A sevenfold process describing the guidelines of the values

clarification approach was formulated by Simon et al. (1972);

1. choosing from alternatives.

2. choosing freely.
3. prizing one's choice.
4. affirming one's choice.
5. acting upon one's choice; and
6. acting repeatedly, over time.

The first level of Kolhberg’s moral development, the Preconventional

Morality-stage 1 (punishment-obedience orientation) and stage 2
(instrumental relativist orientation). The stage1 focuses on children
to be aware of the consequences for breaking rules and that rules
are important to avoid punishment while the stage 2 highlights
actions based on their needs. Level 2 Conventional Morality-stage 3
(interpersonal concordance orientation) and stage 4 (authority and
social-order maintaining orientation). The stage 3 focuses on
interpersonal relationship or socialization while stage 4 highlights
making judgements. For the level 3, Postconventional Morality-
stage 5 (social-contract legalistic orientation) and stage 6 (universal
ethical principle orientation). The stage 5 emphasizes valuing
different values and opinions of other people. Children must aware
that they should abide rules to maintain a peaceful society while
the stage 6 is based on ethical principles and reasoning. Students
must follow principles of justice.

The following set of approaches to Values education help educators

to become flexible in teaching. As a future educator these
approaches showed me to become creative in conducting an
interactive activity for my future students. I am thankful that we
have these kinds of approaches to which teachers can choose and
select what approaches they should apply. Also, these are essential
for creating a conducive environment for them and in fulfilling my
roles and responsibilities as an educator teaching values education.
My students will become an effective result as I become an effective
teacher to them.