The Lucknow Sentinel, 1980-04-30, Page 22will be inclusive of the needs conferences Vvere invaluable
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*Septic- Beds -
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R. R. # 6, Goderieb •
ulbetfit
529-7571.
Written by-Kathryn -MacKay
'
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. _ ._
This ganui
whole family
is called
• describes
game.
Now to
I. One
2. The
.. The
___
'New
. .
. 1
Ca led .1
.
.
can he playedwith any
or just a few friends.
an 'adverb'. The word
how a person walks Or talkS.
. 'play: •
person leaves the room tor
people in the room think
person who has left the
about anything at all.
other people answer the ciustions
•
person who ha's left the room
this takes a very shorflime,
minutes.
who has been picked
out, the people in the room
know that because you
the room you have to guess
a person any question you
flowers?" That perSon will
and may even pretend to
"sadly".
that are fun to act out
laughingly. and
•
shyly, dreamily,
.. • • ...
. Game
s Adverb
.. . . ... .
..., ,•,:.... . • •• 1 ' • e• • . , '4; ••-- • f...,1,tq, 'L!,..
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.4. • i; .. • ;I:..,„.4..,:
-
FEARFULLY
• • . . _ .
,
number of people. It's fun l'Or the
A word that describes an action
'slowly' is an adverb because it
Nobody loses or wins in this
. .
a few minutes.
up an adverb,
back in room comes, and asks
. ,
•
ei- lila, 7.7'.s't ,e_......... .......-.. ,
.... ........11A re ---..--,-",------q. ,,- o,„imo....„. ,
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SHY' LY •
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SADLY"
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--1 ,r,
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ski •
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.
questions
4. The
the adverb.
5. The
is. Sometimes
about five
Example:
The pers'on
you are
you don't
, back into
You ask
think of
possible
and talk in the manner of
tries to guess what the adverb
and sometimes it takes
.
.
to leave the room is you. While
think up the adverb 'sadly', But
weren't there. When you come
what the adverb they chose is,
want, such as "What do yqu
answer you in the-saddest way
cry. ft won't take long to guess
•
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RINicisiu-i
ho
ellir 9 '*f
P.1')
.J
1,
the word
Some adverbs
you like.
and guess are; crazily, angrily,
quickly, YOu can use arty adverb
.
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LAUCilit4C114
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' WIPPIL`i
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.
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.
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.
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alues education in BxucE Aschoals takes shape
tion on attitudes. According
to Clarke Birchard," Super-
visor of outdoor education,
real life stresses are very
much a part of this program,
He comments. camping,
.1
tivities 1 , are experiences
which provide considerable
raw material for values edu-
-
have' been formulated and'
appro./ed. A Philosophy of,
moral develoPnaent conSist-
;
ent with Ministry of. Educe'-
'.tion regulations has been ag-
reed upon. The process of
fusing values, ' and morals
concepts with existing curri-
culum subjects is underway,
The go-ahead for values
and morals education as an
alternative to religious in-
- struction in Bruce schools
given in June 1979 by the
Bruce County Board of. Edu-
cation signaled the need for, a
basic educational., Strategy
which would encompass the
Board', the School and the
Child. Acting on a mandate
from the Board, the Values
of other races, cultures and:
religious persuasions. It is
charged with the responsibil-
ity of 'conveying to adminis-
tratiOn :and Supervianry staff
and to teachers the general
direction vOuch fhe
tional approach should take
and to be knOWiedgeable
about current Moral edttca-
,tion develOPIPOOtS• •
Input from a series of
public meetings' held in May,
'79 throughout Bruce County
indicated general acceptance
of 'values education for' elem-
entary sohools ccirrnborating
the view of Ontario's former
Minister of Education, the
lion. Thomas Wells, ,who
stated in a 1978 address that
"the public 'does not really
want a morally :passive
school systein''. 'Wells also
ComMented, "I believe the
public wants the school sys-
tern to reflect the highest
ideals of human conduct and
the general values upon
whiCh our country and. Soci-
ety have been built. I think
there is an underlying desire
for • what might be called
moral leadership from the
schools."
Consultation with' other
Boards committed to values
education, and trustee parti-
cipation in, moral values
Of schoolS for the' County.
comMents, "Bruce Board
has been unique in the way
in 'which it 'has gone About its
process". ancl.added, "what-
ever we do is a- Bruce
approach for Bruce people,"
Provision of a secure, nurtur-
ing climate-for the child is a
prime consideration for the
values education approach to
ti be adopted in Bruce schools.
The aims and objectives doc-
ument prepared by the V &
M' Education" Conimittee FoCus on family life, apprec-
states "understanding . of iation Of-others; responsibii-
stages of child development,: ity for petS'and planta,:topics
physical, emotional and mor-, taught at the kindergarten
al is essential to. the creation and primary levels can: be
of an atmosphere which will, readily adapted to incorpor-
enconrage values growth."' ate a values, enipbasisi Which
Consistent with the V & M • inculcates a positivesense of
Committee's statement, self-warthl
"values teaching will be pro- ' Moral decision confronting'.
cess rather than a_ prescrip- characters in children's '
tion, it will be multifaceted ature'inesent ideal opportun-
and fused to existing • pro- ities to, discUss resolution. Of
eatien. Moral dilemmas can
also 'be identified in geog-
raptly and history subjects.
In fact values learning is
inherent 'in almost all sub-
Sects:.
ro ram will be ex-
plained to all elementary
school staffs' at in-service
sessions planned for 'June 24,
After months of planning
and ,research, the values
education progratia schedul-
ed for introduction in Bruce
County elementary schools in.
September- 19g0 is beginning
'to take shape. Goals giving
direction .to the program
and Moral; (V. & M) Educa-
tion Committee prepared . a
comprehensive document
outlining aims and objectives
for a values education pro-
gram. This document was
approved. inNovember 1979.
The Board is committed to,
a values program based on
!
; commonly accepted Judaeo-
. Christian teachings which
educe' Keith
of 'information.
Twenty-twoOntario Boards
have opted for values and
morals programs as a viable
alternative to religious in-
struction hi the schools,
Keith Waldie, supervisor
cepts, The committees are
• comprised of members of the
Board supervisory staff (sun--
ervisors of guidance, outdoor
education, special, education
and rading and primary edu.
cation) and teachers re • res.
Putative or the elementary
'school divisions (Kindergar-
ten - grade '3; grades ..4 - 6,
grades 7, 8). 'The process of
incorporating the program
with the present. curriculum
'eliminates the need for extra
classes and' minimizes the
teaching load,
14 the primary and junior
diVisions, kits dealing with
understanding of self and
others ,will • be extended to
include opportunities for dis-
cussion of moral dilemmas.
grams", divisional sub-com- problems. The ,outdoor edu-
mittees have been set Up to cation residential educational
study subject areas which program encourages toler-
lend themselves naturally to mice. of Others, • a spirit `of
the infusion, of moral con- cooperativeness and ram-
fr
Place
Illustrated by Pamela H. Tate
Satre
Up TO
Of your beating costs by :.
insulating Our attic' and :wall with
• C .:aiirprovectcellalloste. •
fibre insulation s .