Aims of Teaching Values

• To create new values.
• To eradicate communal and social disharmony.
• To help individuals to adjust physically and mentally.
• To boost self-expression, self-preservation and self-confidence.
• To utilize limited resources effectively for better achievements.
• To impart the practical knowledge necessary to live a useful life.
• To develop problem solving abilities ans positive approaches to life.
• To enable individuals to control environment and fulfill responsibilities.
• To preserve, transmit and enhance the values from one generation to another.

Academic Excellence-barriers and way to achieve it

What is the utility of education? The utility of education is to prepare the child to face the realities of life. In other words, education should be able to make a child physically fit, mentally alert and emotionally balanced. Education is a way to developing the competencies in a child.

Requirements of academic excellence are: -

• Child should have competency at language.
• Child should have competency at numerical operations.
• Child should develop a free hand practice of computer applications.

Barriers of academic excellence are: -

• Adjustment problem with the teachers and the students.
• Low morale due to improper or no orientation at all of the teachers.
• Unplanned teaching resulting from the unsatisfactory efforts for the right kind of teaching-learning processess to be adopted in the classroom by the teacher.
• Strong dislike for studies in the child.
• Socio-economic status of the child.
• Irresponsible behaviour of the parents.

In such a situation when the requirements of academic excellence are only few while the barriers are too many, it becomes the duty of a teacher to work out on these issues in a systematic and planned way so that the objective of achieving academic excellence can be reached. In government schools, a teacher must concentrate on improving English language of the students besides working on the areas which can help the child develop his neuro-muscular co-ordination. The duty of developing English language of the children in government schools does not merely rest on the English language teacher or the Spoken English trainer. It should be supervised by the head of the school before he requests his faculty to contribute their best in developing the English language of the students. He would ensure that a fearless atmosphere is created in the school campus where the children find enough time and opportunities to speak English.

It would be a first step but a giant leap in achieving academic excellence.

Values with regard to Teachers

1. Teachers are predominant in theatrical, social, religious and economic values.
2. Gender educational training and experiences do not influence teacher’s values.
3. Location of the school influences the values of a teacher.
4. Teachers differ in their values because of the type and nature of the school and as such it influences the students.
5. The age influences the teacher’s aesthetic values.

Values

"Human values are the priceless trasures from time immemorial".
"The prosperity of the country depends not on the abundance of its resources, nor on the strength of its fortification, not on the beauty of public buildings but its cultivated citizens, in its men of education, enlightenment and character". - Martin Luther King.
The above two quotations of eminent personalities are the crux of the concept 'values'. The word 'values' was first used by Friedrich Nietzsche in 1880 and over the centuries it has been cloaked so differntly that it has attained mutifarious ideas. One word 'values' speaks so eloquently about a person who may be a mute wise or a outspoken fool. It conveys the personality of a man. If a man plays no positive role in the society, he lives in, he is regarded valueless.
There are various categories of values:

• Personal
• Social
• Moral
• Spiritual
• Cultural and
• Universal

UNESCO held a summit in 1998 on the theme 'Values in Education'. It finally came out with the following decisions which encourage students to: -

1. develop own personal moral codes and have a concern for others.
2. reflect on experiences and research for meaning and pattern in their experiences.
3. have self-respect and respect for commonly held values such as honesty, truthfulness and justice.
4. make socially responsible judgement and be able to provide justification of decisions and actions.

All the above decisions stated above stress the need among the elderly in the communities to develop the budding nation buiders in such a fashion as would be self-dependent one for them. Remember we can only teach 'values' to the children we cannot give them our 'thoughts'. It is our duty to allow the children to grow themselves responsibly. They should not get a chance to blame the elders. They should be allowed to see for themselves what is 'right' and what is 'wrong' and it is this hairline difference between the above stated two terms which if they understood; they will have 'values'.

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