Values education is not about bringing about religion into a classroom. Oftentimes values education is overlooked, as a vital part of children’s success. Others see it as a fluff, because that’s often how it is taught—cleaning and homeroom guidance. Values education needs to be relevant. It needs to be woven in curriculum, not attached on.

On the experiment on children were faces with the immediate reality of one marshmallow versus the promised of two marshmallow if they can just wait fifteen minutes. The children who were able to resist temptation and wait for fifteen minutes for the second marshmallow had better life outcome in the form of self- control. Self- control itself does not make a kid smarter or fitter or higher NAT score or more proficient at the test –taking but it’s the essential skills hidden within all of these positive outcomes.

Moreover, in some schools were core values taught; results reported that higher academic performance, improve attendance, reduce violence, fewer disciplinary issues and reduces drop- out.

It is therefore worth noting that schools who strictly imposed integration of values education and using its time to really teach values principles, philosophy and human behavior not just uses time of values education for cleaning the rooms, garden and surroundings. Or even time for scolding students.

On schools were core values were highly implemented, there’s a feeling of safety teachers and students, a comfortable and friendly environment because they are calm and secure of the values being applied. The challenge to all educators especially in public high school is to make it nearly every lesson they teach to put into practice what they teach  in their daily lives and by so doing students will inculcate in their mind the values education is a lifelong process and not just an old belief.

By: Guilda A. de Guzman | Teacher I | Pagalanggang National High School | Dinalupihan, Bataan