happy.
20.
21. The harvest of
life is character ,
and it is this that
determines
destiny, both
For this life and
for the life to
come.
EGW, 1954. The Harvest of Life. Washington D.C. Review and Herald PublishingAssoc
