Strategies that teachers can use

Morality and Religion Among Adolescents

Strategies that teachers can use

The strategies below are ways in which teachers can teach morality to students in a public school without infringing on people's religious beliefs.

Value Education

William Huitt, a professor at Valdosta State University, developed methods that teachers can use to teach values to their students. Below is a table that shows different Value Education ideas and methods that can be used

Overview of Typology of Values Education Approaches

Approach

Purpose

Methods

Inculcation

To instill or internalize certain values in students;

To change the values of students so they more nearly reflect certain desired values

Modeling;

Positive and negative reinforcement;

Manipulating alternatives;

Games and simulations;

Role playing

Moral Development

To help students develop more complex moral reasoning patterns based on a higher set of values;

To urge students to discuss the reasons for their value choices and positions, not merely to share with others, but to foster change in the stages of reasoning of students

Moral dilemma episodes with small-group discussion;

Relatively structured and argumentative without necessarily coming to a "right" answer

Analysis

To help students use logical thinking and scientific investigation to decide value issues and questions

To help students use rational, analytical processes in interrelating and conceptualizing their values

Structured rational discussion that demands application of reasons as well as evidence;

Testing principles;

Analyzing analogous cases;

Research and debate

Values Clarification

To help students become aware of and identify their own values and those of others;

To help students communicate openly and honestly with others about their values;

To help students use both rational thinking and emotional awareness to examine their personal feelings, values, and behavior patterns

Role-playing games;

Simulations;

Contrived or real value-laden situations;

In-depth self-analysis exercises;

Sensitivity activities;

Out-of-class activities;

Small group discussions

Action Learning

Those purposes listed for analysis and values clarification;

To provide students with opportunities for personal and social action based on their values;

To encourage students to view themselves as personal-social interactive beings, not fully autonomous, but members of a community or social system

Methods listed for analysis and values clarification;

Projects within school and community practice;

Skill practice in group organizing and interpersonal relations

Table can be found at http://chiron.valdosta.edu/whuitt/col/affsys/values.html

Character Education

Character education is a direct approach in teaching students moral and immoral behavior. Teachers are to teach students that stealing, cheating, hurting others, etc. is wrong. If a student breaks these rules, they are to be punished. Students are rewarded for proper behavior.

Strategies that can be used

role-playing
peer-centered discussion and reflection
rewarding for good behavior
peer tutoring

Other strategies

Focus moral education around the "common ground" or moral core (Nucci's moral rules)
Have small-group discussions and then whole-group discussions to get all students involved
Should not be textbook oriented
Some element of controversy
Incorporate moral learning into the curriculum directly, and not hidden