Hi, Richard:
The comment from a reader about the value words being action verbs instead of abstract qualities and your response shows that you are both correct.
Several years ago I conducted a study about values. I surveyed 200 teachers and asked them to review a list of 25 value words and rank order the list in terms of importance to them. Number one was the most important and number 25 was the least important.
I then asked each teacher to describe three examples of how they put their number one value into action in the classroom, and provide three examples of how they put their number 25 value into action in the classroom.
We expected that they would easily come up with three actions for number one and have difficulty coming up with three actions for number 25. The exact opposite was true, however. And in some cases the teachers couldn't describe any actions for number one, and when they did, their confidence that the value and action were congruent was very low.
We used this study to postulate that such incongruence between prized values and daily action was the major source of stress for teachers. We also used the data to influence teacher training and teacher professional development to use a more coach like approach in helping teachers articulate their values and construct methods, lessons, etc that reflected or demonstrated their values.
Cheers.
Rey Carr (Peer Resources)
Richard
Good to see you back in print again.
I have a few thoughts on the can you be too rich question as in our quest to bend the use of our language, we seem to have lost sight of our goal, and it is time to refocus and consider:
Cheers
Andy
Andy Middleton - TYF Group
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