Suitable for Kindergarten, Elementary and High School.
Note: Discussion topics and activities adapted to each level
Respect is “treating others with honour and dignity.”
Everyone has worth and dignity as a human being, whether they are young or old, rich or poor, male or female, or any other difference. Therefore, you should treat others with honour, dignity, and courtesy instead of bullying, harassing, or manipulating in order to get what you want.
You show respect in many ways. For example, when someone is talking, you show respect by being attentive. When you receive a gift, you show respect by saying “thank you.” At work or at home, you show respect to those counting on you by being responsible, diligent, and thorough.
Self-respect means you recognize your own worth as a human being and avoid anything that will damage your mind, body, or integrity. This means you do your best no matter who is watching—because what you do reveals who you are.
Respect does not mean you have to like everyone, and others might not treat you as they should. But even when you disagree with others or have to part ways, you can still treat them with the dignity and respect they deserve.
This series of Attitudinal Strengthening Training program involves facilitating and teaching the personal values system that gives students the structure and purpose by helping him/her determine what is meaningful and important, help children to be aware and become connected with their values, learn to make choices on solid reasoning and responsible decision-making, rather than out of impulse or instant gratification
Benefits of program:
The program adopted largely the use of educational drama (story-telling and fun play) – using drama and storytelling for learning, challenging and thinking about life – about enabling students to understand different viewpoints or perspectives by exploring issues, questions or ideas through dramatic forms or devices. The idea was premised on the belief that education was to be by practice, by doing, rather than by instruction.
Drama and Storytelling assist the learning process by enabling students to engage actively with their subject matter. Storytelling instills good listening habits and develops concentration and a longer attraction span. Storytelling ignites the imagination. The excitement of storytelling can instill in children a sense of wonder about life and learning. It’s easy to make the connections. Kids are much more motivated to learn when they think of it as fun and exciting.
Children taking part in the storytelling and drama will be applying their existing knowledge to the situation (checking on their existing understanding of what they know about values), acquiring new knowledge and theories from the action of others, and developing new thoughts and responses in ways which would never arise from listening to an account. There is much evidence to support the hypothesis that all these things will also be retained more efficiently in the long-term memory because of the interactive nature of the learning process.
The following are some of our approach used:
Educational elements
The subject-matter and form of the program center on the child’s needs, abilities and potential, and are carefully geared on the children’s intellectual level and experience.
The program uses the child’s natural enjoyment of joy, that will bring refreshment, vitality and are useful in improving students’ ability to communicate through speech and writing and in nonverbal ways as well. They are the energy sources, helping students develop skills in concentration, problem solving and group interaction
With the help of their teachers, Students understand what their own Character Strengths and Weaknesses are. Students will also discuss about their friends’ Character Strengths and are able to articulate the character strengths and discuss situations when they show examples of when they exhibit these character strengths.
Help students to communicate clearly how they can develop ‘Respect’ as an important character strength. Students should be able to draw inferences from the lessons learnt from the storytelling and games they play in class. For younger students (preschoolers and lower primary), Students learn to comment on ‘Picture Words’ they colored (e.g. RESPECT) and articulate on what they know and how they want to practice this character value in school as well as at home. Parents at home will help to capture moments when they exhibit such character strengths. Students will also try to capture moments when their friends in class are exhibiting such character strengths.
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