values conversations in schools - western cape

PB 12019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET

Values conversations in schools

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Let’s talk values

2 32019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET

CONTENTS

PURPOSE ...................................................................................................................... 3

INTRODUCTION ......................................................................................................... 3

TRANSFORM TO PERFORM STRATEGIC FRAMEWORK ........................... 4

WESTERN CAPE EDUCATION DEPARTMENT (WCED) VISION ............ 5

WESTERN CAPE EDUCATION DEPARTMENT (WCED) MANTRA ......... 5

VALUES CONVERSATIONS IN SCHOOLS ....................................................... 6

LET’S TALK VALUES ................................................................................................ 7

LIST OF ACTIONS FOR SCHOOLS TO LIVE THE VALUES ....................... 18

REFERENCES............................................................................................................ 20


PURPOSE

The purpose of this document is to provide information on the Values Project as it falls within the Western Cape Education Department’s (WCED) Transformto Perform (T2P) Strategic Framework.

It seeks to provide ideas to school management, governors and teachers to stimulate values conversations.

It articulates the WCED’s vision statement, as well as the Mantra for learners and provides a number of ideas that can be used as a base on which school communities build their school’s Conversations on Values plan.

INTRODUCTION

The Transform to Perform Strategy is an initiative of the WCED that aims to address the hearts of our teachers and learners. It aims to shift the mindset of the organisation and to influence the head, heart and hands of all staff members and learners. Values education focuses on the valuing of concepts such as equality, dignity, freedom, peace and justice, coupled with attitudes of respect and tolerance. The vision of the WCED is to ensure quality education for every child, in every school, and classroom in the province. Learners will be instilled with values in the interests of a society based on respect for democracy, equality, human dignity and social justice as promoted in the Constitution of the Republic of South Africa.

“Let’s Talk Values” envisages the nurturing of life skills for practice beyond the classroom for the greater society through encouraging a values conversation in schools. Transform to Perform aims to equip learners with an understanding values from a young age to ensure that they are guided by these principles throughout life. Values conversations takes place in various contexts, i.e. at home, school, college, work, etc. Learners can begin to develop awareness of values and integrate them within their everyday actions and attitude. Schools have an important role to play in building social cohesion and can foster common values across language, culture, religion, race, class and space.

It is therefore important that children are empowered to develop the following:

A An understanding of their own values;A An ability to articulate this understanding to others;A An understanding of the values of others;A An ability to collaborate on a shared understanding of values; andA An ability to demonstrate their understanding through behaviour and language

that reflects the collaborative agreement of these values.


The ability to share their own understanding and need, supported by the ability to listen to the understanding and needs of others will lead to a collaborative agreement of what is needed to communicate and demonstrate values. This will strengthen social cohesion, as social engagement is built on thethe ability to communicate effectively and collaborate.

Additional examples, ideas and best practice from learners, schools, Representative Council of Learners (RCL) and communities will continually be shared via Twitter, and the WCED website.

TRANSFORM TO PERFORM STRATEGIC FRAMEWORK

The WCED has recognised the need to support management, teachers and learners in the quest for quality education for every learner in every classroom and in every school in the province.

Transform to Perform is the systemic framework that encapsulates four of the pillars on which the energy of the WCED will be focussed over the next few years. These pillars and the approaches within them, will speak largely to addressing the socio-emotional constraints that affect us. The focus will be on transforming our thinking and understanding our thinking that will impact on our ability to change our performance optimally.

It is internationally accepted that, to successfully navigate the new world, not only is it necessary to acquire the academic skills of numeracy and literacy, “but also the broader and equally crucial skills of critical thinking, collaboration, empathy, communication, and problem solving” (Winthrop, Barton, and McGivney, 2018).

Transform to Perform seeks to create opportunities for all direct stakeholders in education (officials, teachers and learners) to develop and hone those skills while gaining greater insight into themselves and others thus positively affecting the culture of our teaching and learning environment.

The framework covers the aspects of the education landscape that are critical to the WCED. It leads with the vision while focusing on the teacher, learner and then the whole organisation.

Underpinning Transform to Perform is a re-connection with values that shape and form people and cultures. To gain a common understanding and move towards our common vision, we need to understand the values that drive our behaviour and the behaviour of others. To that end, the WCED

encourages values conversations at every level of the organisation and in all schools.


Figure 1:

WCED Transform to PerformStrategicFramework

TR

A

NS

F O R M T O P E RF

OR

M

Vision:Vision:Vision:Quality Education …Quality Education …Quality Education …

2017: Year of the Teacher2017: Year of the Teacher2017: Year of the Teacher

2018: Year of the Values Driven 2018: Year of the Values Driven 2018: Year of the Values Driven LearningLearningLearning

2019: Year of the Learner2019: Year of the Learner2019: Year of the LearnerDeveloping a Values MindsetDeveloping a Values MindsetDeveloping a Values Mindset

The The The Teacher:Teacher:Teacher:Enter to Enter to Enter to

ServeServeServeContinue Continue Continue to learnto learnto learn

Values:Values:Values:Values-Values-Values-DrivenDrivenDrivenOrgani-Organi-Organi-sationsationsation

The The The Learner:Learner:Learner:Enter to Enter to Enter to LearnLearnLearn

Leave to Leave to Leave to ServeServeServe

WESTERN CAPE EDUCATION DEPARTMENT (WCED) VISION

The vision of the WCED is to provide Quality Education for Every Learner, in every Classroom, in every School in the province.

This vision guides, directs and supports the decision to focus the attention of teachers, offi cials, and learners on creating an enabling environment, as well as personal, internal and external support for optimal teaching and learning to occur.

WESTERN CAPE EDUCATION DEPARTMENT (WCED) MANTRA

When learners enter the school or classroom, they must be clearly directed towards their purpose in the school and their personal agency in that purpose. A learner who is reminded of this purpose each time he/she enters and leaves the school and classroom will open themselves up to the learning experience. The mantra adopted by the WCED clearly states that the Learner must Enter to Learn and Leave to Serve and the Teacher Enter to Serve and Continue to Learn.


Leave to ServeEnter to Learn

Figure 2: WCED Mantra

Schools are encouraged to:A Display the Mantra at all entry points to the school.A Display the Mantra on the doors of each classroom.A Have conversations with learners about the meaning of the words.A Have conversations with learners about the personal agency required to live this

purpose.A Enable the learners to contribute to enhancing the learning environment in the

classroom as well as the school.

VALUES CONVERSATIONS IN SCHOOLS

Values in society has had a particular impact on the conduct and approach towards learning. The learning process should thus create opportunities where values can be re-introduced into everyday conversations and, consequently, behaviours can be seen to reflect our understanding of those values.

These values should form an integral part of the learning process and should be experienced at school, home and in the broader community. It is important for schools to involve parents and the community in the values conversation in order to create a sense of Ubuntu. To foster these values effectively, schools must integrate them in everyday practice to help teachers develop knowledge and skills to talk about values.

Although we have provided examples of values and their generic meanings, these should serve as a fall-back guide only as each person’s

understanding of the value that feeds into the collaborated agreement of the meaning of the value and the behaviour that would be expected to demonstrate the value is more significant.

Schools are encouraged to:A Select one value per month for the year.A Create opportunities for values conversations.A These conversations should unpack:


• what the value means for each person;• what each person needs to do, say and hear and see to know that the value is

being lived/demonstrated;• what the acknowledgements would be when the value is being lived/

demonstrated; and• what the consequence/feedback will be when the agreed behaviour is not

forthcoming.A Incorporate values in every meeting and assembly.A Encourage teachers/classes to adopt a value that they will represent.A Find innovative ways to demonstrate values.A Involve the RCL in instilling and driving values conversations.A Share best practice;A Use the examples and ideas in the following pages as starting points or to

augment the work already being done.

LET’S TALK VALUES

The key outcome of “Let’s Talk Values” is to create a platform for conversations about values in school. Below is a list of 100 values that can be used to kick-start a values conversation in schools. The aim is to foster a learning environment where learners are able to experience values through what they “Do”, “See”, “Say” and “Hear”.

ACCEPTANCE COURAGE FUN LOVE SHARING

ACCOUNTABILITY COURTESY GENEROSITY LOYALTY SINCERITY

ACKNOWLEDGEMENT CREATIVITY GOODNESS MODERATION STRENGTH

ASSERTIVENESS DEDICATION GRACE MODESTY SUCCESS

ATTENTIVENESS DIGNITY GRATITUDE ORDERLINESS SUPPORT

AWARENESS DILIGENCE GROWTH PASSION TEAMWORK

BRAVERY EFFICIENCY HAPPINESS PATIENCE THANKFUL

CALMNESS EMPATHY HELPFULNESS PEACE THOUGHTFUL

CAPABLE ENDURANCE HONESTY POISE TOLERANCE

CARING ENTHUSIASM HONOUR PUNCTUALITY TRANSPARENCY

CHARITY EQUALITY HOPE PURPOSEFULNESS TRUST

CLEANLINESS ETHICAL HUMILITY RECOGNITION TRUSTWORTHINESS

COMMITMENT EXCELLENCE INDEPENDENCE RELIABILITY TRUTHFUL

COMMUNICATION FAIRNESS INSPIRATION RESILIENCE UBUNTU

COMPETENCE FLEXIBILITY INTEGRITY RESPECT UNDERSTANDING

CONFIDENCE FOCUS JOYFULNESS RESPONSIBILITY UNIQUENESS

CONSCIENTIOUSNESS FORGIVENESS JUSTICE RESPONSIVENESS UNITY

CONSIDERATION FREEDOM KINDNESS SAFETY VISION

CONSISTENCY FRIENDLINESS KNOWLEDGE SERENITY VITALITY

CO-OPERATION FRIENDSHIP LEADERSHIP SERVICE WISDOM


DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to a

fr

iend

ship

and

ta

sk.

Mak

e a

pled

ge

to s

omeo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

1. A

SS

ER

TIV

EN

ES

SW

e ar

e as

sert

ive

whe

n w

e ar

e ab

le t

o kn

ow w

hat

our

spec

ial g

ifts

and

tale

nts

are.

We

know

our

val

ue a

nd

spea

k th

e tr

uth

wit

h ta

ct. Y

ou s

tand

up

for

wha

t is

rig

ht.

Ass

erti

veYo

u ar

e as

ked

to s

hare

yo

ur o

pini

on a

bout

a

topi

c in

cla

ss a

nd y

ou

shar

e yo

ur t

houg

hts

confi

dent

ly.

Not

Ass

erti

veYo

u ar

e to

o af

raid

to

shar

e yo

ur o

pini

on

abou

t th

e to

pic

and

rem

ain

sile

nt.

DO

SEE

SAY

HEA

R

Act

in a

way

or

man

ner

that

is h

elpf

ul

to o

ther

s –

be

of s

ervi

ce

Hel

ping

you

r co

mm

unity

w

ithou

t ex

pect

ing

a re

war

d.

Bei

ng

sens

itive

to

the

feel

ings

of

othe

rs, s

eein

gso

meo

ne in

ne

ed a

nd

offe

ring

supp

ort.

Art

icul

atin

g w

ords

of

conc

ern

by

enqu

iring

how

th

e pe

rson

is

doin

g.

Prov

idin

g a

liste

ning

ear

w

hen

notic

ing

that

som

eone

ne

eds

help

.

Refle

ction

• H

ave

you

done

som

ethi

ng la

tely

that

sho

ws

you

care

for s

omeo

ne?

• H

ow d

oes

it fe

el w

hen

you

are

the

reci

pien

t of c

are?

2.

CA

RIN

GCa

ring

is th

e ab

ility

to s

how

con

cern

for o

ther

s. It

a w

ay

of s

ervi

ng o

ther

s. A

car

ing

pers

on li

ves

a lif

e ba

sed

on

affe

ctio

n, lo

ve a

nd c

ompa

ssio

n fo

r the

peo

ple

arou

nd t h

em.

Car

ing

Whe

n yo

u of

fer

to h

elp

som

eone

in n

eed

Not

Car

ing

Whe

n yo

u tu

rn a

blin

d ey

e or

sho

w li

ttle

or

no

inte

rest

in p

eopl

e in

ne

ed.

“Peo

ple

don’

t car

e ho

w m

uch

you

know

unt

il th

ey k

now

how

muc

h yo

u ca

re.”

Ano

n“N

o on

e ca

n m

ake

you

feel

infe

rior

wit

hout

you

r con

sent

.”

Elea

nor R

oose

velt

DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to a

fr

iend

ship

and

ta

sk.

Mak

e a

pled

ge

to s

omeo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

1. A

SS

ER

TIV

EN

ES

SW

e ar

e as

sert

ive

whe

n w

e ar

e ab

le t

o kn

ow w

hat

our

spec

ial g

ifts

and

tale

nts

are.

We

know

our

val

ue a

nd

spea

k th

e tr

uth

wit

h ta

ct. Y

ou s

tand

up

for

wha

t is

rig

ht.

Ass

erti

veYo

u ar

e as

ked

to s

hare

yo

ur o

pini

on a

bout

a

topi

c in

cla

ss a

nd y

ou

shar

e yo

ur t

houg

hts

confi

dent

ly.

Not

Ass

erti

veYo

u ar

e to

o af

raid

to

shar

e yo

ur o

pini

on

abou

t th

e to

pic

and

rem

ain

sile

nt.

DO

SEE

SAY

HEA

R

Act

in a

way

or

man

ner

that

is h

elpf

ul

to o

ther

s –

be

of s

ervi

ce

Hel

ping

you

r co

mm

unity

w

ithou

t ex

pect

ing

a re

war

d.

Bei

ng

sens

itive

to

the

feel

ings

of

othe

rs, s

eein

gso

meo

ne in

ne

ed a

nd

offe

ring

supp

ort.

Art

icul

atin

g w

ords

of

conc

ern

by

enqu

iring

how

th

e pe

rson

is

doin

g.

Prov

idin

g a

liste

ning

ear

w

hen

notic

ing

that

som

eone

ne

eds

help

.

Refle

ction

• H

ave

you

done

som

ethi

ng la

tely

that

sho

ws

you

care

for s

omeo

ne?

• H

ow d

oes

it fe

el w

hen

you

are

the

reci

pien

t of c

are?

2.

CA

RIN

GCa

ring

is th

e ab

ility

to s

how

con

cern

for o

ther

s. It

a w

ay

of s

ervi

ng o

ther

s. A

car

ing

pers

on li

ves

a lif

e ba

sed

on

affe

ctio

n, lo

ve a

nd c

ompa

ssio

n fo

r the

peo

ple

arou

nd t h

em.

Car

ing

Whe

n yo

u of

fer

to h

elp

som

eone

in n

eed

Not

Car

ing

Whe

n yo

u tu

rn a

blin

d ey

e or

sho

w li

ttle

or

no

inte

rest

in p

eopl

e in

ne

ed.

“Peo

ple

don’

t car

e ho

w m

uch

you

know

unt

il th

ey k

now

how

muc

h yo

u ca

re.”

Ano

n“N

o on

e ca

n m

ake

you

feel

infe

rior

wit

hout

you

r con

sent

.”

Elea

nor R

oose

velt

LET’S TALK VALUES: EXAMPLES

DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to

a fr

iend

ship

an

d ta

sk.

Mak

e a

pled

ge to

so

meo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

3.

CO

MM

ITM

EN

TA

pro

mis

e to

be

loya

l to

som

eone

or

som

ethi

ng a

nd t

o do

or

giv

e so

met

hing

. The

att

itud

e of

som

eone

who

wor

ks

very

har

d to

do

or s

uppo

rt s

omet

hing

.

Com

mit

men

tW

hen

you

mak

e a

prom

ise

to a

frie

nd a

nd

hono

ur y

our

prom

ise.

To

be d

edic

ated

to a

tas

k, a

pers

on o

r a

caus

e.

Not

Com

mit

men

tYo

u ar

e no

t co

mm

itted

w

hen

you

brea

k yo

ur

prom

ise

and

you

are

not

dedi

cate

d to

a t

ask.

DO

SEE

SAY

HEA

R

Whe

n yo

u ar

e co

nfide

nt y

ou

are

not a

frai

d to

try

new

th

ings

.

Whe

n yo

u ar

e co

nfide

nt,

you

see

your

m

ista

ke a

nd

try

to fi

x th

em.

Whe

n yo

u ar

e co

nfide

nt,

you

spea

k po

sitiv

ely.

We

know

we

are

prac

tisin

g co

nfide

nce

whe

n w

e he

ar o

ur

clas

smat

es

enco

urag

ing

each

oth

er.

Refle

ction

• W

hy is

con

fiden

ce im

port

ant?

•

Wha

t doe

s co

nfide

nce

look

like

?

4.

CO

NF

IDE

NC

ETo

hav

e fa

ith

in y

ours

elf a

nd o

ther

s. Y

ou a

re n

ot a

frai

d to

tr

y ne

w t

hing

s. Y

ou a

re a

ble

to r

ely

on o

ther

s to

hel

p yo

u.

Con

fide

nce

You

prac

tise

confi

denc

e w

hen

you

ae w

illin

g to

tr

y so

met

hing

new

.

No

Con

fide

nce

You

lack

con

fiden

ce

whe

n yo

u ar

e af

raid

to

try

som

ethi

ng n

ew.

“Let

no

one

ever

com

e to

you

wit

hout

leav

ing

bett

er a

nd

happ

ier.”

Mot

her T

eres

a“P

ut y

our h

eart

, min

d, a

nd s

oul i

nto

even

you

r sm

alle

st a

cts.

That

is th

e se

cret

of s

ucce

ss.”

Sw

ami S

ivan

anda


DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to a

fr

iend

ship

and

ta

sk.

Mak

e a

pled

ge

to s

omeo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

1. A

SS

ER

TIV

EN

ES

SW

e ar

e as

sert

ive

whe

n w

e ar

e ab

le t

o kn

ow w

hat

our

spec

ial g

ifts

and

tale

nts

are.

We

know

our

val

ue a

nd

spea

k th

e tr

uth

wit

h ta

ct. Y

ou s

tand

up

for

wha

t is

rig

ht.

Ass

erti

veYo

u ar

e as

ked

to s

hare

yo

ur o

pini

on a

bout

a

topi

c in

cla

ss a

nd y

ou

shar

e yo

ur t

houg

hts

confi

dent

ly.

Not

Ass

erti

veYo

u ar

e to

o af

raid

to

shar

e yo

ur o

pini

on

abou

t th

e to

pic

and

rem

ain

sile

nt.

DO

SEE

SAY

HEA

R

Act

in a

way

or

man

ner

that

is h

elpf

ul

to o

ther

s –

be

of s

ervi

ce

Hel

ping

you

r co

mm

unity

w

ithou

t ex

pect

ing

a re

war

d.

Bei

ng

sens

itive

to

the

feel

ings

of

othe

rs, s

eein

gso

meo

ne in

ne

ed a

nd

offe

ring

supp

ort.

Art

icul

atin

g w

ords

of

conc

ern

by

enqu

iring

how

th

e pe

rson

is

doin

g.

Prov

idin

g a

liste

ning

ear

w

hen

notic

ing

that

som

eone

ne

eds

help

.

Refle

ction

• H

ave

you

done

som

ethi

ng la

tely

that

sho

ws

you

care

for s

omeo

ne?

• H

ow d

oes

it fe

el w

hen

you

are

the

reci

pien

t of c

are?

2.

CA

RIN

GCa

ring

is th

e ab

ility

to s

how

con

cern

for o

ther

s. It

a w

ay

of s

ervi

ng o

ther

s. A

car

ing

pers

on li

ves

a lif

e ba

sed

on

affe

ctio

n, lo

ve a

nd c

ompa

ssio

n fo

r the

peo

ple

arou

nd t h

em.

Car

ing

Whe

n yo

u of

fer

to h

elp

som

eone

in n

eed

Not

Car

ing

Whe

n yo

u tu

rn a

blin

d ey

e or

sho

w li

ttle

or

no

inte

rest

in p

eopl

e in

ne

ed.

“Peo

ple

don’

t car

e ho

w m

uch

you

know

unt

il th

ey k

now

how

muc

h yo

u ca

re.”

Ano

n“N

o on

e ca

n m

ake

you

feel

infe

rior

wit

hout

you

r con

sent

.”

Elea

nor R

oose

velt

DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to a

fr

iend

ship

and

ta

sk.

Mak

e a

pled

ge

to s

omeo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

1. A

SS

ER

TIV

EN

ES

SW

e ar

e as

sert

ive

whe

n w

e ar

e ab

le t

o kn

ow w

hat

our

spec

ial g

ifts

and

tale

nts

are.

We

know

our

val

ue a

nd

spea

k th

e tr

uth

wit

h ta

ct. Y

ou s

tand

up

for

wha

t is

rig

ht.

Ass

erti

veYo

u ar

e as

ked

to s

hare

yo

ur o

pini

on a

bout

a

topi

c in

cla

ss a

nd y

ou

shar

e yo

ur t

houg

hts

confi

dent

ly.

Not

Ass

erti

veYo

u ar

e to

o af

raid

to

shar

e yo

ur o

pini

on

abou

t th

e to

pic

and

rem

ain

sile

nt.

DO

SEE

SAY

HEA

R

Act

in a

way

or

man

ner

that

is h

elpf

ul

to o

ther

s –

be

of s

ervi

ce

Hel

ping

you

r co

mm

unity

w

ithou

t ex

pect

ing

a re

war

d.

Bei

ng

sens

itive

to

the

feel

ings

of

othe

rs, s

eein

gso

meo

ne in

ne

ed a

nd

offe

ring

supp

ort.

Art

icul

atin

g w

ords

of

conc

ern

by

enqu

iring

how

th

e pe

rson

is

doin

g.

Prov

idin

g a

liste

ning

ear

w

hen

notic

ing

that

som

eone

ne

eds

help

.

Refle

ction

• H

ave

you

done

som

ethi

ng la

tely

that

sho

ws

you

care

for s

omeo

ne?

• H

ow d

oes

it fe

el w

hen

you

are

the

reci

pien

t of c

are?

2.

CA

RIN

GCa

ring

is th

e ab

ility

to s

how

con

cern

for o

ther

s. It

a w

ay

of s

ervi

ng o

ther

s. A

car

ing

pers

on li

ves

a lif

e ba

sed

on

affe

ctio

n, lo

ve a

nd c

ompa

ssio

n fo

r the

peo

ple

arou

nd t h

em.

Car

ing

Whe

n yo

u of

fer

to h

elp

som

eone

in n

eed

Not

Car

ing

Whe

n yo

u tu

rn a

blin

d ey

e or

sho

w li

ttle

or

no

inte

rest

in p

eopl

e in

ne

ed.

“Peo

ple

don’

t car

e ho

w m

uch

you

know

unt

il th

ey k

now

how

muc

h yo

u ca

re.”

Ano

n“N

o on

e ca

n m

ake

you

feel

infe

rior

wit

hout

you

r con

sent

.”

Elea

nor R

oose

velt

DO

SEE

SAY

HEA

R

Mak

e an

d ke

ep a

prom

ise

you

mak

e.

Giv

e yo

ur

all a

nd b

e de

dica

ted

to

a fr

iend

ship

an

d ta

sk.

Mak

e a

pled

ge to

so

meo

ne o

r so

met

hing

.

Hea

r ot

hers

m

akin

g pl

edge

s to

ot

hers

or

task

s.

Refle

ction

• W

hy is

it im

port

ant

to b

e co

mm

itted

?•

Wha

t co

mm

itmen

t lo

ok li

ke?

• D

o I d

eliv

er o

n m

y pr

omis

es?

3.

CO

MM

ITM

EN

TA

pro

mis

e to

be

loya

l to

som

eone

or

som

ethi

ng a

nd t

o do

or

giv

e so

met

hing

. The

att

itud

e of

som

eone

who

wor

ks

very

har

d to

do

or s

uppo

rt s

omet

hing

.

Com

mit

men

tW

hen

you

mak

e a

prom

ise

to a

frie

nd a

nd

hono

ur y

our

prom

ise.

To

be d

edic

ated

to a

tas

k, a

pers

on o

r a

caus

e.

Not

Com

mit

men

tYo

u ar

e no

t co

mm

itted

w

hen

you

brea

k yo

ur

prom

ise

and

you

are

not

dedi

cate

d to

a t

ask.

DO

SEE

SAY

HEA

R

Whe

n yo

u ar

e co

nfide

nt y

ou

are

not a

frai

d to

try

new

th

ings

.

Whe

n yo

u ar

e co

nfide

nt,

you

see

your

m

ista

ke a

nd

try

to fi

x th

em.

Whe

n yo

u ar

e co

nfide

nt,

you

spea

k po

sitiv

ely.

We

know

we

are

prac

tisin

g co

nfide

nce

whe

n w

e he

ar o

ur

clas

smat

es

enco

urag

ing

each

oth

er.

Refle

ction

• W

hy is

con

fiden

ce im

port

ant?

•

Wha

t doe

s co

nfide

nce

look

like

?

4.

CO

NF

IDE

NC

ETo

hav

e fa

ith

in y

ours

elf a

nd o

ther

s. Y

ou a

re n

ot a

frai

d to

tr

y ne

w t

hing

s. Y

ou a

re a

ble

to r

ely

on o

ther

s to

hel

p yo

u.

Con

fide

nce

You

prac

tise

confi

denc

e w

hen

you

ae w

illin

g to

tr

y so

met

hing

new

.

No

Con

fide

nce

You

lack

con

fiden

ce

whe

n yo

u ar

e af

raid

to

try

som

ethi

ng n

ew.

“Let

no

one

ever

com

e to

you

wit

hout

leav

ing

bett

er a

nd

happ

ier.”

Mot

her T

eres

a“P

ut y

our h

eart

, min

d, a

nd s

oul i

nto

even

you

r sm

alle

st a

cts.

That

is th

e se

cret

of s

ucce

ss.”

Sw

ami S

ivan

anda


DO

SEE

SAY

HEA

R

Trea

ting

othe

rs

and

thin

gs

with

love

and

re

spec

t.

Dig

nity

is

abou

t sho

win

g re

spec

t and

tr

eatin

g ot

hers

fa

irly

and

equa

lly.

Chal

leng

e an

y sy

stem

that

enco

urag

es

dish

ones

ty.

Hea

r oth

ers

chal

leng

e an

y sy

stem

that

en

cour

ages

di

shon

esty

.A

llow

oth

ers

to e

xpla

in th

eir

expe

rienc

es

and

pers

pect

ives

.

Refle

ction

• W

hy is

it im

port

ant

to h

ave

dign

ity?

• W

hat

does

dig

nity

look

like

?

5.

DIG

NIT

YH

onou

ring

the

wor

th o

f all

peop

le, i

nclu

ding

our

selv

es

and

trea

ting

eve

ryon

e w

ith

resp

ect.

Dig

nity

Whe

n yo

u re

spec

t, lo

vean

d va

lue

your

self,

ot

hers

and

the

env

iron-

men

t. Tr

eatin

g ot

her

peop

le t

he w

ay w

e’d

like

to b

e tr

eate

d.

No

Dig

nity

Whe

n yo

u do

not

re

spec

t,.lo

ve a

nd v

alue

yo

urse

lf, o

ther

s an

d th

e en

viro

nmen

t.

DO

SEE

SAY

HEA

R

Bein

g se

lfdis

ci-

plin

ed, s

ettin

g an

d ac

hiev

ing

goal

s, d

oing

th

ings

effic

ient

ly a

nd

taki

ng c

are

of

little

det

ails

.

To s

ee

som

ebod

yw

orki

ng h

ard

cons

iste

ntly

, al

way

s pa

ying

atte

ntio

n an

d th

e re

war

d th

at

the

pers

on th

en

reap

s be

caus

e of

dili

genc

e.

Usi

ng w

ords

of

pra

ise

to

com

men

ddi

ligen

ce.

Hea

ring

othe

r peo

ple

artic

ulat

ing

how

they

ad

mire

you

for

your

com

mitm

ent

and

dilig

ence

.

Refle

ction

• H

ow d

ilige

nt a

re y

ou?

• W

hy is

dili

genc

e im

port

ant?

6.

DIL

IGE

NC

EC

aref

ul a

nd c

onti

nued

har

d w

ork

wit

h co

ncen

trat

ion

and

sing

lepo

inte

d at

tent

ion,

giv

ing

our

abso

lute

bes

t. T

he le

vel o

f at

tent

ion

and

care

tha

t yo

u de

dica

te t

o yo

ur w

ork

or in

tere

sts.

Dili

genc

eYo

u pr

actis

e co

nfide

nce

whe

n yo

u ae

will

ing

to

try

som

ethi

ng n

ew.

No

Dili

genc

eYo

u la

ck c

onfid

ence

w

hen

you

are

afra

id to

tr

y so

met

hing

new

.

“Lea

rnin

g is

not

att

aine

d by

cha

nce;

it m

ust b

e so

ught

for w

ith

ardo

r and

dili

genc

e.”

Abi

gail

Ada

msu

“Whe

n it

com

es to

hum

an d

igni

ty, w

e ca

nnot

mak

e co

mpr

omis

es.”

Ang

ela

Mer

kel

DO

SEE

SAY

HEA

R

List

en

atte

ntiv

ely

to o

ther

s

Show

tha

t yo

u ca

reTe

ll so

meo

ne

that

you

car

e ab

out

them

Hea

r ki

nd a

ndco

mfo

rtin

g w

ords

from

ot

hers

Refle

ction

• H

ow e

mpa

thic

are

you

?•

Why

is e

mpa

thy

impo

rtan

t?

7.

EM

PA

TH

YA

dee

p un

ders

tand

ing

for

anot

her

pers

on’s

feel

ings

or

situ

atio

n.

Empa

thy

List

en a

tten

tivel

y to

afr

iend

; be

sens

itive

to th

e fe

elin

gs o

f oth

ers.

Thi

nk

abou

t how

you

r act

ions

af

fect

oth

er p

eopl

e.

Not

Em

path

yW

hen

you

are

inse

nsiti

ve

to o

ther

’s fe

elin

gs a

nd

only

thin

k ab

out y

our

own

feel

ings

and

you

are

un

will

ing

to h

elp

othe

rs.

DO

SEE

SAY

HEA

R

We

acce

pt t

hat

peop

le m

ake

mis

take

s; w

e ta

kere

spon

sibi

lity

for

our

own

mis

take

s. W

e m

ake

amen

ds.

A h

ands

hake

, a

hug

or a

pe

acef

ulco

nver

satio

n be

twee

n pe

ople

who

hu

rt e

ach

othe

r/w

ere

rude

to e

ach

othe

r.

We

can

say

how

w

e fe

el, w

ithou

tre

actin

g ag

gres

sive

ly.

Wha

tH

appe

ned?

Who

got

hur

t?W

hat d

o w

e ne

ed?

Wha

t am

ends

nee

d to

be

mad

e?

Wor

ds o

f en

cour

age-

men

t, ca

re a

nd

supp

ort.

Refle

ction

• W

hen

do y

ou fi

nd it

mos

t di

fficu

lt to

forg

ive?

• W

hy is

it im

port

ant

to fo

rgiv

e?

8.

FO

RG

IVE

NE

SS

The

acti

on o

r pr

oces

s of

forg

ivin

g or

bei

ng fo

rgiv

en.

Cea

se t

o fe

el a

ngry

or

rese

ntfu

l tow

ards

a p

erso

n or

off

ence

, to

par

don.

Forg

iven

ess

Whe

n so

meo

ne o

ffen

dsyo

u or

hur

t yo

ur fe

el-

ings

, but

you

dec

ide

to

forg

ive

them

.

Not

For

give

ness

Whe

n so

meo

ne o

ffen

ds

you

or h

urt

your

feel

ings

an

d yo

u de

cide

not

to

forg

ive

them

.

“For

give

ness

libe

rate

s th

e so

ul. I

t rem

oves

fear

. Tha

t is

why

it is

such

a p

ower

ful w

eapo

n.”

Nel

son

Man

dela

“Em

path

y is

see

ing

wit

h th

e ey

es o

f ano

ther

, lis

teni

ng w

ith

the

ears

of a

noth

er a

nd fe

elin

g w

ith

hear

t of a

noth

er.”

Alf

red

Adl

er


DO

SEE

SAY

HEA

R

List

en

atte

ntiv

ely

to o

ther

s

Show

tha

t yo

u ca

reTe

ll so

meo

ne

that

you

car

e ab

out

them

Hea

r ki

nd a

ndco

mfo

rtin

g w

ords

from

ot

hers

Refle

ction

• H

ow e

mpa

thic

are

you

?•

Why

is e

mpa

thy

impo

rtan

t?

7.

EM

PA

TH

YA

dee

p un

ders

tand

ing

for

anot

her

pers

on’s

feel

ings

or

situ

atio

n.

Empa

thy

List

en a

tten

tivel

y to

afr

iend

; be

sens

itive

to th

e fe

elin

gs o

f oth

ers.

Thi

nk

abou

t how

you

r act

ions

af

fect

oth

er p

eopl

e.

Not

Em

path

yW

hen

you

are

inse

nsiti

ve

to o

ther

’s fe

elin

gs a

nd

only

thin

k ab

out y

our

own

feel

ings

and

you

are

un

will

ing

to h

elp

othe

rs.

DO

SEE

SAY

HEA

R

We

acce

pt t

hat

peop

le m

ake

mis

take

s; w

e ta

kere

spon

sibi

lity

for

our

own

mis

take

s. W

e m

ake

amen

ds.

A h

ands

hake

, a

hug

or a

pe

acef

ulco

nver

satio

n be

twee

n pe

ople

who

hu

rt e

ach

othe

r/w

ere

rude

to e

ach

othe

r.

We

can

say

how

w

e fe

el, w

ithou

tre

actin

g ag

gres

sive

ly.

Wha

tH

appe

ned?

Who

got

hur

t?W

hat d

o w

e ne

ed?

Wha

t am

ends

nee

d to

be

mad

e?

Wor

ds o

f en

cour

age-

men

t, ca

re a

nd

supp

ort.

Refle

ction

• W

hen

do y

ou fi

nd it

mos

t di

fficu

lt to

forg

ive?

• W

hy is

it im

port

ant

to fo

rgiv

e?

8.

FO

RG

IVE

NE

SS

The

acti

on o

r pr

oces

s of

forg

ivin

g or

bei

ng fo

rgiv

en.

Cea

se t

o fe

el a

ngry

or

rese

ntfu

l tow

ards

a p

erso

n or

off

ence

, to

par

don.

Forg

iven

ess

Whe

n so

meo

ne o

ffen

dsyo

u or

hur

t yo

ur fe

el-

ings

, but

you

dec

ide

to

forg

ive

them

.

Not

For

give

ness

Whe

n so

meo

ne o

ffen

ds

you

or h

urt

your

feel

ings

an

d yo

u de

cide

not

to

forg

ive

them

.

“For

give

ness

libe

rate

s th

e so

ul. I

t rem

oves

fear

. Tha

t is

why

it is

such

a p

ower

ful w

eapo

n.”

Nel

son

Man

dela

“Em

path

y is

see

ing

wit

h th

e ey

es o

f ano

ther

, lis

teni

ng w

ith

the

ears

of a

noth

er a

nd fe

elin

g w

ith

hear

t of a

noth

er.”

Alf

red

Adl

er


DO

SEE

SAY

HEA

R

You

shar

e w

hat

you

have

with

ot

hers

, i.e

. br

ead,

stat

ione

ry,

your

tim

e an

d fr

iend

ship

.

You

see

child

ren

shar

ing

thei

r lu

nche

s,

mon

ey w

ith

thos

e w

ho d

ono

t ha

ve.

Your

wor

ds a

reki

nd a

nd

help

ful

whe

n yo

u pr

actic

epr

actis

e ge

nero

sity

.

You

hear

ge

nero

sity

w

hen

your

fr

iend

s an

dfa

mily

spe

ak

kind

ly a

nd g

ive

lovi

ng a

dvic

e.

Refle

ction

• W

hy is

gen

eros

ity im

port

ant?

• W

hat

does

gen

eros

ity lo

ok li

ke?

9.

GE

NE

RO

SIT

YG

ener

osity

mea

ns th

e w

illin

gnes

s to

sha

re w

ithou

t the

exp

ecta

tion

of g

ettin

g an

ythi

ng in

retu

rn. I

t is

givi

ng o

f you

rsel

f, yo

ur ta

lent

s an

d po

sses

sion

. Bei

ng g

ener

ous

help

s br

ing

joy

to y

ours

elf a

nd o

ther

s.

Gen

erou

sYo

u pr

actis

e ge

nero

sity

whe

n yo

u sh

are

wha

t yo

u ha

ve w

ith o

ther

s.

Not

Gen

erou

sYo

u de

cide

not

to s

hare

w

ith o

ther

s w

ho n

eed

your

hel

p.

DO

SEE

SAY

HEA

R

Keep

a

grat

itude

jour

nal a

nd

writ

e do

wn

3 th

ings

eve

ry

day

that

you

are

than

kful

fo

r. Th

is w

ill

beco

me

a ha

bit.

Look

op

timis

tical

lyat

situ

atio

ns.

Not

ice

the

beau

ty a

roun

d yo

u an

d na

me

them

.

Voic

e th

e th

ings

you

are

gr

atef

ul fo

r to

oth

ers,

to

inst

il in

the

m

an a

ttitu

de o

f gr

atitu

de.

Voic

e yo

ur

appr

ecia

tion

for

the

thin

gs

they

do.

Be

open

toco

mpl

imen

ts

and

allo

w

othe

rs to

tha

nk

you

for

the

thin

gs t

hey

appr

ecia

te

abou

t yo

u.

Refle

ction

• W

hat

are

the

thin

gs in

you

r lif

e th

at y

ou a

re m

ost

than

kful

for?

• W

hat

wou

ld h

elp

you

to b

e th

ankf

ul e

ven

in t

he d

ifficu

lt tim

es?

10.

GR

AT

ITU

DE

The

qual

ity

of b

eing

tha

nkfu

l. R

eadi

ness

to

show

ap

prec

iati

on fo

r ev

ery

littl

e th

ing

in y

our

life

and

to

retu

rn k

indn

ess.

Gra

titu

deTo

sho

w a

ppre

ciat

ion

for

the

thin

gs y

ou h

ave

and

the

peop

le in

you

r lif

e.

Not

Gra

titu

deTo

be

nega

tive,

and

no

t ab

le to

iden

tify

the

thin

gs t

hat

you

can

be

than

kful

for.

“It i

s no

t how

muc

h w

e ha

ve b

ut h

ow m

uch

we

enjo

y th

at m

akes

happ

ines

s.”

Cha

rles

Spu

rgeo

n“T

he m

ore

one

give

s, th

e m

ore

one

has.

” C

hine

se P

rove

rb

DO

SEE

SAY

HEA

R

We

are

livin

ghe

lpfu

lnes

s w

hen

we

do

thin

gs to

be

serv

ice

tose

rve

your

cla

ss,

scho

ol, f

amily

an

dco

mm

unity

.

You

see

help

fuln

ess

whe

n le

arne

rs

help

eac

h ot

her.

You

prac

tise

help

fuln

ess

whe

n yo

u as

k ho

w y

ou c

an

assi

st o

r se

rve

othe

rs.

You

will

hea

r fr

iend

s an

d te

ache

rs

offe

ring

help

an

d se

rve

othe

rs.

Refle

ction

• W

hy is

hel

pful

ness

impo

rtan

t?•

Wha

t do

es h

elpf

ulne

ss lo

ok li

ke?

11.

HE

LP

FU

LN

ES

SW

e ar

e he

lpfu

l whe

n w

e ta

ke c

are

of o

ther

s an

d ou

rsel

ves.

We

shar

ehe

lpfu

lnes

s w

hen

we

are

min

dful

of t

he n

eeds

of o

ther

s an

d tr

y ou

rbe

st to

be

of s

ervi

ce to

oth

ers.

Hel

pful

You

prac

tise

help

fuln

ess

whe

n yo

u w

illin

gly

choo

se to

ass

ist

othe

rs.

Not

Hel

pful

You

are

not

help

ful

whe

n yo

u do

not

w

illin

gly

assi

st o

ther

s.

DO

SEE

SAY

HEA

R

Pres

ent

both

sid

es

of a

n is

sue

to e

ngen

der

obje

ctiv

ity.

Thro

ugh

your

act

ions

yo

u sh

ow

your

leve

l of

hone

sty.

Say

wha

t yo

u m

ean

and

mea

n w

hat

you

say.

Adm

ittin

g th

at y

ou d

id

som

ethi

ngw

rong

.

Refle

ction

• W

hy is

hon

esty

so

impo

rtan

t?•

How

doe

s it

feel

whe

n yo

u ar

e ho

nest

?

12.

HO

NE

ST

YB

eing

fair,

tru

thfu

l, an

d si

ncer

e in

cha

ract

er. I

t is

abo

ut

spea

king

the

tru

th o

r be

ing

trut

hful

and

bei

ng g

enui

ne.

Hon

est

Whe

n yo

u ar

e tr

uthf

ul

and

avoi

d sp

read

ing

lies,

goss

ip a

nd r

umou

rs.

Not

Hon

est

You

tend

to s

ay t

hing

s th

at a

re u

ntru

e, m

ake

up

stor

ies

to h

ide

all t

ypes

of

lies

. Spr

eadi

ng g

ossi

p an

d ru

mou

rs.

“Hon

est h

eart

s pr

oduc

e ho

nest

act

ions

.” B

righ

am Y

oung

“I w

ould

hel

p ot

hers

out

of f

ello

w-f

eelin

g.”

Rob

ert B

urto

n


DO

SEE

SAY

HEA

R

We

live

by t

he

valu

es m

ost

impo

rtan

t to

us

and

our

co

mm

unity

Som

eone

w

ho a

lway

s do

es t

he r

ight

th

ing.

Onl

y sp

eak

the

trut

h.St

atem

ents

th

at a

re

hone

st a

nd

fair

even

whe

n it’

s di

fficu

lt.

Refle

ction

• W

hy is

inte

grity

impo

rtan

t?•

Wha

t do

es in

tegr

ity lo

ok li

ke?

13.

INT

EG

RIT

YTh

e qu

ality

of b

eing

hon

est a

nd fa

ir an

d to

alw

ays

do th

e rig

ht th

ing.

It m

eans

that

you

live

by

your

hig

hest

val

ues.

Inte

grit

yV

isiti

ng th

e sh

op, y

ouno

tice

that

you

hav

e be

en g

iven

ext

ra c

hang

e.

You

imm

edia

tely

retu

rn

the

mon

ey.

Not

Inte

grit

yV

isiti

ng t

he s

hop,

yo

u no

tice

that

you

ha

ve b

een

give

n ex

tra

chan

ge. Y

ou c

hoos

e no

t to

retu

rn t

he m

oney

.

DO

SEE

SAY

HEA

R

We

live

by

the

valu

es

mos

tim

port

ant

to

us a

nd o

ur

com

mun

ity

Som

eone

w

ho a

lway

s do

es t

herig

ht t

hing

.

Onl

y sp

eak

the

trut

h.St

atem

ents

th

at a

re

hone

st a

nd

fair

even

w

hen

it’s

diffi

cult.

Refle

ction

• W

hat

is lo

ve?

Why

is lo

ve im

port

ant?

• H

ow w

ould

you

sho

w lo

ve to

oth

ers?

14.

LO

VE

Love

is a

str

ong

feel

ing

of a

ffec

tion

for

anot

her

aris

ing

out

ofki

nshi

p. Y

ou t

reat

peo

ple

and

thin

gs w

ith

spec

ial c

are

and

kind

ness

.

Love

Your

frie

nd is

in h

ospi

tal

and

you

arra

nge

ath

ough

tful

act

, suc

h as

mak

ing

get-

wel

l car

ds,

to s

how

tha

t yo

u ca

re.

Not

Lov

eYo

u he

lp to

spr

ead

rum

ours

abo

ut w

hy y

our

clas

smat

e is

in h

ospi

tal.

“If p

eopl

e ca

n le

arn

to h

ate,

they

can

be

taug

ht to

love

. For

love

co

mes

mor

e na

tura

lly to

the

hum

an h

eart

than

its

oppo

site

.”

Nel

son

Man

dela

“If y

ou d

on’t

sta

nd fo

r som

ethi

ng, y

ou w

e’ll

fall

for e

very

thin

g”V

ic K

itch

en


DO

SEE

SAY

HEA

R

We

live

by t

he

valu

es m

ost

impo

rtan

t to

us

and

our

co

mm

unity

Som

eone

w

ho a

lway

s do

es t

he r

ight

th

ing.

Onl

y sp

eak

the

trut

h.St

atem

ents

th

at a

re

hone

st a

nd

fair

even

whe

n it’

s di

fficu

lt.

Refle

ction

• W

hy is

inte

grity

impo

rtan

t?•

Wha

t do

es in

tegr

ity lo

ok li

ke?

13.

INT

EG

RIT

YTh

e qu

ality

of b

eing

hon

est a

nd fa

ir an

d to

alw

ays

do th

e rig

ht th

ing.

It m

eans

that

you

live

by

your

hig

hest

val

ues.

Inte

grit

yV

isiti

ng th

e sh

op, y

ouno

tice

that

you

hav

e be

en g

iven

ext

ra c

hang

e.

You

imm

edia

tely

retu

rn

the

mon

ey.

Not

Inte

grit

yV

isiti

ng t

he s

hop,

yo

u no

tice

that

you

ha

ve b

een

give

n ex

tra

chan

ge. Y

ou c

hoos

e no

t to

retu

rn t

he m

oney

.

DO

SEE

SAY

HEA

R

We

live

by

the

valu

es

mos

tim

port

ant

to

us a

nd o

ur

com

mun

ity

Som

eone

w

ho a

lway

s do

es t

herig

ht t

hing

.

Onl

y sp

eak

the

trut

h.St

atem

ents

th

at a

re

hone

st a

nd

fair

even

w

hen

it’s

diffi

cult.

Refle

ction

• W

hat

is lo

ve?

Why

is lo

ve im

port

ant?

• H

ow w

ould

you

sho

w lo

ve to

oth

ers?

14.

LO

VE

Love

is a

str

ong

feel

ing

of a

ffec

tion

for

anot

her

aris

ing

out

ofki

nshi

p. Y

ou t

reat

peo

ple

and

thin

gs w

ith

spec

ial c

are

and

kind

ness

.

Love

Your

frie

nd is

in h

ospi

tal

and

you

arra

nge

ath

ough

tful

act

, suc

h as

mak

ing

get-

wel

l car

ds,

to s

how

tha

t yo

u ca

re.

Not

Lov

eYo

u he

lp to

spr

ead

rum

ours

abo

ut w

hy y

our

clas

smat

e is

in h

ospi

tal.

“If p

eopl

e ca

n le

arn

to h

ate,

they

can

be

taug

ht to

love

. For

love

co

mes

mor

e na

tura

lly to

the

hum

an h

eart

than

its

oppo

site

.”

Nel

son

Man

dela

“If y

ou d

on’t

sta

nd fo

r som

ethi

ng, y

ou w

e’ll

fall

for e

very

thin

g”V

ic K

itch

en

DO

SEE

SAY

HEA

R

Bei

ng lo

yal

mig

ht m

ean

that

we

have

to

put

oth

er

peop

le’s

bes

tin

tere

sts

befo

re o

ur

own

Peop

le s

how

th

eir

loya

lty

by a

lway

sst

andi

ng u

p fo

r ot

hers

in

tere

sts.

Alw

ays

defe

ndin

g a

frie

nd a

gain

stot

her

peop

le’s

unpl

easa

ntco

mm

ents

.

Wha

t yo

u he

arpe

ople

say

in

oth

ers’

ab

senc

e.

Refle

ction

• W

hy is

it im

port

ant

to b

e lo

yal?

• H

ow w

ould

you

be

loya

l to

othe

rs?

15.

LO

YA

LT

YU

nwav

erin

g fa

ithfu

lnes

s an

d co

mm

itmen

t to

peop

le a

nd id

eas

we

care

abo

ut, t

hrou

gh g

ood

times

and

bad

. Giv

ing

or s

how

ing

firm

and

con

stan

t sup

port

for s

omeo

ne o

r som

ethi

ng.

Loya

lB

eing

loya

l to

a fr

iend

can

be

som

ethi

ng a

s si

mpl

e as

nev

er g

ossi

ping

abo

ut

them

and

alw

ays

defe

ndin

g th

em a

gain

st o

ther

peo

ple’

s un

plea

sant

com

men

ts.

Not

Loy

alYo

u he

lp to

spr

ead

rum

ours

abo

ut w

hy y

our

clas

smat

e is

in h

ospi

tal.

DO

SEE

SAY

HEA

R

Plan

act

iviti

es,

set g

oals

and

ha

ve a

stu

dy

timet

able

.H

ave

a de

sig-

nate

d pl

ace

for

ever

ythi

ng. I

ke

ep m

y bo

oks

neat

and

tidy

. I

hand

my

wor

k in

to th

e te

ache

r on

tim

e.

A w

ell-o

rgan

ized

orga

nise

d pe

rson

and

en

viro

nmen

t.I s

ee a

nea

t and

tidy

desk

. I s

ee

an o

rder

ly li

ne

in fr

ont o

f my

clas

s. I

see

my

frie

nds

doin

g th

eir h

omew

ork.

Wha

t can

I do

to

mak

e m

y lif

e m

ore

orde

rly?

How

can

we

mak

e ou

rcl

assr

oom

mor

eor

derly

?

Did

you

han

d in

yo

ur h

omew

ork

or a

ssig

nmen

t on

tim

e?

Wha

t are

you

r lo

ngte

rm g

oals

? W

hat a

re y

our

shor

t-te

rmgo

als?

Refle

ction

• W

hy is

eff

ectiv

e tim

e m

anag

emen

t im

port

ant?

• W

hy is

it im

port

ant t

o ha

ve a

des

igna

ted

plac

e fo

r eve

ryth

ing?

• H

ow c

an te

chno

logy

hel

p us

to b

ecom

e m

ore

orde

rly?

16.

OR

DE

RL

INE

SS

To u

se t

ime

appr

opri

atel

y an

d to

pri

orit

ize

prio

riti

se w

hat

need

s to

be

first

. To

be o

rgan

ized

org

aniz

sed

and

to h

ave

a pl

ace

for

ever

ythi

ng.

Ord

erly

You

are

orde

rly w

hen

doin

g yo

ur b

est,

by

pla

nnin

g w

ell a

nd

hand

ing

task

s in

on

tim

e.

Not

Ord

erly

You

are

not o

rder

ly

whe

n yo

u do

not

giv

e yo

ur b

est,

by n

ot

plan

ning

wel

l and

not

ha

ndin

g ta

sks

in o

n tim

e.

“Bri

ngin

g ou

r life

out

of c

haos

into

ord

er w

ill m

ake

us m

ore

effe

ctiv

e at

wha

teve

r it i

s w

e ar

e ca

lled

to d

o.”

Bel

inda

Let

chfo

rd“L

oyal

ty is

abo

ut p

eopl

e w

ho s

tay

true

to y

ou b

ehin

d

your

bac

k.”

Ano

n


DO

SEE

SAY

HEA

R

To b

e re

silie

nt

is to

sta

y ca

lm,

brea

the

deep

ly a

nd

thin

k cl

early

ab

out t

hesi

tuat

ion.

Som

eone

who

do

es n

ot a

llow

a

stre

ssfu

l si

tuat

ion

to p

ull

them

dow

n,

beca

use

they

kn

ow th

at

ther

e is

alw

ays

a so

lutio

n an

d th

ey k

now

whe

n to

ask

for h

elp.

Wha

t can

I le

arn

from

this

si

tuat

ion

to

prev

ent i

t fro

mha

ppen

ing

agai

n?

Oth

ers

may

tell

you

that

this

isno

t the

end

of

the

wor

ld, y

ou

will

get

thro

ugh

this

.

Refle

ction

• W

hy is

it im

port

ant?

• W

hat d

o yo

u do

whe

n yo

u ar

e fa

ced

with

a s

tres

sful

situ

atio

n?

17.

RE

SIL

IEN

CE

The

stre

ngth

of t

he s

pirit

to re

cove

r for

m a

dver

sity

, to

boun

ce b

ack

from

diffi

cult

situ

atio

ns. O

verc

omin

g ob

stac

les

and

havi

ng th

e ab

ility

to

bec

ome

stro

ng, h

ealth

y an

d su

cces

sful

aga

in, a

fter

som

ethi

ng b

ad

happ

ened

.

Res

ilien

tW

hen

som

ethi

ng b

adha

ppen

s, y

ou d

o no

t fu

ss

abou

t th

e st

ress

ful s

ituat

ion.

Yo

u tr

y to

sta

y ca

lm a

nd

thin

k cl

early

abo

ut p

ossi

ble

solu

tions

. You

als

o co

nsul

t ot

hers

.

Not

Res

ilien

tSo

met

hing

bad

hap

pens

an

d yo

u be

com

e ex

trem

ely

anxi

ous

and

you

expe

rienc

e sh

allo

w b

reat

hing

, hea

rt

palp

atio

ns, a

nd e

xtre

me

nega

tive

thou

ghts

.

DO

SEE

SAY

HEA

R

Show

ing

kind

ness

and

he

lpfu

lnes

s.

Trea

ting

othe

rs w

ith

resp

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k be

fore

yo

u sp

eak.

List

en

activ

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toot

hers

.

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ction

• W

hy is

resp

ect

impo

rtan

t?•

How

do

you

show

resp

ect

for

your

self

and

othe

rs?

18.

RE

SP

EC

TTo

be

cons

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ed w

orth

y an

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hig

h re

gard

. Res

pect

is h

ow y

ou

trea

t ot

hers

, and

how

you

thi

nk a

nd a

ct in

a p

osit

ive

way

abo

ut

your

self

and

othe

rs. T

he w

ay y

ou a

ct s

how

s th

at y

ou c

are

abou

t th

e fe

elin

gs o

f oth

ers

and

thei

r w

ell-

bein

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pect

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are

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brar

yto

sho

w t

hat

you

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thos

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ho n

eed

to re

adw

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srup

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isru

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nee

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6th

grad

er in

Cal

iforn

ia“L

ife is

not

abo

ut w

aiti

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r the

sto

rm to

pas

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rain

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and

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mis

take

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kful

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sks

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plet

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s pr

omis

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ction

• W

hy is

it im

port

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to b

e re

spon

sibl

e?•

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sho

uld

you

to t

ake

100

% re

spon

sibi

lity

for

your

dec

isio

ns?

19.

RE

SP

ON

SIB

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dut

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gally

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gnes

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be

acco

unta

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for

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hoic

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mis

take

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akin

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wha

t is

ours

.

Res

pons

ible

Whe

n yo

u m

ake

a m

ista

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ou t

ake

resp

onsi

bilit

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d le

arn

from

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nd fi

x it.

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Res

pons

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SAY

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Part

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our

com

mitm

ent

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am e

ffor

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met

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succ

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diff

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stea

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“I”

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esc

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ted)

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ction

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hy is

uni

ty im

port

ant?

• H

ow d

oes

it fe

el w

hen

you

part

icip

ate

in a

team

eff

ort v

ersu

s do

ing

thin

gs a

lone

?

20

. U

NIT

YIn

clus

iven

ess.

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ding

com

mon

gro

und

in o

ur d

iver

sity

. See

king

pe

ace

in a

ll ci

rcum

stan

ces.

Uni

ty is

the

stat

e of

bei

ng o

ne, o

nene

ss. I

t is

the

qual

ity o

fbei

ng w

hole

- w

here

all

the

part

s ar

e co

mbi

ned

into

on

e. U

nity

giv

es s

tren

gth

whe

n th

ere

is te

amw

ork

and

colla

bora

tion.

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nity

is fo

und

whe

n pe

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exi

st in

har

mon

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d tr

ust o

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noth

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Uni

tyW

hen

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wor

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par

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am o

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oup.

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hen

you

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ate

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am o

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oup

wor

k.

“Whe

n th

ere

is u

nity

ther

e is

alw

ays

vict

ory.

” Pu

blili

us S

yrus

“Acc

ept r

espo

nsib

ility

for y

our l

ife. K

now

that

it is

you

who

will

ge

t you

whe

re y

ou w

ant t

o go

, no

one

else

.” L

es B

row

n


Morning Briefing• Inspirational stories/ quotes/ video clips• Readings related to monthly value• Teachers take turns doing “Values

Motivation”

Staff Meeting• Values themed ice-breakers• Engaging in values conversations about

monthly value or planning for upcoming values

• Year planner - plan ahead for values driven learning and teaching

Staff Circular• Create a staff “values mantra” unique to

your school• Use quotes that relate to the value of the

month in each circular to remind staff

Staff Recognition• Encourage staff to promote the monthly

values in their classroom• Staff awards - certificates, name teachers

on the notice board and in staff and parent newsletters

• Teacher Appreciation day/ weekrecog-nising the value of teachers

Training/ Workshops• Resource material to assist teachers in

the process of implementing the values initiative

• Creating a platform for teachers to create and innovate with regards to the imple-mentation of the values and sharing their insights, successes and challenges

• Encouraging teachers to be externally trained around the values initiative, for example, attending the training course at CTLI

Values Champions• Create a team that will drive the values

initiative in the school

Poss

ible

Sch

ool E

vent

s an

d lin

ked

activ

ities

STAFF (Teaching and Non-Teaching staff)

Meetings• Assist school governing body members

by sharing and highlighting the values of the school for the year, and related activities

• Include “values feedback” as a standard part of the agenda

• Open and close meetings with a values reflective item (quote, reading etc.)

Elections• Highlight values that speak to the

process of elections• Appointments of staff: use of values-

based questions in setting up questions and criteria for interviews

Training/ Workshops• Encourage members to participate in

school and external facilitated values workshops and training

SCHOOL GOVERNING BODY (SGB)

Poss

ible

Sch

ool E

vent

s an

d lin

ked

activ

ities

LIST OF ACTIONS FOR SCHOOLS TO LIVE THE VALUES


Parent Meetings• Talking to parents about values• Initiating a parent’s values champion to

get other parents on board

Parent Communication• All notifications to parents to have

monthly value visible• Keep parents updated on values-

based activities, example, WhatsApp, newsletters, email etc.

Workshop/ Training• Invite parents to engage in values

discussions to further promote the values of the school at home and within the community

• External facilitated workshop with regards to values-based conversations

PARENT COMMUNITY

Poss

ible

Sch

ool E

vent

s an

d lin

ked

activ

ities

Assemblies• Related to the monthly value• Guest speakers from the community that

promote the practice of values• Acknowledging learners who display

values of the school• Using technology to promote values e.g.

Slide shows/ PowerPoint presentations / displaying artwork and posters about the value for that month

Prom/ Matric Ball/ Graduation/ Orientation• Themes that relate and highlight the

monthly value

Learner Acknowledgement• Making certificates to acknowledge

learners who “live/practice” the values of the school

• Special awards• Prize giving• Class awards• Learner self-reflection

Workshop/ Training• Raising awareness about international

and national health days, which speaks to values such as love, compassion, caring etc.

• Learners creating posters to show the value they are promoting

• Fundraising:• School hosts market days for local

charities• Events that encourages the promotion

of values in the school

School Practices• Create a standard form of greeting• Naming classes in value (for example “Gr

7A- Class of Unity”)• Affirmations during register periods/final

class of the day• Develop “Values Culture” at the school• Restorative circles using values

WHOLE SCHOOL

Poss

ible

Sch

ool E

vent

s an

d lin

ked

activ

ities

20 PB2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET

REFERENCES

Accountability ladder. (2018, November 11). Retrieved from https://www.forbes.com/sites/rodgerdeanduncan/2018/05/04/avoidthe- blame-game-be-accountable-for-accountability/#5fdeab792b22.

Boddy-Evans, A. (2018, November 11). South Africa’s National Holidays. Retrieved from Thought.co: https://www.thoughtco.com/south-africasnational-holidays-43420.

Cambridge University Press. (2018, October 18). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/competence.

Cambridge University Press. (2018, October 21). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/care.

Cambridge University Press. (2018, October 21). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/innovation.

Definitions. Net. (2018, October 23). Definitions. Retrieved from https://www.definitions.net/definition/integrity.

Different perceptions. (2018, October 23). Retrieved from https://www.livescience.com/63645-optical-illusion-young-oldwoman.html.

Emotions Face Recognition. (2018, October 23). Retrieved from http://www.adoptionhealing.com/HowFeel.html.

Farlex. (2018, October 24). The Free Dictionary. Retrieved from The Free Dictionary: https://www.thefreedictionary.com/responsiveness.

Goal Setting (2018, October 21). Retrieved from https://worksheetplace.com/mf_pdf/Short-and-Long-Term-Goals.pdf.

Merriam Webster. (2018, October 21). Merriam Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/accountability

National Planning Commission. (2012). National Development Plan 2030: Our Future - Make it Work. Pretoria: Sherino Printers.

Popov, LK. (2000). The Virtues Project Educator’s Guide: Simple Ways to Create a Culture of Character. Jalmar Press.

The Presidency of the Republic of South Africa. (2009). Medium Term Strategic Framework 2014-2019. Pretoria: Government Printers.

Winthrop, R., Barton, A. and McGivney. (2018). Remaking Education to Help Young People Thrive. Brookings Institution Press.

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