Values conversations in schools - Western Cape
Transcript of 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
R
es
p o n s i b i l i
ty
P
er s e v e r a n
c
eC
o- o p e r a t i o
nF
r i e n d s hi p
K
i n d n e s
sH
onestyRe
spect
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
2 32019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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.
4 52019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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.
4 52019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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.
6 72019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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:
6 72019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
• 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
8 92019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
8 92019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
10 112019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
10 112019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
12 132019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
12 132019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
14 152019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
14 152019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
16 172019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
ect.
Thin
k be
fore
yo
u sp
eak.
List
en
activ
ely
toot
hers
.
Refle
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
ider
ed w
orth
y an
d of
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
g.
Res
pect
You
are
quie
t in
a li
brar
yto
sho
w t
hat
you
resp
ect
thos
e w
ho n
eed
to re
adw
ithou
t di
srup
tion.
No
Res
pect
Bei
ng d
isru
ptiv
e to
oth
ers
who
nee
d sp
ace,
sho
win
g lit
tle o
r no
inte
rest
in
acco
mm
odat
ing
othe
rs
and
thei
r fe
elin
gs.
“Whe
n I r
espe
ct o
ther
s, o
ther
s re
spec
t me,
and
I lik
e th
at.”
6th
grad
er in
Cal
iforn
ia“L
ife is
not
abo
ut w
aiti
ng fo
r the
sto
rm to
pas
s. It
’s a
bout
le
arni
ng to
dan
ce in
the
rain
.” V
ivia
n G
reen
e
DO
SEE
SAY
HEA
R
Keep
pr
omis
es a
nd
peop
le c
an
trus
t yo
u. F
ix
your
mis
take
s
An
acco
unta
ble
and
trus
twor
thy
pers
on.
You
do n
ot
mak
e ex
cuse
s.
You
apol
ogis
e w
hen
you
mad
e a
mis
take
.
Than
kful
ness
fo
r ta
sks
com
plet
ed a
s pr
omis
ed.
Refle
ction
• W
hy is
it im
port
ant
to b
e re
spon
sibl
e?•
Why
sho
uld
you
to t
ake
100
% re
spon
sibi
lity
for
your
dec
isio
ns?
19.
RE
SP
ON
SIB
ILIT
YA
dut
y or
task
that
you
are
requ
ired
or e
xpec
ted
to d
o. S
omet
hing
that
you
sho
uld
do b
ecau
se it
is m
oral
ly ri
ght a
nd le
gally
requ
ired.
Taki
ng c
harg
e of
som
ethi
ng. T
he w
illin
gnes
s to
be
acco
unta
ble
for
our c
hoic
es a
nd fo
r our
mis
take
s. T
akin
g on
wha
t is
ours
.
Res
pons
ible
Whe
n yo
u m
ake
a m
ista
ke, y
ou t
ake
resp
onsi
bilit
y an
d le
arn
from
it, a
nd fi
x it.
Not
Res
pons
ible
Whe
n yo
u m
ake
a m
ista
ke, y
ou m
ake
excu
ses.
DO
SEE
SAY
HEA
R
Part
icip
ate
in
help
ing
the
teac
her s
etcl
assr
oom
rule
s.
Whe
n yo
u sh
ow y
our
com
mitm
ent
to te
am e
ffor
t to
mak
e so
met
hing
succ
essf
ul.
Seei
ng p
eopl
e’s
diff
eren
ces
but
appr
ecia
ting
it.
Usi
ng th
e “w
e”in
stea
d of
“I”
.Si
ngin
g th
esc
hool
ant
hem
or n
atio
nal
anth
em
(uni
ted)
.
Refle
ction
• W
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.
Fin
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.
U
nity
is fo
und
whe
n pe
ople
exi
st in
har
mon
y an
d tr
ust o
ne a
noth
er.
Uni
tyW
hen
you
wor
k as
par
t of
a te
am o
r gr
oup.
Not
Uni
tyW
hen
you
do n
ot
part
icip
ate
in te
am o
r gr
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
16 172019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
ect.
Thin
k be
fore
yo
u sp
eak.
List
en
activ
ely
toot
hers
.
Refle
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
ider
ed w
orth
y an
d of
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
g.
Res
pect
You
are
quie
t in
a li
brar
yto
sho
w t
hat
you
resp
ect
thos
e w
ho n
eed
to re
adw
ithou
t di
srup
tion.
No
Res
pect
Bei
ng d
isru
ptiv
e to
oth
ers
who
nee
d sp
ace,
sho
win
g lit
tle o
r no
inte
rest
in
acco
mm
odat
ing
othe
rs
and
thei
r fe
elin
gs.
“Whe
n I r
espe
ct o
ther
s, o
ther
s re
spec
t me,
and
I lik
e th
at.”
6th
grad
er in
Cal
iforn
ia“L
ife is
not
abo
ut w
aiti
ng fo
r the
sto
rm to
pas
s. It
’s a
bout
le
arni
ng to
dan
ce in
the
rain
.” V
ivia
n G
reen
e
DO
SEE
SAY
HEA
R
Keep
pr
omis
es a
nd
peop
le c
an
trus
t yo
u. F
ix
your
mis
take
s
An
acco
unta
ble
and
trus
twor
thy
pers
on.
You
do n
ot
mak
e ex
cuse
s.
You
apol
ogis
e w
hen
you
mad
e a
mis
take
.
Than
kful
ness
fo
r ta
sks
com
plet
ed a
s pr
omis
ed.
Refle
ction
• W
hy is
it im
port
ant
to b
e re
spon
sibl
e?•
Why
sho
uld
you
to t
ake
100
% re
spon
sibi
lity
for
your
dec
isio
ns?
19.
RE
SP
ON
SIB
ILIT
YA
dut
y or
task
that
you
are
requ
ired
or e
xpec
ted
to d
o. S
omet
hing
that
you
sho
uld
do b
ecau
se it
is m
oral
ly ri
ght a
nd le
gally
requ
ired.
Taki
ng c
harg
e of
som
ethi
ng. T
he w
illin
gnes
s to
be
acco
unta
ble
for
our c
hoic
es a
nd fo
r our
mis
take
s. T
akin
g on
wha
t is
ours
.
Res
pons
ible
Whe
n yo
u m
ake
a m
ista
ke, y
ou t
ake
resp
onsi
bilit
y an
d le
arn
from
it, a
nd fi
x it.
Not
Res
pons
ible
Whe
n yo
u m
ake
a m
ista
ke, y
ou m
ake
excu
ses.
DO
SEE
SAY
HEA
R
Part
icip
ate
in
help
ing
the
teac
her s
etcl
assr
oom
rule
s.
Whe
n yo
u sh
ow y
our
com
mitm
ent
to te
am e
ffor
t to
mak
e so
met
hing
succ
essf
ul.
Seei
ng p
eopl
e’s
diff
eren
ces
but
appr
ecia
ting
it.
Usi
ng th
e “w
e”in
stea
d of
“I”
.Si
ngin
g th
esc
hool
ant
hem
or n
atio
nal
anth
em
(uni
ted)
.
Refle
ction
• W
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.
Fin
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.
U
nity
is fo
und
whe
n pe
ople
exi
st in
har
mon
y an
d tr
ust o
ne a
noth
er.
Uni
tyW
hen
you
wor
k as
par
t of
a te
am o
r gr
oup.
Not
Uni
tyW
hen
you
do n
ot
part
icip
ate
in te
am o
r gr
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
18 192019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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
18 192019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET2019 – THE YEAR OF THE LEARNER: DEVELOPING A VALUES MINDSET
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.