This document presents an educational program called LivingValues that aims to help students explore and develop 12 key universal values: cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity. The program provides tools and principles to support the holistic development of students physically, intellectually, emotionally, and spiritually. Activities like reflection, communication, art, and games are used to help students think about values, make positive choices, and express themselves while learning important life lessons. The overall goal is to facilitate student growth and integration into the community through developing their values, philosophy of living, and social skills.

1. LivingValues:AnEducational Program
A childneeds….Inrelationtofeelings
To feel loved.Tofeel understood.Tofeel respected.Tofeel valued.Tofeel safe.
Values-BasedTeacherAttitudesandActions
Emotion:FeelingLoved
Value:Love
Attitude:In ourclassrooms,we can create an environmentwhere children,youngpeople,andadults
can expressthemselves,andfeel lovedbecauseof whotheyare – notonlybecause of whattheysay,
have or do.
WhenI enjoychildrenandobserve the process,Icanstay happy within
Enjoyingandbelievinginstudentsallowsthemtoacceptand believe inthemselves.
Behaviors:
 Showingwarmth,caringandkindness
 Affirmingthe positivequalitiesineachchild
 Creatinga healthyenvironmentinwhichchildrencangrow and developholistically,without
favoringsome studentsoverother
Emotion: Feeling Respected
Value: Respect
Attitude: In the classroom, I can establish a climate of mutual respect and understanding
Behavior:
 Listening carefully and attentively.
 Listening to what the student is really saying.
 Taking the time – recognizing the emotions.
 Establishing classroom norms with the students.
 Setting limits and being clear when students are outside the norms.
 The educator’s tone of voice in the classroom is consistent with creating a values-based
atmosphere. According to the situation, sometimes the tone of voice may be caring,
enthusiastic, or encouraging; at other times it may be clear, firm or serious.

2. Emotion: Feeling Understood
Value: Love Respect
Attitude: Each child is an individual with her or his own emotions and process. Each student can learn
best when her or his emotions and level of readiness are accepted and respected.
Behaviors:
 Listening.
 Giving the space to express their feelings and ideas.
 Givingthe space to accept,and processwithclaritythe answers totheirneedsandto situations.
 Listening openly, without expecting certain answers.
 Listen without expectations.
 Being open and flexible to students’ ideas
When not listened to, people often feel disrespected or insignificant.
Emotion: Feeling Safe
Value: Peace Respect
Attitude: The classroom is a place where each one of us can experience dignity and being safe.
Behaviors:
 Treating mistakes as a source of information and a starting point for new learning.
 Asserting that no one is allowed to harm others, and no one will be harmed.
 Generating understanding during discussions to help students make better decisions.
 Being consistent and clear about norms of behavior and carrying through fair consequences in
matter-of-fact manner.
Emotion: Feeling Valued
Value: Respect Tolerance
Attitude:Ibelieve eachstudentcanlearnandprogressat manydifferentlevels.Ivalue eachstudentand
believe in her or his ability to understand and learn to be peaceful and happy. I am a facilitator of
change. I have a clear vision of the task.

3. Behaviors:
 Showing enthusiasm about the student and the task.
 Communicating high expectations through belief in each student’s ability to learn.
 Creating positive learning situations to help students understand and learn, accepting where
they are.
 Present challenges and aims within their reach.
Success increases their interest and boosts their confidence
 Affirm positive change and actions, highlighting students’ progress.
 The attitude,eyesandface of the educator generate enthusiasmandhappinessthroughvaluing
each person.
The Call for Values
The call forvaluesiscurrentlyechoingthroughouteveryland,aseducators,parentsandmore and more
childrenare increasingly concernedaboutandaffectedbyviolence,growingsocial problems,andlackof
respectforeach otherand the worldaroundthem. Educators are, therefore, once again being asked to
addressproblems,whichhave arisenwithintheirsocieties.Inconfronting the many challenges that the
future holds in store, humankind sees in education an indispensable asset in its attempt to attain the
idealsof peace,freedomandsocial justice.The commissiondoesnot see education as a miracle cure or
a magic formula opening the door to a world in which all ideals will be attained, but as one of the
principal means available to foster a deeper and more harmonious form of human development and
thereby to reduce poverty, exclusion, ignorance, oppression and war.
An Educational Program is a values education program to enable children and young adults to explore
and develop12keyuniversal values:Cooperation,Freedom, Happiness,Honesty,Humility,Love, Peace,
Respect, Responsibility, Simplicity, Tolerance, and Unity.
The purpose of LivingValues:An Educational Program is to provide guiding principles and tools for the
developmentof the whole person,recognizingthatthe individual iscomprised of physical, intellectual,
emotional, and spiritual dimensions.
The aims are:
 To helpindividualsthinkaboutand reflect on different values and the practical implications of
expressing them in relation to themselves, others, the community, and the world at large.
 To deepen understanding, motivation, and responsibility with regard to making positive
personal and social choices
 To inspire individuals to choose their own personal, social, moral, and spiritual values and be
aware of practical methods for developing and deepening them
 To encourage educators and caregivers to look at education as providing students with
philosophyof living,therebyfacilitatingtheiroverall growth,development, and choices so they
may integrate themselves into the community with respect, confidence, and purpose.

4. Reflectiveandimaginingactivities encourage students to access their own creativity and inner
gifts. Communication activities teach students to implement peaceful social skills. Artistic
activities,songs,anddance inspirestudentstoexpressthemselveswhileexperiencing the value
of focus. Game-like activities are thought-provoking and fun; the discussion time that follows
those activities helps students explore effects of different attitudes and behaviors. Other
activities stimulate awareness of personal and social responsibility and, for older students,
awareness of social justice.