Life Skills Handouts 6k466d

Capacity Building Programme on Life Skills

Training Manual For Master Trainers

Central Board of Secondary Education Academic and Training Unit Shiksha Sadan, 17 Rouse Avenue, Delhi

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Table of Contents Introduction and Sharing of Agenda     

Session 1 o Perspective building on Life Skills Session 2 o Transacting Life Skills Session 3 o Familiarization with Life Skills through activities Session 4

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Assessment of Life Skills

Annexures o Annexure 1- Attendance Sheet o Annexure 2- Registration Form o Annexure 3- Form o Annexure 4-Checklist for Resource Person o Annexure 5- Guidelines for Resource Person

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CAPACITY BUILDING PROGRAMME ON LIFE SKILLS SCHEDULE Annexure 6 – List of Handouts

SESSIONS Registration & Attendance Welcome, Introductions and Sharing of the Agenda (Ice-Breaker) SESSION 1: Perspective building on Life Skills  ACTIVITY 1: Need Analysis o Handout 1A  ACTIVITY 2: Introducing Life Skills o Handouts 1B and 1C TEA (10:35 am - 10:50 am) SESSION 2: Transacting Life Skills

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ACTIVITY 3: Enhancing Life Skills in students o Handouts 2A and 2B  ACTIVITY 4 –Enhancing Life Skills through Stories (Part 1) o Handout 2C  ACTIVITY 5 –Enhancing Life Skills through Stories (Part 2) o Handouts 2D to 2N LUNCH BREAK (1.05 pm – 1.35 pm)  ACTIVITY 6- Integrating Life Skills with other subjects SESSION 3: Familiarization with Life Skills through Activities  ACTIVITY 7 – Familiarization with Life Skills through Activities o Handouts 3A to 3D

DURATIO N 8.30 am – 30 9.00 am minutes 9.00 am 30 -9.30am minutes 9.30 am – 65 10.35 am minutes 9.30 am – 20 9.50 am minutes 9.50 am – 45 10.35 am minutes 15 minutes 10.50 am – 180 2.20 pm minutes 10.50 am – 45 11.35 am minutes TIMINGS

11.35 am – 12.05 pm

30 minutes

12.05 pm -1.05 pm

60 minutes

30 minutes 1.35 pm – 2.20 pm 2.20 pm – 4.35 pm

45 minutes 135 minutes

2.20 pm – 4.35 pm

135 minutes

TEA (to be served in the Hall during the session) SESSION 4: Assessment of Life Skills

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ACTIVITY 8 –Assessing Life Skills o Handouts 4A and 4B Open House

4.35 pm – 5.20 pm 4.35 pm – 5.20 pm

45 minutes 45 minutes

5.20 pm onwards

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Handout 1A (For Activity 1) Need Analysis Questionnaire – Individual Activity This questionnaire consists of 12 questions. Please put a tick mark in front of correct option. (You may tick more than one option, if you feel they are correct.) 1. 'Act like a man' and 'Be like a lady' point to gender stereotype. Which of the following skills is essential to contain damaging effects of living up to gender stereotype? a. Dealing with emotions b. Coping with stress c. Effective communication d. Critical thinking 2. When a student says, "I would rather think upon a picture on my own than trace on copy one," he/she is high on: a. Problem solving skill b. Decision-making skill c. Creative thinking d. Critical thinking 3. When a student expresses, 'I would rather have as a friend someone who is lively and full of ideas than someone who is nice and always wants to do what I want.' He/she has high a. Creative thinking b. Critical thinking c. Problem-solving d. Effective communication skills 4. Which one of the following indicates effective communication skills if one receives unfavourable ? a. I get angry and defensive b. I withdraw c. I deny the problem, make excuses d. I note where I need to improve 5. One of the following statements is correct in the context of managing emotions: a. Only some people can learn how to manage emotion b. Emotions cannot be controlled c. Sharing one's own feelings/emotions is not good d. Feeling different emotions at different times is normal 6. 'When time is right, I face my negative feelings and work through, what the issue is'. This indicates presence of a. Self-awareness b. Empathy c. Managing emotion d. Critical thinking 7. You have a. Given direction to a stranger b. Donated blood c. Offered your seat on a bus or a train to an elderly stranger d. Done volunteer work for a charity 4

These actions are indicator of which life skill? e. Empathy f. Self-awareness g. Interpersonal skills h. Managing emotions 8. The process of decision-making involves the following steps in an order. Select the correct order a. Identify the problem, think of alternatives, analyse the problem, decide on a course of action b. Identify the problem, decide on a course of action, analyse the problem, think of alternatives c. Identify the problem, analyse the problem, decide on a course of action, think of alternatives d. Identify the problem, analyse the problem, think of alternatives, decide on a course of action 9. To resist peer pressure, to encourage to say 'no'. How would you advise the students to respond? a. Reverse the pressure b. Say 'no' and walk away c. Give an alternative d. Avoid a response 10. Non- verbal signs of stress include a. Avoiding eye b. Fiddling with clothes c. Stuttering d. Chewing nails 11. ments try to attract attention and sell products by using film stars, players, or famous persons for endorsement. Which Life Skill is required to resist the impact of ment that does not communicate harmful consequences of the use of the product? a. Creative thinking b. Problem-solving c. Decision-making d. Critical thinking 12. Which of the following will help you to analyse the pros and cons of any situation? a. Creative thinking b. Problem-solving c. Self-awareness d. Critical thinking 13.

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Handout 1B (For Activity 2) Activity Sheet -Group Activity Answer the following questions: 1. What do you understand by Life Skills? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What are the different types of Life Skills? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. What are the three broader types of Life Skills as followed by CBSE? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What is the difference between Life Skills, Livelihood Skills and Vocational Skills? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. Why Life Skills are important for students? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Handout 1C (For Activity 2) 6

Life Skills (Meaning, Need and Importance) (Individual Activity) Life Skills Life Skills are defined as “The abilities that will help learners to be successful in living a productive life. They help students improve their personal and social qualities”. WHO (1997) has defined Life Skills as, “The abilities for adaptive and positive behaviour that enable the individuals to deal effectively with the demands and challenges of everyday life”. Here 'adaptive' means that a person is flexible in approach and is able to adjust in different circumstances and 'positive behaviour' implies that a person is forward looking and even in challenging situations, can find a ray of hope. Life Skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive manner.

Life Skills

Life Skills fall into three basic categories which compliment, supplement and reinforce each other:

Social or Interpersonal Skills

Emotional Skills

Cognitive or Thinking Skills

LIFE SKILLS

Thinking Skills Self-Awareness Problem Solving Decision Making Critical Thinking Creative Thinking

Social Skills Interpersonal Relationships Effective Communication Empathy

Emotional Skills Managing Emotions Coping with Stress

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Ten Core Life Skills as identified by WHO Self-Awareness includes the recognition of 'self', our character, our strengths and weaknesses, desires and dislikes. Developing self-awareness can help us recognize when we are stressed or under pressure. It is often a prerequisite to effective communication and interpersonal relations, as well as for developing empathy. Empathy is required to develop a successful relationship with our loved ones and society at large. It is the ability to imagine what life is like for another person. Without empathy, our communication with others will amount to a oneway traffic. It can help us to accept others, who may be very different from ourselves. This can improve social interactions, especially, in situations of ethnic or cultural diversities. Empathy can also encourage nurturing positive behaviour towards people in need of care and assistance, or tolerance, as is the case with AIDS sufferers, or people with mental disorders, who may be stigmatized and ostracized by the very people they depend upon for . Critical Thinking is an ability to analyze information and experiences in an objective manner. Critical Thinking can contribute to a well balanced way of life by helping us to recognize and assess the factors that influence attitudes and behaviour, such as values, peer pressure and the media. Creative Thinking is a novel way of seeing or doing things that is characteristic of four components-fluency (generating new ideas), flexibility (shifting perspective easily), originality (conceiving of something new), and elaboration (building on others' ideas). Decision Making helps us to deal constructively with decisions about our lives. It can teach people how to actively make decisions about their actions in relation to a healthy assessment of different options and, what effects these different decisions are likely to have. Problem Solving helps us to deal constructively with problems in our lives. Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain. Interpersonal skills help us to relate in positive ways with people we interact. This may mean being able to make and keep friendly relationships, which can be of great importance to our mental and social well-being. It may mean maintaining good relations with family who are the most important source of social . It may also mean an ability to end relationships constructively. Effective Communication means that we are able to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations. This means being able to express opinions and desires, and also

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needs and fears. And, it would also mean being able to ask for advice and help in the time of need. Coping with Stress means recognizing the sources of stress in our lives, recognizing how they affect us, and how we act in a way that helps us control our levels of stress by changing our environment or lifestyle, and learning how to relax. Managing Emotions means recognizing emotions within us and others, being aware of how emotions influence behaviour and being able to respond to emotions appropriately. Intense emotions like anger or sadness can have negative effects on our health if we don't respond to them appropriately. (The definitions of the ten Life Skills as mentioned above have been adapted from "Life Skills Education for Children and Adolescents in Schools"-Programme on Mental Health, World Health Organization, Geneva, 1997)

All these skills are interrelated and reinforce each other. Together, they are responsible for our psychosocial competence; build our self-esteem and self-efficacy and nurture holistic development. HOW DO LIFE-SKILLS HELP?

Thinking Skills Thinking skills help a person to:  Demonstrate the ability to be original, imaginative and flexible  Raise questions and think critically, identify and analyse problems  Implement a well thought out decision and to take responsibility  Feel comfortable with one's own self at the same time accepting or trying to overcome weaknesses while building on the strengths for

Social Skills

Emotional Skills

Social-skills help a person to:  Demonstrate the ability to identify, verbalize and respond effectively to others' emotions in an empathetic manner  Get along well with others without prejudices  Take criticism constructively  Listen actively  Communicate effectively using appropriate words, intonation and body language

Emotional Skills help a person to:  Identify causes and effects of stress on oneself  Develop and use multi-faceted strategies to deal with stress  Express and respond to emotions with an awareness of the consequences

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positive concept

self-

Importance of Life Skills for students Many research studies have demonstrated that Life Skills Education is very effective in:        

Promoting positive attitudes and behaviours among the young adolescents Improving communication abilities Promoting healthy decision making Preventing negative and high risk behaviours Promoting greater sociability Teaching anger control Increasing self-esteem and self confidence Improving academic performance

Well designed and well delivered Life Skills Programme can help young adolescents become more responsible, healthy and resilient both during adolescence and adulthood.

Handout 2A (For Activity 3) Life Skills Development (Individual Activity) Ouane (2002) says "Life Skills are developed as a result of a constructive processing of information, impressions, encounters and experiences, both individual and social that are part of one's daily life and work, and the rapid changes that occur in the course of one's life". Life Skills Development is a life-long process that helps individuals grow and mature; build confidence in one's decisions taken on the basis of adequate information and thought, and discover sources of strength within and outside. It is noteworthy that, from times immemorial, every culture and society has invested in educating and empowering its younger generation to lead fulfilling and responsible lives. For example, the 'Panchatantra' stories from India have very important lessons in Life Skills enhancement that remain relevant to all generations. The Life Skills Program can be effectively provided to young adolescents by teachers, peer educators, parents, counselors, psychologists, health workers and social workers. All these program providers or facilitators of Life Skills Education should    

Be warm, caring, ive and enthusiastic Be resourceful Be competent enough to guide and counsel students effectively Have adequate knowledge about adolescence

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Be positive role models for the students

No doubt transacting Life Skills Education is a challenging job but it is rewarding. Schools play an important role in transacting Life Skills Education because the traditional mechanisms for ing on Life Skills are no longer adequate. Therefore, the schools are an appropriate place for the transaction of Life Skills Education. Life Skills Programme can be infused in other school subjects and it can also be introduced as a new subject. While transacting Life Skills Education, students should be actively involved in a dynamic teaching-learning process. The emphasis should be on those teaching learning experiences that promote 'experiential learning' because Life Skills cannot be learnt in abstract and theoretical way. So the critical components of this type of education are participatory and interactive teaching learning methods. Greene (2003a) suggests a teacher should imagine, reflect and act with more and more concrete responsibility. The teachers should not merely prepare Life Skills lessons but they should be prepared and planned as a part of unified and sequential programme which promotes psychosocial competence and mental health of the young adolescents. It is rightly said by Albert Bandura, "When people mentally rehearse or actually perform modeled response patterns, they are less likely to forget them than if they neither think about them nor practise what they have seen". So the teachers and facilitators can make use of real life activities, worksheets and assignments, simulation, drama, brainstorming, situation analysis, relaxation exercises, games and many more such interactive and participatory techniques to transact Life Skills Education. It is by participating in such learning activities that young adolescents learn to manage themselves, their relationships and their health related decisions. It is advisable that whatever methods a teacher or facilitator chooses, they should be learner centred, i.e. based on the particular needs, developments and interests of the learners and help bring about positive behavior change. Characteristics of a Classroom environment ive of Life Skills Education      

Reflections of real life situations and contexts Collaboration among teachers, disciplines and students Encouragement of curiosity, exploration and investigation Responsibility for learning opportunities Acknowledgement of effort, not just performance Focus more on process than product or final presentation

The role of teachers and facilitators in developing Life Skills differs from traditional instruction in their being a guide and friend to facilitate learning. The following behaviours promote Life Skills Education Development:

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Requiring justification for ideas and probing for reasoning strategies Confronting learners with alternatives and thought provoking questions Asking open ended questions Serving as a master of apprentices rather than a teacher of students as in vocational education Using Socratic discussion techniques, enquiry and debate to stimulate critical thinking Asg simple assignments and projects based on Life Skills Treating Life Skills as an independent subject as well as integrating it with other disciplines Providing opportunities for developing Life Skills Allowing students to practise the skills in different situations, as actual practice of skills is a vital component of Life Skills Education Seeking cooperation and participation of parents in developing right attitudes towards life among the students, as family is also one of the basic institutions that lay the foundation of Life Skills Acting as positive role models, as Life Skills are better caught than taught.

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The schools should promote Life Skills Education by: 

Creating a friendly, ive, stimulating and structured learning environment Catering to the needs of all the students Promoting mutual respect and individual empowerment Encouraging collaboration among teachers and students Strengthening community action by involving parents and outside agencies in schools.

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Life skills are part of everything that learners do and they can be part of everything they learn. Schools should provide settings for enhancing these skills through experiential learning experiences.

Handout 2B (For Activity 3) Techniques to enhance Life Skills in students (Group Activity) The following techniques are suggested to be used by the teacher or the facilitator to enhance Life Skills in students: S. No 1.

Technique

Meaning

Discussion

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Debate

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Role Play

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Involves exchange and sharing of ideas experiences, facts and opinion on given topic Can be used in large and small group A discussion involving two opposing parties with each group expressing opinions or views about a given topic or subject Short drama episodes or simulations in which participants experience how a person feels in a similar real life situation

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4.

Brainstorm

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5.

Story telling

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6.

Songs and dances

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7.

Drama

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8.

Case studies

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Miming

10. Poetry and recitals

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11. Question and answer

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12. Games

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 13. Working in small groups and pairs

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14. Simulations

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15. Demonstrations

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Free expression of ideas among participants on a given issue or question Telling of narratives with particular theme, based on actual events Musical compositions on topical issues and themes Composition in verse or prose intended to portray life or character or to tell a story usually involving conflicts and emotions through action and dialogue True or imaginary story which describes a problem, a situation or a character May also be a dilemma in which the participants should come up with opinions on how they would resolve the conflict Acting without words by use of gestures, signs, physical movement and facial expression Whole idea is communicated through actions Compositions which capture events, themes and situations in a short and precise manner Used in communicating feelings, opinions, ideas, habit and other experiences Can be in the form of songs, recitations, chants or they can be dramatized to enhance acquisition of various Life Skills Here a teacher or the learner tries to find out information through asking questions and getting answers from the respondent An effective method of teaching Life Skills Education as it stimulates learner’s thinking and creativity A structured play can sometimes be used as an educational tool for the expression of aesthetic or ideological elements Generally involves mental and physical simulation, and often both Students may be organized to do work in pairs and small groups in the classroom Promotes maximum participation from all the students as they are involved both in “thinking and doing” and cooperative skills such as listening and communication skills, problem solving and sharing of tasks Imitation or enactment, as of something anticipated or of a particular appearance or form A method of teaching by example rather simple

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explanation or an act of showing or making evident

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Handout 2C (For Activity 4) – Individual Activity Story “TIT FOR TAT” Long ago, there lived a man named Naduk who was a rich businessman but later became bankrupt. He felt miserable but realized that there was no use sitting and brooding over what had happened. He thought of a solution and decided to go to another town for trading. Before leaving he left his iron stick that weighed 500 kg to his best friend Lakshman. Lakshman assured him that he would take care of the stick and would return it when he came back. Feeling reassured, Naduk happily left his friend's house. In the new town, Naduk was able to establish his business and became rich again. On his return he started living a luxurious life. He went to meet Lakshman and asked him about the iron stick and requested him to return it. Lakshman apologetically informed him that the naughty mice had eaten up the stick, as he had no intention to return it, since it could fetch him a large sum of money. Naduk did not react but calmly told Lakshman that he had brought a gift for him which he had forgotten to bring, so if he could send Ramu, his son with Naduk to bring the gift. Lakshman happily agreed with him and sent his son with Naduk. After reaching home, Naduk tactfully took Ramu to the storeroom and locked him. When Ramu did not return till sunset, worried Lakshman went to Naduk's house to find him. Naduk sadly informed him that on their way home, an eagle swooped down and flew away with Ramu. He just could not do anything. On hearing this Lakshman expressed his disbelief that how could an eagle fly away with a 15-year- old boy. This led to a heated argument and the case was taken to the court. The judge asked Naduk to return Ramu to his father. He informed him about the boy being taken away by the eagle. Judge found it unbelievable and ordered him to return his son. Naduk justified his point by saying if iron stick can be eaten by mice, why can't a 15-year-old boy be picked up by an eagle. The judge understood what Naduk was trying to prove. The judge ordered Naduk to return his friend's son and Lakshman to return his stick.

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Handout 2D (For Activity 5) –Group Activity Story “Birbal’s Secret” One day as Birbal entered King Akbar's court, he saw all the courtiers laughing and smiling. He asked the King, "Your Majesty, why is everyone in a merry mood?" "Oh, nothing in particular, Birbal," the King replied. "We were discussing the colour of people's skin. Most of the courtiers and even I am a fair complexioned man. How are you darker than us?" As always, Birbal had an answer ready, "Oh! I think you do not know the secret behind my skin complexion." "Secret, what secret is it?" enquired the King. "A long time ago, God created the world and filled it with plants, birds, and animals. However, he was not satisfied. So he made his ultimate creationman. God was very happy to see His new creation. So He decided to gift looks, wealth, and brains to all. He announced that every human was to be given five minutes to gather the gifts they liked. I got busy in collecting a brain full of intelligence and wit and had no time left to take the other things. All of you were busy collecting looks and wealth and the rest is history." Hearing this no one had a suitable retort to make. But King Akbar laughed out loud at Birbal's presence of mind in answering any query.

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Handout 2E (For Activity 5) – Group Activity Story “Puppies for Sale” A farmer had some puppies he wanted to sell. He painted a sign advertising the pups and set about nailing it to a post on the edge of his yard. As he was driving the last nail into the post, he felt a tug on his overalls. He looked down into the eyes of a little boy. “Mister," he said, "I want to buy one of your puppies." “Well," said the farmer, as he rubbed the sweat off the back of his neck, "these puppies come from fine parents and cost a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a handful of change and held it up to the farmer. "I've got thirty nine cents. Is that enough to take a look?” "Sure," said the farmer. And with that he let out a whistle, “Here, Dolly!" he called. Out from the doghouse and down the ramp ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced with delight. As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse. Slowly another little ball appeared; this one noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner the little pup began hobbling toward the others, doing its best to catch up.... "I want that one," the little boy said, pointing to the runt. The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run and play with you like these other dogs would.” With that the little boy stepped back from the fence, reached down, and began rolling up one leg of his tros. In doing so he revealed a steel brace running down both sides of his leg attaching itself to a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well myself, and he will need someone who understands and can empathise. So I will take him and be his best friend.”

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Handout 2F (For Activity 5)-Group Activity Story “A Rabbit and the Elephants” Once upon a time, there lived a herd of elephants in a deep jungle. Their king was a huge elephant called Chaturdanta. In the middle of this jungle, there was a big lake where all the animals went to drink water. It happened once that it didn't rain for a whole year and the lakes went dry. The elephants, after a great deal of discussion, decided to move to the other forest, where there was a lake called Chandrasar. This lake was full of water and never went dry even if there were no rains. And so, the elephants set out for the Lake Chandrasar. They felt very happy upon reaching the lake. They bathed in its fresh water and also enjoyed playing and spraying water on each other with their trunks. After bathing and having quenched their thirst with the sweet water, they came out and entered the deep forest. However many rabbits lived in their burrows around the lake area. When the herd of elephants walked around, they stamped on the burrows with their heavy legs. Thus, many rabbits were either killed or were left physically injured and handicapped. So, in order to salvage the grave situation, the rabbits held a meeting and discussed this new calamity. At one point, they decided to shift from that dangerous place and live elsewhere. But a rabbit named Lambkarna advised them to exercise patience. He offered his services for the sake of his fellow rabbits and said, "Don't worry friends. Just watch, how I drive these elephants away from our forest”. The next day, Lambkarna sat on a high rock. The rock lay in the main path of the elephants, leading to the lake. When the elephants ed by the rock, the rabbit addressed the king of the elephants in a tough voice, "You're a cruel fellow. You've trampled on many of my relatives and friends. I too am the king of rabbits. I stay in Heaven with God Moon. God Moon is very annoyed with you." The king elephant became frightened on hearing this. He said in a trembling voice, "Please take me to God Moon. I'll ask for his forgiveness.” "All right", said the clever rabbit, "see me tonight at the lake.” The king elephant, then, as ordered by the rabbit, reached the lake that night. The king rabbit and the king elephant both stood near the edge of the lake. It was a silent and moonlit night. A mild breeze was blowing. The rabbit asked the elephant to look carefully into the water of the lake. As soon as the king elephant looked into the lake, he saw the reflection of a half moon in the water. Just then a mild breeze blew and the reflection of the moon in the water began to move. Pointing to the moving reflection of the moon, the king rabbit said, “Now the God Moon is angrier than ever.” “Why?” asked the king elephant. “What have I done?” “You have touched the holy waters of the lake,” replied the rabbit.

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The elephant bowed his head. “Please ask the God Moon to forgive me. Never again will we touch the holy waters of this lake. Never again will we harm the rabbits whom the God Moon loves so much.” And the king elephant and his herd never came to the lake again. They did not guess that a clever little rabbit had fooled them.

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Handout 2G (For Activity 5) – Group Activity Story “Mulla Nasruddin and Three Wise Men” One day some wise men, who were going about the country trying to find answers to some of the great questions of their time, came to Mulla Nasruddin's district and asked to see the wisest man in the place. Mulla Nasruddin was brought forward, and a big crowd gathered to listen. The first wise man began by asking, “Where is the exact center of the world?” “It is under my right heel,” answered Mulla Nasruddin. “How can you prove that?” asked the first wise man. “If you don't believe me,” answered Mulla Nasruddin, “measure and see.” The first wise man had nothing to answer to that, so the second wise man asked his question. “How many stars are there in the sky?” he said. “As many as there are hair on my donkey,” answered Mulla Nasruddin. “What proof have you got of that?” asked the second wise man. “If you don't believe me,” answered Mulla Nasruddin, “count the hair on my donkey and you will see.” “That's foolish talk,” said the other. “How can one count the hair on a donkey?” “Well,” answered Mulla Nasruddin, “How can one count the stars in the sky? If one is foolish talk, so is the other.” The second wise man was silent. The third wise man was becoming annoyed with Mulla Nasruddin and his answers, so he said, “You seem to know a lot about your donkey, so can you tell me how many hair are there in its tail?” “Yes,” answered Mulla Nasruddin. “There are exactly as many hair in its tail as there are in your beard.” “How can you prove that?” said the other. “I can prove it very easily,” answered Mulla Nasruddin. “You can pull one hair out of my donkey's tail for every hair that I pull out of your beard. If the hair on my donkey's tail does not come to an end at exactly the same time as the hair in your beard, I will it that I was wrong.” Of course, the third wise man was not willing to do this, so the crowd declared Mulla Nasruddin the winner of the day's arguments.

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Handout 2H (For Activity 5)-Group Activity Story “I can sleep when the wind blows” A young man applied for a job as a farm hand. When the farmer asked for his qualifications, he said, "I can sleep when the wind blows." This puzzled the farmer. But he liked the young man, and hired him. A few days later, the farmer and his wife were awakened in the night by a violent storm. They quickly began to check things out to see if all was secure. They found that the shutters of the farmhouse had been securely fastened. A good supply of logs had been set next to the fireplace. The young man slept soundly. The farmer and his wife then inspected their property. They found that the farm tools had been placed in the storage shed, safe from the elements. The tractor had been moved into the garage. The barn was properly locked. Even the animals were calm. All was well. The farmer then understood the meaning of the young man's words, "I can sleep when the wind blows.” Because the farm hand did his work loyally and faithfully when the skies were clear, he was prepared for the storm when it broke. So when the wind blew, he was not afraid. He could sleep in peace.

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Handout 2I (For Activity 5)-Group Activity Story “Cats and Roosters” Once upon a time in Africa, roosters ruled cats. The cats worked hard all day and at night they had to bring all they had gathered for the roosters. The king of the roosters would take all the food for himself and for the other roosters. The roosters loved to eat ants. Thus, every cat had a purse hung round its neck, which it filled with ants for the king of the roosters. The cats did not like the situation. They wanted to rid themselves of the king so that the food they gathered through hard work and great difficulty would be their own. But they were afraid of the roosters. The roosters had told the cats that rooster's combs were made out of fire and that the fire of their combs would burn anyone who disobeyed them! The cats believed them and therefore worked from early morning until night for the roosters. One night, the fire on the house of Mrs. Cat went out. She told her kitten, Fluffy, to bring some fire from Mr. Rooster's house. When Fluffy went into the house of the rooster, she saw that Mr. Rooster was fast asleep, his stomach swollen with the ants he had eaten. The kitten was afraid to wake the rooster, so she returned home empty handed and told her mother what had happened. Mrs. Cat said, "Now that the rooster is asleep, gather some dry twigs and place them near his comb. As soon as the twigs catch fire, bring them home.” Fluffy gathered some dry twigs and took them to the rooster's house. He was still asleep. Fluffy fearfully put the dry twigs near the rooster's comb but it was no use, the twigs did not catch fire. Fluffy rubbed the twigs against the rooster's comb again but it was no use they would not catch fire. Fluffy returned home without any fire and told her mother, "The rooster's comb does not set twigs on fire.” Mrs. Cat answered "Why can't you do anything right! Come with me I'll show you how to make fire with the rooster's comb." So together they went to the house of Mr. Rooster. He was still asleep. Mrs. Cat put the twigs as near to the rooster's comb as she could. But the twigs did not catch fire. Then, shaking with fear, she put her paw near the rooster's comb and gently touched it. To her surprise, the comb was not hot, it was very cold, and it was just red colored. As soon as Mrs. Cat realized that the roosters had lied to the cats about their combs, she joyfully went out and told the other cats about the rooster's tricks. From that day on, the cats no longer worked for the roosters. At first, the king of the roosters became very angry and said to the cats, "I will burn all of your houses if you do not work for me!” But the cats said, "Your comb is not made of fire. It is just the colour of fire. We touched it when you were sleep. You lied to us.”

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When the king of the roosters found out that the cats knew that he had lied to them, he ran away. Now, whenever roosters see a cat, they scurry away, because to this very day they are afraid of cats.

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Handout 2J (For Activity 5)-Group Activity Story “Know the Cleaning Lady” During the last year of the school a teacher gave his student a questionnaire. There was one conscientious student who had breezed through the questions, until he read the last one: "What is the first name of the woman who cleans at your floor in the school?" Surely this was some kind of joke. He had seen the cleaning woman several times. She was tall, dark-haired and in her 50s, but how would he know her name? He handed in his paper, leaving the last question blank. Just before class ended, one student asked if the last question would count toward the questionnaire grade and affect their CCE grades. "Absolutely", said the teacher. "In your career, you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say "hello." He never forgot that lesson. He also learned her name was Suman.

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Handout 2K (For Activity 5)-Group Activity Story “The Obstacles in our path” In ancient times, a King had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock. Some of the king's wealthiest merchants and courtiers came by and simply walked around it. Many loudly blamed the King for not keeping the roads clear, but none did anything about getting the stone out of the way. Then, a peasant came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road. After much pushing and straining, he finally succeeded. After the peasant picked up his load of vegetables, he noticed a purse lying on the road where the boulder had been. The purse contained many gold coins and a note from the King indicating that the gold was for the person who removed the boulder from the road way. The peasant learnt what many of us never understand - "Every obstacle presents an opportunity to improve our condition."

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Handout 2L (For Activity 5)-Group Activity Story “Giving when it counts” Many years ago, there was a girl who was suffering from a rare and serious disease. Her only chance of recovery appeared to be a blood transfusion from her 5-year-old brother, who had miraculously survived the same disease and had developed the antibodies needed to combat the illness. The doctor explained the situation to her little brother and asked the little boy if he would be willing to give his blood to his sister. He hesitated for only a moment before taking a deep breath and saying, "Yes, I'll do it if it will save her." At the transfusion progressed, he lay in bed next to his sister and smiled, as they all-did, seeing the colour returning to her cheeks. Then his face grew pale and his smile faded. He looked up at doctor and asked with a trembling voice. "Will I start to die right away?" Being young, the little boy had misunderstood the doctor; he thought he was going to have to give his sister all of his blood in order to save her and yet for sake of love, a selfless and unconditional love he had agreed to lay his life for her.

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Handout 2M (For Activity 5)- Group Activity Story “The Carrot, the Egg, and the Coffee Bean” A young woman went to her mother and told her about her life and how things were so hard for her, She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed that, as one problem was solved, a new one arose. Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to a boil. In the first, she placed carrots, in the second she placed eggs, and in the last she placed ground coffee beans. She let them sit and boil, without saying a word. In about twenty minutes she turned off the burners. She fished the carrots out and placed them in a bowl. She pulled the eggs out and placed them a bowl. Then she ladled the coffee out and placed it in a bowl. Turning to her daughter, she asked, "Tell me, what you see?" "Carrots, eggs and coffee", the young woman replied. The mother brought her closer and asked her to feel the carrots. She did and noted the they were soft. She then asked her to take an egg and break it. After pulling out off the shell, she observed the hard boiled egg. Finally, she asked her to sip the coffee. The daughter smiled as she tasted it rich aroma. The daughter then asked, "What does it mean mother?" Her mother explained that each of these objects had faced the same adversity - boiling water - but each reacted differently. The carrot went in strong, hard and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior. But, after sitting through the boiling water, its thin inside became hardened! The ground coffee beans were unique. However, after they were in the boiling water, they had changed the water. "Which are you?" the mother asked her daughter. "When adversity knocks on your door, how do you respond? Are you a carrot, an egg, or a coffee bean?" Think of this; Which am I? Am I a carrot that seems strong but, with pain and adversity, do I wilt and become soft and lose my strength? Am I the egg that starts with a break up, or a financial hardship, does my shell look the same, but on the inside am I bitter and tough with a stiff spirit a hardened heart? Or am I like the coffee bean? The bean actually changes the hot water, the very circumstance that brings the pain. When the water gets hot, it releases the fragrance and flavor. If you are like the bean, when things are at their worst, you get better and change the situation around you. When the hours are the darkest and trials are their greatest, do you elevate to another level? How do you handle adversity? - So Are you a carrot, an egg, or a coffee bean?

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Handout 2N (For Activity 5) Worksheet (Group Activity) S. No.

Name of the Story

Name of the Character that displayed Life Skills

Life Skills Displayed

1

2

3

4

5

6

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7

8

9

10

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Handout 3A (For Activity 7) Worksheet (Individual Activity) This exercise is to find out how kind and empathetic you are towards other people. Read each item below. Circle "Yes" if the statement describes you or "No" if it does not. If an answer to any one of the above is NO, then that person has to try very hard to make changes to his behaviour in that area. 1 2 3 4 5 6 7 8 9 10

I I I I I I I I I I

always speak to my parents, teachers and all elders with respect. never hesitate to say “sorry”, when I am wrong. listen to others about what they're going through. try to understand other people's point of view. compliment others when they do something nice. help old and blind people to cross the road. call for help whenever I see an animal in distress. treat everyone with politeness. I do not scream and yell. never step on a caterpillar/ant. smile and say “Thank You” to the bus driver.

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

No No No No No No No No No No

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Handout 3B (For Activity 7) Worksheet – Individual Activity 1. Three common situations in which I feel stressed are ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. When I am stressed, my thoughts are ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. When I am stressed, my feelings are ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Stress affects my health in the following ways ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. When I am stressed, what I normally do to make myself feel better ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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Handout 3C (For Activity 7) Worksheet – Individual Activity After observing the role play: 1

2

3 4

Behaviour Attributes The person’s traits, behaviours: body language, tone of voice. The effect of a person’s behavior on others What people think of him/her Effect of such communication on the relationship

Aggressive

Submissive

Assertive

If I had to rate myself on a scale of 1-10 for being assertive, my score would be: ___________________________________________________________________________ ___________________________________________________________________________ My future plan for being assertive in the given situations: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Handout 3D (For Activity 7) Activity Sheet (Group Activity) Theme:

Time required: Life Skills enhanced:

Materials required:

Objectives:

Mode: Process:

Key Messages:

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Connecting with the real world:

Other co-scholastic areas and scholastic areas that could be utilized for enhancing the same Life Skills:

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Handout 4A (For Activity 8) Activity Sheet (Group Activity) Answer the following questions: 1. How Life Skills should be assessed? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. What tools and techniques can be used to assess Life Skills? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. How grades should be given to the students in Life Skills? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Handout 4B (For Activity 8) Tools and Techniques for assessing Life Skills (Individual Activity) 1. Observation Observation can be planned or unplanned and based on 'on-the-spot' record. Some observations teachers make about learners in the course of teaching while other observations are based on planned and purposeful activities and tasks. Method of observations used to assess the learners during varying times and over times, detailed observations of behaviour as well as interests, challenges, and patterns/trends that emerge which allow teachers to create a comprehensive picture of the child. Observations can be used as a tool of assessment in a variety of situations -techniques like debates, elocution, group work, practical and laboratory activities, projects, in play fields and school prayers, in clubs and festivals can be used. Whereas observation can be biased and subjective, such errors and risks can be substantially reduced by using an observation schedule. In collecting information to refine the definition about behaviour, it may be necessary to observe the student in various settings (e.g., classroom, cafeteria, playground, and other social settings), during different types of activities (e.g., individual, large group, or cooperative learning), and to discuss the student's behaviour with other school personnel or family . Information should be collected on:    

   

Times when the behaviour does/does not occur (e.g., just prior to lunch, during a particular subject or activity); Location of the behaviour (e.g., classroom, playground); Conditions when the behaviour does/does not occur (e.g., when working in small groups, structured or unstructured time); Individuals present when the problem behaviour is most/least likely to occur (e.g. when there is a substitute teacher or with certain other students); Events or conditions that typically occur before the behaviour (e.g., assignment to a particular reading group); Events or conditions that typically occur after the behaviour (e.g., student is sent out of the room); Common setting events (e.g., during bad weather); and Other behaviours—those are associated with the problem behaviour (e.g., a series of negative peer interactions).

Concerns and risks in Observation as an assessment tool 

Jumping to conclusions based on one or few observations

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  

Skill of the observer in determining ‘what’ is observed Lack of sensitivity and objectivity in the way the observation is done Observations are made in one situation and not across different activities, settings and time period 2. Checklist Checklist is a systematic recording of specific behaviour/action and helps focus attention on particular aspects. Observation checklist records the presence and absence of a particular ability or skill in the learner. It is a list of criteria that the teacher determines are important to observe in a child at a particular time. In case of thinking skills, the indicators are that, the learner demonstrates the ability to   

Raise original and imaginative questions; generate new ideas; and build on new ideas.

Checklists can be used in several areas of assessment. For example, as a part of Life Skills, whether a student can dress up neatly, suitable to the occasion or a student can confidently address the students during the school prayer. Checklist is used where answer is in either ‘yes’ or ‘no’ form. There could be a possibility of confusion. Checklists can be filled only by collecting the information by observing or questioning or by document analysis. Hence, checklist is primarily an instrument of data recording and documentation. An observation checklist is a listing of specific concepts, skills, processes, or attitudes. It is designed to allow the observer to quickly record the presence or absence of specific qualities or understanding. If the same observation checklists used relatively frequently and over time, a longitudinal profile is assembled. The observation checklist is most appropriately used in situations where teachers wish to record information on explicit student behaviour, abilities, processes, attitudes, or performances. For example, it can help to assess communication skills, cooperative learning skills, extent of participation, and motor skills. Some suggestions for using observation checklists follow.     

Observing and recording should not interfere with communication with children. Entries should be dated. All the children should be observed in turn rather than focusing only on those with special needs or abilities. Observations should be limited to a few children daily or weekly. Students should be made aware of the purpose of observation and recording since awareness is the first step towards self-assessment. 37



 

  

Checklists should be organized in a systematic fashion (e.g., file folders, binders, or electronic data files). The patterns of development of each child become obvious if consistent records are maintained. Checklists should be based on the foundational and learning objectives of the curriculum. The format should be designed so that it could be used to discuss student progress during conferences with students and parents/caregivers. The characteristics listed on checklists must be specific and easily observable. Anecdotal comments may be recorded as teachers use or interpret checklists. Checklists should not be used as report cards.

3. Portfolio A portfolio is a collection of the learner's work, reflecting his/her learning and development over a period of time. It can provide evidence of progress in learning in scholastic area, a subject, or across number of these, using a topic or theme as the focus. Depending on its purpose, the portfolio can be used over an academic session, a term, or a shorter period. Portfolios also provide opportunities for collaborative assessment whereby the teacher and learner together look at and talk about the learner's work, identifying positive features and points for improvement. Portfolios can exist in hard copy and/or electronically. An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of a learner's work created using word processing, PowerPoint presentation, concept/mind mapping, database and/or spread sheet software, and is assembled by the learner. What might the learner put in a portfolio? The portfolio's contents depend on the portfolio's purpose(s). The teacher decides on the purpose(s) of the portfolio before beginning to use it. Examples of purposes might be: to show improvement in learners' work, to show a range of work, to show learners' strengths and interests, or to show their best work. The portfolio can represent both formative and summative assessments. Depending on its purpose(s), the portfolio might contain samples of the learner's work across the curriculum or in a particular subject including:

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    



 



Examples of written work at different stages of development (stories, letters, poetry) Project work in science, history or geography Work samples in visual arts (Paintings and other examples of artistic endeavour) Charts or diagrams from mathematics or science Photographs of the learner's participation in a physical education/dance/drama activity, providing insight into the child's emotional, social and psychological aspects of development Audio-Video Recordings: Specific situation or over a time span to cover important processes and aspects that can be recorded and analysed later. Can include recordings of musical work, field trips, experiments, performances etc. Self-Assessment Sheets: Portfolio to provide evidence of the learner's self-evaluation Peer-Assessment Sheets: Excellent for assessing in team and group-based activities, social projects and peer related behaviour. Can be incorporated into the learner's Portfolio to provide evidence of the learner's social Life skills Parent-Assessment Sheets: Can be incorporated into the learner's Portfolio to provide evidence of evaluation done by the parent

Once the teacher has decided the purpose(s) of the portfolio, he/she explains the concept to the learners. The teacher provides folders of suitable size, or the learner might make his/her own.   



The teacher arranges for storage (paper-based and/or electronic). The teacher or learner (or both together) periodically select a piece of work for the portfolio using the agreed purpose(s) and objective. The learner attaches a short written statement explaining why this piece was selected. (The emphasis should be on what the learner has learned.) The teacher and learner can assign a grade or comment to each piece of work based on objectives related to learning goals or outcomes, but it is important that the teacher is aware that asg grades rather than comments to items in a portfolio changes the assessment role of the portfolio.

Portfolios o o o o o

must be assessed on following dimensions: Originality Neatness/organization Growth in concepts Variety of choices Individual activity from group focus 39

o Transfer of learning 4. Anecdotal Records Anecdotal records derive its origin and meaning from the word ‘anecdotes’ – brief events and episodes. An Anecdotal Record is the observed behaviour of a student. It is a record of some significant episode happened in the life of the student that sheds light on the conduct, thinking, skills and capabilities, revealing significant features and characteristics about his/her personality. In order to arrive at a trend or pattern, emphasis is on recording multiple episodes or anecdotes. Every time, a teacher documents an episode or an anecdote, she records her comments too. Objective Description When I walked into the class, the students greeted me. All of them were in a joyful mood and did not want to study. I agreed. I divided them into groups and asked them to play games in groups. Suddenly, I noticed that Shivang was studying a science book and was totally engrossed in his studies. I became very curious and asked,” Why don’t you play games with your friends?” Shivang replied, “I do not enjoy playing these games. I enjoy reading my science books.” Comment: Shivang is an intelligent boy who has got a scientific temper but lacks social skills. He does not like to interact with others. He prefers to study Science in depth and thinks a lot. Guidelines for the Preparation of Anecdotal Records We cannot set any limit on the number of anecdotes to be recorded. It depends upon the time in hand of the teachers or counsellors. The following points should be considered in connection with these records:      

These supplement other records and should not be considered as substitutes The objective description of the behaviour should not be mixed up with the subjective comments Any significant behaviour, be it in the classroom, in the school or outside the school, should be recorded Student’s behaviour, whether it is favourable, unfavourable or neither of the two should be recorded The facts presented in all the anecdotes must be shifted and arranged so that they may be studied in relation to one another The record should be regarded as confidential. It should not fall into irresponsible hands

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Specimen of an Anecdotal Record Name of the school: Name of the pupil observed: Observer:

Class: Date and Place:

Objective Description: When I walked into the class, the students greeted me. All of them were in a joyful mood and did not want to study. I agreed. I divided them into groups and asked them to play games in groups. Suddenly, I noticed that Shivang was studying a science book and was totally engrossed in his studies. I became very curious and asked, “Why don’t you play games with your friends?” Shivang replied, “I do not enjoy playing these games. I enjoy reading my science books.” Comments of the Observer: Shivang is an intelligent boy who has got a scientific temper but lacks social skills. He does not like to interact with others. He prefers to study Science in depth and thinks a lot. Uses of Anecdotal Records        

They provide specific description of personality and minimize generalizations. They are very helpful in understanding the child’s behaviour in diverse situations. They provide a continuous record. They provide data for learners to use in self-appraisal. A summary of these records is valuable when forwarding a pupil’s record (when he is transferred from one school to another). The new of the staff may use these records and acquaint themselves with the student body. These records aid in clinical service. They motivate teachers to use the records.

5. Rating Scale Rating scale is used wherever a response or a learner behaviour is likely to be in a continuum – from excellent to bad or from satisfactory to unsatisfactory. Like observation checklists, they record the degree to which the presence and absence of a particular ability, skill, or process is found in learners. It is used to record and judge the quality of a learner's work against specified criteria. Rating scales are similar to observation checklists, but they include representation of the degree to which specific concepts, skills, processes, or attitudes exist in students and their work. Rating scales should not be used as report cards. 41

Pointers for Behaviour Ratings 

 

 

Example of rating scales o 1-10 (1 being no behaviour observed) o Faces (happy, neutral, sad) o Continuous line o Check mark Must be 'rater friendly' and easy to implement across all settings Frequency of collection o Specific period of time o Entire day o Record immediately Frequency of summary o Daily o Weekly Location o Where behaviour is noticed

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List of Handouts Session 1: 1. Handout 1 A: Need Analysis Questionnaire 2. Handout 1B: Activity Sheet 3. Handout 1C: Life Skills (Meaning, Need and Importance) Session 2: 1. Handout 2A : Life Skills Development 2. Handout 2B : Techniques to enhance Life Skills in students 3. Handout 2C: Story “Tit for Tat”

4. Handout 2D – Story “Birbal’s Secret” 5. Handout 2E- Story “Puppies for Sale” 6. Handout 2F - Story “A Rabbit and the Elephants” 7. Handout 2G – Story “Mulla Nasruddin and Three Wise Men” 8. Handout 2H – Story “I can sleep when the wind blows” 9. Handout 2I – Story “Cats and Roosters” 10. Handout 2J – Story “Know the Cleaning Lady” 11. Handout 2K – Story “The Obstacles in our path” 12. Handout 2L - Story “Giving when it counts” 13. Handout 2M – Story “The Carrot, the Egg, and the Coffee Bean” 14. Handout 2N - Worksheet Session 3: 1. 2. 3. 4.

Handout Handout Handout Handout

3A: Worksheet 3B: Worksheet 3C: Worksheet 3 D: Activity Sheet

Session 4: 1. Handout 4 A: Activity Sheet 2. Handout 4B: Tools and Techniques for assessing Life Skills

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