No matter where you stand on educational reform or character education, there’s no denying the fact that we are currently experiencing a worldwide epidemic of youth violence. Whether pushed by unhappiness, fear of disappointment, the pain of existence intimidated, or a host of other dilemmas young people face today, more and more of them are rotating to violence as a way of commerce with the weight of rising up. From the Virginia Tech extermination of 2007 to new uprisings in Britain and ethnic bouts in Australia, it’s easy to see that the problematic of childhood violence distinguishes no physical it’s a problematic we all face composed, and if we’re going to solve it, it’s going to take a joint exertion.

If you walk into a public school today, you’ll no doubt see kids who are different. Not different in the sense they wear different clothes or hang out in odd circles, not the traditional kind of different that normally comes to mind when you think back to high school.

Human values instruction,

No-these kids are different under the surface. Perhaps they keep to themselves or shy away from making eye contact with others, or maybe they deal with their pain by embracing the other extreme-wearing a fake smile, being the class clown, reaching out to teachers. Whatever their coping mechanisms, if you look closely, you’ll see something similar in all of these kids, something that screams desperation, even if that scream is sometimes muffled by the roles they play for their teachers and peers.

So, what is it that these kids are desperate for? What do they need that they are not getting at home or at school? The answer is simple-basic human values instruction. These children are desperately seeking someone who can teach them how to get along in this world, how to be happy, peaceful, and successful. They are fed a stream of pocket-lining sales pitches from the media to look a certain way and wear a certain label of clothing. When the bell rings for each school day to begin, they face the scrutiny of their peers, all of whom are also trying to find their way in a world of mixed messages and misplaced values. Perhaps at some point, it all becomes too much.

Teaching those beliefs to my child,

Often, teachers shy away from imposing their personal values on their students. I supposing approximately parents reason this is a decent thing. Maybe I even decide to some degree. After all, would I want an educator whose standards vary from my own education those politics to my child? Maybe not. But, what do we do about those kids who aren’t taught worthwhile values by their relations or those who don’t have relations to teach them whatever at all? What do we do when those children show up at our doors suppliant to be taught? Do we turn them away? If we do, what will happen to those kids down the road? How will they deal with the stressors that we all face as our lives become increasingly complex and demanding? Will they turn to alcohol or drugs to control their fear and nervousness? Will they fill our streets and prisons with their misguided self-soothing? Will they do something unthinkable? Will it be their fault if they do?

School system is the ideal place,

The school system is the ideal place for these seemingly lost children to receive the moral guidance they are craving. Educators devote a good seven times a day with these children and no doubt levy a influential influence on their lives, for better or for worse. Failing to take at least a small helping of each day to speech issues such as communal services, coping devices, life plans, and character issues is a mistake that frankly, we can’t afford to make. In fact, there are four key values all public school teachers should impress upon their students on a regular basis:

  • Love– Students should be taught to love and respect themselves. Only by loving themselves can students ever learn to truly love others. Love, being the opposite of fear, is the one force that truly has the potential to change our world for the better.
  • Peace-Teachers need to model and teach conflict resolution so that students learn to peacefully interact with one another even when a problem or dispute arises.
  • Compassion-When given the chance to connect with one additional and share their spirits, scholars will learn to understand and feel sympathy for others.
  • Integrity-Teachers should stress the importance of integrity to one’s self-esteem. When students learn to make decisions based on honesty and integrity, they can then feel proud of their choices and empowered to continue making a positive difference in our world.

Ideas reinforced at home,

Ideally, values instruction should not be taught in the classroom alone. When students have these ideas reinforced at home, they become even more engrained. As British Prime Minister David Cameron stated in reaction to recent riots, “if we want to have any hope of mending our broken society, family and parenting is where we’ve got to start.”

Perpetrator of an act of violence,

What would be the fruits of such a targeted and concerted effort? Would our children get along better with one another both inside and outside of school? Would they, over time, develop their own moral compass and as a result, become confident and empowered young adults? Would they then take on leadership roles in their communities and influence others to do the same? Would we save just one kid from being the victim or perpetrator of an act of violence? Would our world change, if merely a little at a time? It’s certainly possible, and if there’s even a small chance-an inkling of a possibility- that we could really make a difference, one that goes beyond teaching a kid long division, shouldn’t we at least try?


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