STEPS IN VALUING PROCESS AND VALUE INDICATORS

REPORT IN MASTERAND 2019

1. Steps in Valuing Process and Value Indicators Prepared by: Glenda F. Magtrayo Republic of the Philippines CEBU TECHNOLOGICAL UNIVERSITY San Francisco Campus Northern Poblacion , San Francisco, Cebu Website: http://www.sanfran.ctu.edu.ph Email: [email protected] Email: [email protected] Contact No: [phone] Contact No: [phone]  

2. Steps in Valuing Process A full value is a guide, a norm, a principle by which a person lives. The values that a person chooses freely are the ones that he/she will internalize, cherish and allow to guide his/her life 1. Choosing Freely. 2. Choosing from among alternatives. That a value must be chosen from alternatives follows from the first criterion that a value must be chosen freely. If there are no alternatives, there is no freedom of choice.

3. Steps in Valuing Process 3. Choosing after thoughtful consideration of the consequences of each alternative. A value must be freely chosen after careful study of the consequences of each alternative. Only after the foreseeable alternatives or options open to him/her are fully and clearly understood is a person able to make a free and intelligent choice. This criterion stipulates that valuing is a reflective, rather than an impulsive or capricious, process.

4. Steps in Valuing Process 4. Prizing and cherishing. A value is something a person feels positive about: he/she prizes it, cherishes it, respects it, rejoices in it and celebrates it. As the individual grows toward full development of his/her values, he/she derives increasingly greater contentment, satisfaction, fulfillment, and joy from the act of choosing his/her own destiny.

5. Steps in Valuing Process 5. Affirming. This is criterion directly related to the preceding criterion that a value is cherished. When we have good news, we like to share it. When we discover a value that is freely chosen, the consequences of which we know and that makes us happy, we want to tell others about it.

6. Steps in Valuing Process 6. Acting upon choices. A value is acted upon, performed, carried out : it influences a person’s behavior in some way. Thus, what a person does reflects his/her values. 7 . Repeating. Values are acted on repeatedly and become a pattern of life. A value tends to permeate and influence all aspects of one’s life.

7. Value Indicators Value indicators are expressions or behaviors that are promising areas for clarifying because they “are headed  toward values, but they have not yet ‘arrived '”. Expressions of purposes or aims.   When a student says that he/she intends to do something or that he/she has a goal, it is an opportunity for teachers to ask if that was something he or she prized, had freely chosen, or had sought for some time.

8. Value Indicators 2. Aspirations .   Aspirations are remote purposes or aims.  Using the values clarification techniques, teachers can help students examine their aspirations to see if they meet the criteria of a value . 3. Attitudes .  When a student displays views about current issues, teachers can ask how deeply the attitude is felt, what prompted the attitude, and what activities it suggests.

9. Value Indicators Interests .   Students’ interests can be temporary and short term.  Teachers can assist students to analyze their interests through the value clarification procedures as they become more “owned” rather than simply enacted. 5. Feelings .   Feelings, as a construct, almost suggests a non-cognitive reaction to an event, a question, or an  issue.  The values clarification approach suggests teachers prompt the student to think about his/her feelings, asking about their source, and their consequences.

10. Value Indicators 6. Beliefs and convictions.   While beliefs connote deeper ideas than mere “attitudes,” they can also be reviewed by students through the values clarification approaches.  Some will be promoted to values, according to this theory. Activities . When a student becomes engaged in activities, it is appropriate to ask him/her if there are alternatives to consider or whether it was freely chosen.

11. Value Indicators 8. Worries, problems, obstacles.   This category of indicators suggest that the students’ reactions are unformed.  The possible approaches the student might take are ill-formed, and the values clarification prompts can move students to firmer plans and actions.