Life SkillsCLASS-VII

TEACHER’S MANUAL

Central Board of Secondary Education

PREET VIHAR, DELHI - 110092
 Vision of Life Skills Education
Nurturing..........

Aware, Responsible and Empowered Learners.

Mission of Life Skills Education

The effort is to create learners who are equipped with
accurate, objective and scientific knowledge, attitudes and
value enhanced Life Skills. These will help young learners to
make informed decisions, solve problems, think creatively
and critically, communicate effectively, build healthy
relationships, empathise with others, cope with challenges
and manage their lives in a healthy and productive manner.

Goal of Life Skills Education

Aims to mobilise a behavior development approach through
adequate delivery of content addressing knowledge, attitudes
and value enhanced Life Skills.
 Teacher's Manual on

Life Skills
Class

VII
Teacher's Manual - Life Skills for Class - VII
PRICE :

FIRST EDITION : Jan. 2013

© CBSE, India

COPIES : 5000

No part of this publication may be reproduced, stored in a retrieval

system or transmitted, in any form or by any means, electronic,
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permission of the publisher.

PUBLISHED BY : The Secretary, Central Board of Secondary

Education, Shiksha Kendra, 2, Community Centre,
Preet Vihar, Delhi - 110092.

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 Y oung people hold the promise of our future. They are our
demographic force. Working with and helping them has always
been a priority across time and cultures. But the changing times have challenged
us in exceptional ways to find ways to protect and empower our young people to live and
become happy, healthy adults the Life Skills Approach is one such approach that promises to
contribute to the well-being of our young and empowers them to meet the many challenges
of life.
Early adolescence is generally defined as the period between 10 - 14 years. It is the time
between childhood and adolescence. It is a distinctive developmental stage of life. Early
adolescents are unique in terms of their intellectual, social, emotional and physical
development and therefore it requires great care while planning programmes for them.
With the life situation becoming more complex and challenging, there is a great need for the
next generation to learn how to cope with change. Life Skills enable them to take on the
challenges of life with confidence and courage. Acquisition of Life Skills by students enables
them to deal effectively with life's adversities and stressful moments with a sense of calm.
The Central Board of Secondary Education has introduced Life Skills Education as an
integral part of the curricula for classes - VI to X and has now brought out 'Life Skills Manuals'
for teachers teaching classes VI, VII and VIII. The teachers are advised to make the best use of
these Manuals which provide guidelines in each of the ten core Life Skills as identified by
World Health Organization (WHO). The activities are specifically designed for the students
of Classes VI, VII and VIII to enhance the skills of Self Awareness, Critical Thinking, Creative
Thinking, Effective Communication, Interpersonal Relationships, Managing Emotions, Coping with
Stress, Empathy, Decision Making and Problem Solving.
In this series, in addition to enhancing knowledge, the focus of the content and activities is on
the development of Life Skills in students, which would help them in resisting peer pressure,
making informed decisions and healthy choices to effectively cope with risky situations they
encounter in their daily lives.
It is hoped that the formal modes of learning like Language, Science, Mathematics and Social
Science are gradually integrated with Life Skills Education which would effectively promote
trans-disciplinary approach in both scholastic and co - scholastic areas.
I do hope that the teachers would follow the Continuous and Comprehensive Evaluation
format to assess Life Skills of the learner where indicators of assessment and checklists have
been provided.
I express my appreciation for the effort put in by Dr. Nagpal, Consultant Psychiatrist,
Moolchand, New Delhi and the entire team who have helped to shape this book.
I would also like to acknowledge the conceptual framework for the document provided
by Dr. Sadhana Parashar, Director (Academics & Training), CBSE in bringing out the
Life Skills Manuals for Classes VI, VII and VIII and editing them and the co - ordination by
Ms. Archana Thakur, AEO, CBSE as well as Ms. Ramandeep Education Officer, CBSE.
I hope that the teachers teaching Class VII will find this manual useful and would be able to
use the activities provided in a meaningful way. Any suggestions for further improvement
are always welcome.
Vineet Joshi
Chairman
 Acknowledgements
ADVISORY BODY
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Academics & Training), CBSE
Dr. Jitendra Nagpal, Consultant Psychiatrist, Moolchand, New Delhi

*********************************************************************************

MATERIAL PRODUCTION
Ms. Neha Sharma, Principal, G. D. Goenka Public School, East Delhi, Delhi
Ms. Vasanthi Kumar, Stray Relief and Animal Welfare-STRAW (NGO), Vasant Kunj, New Delhi
Dr. Veena Sabherwal, Ex Health EO, Min. of Health and Family Welfare, New Delhi
Ms. Kalpana Kapoor, Ex Principal, The DPSG Group of Schools
Ms. Ishani Sen, Pravah (NGO), Kalkaji, New Delhi
Ms. Aparna Samuel Balasundaram, Chief Service Officer, The Lighthouse Organisation

*********************************************************************************

EDITOR
Ms. Ramandeep Kaur
Education Officer (Training)
Ms. P. Rajeswary
Education Officer (Languages)

*********************************************************************************
CO-ORDINATION
Ms. Ramandeep Kaur Ms. Archana Thakur
Education Officer (Training) Assistant Education Officer

*********************************************************************************
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 THE CONSTITUTION OF INDIA
PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a1 SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all;
FRATERNITY assuring the dignity of the individual and the 2 [unity and integrity of the Nation];
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f.
3.1.1977)
2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)

THE CONSTITUTION OF INDIA

Chapter IV A
Fundamental Duties

ARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the
National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
 Content
Page No.
INTRODUCTION (i)
Charm and Challenges of Transition from Childhood to Adolescence

Section 1: Exploring Life Skills 1-62

UNIT 1 : An Introduction to Life Skills 3-62
1.1 What are Life Skills? 4
1.2 Who needs Life Skills? 8
1.3 Life Skills Development 8
1.4 Life Skills Journal 10
1.5 My Strengths 13
1.6 I Appreciate your Worth 18
1.7 Thinking out of the Box 23
1.8 My H.O.T.S 29
1.9 I have the Solution 35
1.10 I can! I will 39
1.11 Can I Say No? 45
1.12 A Special Relationship - Friendship 48
1.13 Managing True Happiness 53
1.14 Managing Time, Reducing Stress 57

Section 2: Internalizing Life Skills 63

UNIT 2 : SELF AWARENESS 63-90
Activity 1 : Appreciating the Good Qualities in Oneself 65
Activity 2 : I am Special 68
Activity 3 : The Role of Self-Esteem 72
Activity 4 : Overcoming Low Self-Esteem 77
Activity 5 : The Grace of Being Polite 82
Activity 6 : Building Positive Self-Esteem - Setting Goals 87
UNIT 3 : CRITICAL THINKING 91 -106
Activity 1 : Fact or Fiction? 91
Activity 2 : To be or not to be? 93
Activity 3 : Read it, Write it, Count it! 97
Activity 4 : Freshly Brewed Thinking 100
Activity 5 : The Inventor in Me! 102
Activity 6 : Decision Time 105

UNIT 4 : CREATIVE THINKING 107-118

Activity 1 : In the Creative List 107
Activity 2 : Space Travel 109
Activity 3 : Thinking Creatively 111
Activity 4 : Relations 113
Activity 5 : Rack Your Brain 115
Activity 6 : Going Crazy 117

UNIT 5 : EFFECTIVE COMMUNICATION 119-138

Activity 1 : Asking Questions 119
Activity 2 : You and I Statements (Assertiveness) 123
Activity 3 : Contribution in Group Conversations 127
Activity 4 : See, Express and Act 130
Activity 5 : Good Listening 132
Activity 6 : Verbal and Non-Verbal Communication 136
UNIT 6 : INTERPERSONAL RELATIONSHIPS 139-152
Activity 1 : Appreciating others 139
Activity 2 : Interpersonal Relationships 141
Activity 3 : Friendship Recipe 143
Activity 4 : My Relationship Temperature Chart-
Hot, Warm and Cold! 145
Activity 5 : My Special Greeting Card 148
Activity 6 : The Puzzled BAT 150
UNIT 7 : MANAGING EMOTIONS 153-168
Activity 1 : Managing Anger 153
Activity 2 : Expressing Emotions 156
Activity 3 : Managing Emotions 158
Activity 4 : Handling Anger 161
Activity 5 : Emotion Flashcards 164
Activity 6 : Understanding Anger 166

UNIT 8 : COPING WITH STRESS 169-186

Activity 1 : What Happens when Stressed? 169
Activity 2 : Stress Snap 173
Activity 3 : Coping with Stress 175
Activity 4 : My Stress Journal 178
Activity 5 : Progressive Muscular Relaxation (PMR) 181
Activity 6 : How to Manage Stress 185

UNIT 9 : EMPATHY 187-208

Activity 1: Helping Hands 187
Activity 2 : Patience is a Virtue which is often Rewarding 190
Activity 3 : Compassion towards Animals in Cages 195
Activity 4 : The Comforters 198
Activity 5 : Plastic in Cow’s Tummy 202
Activity 6 : Treat Others the Way You Want to be 205
Treated - Show Respect

UNIT 10 : DECISION MAKING 209-222

Activity 1 : I can Decide! 209
Activity 2 : Help the Character 212
Activity 3 : Applying 3 C’s in Decision Making 214
Activity 4 : Decision Making Wheel 216
Activity 5 : Balloon Debate 219
Activity 6 : Rank them up 221
UNIT 11 : PROBLEM SOLVING 223-238
Activity 1 : Puzzles and Teasers 223
Activity 2 : Problem Solving Tools 229
Activity 3 : Problem Letters 232
Activity 4 : Birthday Line-up 233
Activity 5 : Addressing Conflicts 235
Activity 6 : Family Fun Puzzle 237

SELF ASSESSMENT 239-254

Self Awareness 239
Critical Thinking 241
Creative Thinking 243
Effective Communication 244
Interpersonal Skills 245
Managing Emotions 246
Coping with Stress 248
Empathy 249
Decision Making 251
Problem Solving 252

CIRCULARS 255-258
Circular 1 255
Circular 2 256
Circular 3 257

GLOSSARY 259-267
 Introduction
Life-Skills Education as defined by the UNICEF is "a behaviour change or behaviour development approach to
address a balance of three areas; knowledge, attitude and skills". Life Skills enable individuals to translate
knowledge, attitude and values into actual abilities, that is, what to do and how to do it, given the scope
and opportunity to do so.
In recent years, the concept of Life Skills has been popularly used particularly in the context of health
and reproductive health. World Health Organization (WHO) while initiating Life Skills Education
conceptualized Life Skills as psychological competence. Psychological competence is the individual's
ability to maintain a state of mental well being and demonstrate this in adaptive and positive behaviour
while interacting with others, and with her/his culture and environment.
World Health Organization has defined Life Skills as "the abilities for adaptive and positive behaviour that
enable individuals to deal effectively with the demands and challenges of everyday life". 'Adaptive' means that a
person is flexible in approach and is able to adjust in different circumstances. 'Positive behaviour' implies
that a person is forward looking and even in difficult situations can identify a ray of hope and
opportunities to find solutions.
Life Skills are the abilities that help in the promotion of mental and social well being and competence in
young children to face the realities of life. The ultimate aim of Education is the overall development of a
child's personality which cannot be achieved without exposing students to various Life Skills.
The ten core (generic) Life Skills as listed by WHO are Self Awareness, Empathy, Critical Thinking, Creative
Thinking, Decision Making, Problem Solving, Effective Communication, Interpersonal Relationships, Coping
with Stress and Managing Emotions.
According to developmental scientists, early adolescence (10-14 years) is singled out as a critical
moment of opportunity for building skills and positive habits, since at this age there is a recognition of
self, ability to think and solve problems. An early adolescent is expected to move from the security of a
middle school to the challenges of a secondary school education. The wider social context of early and
middle adolescence provides varied situations in which there is motivation to practise new skills with
peers and other individuals outside the family. Developing skills and competencies are recognized as
critical to a child's growing sense of identity.
The transition to high school is also a challenge for students, both academically and socially. Effective
strategies for coping with problems, planning and time management skills, problem - solving and
decision making skills are among the factors identified as instrumental in students’ making a successful
transition from middle school (6th-8th grade) to high school (9th-12th grade). Researchers recommend
that middle schools can foster these skills by providing students with opportunities to improve the
Life Skills.
Hence, Life Skills Education plays a key role in the growing years. Activities designed to strengthen
Thinking Skills, Social Skills, Personal Self-Management Skills and Emotional Skills will help learners
to be actively engaged in school. Enhancing the social environment with Life Skills empowerment of
students can increase school bonding, which in turn may enhance academic achievement and reduce
problem behaviour. Peer Educators trained by Counsellors of schools can present an effective resource
for mentoring students as Peer interaction is the most successful form of transaction of Life Skills.
I sincerely hope the Manual will achieve the purpose of bringing Life Skills Education into the larger
curriculum of schools.
Dr. Sadhana Parashar
Director (Academics, Research, Training & Innovation)
 Charm and Challenges of Transition from
Childhood to Adolescence
The Developmental Dynamics of 7th Graders
During the middle school years (7th grade), students' cognitive skills experience
qualitative changes as they become fully able to think abstractly, systematically,
hypothetically, and deductively. They experience significant growth spurts and show
dramatic differences in physical maturation during puberty.
Cognitive Development
Seventh, eighth, and ninth graders also experience deepening social relationships as they
form, and experiment with personal identity, preferences in dress and appearance. This
new interest in appearance, fueled by physical changes, can lead students at this egocentric
phase to think that all eyes in a room are on them- this is what the psychologists call "the
imaginary audience".
Adolescents continue to look to peers as the key influence in their lives, and thus mutuality
and loyalty of friendship increases. Students group themselves in same friend groups, and
some more intimate, one-on-one relationships begin to form. Above all, students are
concerned with "fitting in”. This is also the stage in which students develop a generalized
"self concept." Adolescents begin to see themselves as having certain characteristics e.g.
"popular," "sporty," "different".
Males and females experience challenges during adolescence. National studies have
indicated that the academic performance of female students begins to slip as these students
enter adolescence, particularly in Mathematics and Science; they may begin to internalize
societal stereotypes about women and suppress their ability to express their point of view
or assert themselves. Male students are likely to have more self-confidence and higher
career aspirations, but they are also less likely to graduate from high school.
The journey of early adolescents is from 10-14 years. At this stage, there are two main
psychosocial dynamic changes that usually happen: Establishing an identity that is
separate from the parents-this has been called one of the most important tasks of
adolescents. The question of "who am I?" is crucial as a 13 year old tries to figure out where
he/she 'fits' into this world, and this creation of his/her identity is influenced by the
opinions of influential others (e.g. parents, other caring adults, friends, etc.). Hence, the
early adolescents begin to feel 'peer pressures' as they begin to spend more time with their
friends. It is within friendship groups that teens can develop and practise social skills.
However, most 13 year olds will still look to their parents for guidance when it comes to
school work, basic values and long term education goals.
Rapid Physical growth - During the teen years, adolescents experience rapid changes in
their physical development, e.g. there is usually a rapid growth in height, weight, etc.
Many 7th graders may not feel comfortable or understand these changes as these lead them
to feel confused and embarrassed. They become more conscious of their 'physical' being
and even start comparing themselves with their peers.
 Implications for Teachers of Middle School Students

Cognitive Development Physical Development Socio-emotional Development

The teacher should... The teacher should... The teacher should...

l Provide extensive l Minimize activities l Listen to and help students

opportunities for that draw attention clarify their thinking as they
abstract thinking, to different levels of go through the potential
including consideration maturity turmoil of identity
of moral dilemmas formation
l Promote appropriate
l Recognize that not all eating habits and l Create classroom systems to
middle school students model and provide the security of
have fully developed encourage fitness structure while providing
abstract reasoning the freedom for personal
l Be sensitive to the
skills expression
needs of the
l Recognize students students l Create classroom activities
who may be inclined to that do not necessarily
challenge authority require students to “stick
with their new found out”
skepticism of the world l Be particularly careful not to
l Be aware and capitalize humiliate students or draw
on students’ fascination unwanted attention to them
with the “gray areas” of l Ensure that both female and
life (for example, that male students have the
girls are still unsafe in opportunity to be heard
this very advanced 21st during classroom
century) discussions
l Use technology as a l Emphasize the risks of drug
way to engage use and succumbing to peer
students, stimulate pressure
self-expression, and
l Arrange for pen-pals or
formulate complex
journal writing to foster
ideas
Self-expression

8 Rothenberg, Dianne. “Supporting Girls in Early Adolescence.” ERIC Digest ED 386331 September 1995
 Section - 1
Exploring Life Skills
 “Each one has to find his peace from within.
And peace to be real must be unaffected by outside
circumstances.”
- Mahatma Gandhi
Unit-1: An Introduction to Life Skills
“Put your heart, mind, and soul into even your smallest acts. This
is the secret of success.”
- Swami Sivananda

Adolescence has often been portrayed as a period of stormy stress, but

adolescents can make an immense contribution to society if they are given
proper support and space through handholding and informed interaction.
Even the 1994 Cairo International Conference on Population and
Development (ICPD) recognized adolescents and youth as 'the most
important resource for future development' and made several
recommendations to meet their multidimensional needs. Adolescents are
the most productive force of a country as they have unlimited energy,
vitality and idealism, as well as a strong urge to experiment and create a 3
better world.
WHO defines early adolescence both in terms of age (10-14 years) and in
terms of a phase of life marked by special attributes. These attributes
include rapid physical, psychological, cognitive and behavioural changes
and developments, including the urge to experiment, attainment of sexual
maturity, development of adult identity, and their transition from socio-
economic dependence to relative independence.
As a dynamic productive force, it is important for a country and its
adolescents that the transition from childhood to adulthood is smooth and
effortless. But it is a fact that most of the adolescents are unable to utilize
their potential in an appropriate way and are engaged in frivolous and non
productive activities due to lack of proper guidance and motivation. These
high risk behaviours affecting society to a large extent and therefore
require effective and immediate programmes which would be beneficial to
young adolescents. In this connection, Life Skills Education plays a vital
role in creating awareness and providing guidance and direction to them. It
empowers them with improved decision making skills, abilities that
promote mental well being and competencies to face the realities of life.
Life Skills Education would enable adolescents to articulate their issues
and know their rights; build their self-esteem and self confidence; and
develop the ability to take responsibility for self, relationships and (to an
extent) society around them. Researchers recommend that middle schools
foster these skills by providing students with opportunities to improve
their Life Skills. So the major objectives of Life Skills Education are to
develop skills to empower young adolescents to respond to real life
situations in positive and responsible ways; to increase awareness among
youth about the social concerns and to alleviate social evils.
 1.1 What are Life Skills?
A skill is a learned ability to do something well. So Life Skills are the
abilities that individuals can develop to live a fruitful life.

Life Skills are psychosocial abilities that enable individuals to translate

knowledge, attitudes and values regarding their concerns into well
informed and healthy behaviours. Empowered with such skills, young
people are able to take decisions based on a logical process of “what to do,
why to do, how to do and when to do”.

WHO defines 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”.
4 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.

UNICEF defines Life Skills as “a behaviour change or behaviour

development approach designed to address a balance of three areas:
Knowledge, Attitudes and Skills”.

Life Skills are defined in the Targeting Life Skills (TLS) Model (Hendricks,
1996) as “Skills that help an individual to be successful in living a
productive and satisfying life.”

Yarham (1919) defined Life Skills as “the personal competence that

enables a person to deal effectively with the demands and challenges
confronted in everyday life”.

Key Life Skills

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

Social or
Interpersonal
Skills

Life
Skills

Emotional Cognitive or
Skills Thinking Skills
5

These three basic categories further include the following skills.

• Communication Skills
• Assertiveness Skills
Social or
• Cooperation Skills
Interpersonal
• Empathy
Skills

• Problem Solving
LIFE Cognitive or
Thinking
•
•
Critical Thinking
Creative Thinking
Skills • Decision Making
• Self Awareness

Emotional • Managing Stress

Skills • Managing Emotions
• Resisting peer pressure
 WHO has identified ten core Life Skills and they are as follows:

Decision Making

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lSelf Awareness includes 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 with others.

lEmpathy 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 one-way 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 support.

lCritical 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.
lCreative 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).

lDecision 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.

lProblem 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.

lInterpersonal skills help us to relate in positive ways with people we

interact with. This may mean being able to make and keep friendly 7
relationships, which can be of great importance to our mental and
social well-being. It may mean maintaining good relations with family
members who are the most important source of social support. It may
also mean an ability to end relationships constructively.

lEffective 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 needs and fears. And, it would also mean
being able to ask for advice and help in the time of need.

lCoping 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.

lManaging 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. (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.
 1.2 Who needs Life Skills?
Anyone who wants to lead a meaningful life, needs Life Skills. They are
applicable to all ages of children and adolescents, since young people in
this age group seem to be the most vulnerable to behaviour related health
problems. Life Skills are thus needed for the promotion of good health and
well being, rather than as an intervention aimed only at those already at
risk.

1.3 Life Skills Development

Ouane (2002) says “Life Skills are developed as a result of a constructive
processing of information, impressions, encounters and experiences, both
8 individual and social, that are a 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 their 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

lBe warm, caring, supportive and enthusiastic
lBe resourceful
lBe competent enough to guide and counsel students effectively
lHave adequate knowledge about adolescence
lBe a positive role model for the students

Life Skills Education

The Life Skills Programme can be designed in such a way that it can be
infused into other school subjects or it can be introduced as a new subject.
Whatever design is followed, it must ensure greater potential for success.
School education plays an important role in Life Skills Development among
individuals, especially in the current time when traditional mechanisms for
passing on Life Skills are no longer adequate, considering the influences
that shape a young individual's development. The school is an appropriate
place for the introduction of Life Skills Education because:

lIt is one of the most important agencies of socializing the child.

lIt has an abundant potential to provide them with varied
experiences in their formative years.
lIt remains in constant contact with the parents and the community.
lIt has experienced teachers who can effectively deliver the Life
Skills programme to the students and help them become more
responsible, healthy and resilient adults.

To transact Life Skills Education effectively, traditional teaching methods 9

may not be effective, unless students are actively involved in a dynamic
teaching learning process. The teachers and facilitators can adopt either
the teacher-centred approach (expository approach) or student-centred
approach (heuristic approach) for transacting Life Skills Education. It is
advisable that, whatever methods or techniques a teacher or facilitator
chooses, they should be truly interactive, participatory and responsive.
Role play, group discussion, brainstorming, debate, quiz contest, situation
analysis and case studies, presentations and all those techniques that
engage the learners to think and analyze in a participatory manner are
recommended to be used while transacting Life Skills Education.

Characteristics of a classroom environment supportive of Life Skills

Education

lReflections of real life situations and contexts.

lCollaboration among teachers, disciplines and students.
lEncouragement of curiosity, exploration and investigation.
lResponsibility for learning opportunities.
lAcknowledgement of effort, not just performance.
lFocus 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 development:

lJustification for ideas and probing for reasoning strategies.

lConfronting learners with alternatives and thought provoking
questions.
 lAsking open ended questions.
lServing as a master of apprentices rather than a teacher of students
as in vocational education.
lUsing Socratic discussion techniques, i.e. enquiring and debate to
stimulate critical thinking.
lAssigning simple assignments and projects based on Life Skills.
lTeaching Life Skills as an independent subject as well as integrating
it with other disciplines.
lProviding opportunities for developing Life Skills.
lAllowing students to practise the skills in different situations, as
actual practice of skills is a vital component of Life Skills Education.
lSeeking cooperation and participation of parents in developing
10 right attitudes towards life among the students, as family is also
one of the basic institutions that lay the foundation of Life Skills
lActing as positive role models, as Life Skills are better caught than
taught.
The Life Skills Education contributes to basic education; gender equality;
democracy; good citizenship; childcare and protection; quality and
efficiency of the education system; the promotion of lifelong learning;
quality of life; and the promotion of peace in the society. On an individual
level, it increases self confidence, self-esteem, assertiveness, social
sensitivity and strong relationship bonds.

1.4 Life Skills Journal

Today the young adolescents are so obsessed with electronic gadgets that
they spend very little time with their friends. Their emotional skills are not
as developed and they cannot express themselves fully. In order to
strengthen their emotional resilience and to reduce stress, the young
adolescents need to develop a positive attitude towards people, things and
events in their life. So journal writing can be a way to get through it all as
it makes it easy to get into the habit of focusing on the positive aspects of
life. Journal writing can help nurture Life Skills also in the process.

A Life Skills journal can be a time diary or a life transforming tool. A student
can write in a fancy leather bound book or in a small spiral notebook. A Life
Skills journal is personal and so each student should be allowed to write in
it as he/she wishes.
How to Maintain a Life Skills Journal?
lDecide on a Journal: Use a Life Skills Journal as a time diary.
Choose one that has dates and ample space to record what
happened and when. Here, one can write about all those moments
which are life transforming. One can draw to reveal one's thoughts
and can also colour those sketches in the Life Skills journal.

lDecide on a framework: One can write long, descriptive

paragraphs about what one appreciates in one's daily life, or write a
preset number of items per entry (for example, ten per day) or
write about whatever seems right for a particular day. The main
idea is to get oneself into a place of reflection and positivism. One
should do what works best for oneself.

lCommit to a schedule: An important aspect of long-term success of

Life Skills journal is the frequency with which it is used. It is usually
11
best to aim for once a day in the beginning, or several times per
week, but one should allow oneself some time to catch up if things
get busy. The schedule should not be so rigid that one feels like
giving up writing if it is skipped once or twice.

lJust keep writing: To maintain a more optimistic attitude, be sure

to write regularly. Even if one skips writing frequently, try to
remember the main motive of writing the Life Skills Journal and
one will be able to get back to the habit of writing anytime one
wants.

Benefits of Life Skills Journal

Educators and psychologists recommend Journal writing for all ages
because there are many benefits to a Life Skills Journal:

lJournal writing is a way to express pent up emotions in a socially

acceptable way.

lIt helps in improving the communication skills of the students as

they can freely express themselves in writing and in other creative
ways without the pressure of a more structured writing where
punctuation, spelling and grammar rules are not so important.

lIt can help shy students to overcome their problems.

lThe students who write regularly develop a better understanding of

themselves and the world around them.

lIt can help in managing anger by helping the students to

acknowledge it, recognize its source and make new choices about
how to deal with it.
 lWriting in a Life Skills Journal can enable in the students a balanced
attitude throughout their life.

lIt is one of the ways to encourage creative thinking on the part of

the students.

lIt offers self-insight as they can learn the truth about themselves.

lIt is a good way to keep a record and to go back to a specific time of

your life.

Some ideas to get students involved in journal keeping and to help them
benefit from the process are by:

lHelping students commit to a time for journal writing. Not allow

classroom journal writing sessions, but also urge them to write in
12 their journal at home.

lExplaining that a journal can be their best friend.

lMaking journal books a class project for language and arts.

lProviding a topic every week to encourage those students who are

not very spontaneous to write in their journals.

“I never teach my pupils; I only attempt to provide the conditions in

which they can learn.”
-Albert Einstein

Key Messages

1. Life Skills are psychosocial abilities that enable individuals to

translate knowledge, attitudes and values regarding their concerns
into well informed and healthy behaviours.

2. Life Skills fall into three basic categories i.e. social skills,
emotional skills and thinking skills which are further divided into
ten core skills as identified by WHO.

3. Life Skills are interrelated and reinforce each other.

4. They build our self-esteem, self-efficacy and nurture holistic

development.

5. Everyone and anyone who wants to lead a meaningful life, needs

Life Skills.

6. The Life Skills Program can be effectively provided to young

adolescents by teachers, peer educators, parents, counselors,
psychologists, health workers and social workers.
1.5 My Strengths
Self Awareness is the foundation of personal growth and success which
helps us in understanding and gaining an insight into our strengths and
weaknesses; likes and dislikes. So it is essential to develope Self-
Awareness. In order to develop Self Awareness we need to:

lUnderstand what Self Awareness is and its importance

lDevelop awareness of personal strengths, weaknesses, and talents
in various settings (not only in school)
lGain awareness of feelings, opinions and personal values and how
they relate to those of others
lDevelop own definition of success
lDevelop “niche-picking skills” (matching abilities to specific
13
settings)

Here is a story by an unknown author that may seem simple, but can be
understood symbolically to learn a wonderful lesson in Self Awareness.

Zero's true worth

One day, a renowned Mathematician invited all the numbers to a

meeting. Just as the meeting was about to begin, someone noticed that
all zeros were missing. After a long search, they found them all hiding
behind some books. The other numbers brought the zeros to the
Mathematician.

“Why were you all hiding?” asked the Mathematician.

“We are only Zeros. We have no value. Who cares about us? Why should
we be with all other numbers having some value or other?” asked a
Zero sadly.
Note for Teacher: The part of this unit from section 1.5 to 1.14 is in the form of
stories and activities that can be used for introducing the ten core Life Skills to the
students. This content can be used as a student's handout along with the specific
activities from section – 'Internalizing Life Skills' can be conducted by the teacher or
facilitator.
 The Mathematician smiled. He asked One to step forward and stand in
front. The teacher asked the group, “What is his value?”

“One”, shouted the group. The teacher asked a Zero to come and stand
next to One. Then the teacher asked the group, “What is the value
now?” “Ten!” shouted the group. Then the mathematician made many
Zeros stand next to One, increasing the value to hundred, thousand,
ten thousand, million, billion, trillion …. On and on he went, till no one
could count or name the number, since it had become too big to
comprehend.

The Mathematician turned to Zero and said, “Now can you realize your
worth? One is just a small number. But when you stand next to it, its
value increases to the extent that you cannot even count or name the
number!” All the numbers clapped happily. All the Zeros were so
14 pleased and thought, “How wonderful! I have a great worth and more
than that, if I join others I increase their value as well.”

We need to understand our worth. We all have certain strengths and we

need to work more upon them. We should always feel good about ourselves
and at the same time we should also know our faults and try to improve
upon them. This will help us grow stronger. Not be harsh with ourselves. Be
realistic, as each one of us has our own strengths and weaknesses. We must
identify them and utilize our potential to the maximum. Sometimes our
biggest weakness can also become our biggest strength.

Take, for example, an inspirational moral story of a ten year old boy who
decides to study Judo.

Weakness or Strength?
There was a young boy who decided to study judo despite the fact that
he had lost his left arm in a devastating car accident.
The boy began lessons with an old Japanese Judo Master.
The boy was doing well, so he couldn't understand why,
after three months of training the master had taught
him only one move.
“Sensei," the boy finally said, "Shouldn't I be learning
more moves?”
"This is the only move you know, but this is the only move you'll ever
need to know," the sensei replied.
Not quite understanding, but believing in his teacher, the boy kept
training.
 Several months later, the Sensei took the boy to his first tournament.
Surprising himself, the boy easily won his first two matches. The third
match proved to be more difficult, but after some time, his opponent
became impatient and charged; the boy deftly used his one move to
win the match. Still amazed by his success, the boy was now in the
finals.

This time, his opponent was bigger, stronger, and more experienced.
For a while, the boy appeared to be overmatched. Concerned that the
boy might get hurt, the referee called a time-out. He was about to stop
the match when the Sensei intervened.

“No," the Sensei insisted, "Let him continue.”

Soon after the match resumed, his opponent made a critical mistake:
he dropped his guard. Instantly, the boy used his move to pin him. The 15
boy had won the match and the tournament. He was the champion.

On the way home, the boy and the Sensei reviewed every move in each
and every match. Then the boy summoned the courage to ask what was
really on his mind.

“Sensei, how did I win the tournament with only one move?”

“You won for two reasons," the sensei answered. "First, you've almost
mastered one of the most difficult throws in all of judo. And second,
the only known defense for that move is for your opponent to grab
your left arm.”

The boy's biggest weakness had become his biggest strength.

(Sensei- Japanese title used to address teachers)
(Source: http://www.cupofjoephoto.com/inspirational_stories/)

It becomes clear from the above two stories that instead of focusing on
weaknesses, we must think about our strengths. Recognizing and
expressing core strengths leads to greater happiness and success in life.
Trying something to be different does not guarantee happiness and
success. Do not give up your identity, otherwise, it will make you depend on
others to define you. At first, it may be rewarding, but these pay offs does
not last for long. So start identifying your strengths to lead a successful
life.

Strengths for a successful life

lCreativity: Ability to think and create something new and

different.
 lCuriosity: State of being curious to learn more about something.
lStrong Relationships: Showing respect and kindness towards each
other.
lHigh sense of Humour: The quality of being comic and the ability
to bring smiles on others’ faces.
lPositive attitude towards life: State of being optimistic in life.
lPublic Speaking: Speaking in influential and convincing manner to
convey ideas to audience.
lEffective Communication: Ability to express effectively both
verbally and non-verbally.
lTime Management: Ability to separate important from
unimportant.
16 lStress Management: Ability to cope with stress.
lConcentration: Directing one's mental powers and efforts towards
a particular activity or problem. It enhances memory.
lImagination: To think in new ways and coming up with fresh ideas.
lReasoning: Ability to make sense of things and establishing facts.
lListening Power: Being attentive to what others are speaking.
lSelf Discipline: Ability to focus and act according to what is right
rather than how you feel at that moment.
lCritical Thinking: Ability to analyze information in an objective
manner.
lDecision Making: Dealing constructively with decisions in our daily
lives.
lProblem Solving: Dealing constructively with problems in our daily
lives.
lKindness: Doing good deeds for others.
lLeadership: Ability to influence other people.
lOpen mindedness: Being receptive to new and different ideas and
opinions of others.
It should be kept in mind that all have a few strengths but many
weaknesses. In order to achieve success, people generally spend their
lifetime in strengthening their weaknesses rather than focusing on using
their strengths to the maximum.
"Be faithful in small things because it is in them that
your strength lies."
- Mother Teresa
 Think and Do
My Strengths Worksheet-I

Step One: List four activities that you enjoy doing and that you also do
well:

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________

Step Two: Which of the four activities do you think you do the best? Why?
(This is your number one strength)

______________________________________________________________
______________________________________________________________
______________________________________________________________ 17
______________________________________________________________
Strengths Survey Worksheet – II
Ask your family and friends: “What things do you think I do well?” Write
their answers in the space below. When you are finished, see if more than
one person mentioned the same strength. If so, this may be your number
one strength right now and may help you be successful later in your life.

Name of the Person Your Strengths

 1.6 I Appreciate your Worth
Always remember that “nothing and no one is useless”. Never mock or
make fun of anybody. Feel good about yourself. Likewise, always make
others feel good about themselves. Since nothing is useless and everything
has a value in this universe, you should respect everything and everyone
around you. This becomes clear from the story given below.

Best Gurudakshina

18

In ancient India, children did not pay for their education. They lived in
their teacher's home for years as if they were his own children and
learned from him. Only on the completion of their education, when it
was time for them to leave, they would have to give something he
wanted and the students would happily try their best to get it for him.
This token gift is called gurudakshina.

Once, some students approached their teacher at the end of their

studies to ask him what he wanted as gurudakshina. The teacher smiled
and asked them to get him a bag of dried leaves. The students set off.
They were very confident that they would get it at once because they
thought who would have any use for dried leaves.

They went into the forest nearby. To their surprise, they saw no dried
leaves. Someone had collected the leaves and taken them away. They
went to a farmer nearby and asked him for a bag of dried leaves. The
farmer told them that he had used all he had as fuel and had none to
spare. Then they went to a merchant and asked him for help. He said
that he used the leaves by stitching them to make large leaf-plates. He
sold them to people as disposable plates. So he had none to spare. They
saw an old lady and asked her for some. She told them that she
separated them everyday into different groups and powdered them to
add to the herbal medicines she made and she too had no leaves to
spare.
 The students returned and told the teacher that they were not able to
get even half a bag of dried leaves. Even dried leaves had so many uses!
The teacher smiled and said, “The best gurudakshina you can give me is
the lesson you learnt today. Even a dried leaf has many uses. Then
consider human beings! Remember this and treat every person as if he
or she is important to you. This will help you to get along with
everyone and make your life easy and happy”.

Everyone is unique
Always remember whether young or old, everyone is unique. When the
mountain bragged about its size to the squirrel, it retorted to the
mountain, “I may not be able to carry forests on my back but neither can
you crack a nut” (Rig Veda). Remember there is something good about
everyone that makes each one special. It will help you feel good about 19
yourself as well as others.

Do not judge a book by its cover

It is also very important that we should not judge a person on the basis of
appearance or attributes. There is much more to a person beyond the way
he or she looks or carries him or herself. The First impression may not
always be the last or the final impression, it may not present the real worth
or value of a person. So do not judge a book by its cover! Do not be
judgmental, do not judge too quickly. Just read this legend about Stanford
University and you can understand this point better.

A lady in a faded gingham dress and her husband,

dressed in a homespun threadbare suit, stepped
off the train in Boston and walked timidly
without an appointment into the Harvard
University President's outer office.

The secretary could tell in a moment that such

country people had no business at Harvard
University and probably did not even deserve to
be in Cambridge University.

“We want to see the President,” the man said softly.

“He'll be busy all day,” the secretary snapped.

“We'll wait,” the lady replied.

For hours, the secretary ignored them, hoping that the couple would
finally become discouraged and go away. They did not and the
 secretary grew frustrated and finally decided to disturb the President,
even though it was a chore she always regretted.

“May be if you see them for a few minutes, they'll leave,” she said to
him.

He sighed in exasperation and nodded. Someone of his importance

obviously did not have time to spend with them, but he detested
gingham dresses and homespun suits cluttering up his outer office.

The President, stern faced and with dignity, strutted toward the
couple.

The lady told him, “We had a son who attended Harvard University for
one year. He loved Harvard University and he was happy here. But
20 about a year ago, he was accidentally killed. My husband and I would
like to erect a memorial to him, somewhere on campus.”

The President was not touched…. He was shocked.

“Madam,” he said, gruffly, “we can't put up a statue for every person
who attended Harvard University and died. If we did, this place would
look like a cemetery.”

“Oh, no,” the lady explained quickly. “We don't want to erect a statue.
We thought we would like to give a building to Harvard University.”

The President rolled his eyes. He glanced at the gingham dress and
homespun suit, and then exclaimed, “A building! Do you have any
earthly idea how much a building costs? We have our seven and a half
million dollars in the physical buildings here at Harvard University.”

For a moment the lady was silent.

The President was pleased. May be he could get rid of them now.

The lady turned to her husband and said quietly, “Is that all it costs to
start a University? Why don't we just start our own?”

Her husband nodded.

The President's face wilted in confusion and bewilderment. Mr. and

Mrs. Stanford got up and walked away, travelling to Palo Alto, California
where they established the University that bears their name, Stanford
University, a memorial to a son that Harvard University no longer cared
about.
(Source: http://www.hoax-slayer.com/gingham-dress-stanford-university.shtml)
Learn to appreciate the worth of others

Shakespeare had once said that the world is a stage and we all are mere
actors. It implies that all of us have a role to play. A movie or theatre script
has lots of characters. If even one character is missing, the movie or the
play cannot progress, so is life as everyone around us has got a definite role
in the proceedings of life. Everyone is important and has some worth. We
should thus respect this diversity and value and appreciate the worth of
people around us.

We should learn to appreciate others for their good deeds and ideas. This
will help us to:

lLive a better life

lBecome a better person

21
lEnhance our skill of communication

lMotivate others to contribute more for the good of humanity.

So try to appreciate others whenever they do something good for you or

others. According to R.B. Thohe Pou, often we do not appreciate others
for the following reasons:

Jealousy: When we feel jealous of others' good deeds, we are not able to
appreciate them. We must try to curb this negative feeling of jealousy in
order to truly appreciate others.

Ignorance: Today we are living a better life. But we hardly realize or fail to
recognize what others have done for us.

Callous attitude: Sometimes we are quite indifferent towards the hard

work or good deeds by others.

Man is a social animal and needs to feel appreciated. So we should

appreciate others sincerely so as to make them feel motivated and
acknowledged.

Here are different ways to appreciate others for their efforts and good
deeds.

lJust talk to them

lPraise them in public
lPat their back
lGive them some token of appreciation

lPresent them a bouquet of flowers

 lListen to them intently

lMotivate them to do more good deeds

lSaying them “Thank you” can also do wonders

“There is more hunger for love and appreciation in this

world than for bread.”
-Mother Teresa

Think and Do
1. Think of a normal day in your life. List any five people whom you
interact with during the course of the day (you can pick just one
person from your family while others should not be your family
members).
22
1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

2. Just imagine what it would be like if they are absent for a few days
from your life.

1. ________________________________________________________
________________________________________________________

2. ________________________________________________________
________________________________________________________

3. ________________________________________________________
________________________________________________________

4. ________________________________________________________
________________________________________________________

5. ________________________________________________________
________________________________________________________

This small exercise will help you understand the worth of people around
you. So what are you waiting for? Just go and thank them today for the
value that their presence has added to your life.
1.7 Thinking out of the Box
Read this anecdote and reflect on it.

Once there was a loving couple travelling in a bus in a mountainous

area. They decided to get down somewhere. After they got down, the
bus moved on. Suddenly, a huge rock fell on the bus from the mountain
and crushed it. Everybody on board was killed.

The couple upon seeing this said, “We wish we were on that bus.” Why
do you think they said that?

If they had remained in the bus instead of getting down, the resulting
time delay could have been avoided and the rock could have fallen
after the bus had passed.
23
Always think out of the box or think positively and look for
opportunities to help others.
(Source: http://www.ezsoftech.com/stories/mis62.asp)

Life presents us with many challenges. We need to think differently and

creatively while attempting to solve problems or take decisions. This
becomes clear from this story.

A famous shoe company wanted to extend their business to an island

where they wanted to open a new branch. To study the possibility, the
company sent a sales representative for a week. The man went to the
island and was disappointed because the place was not well developed.
People were not in the habit of wearing shoes. At the end of the week,
the sales representative went to the nearby post office and sent a
telegram to say, “There is no possibility of opening a shoe shop here
since no one is wearing shoes. I’ll return in a day or two.”
 The manager was not disheartened. He sent another sales executive to
the same island for the same purpose. The second executive also found
that the place was underdeveloped. People were rich but were not
used to wearing shoes. Since no one was wearing shoes, he thought
there would be a big market for shoes. Besides, there was no other
rival. He could make people buy shoes once they began to accept the
idea of wearing shoes, to walk smartly and appear smart. Immediately
he went to the nearby post office and sent a telegram to say, “There is a
huge market for shoes here, since no one is wearing any. Send as shoes
of all sizes and we can open the shoe shop within a week. I will remain
here till the opening of the new branch.”[Adapted from Joyful Living (Life Skills
and Value Education Textbook) for Students 8]

24 Creative Thinking

According to Robert Harris, “Creative thinking is a kind of thinking that

focuses on exploring ideas, generating possibilities, looking for many right
answers rather than just one. The creative person knows that there is
always room for improvement.”

Positive Attitudes that foster Creativity

lCuriosity: Creative people are in the habit of asking “Why”, “What

if” and “I wonder”. Such people tend to experience varied things in
their lives and thus have well equipped minds. Best ideas often
originate from such well equipped minds.

lSeeing problems as acceptable: Usually problems are seen as

obstacles in life by many people. But creative people see problems
as a normal part of their life. They try to find a solution in the
problem itself.

lChallenge: Creative people accept challenges and face them

rather than run away from them. Most of the creative ideas come
up while attempting to solve those problems.

lPositive attitude: Creative people always remain optimistic in life

and believe in the fact that every problem can be solved.

lHolding off criticism and judgment: Great ideas, initially, seem to

be weird, crazy or strange. But gradually they come out as practical
and usable. Thus it is important for a creative person to hold off
judging and criticizing ideas at the initial stage, otherwise, the
whole idea would be killed.
 lDetermination: Creative people have the ability to stick with their
ideas and see them through even when facing negative responses
like “that's no good”, “that's impossible”, etc.

lFlexible imagination: Creative people entertain all kinds of

strange thoughts and ideas. They are able to think of several
solutions to a particular problem because of their flexible
imagination.

Problems as interesting challenges

Problems are not to be feared but problem solving is educational,
rewarding and entertaining. Creative people see problems as interesting
and take them up as challenges to solve. Just read the story below and see
how humour and creativity helped Mulla Nasruddin face some wise men.
25
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.”
26
“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 admit 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.
(Source: http://www.islamic-literatures.com/nasruddin-and-three-wise-men/)

So be creative and enjoy the fun it brings.

“Without freedom, there is no creation.”

-Jiddu Krishnamurti
 Think and Do
Here are some characteristics of a Creative Person

lCurious

lSeeks solutions

lEnjoys challenges

lOptimistic

lAble to suspend judgment

lComfortable with imagination

lSees problems as opportunities

lSees problems as interesting 27

lProblems are emotionally acceptable

lChallenges assumptions

lDoesn't give up easily: perseveres, works hard

Keeping these characteristics in mind, narrate an incident where you have

shown creativity. If you do not have any such incident to share, don’t worry.
Instead you can creatively use your imagination and write down fictitious
incident.

Answers to puzzles given in My H.O.T.S.

1. Anu passed Mathematics and English, Mohit passed everything

Mathematics, English and History and Tarun only passed English.

2. The winning candidate reasoned as follows: If I saw two red marks, I

would immediately jump up and say mine is black since at least one
is black. If I saw a red and a black mark, and the one with the black
mark did not immediately jump up and say, “mine is black”, then I
could assume I do not have a red mark. Since both of these
candidates are smart, they must be facing the same situation as I,
and all three of us have black marks.

Puzzles are a great tool to enhance creativity. Here are some for you to
rack your brain. Answers are elsewhere in this book:

1. Anuj stared through the dirty soot-smeared window on the twenty

second floor of the office tower. Overcome with depression, he slid the
window open and jumped through it. It was a sheer drop outside the
 building to the ground. Miraculously after he landed he was completely
unhurt. Since there was nothing to cushion his fall or slow his descent,
how could he have survived the fall?

2. A black dog stands in the middle of an intersection in a town painted

black. None of the street lights are working due to power failure caused
by a storm. A car with two broken headlights drives towards the dog but
turns in time to avoid hitting him. How could the driver have seen the
dog in time? (Source: logtar.com/2004/08/18/riddles-101/)

3. Four men were in a boat on a lake. The boat turns over, and all four men
sink to the bottom of the lake, yet not a single man got wet! Why?

4. You use it between your head and your toes, the more it works the
thinner it grows.
28 5. What is it? What can bring back the dead; make us cry; make us laugh;
make us young; born in an instant yet lasts a lifetime?
1.8 My H.O.T.S.
(Higher Order Thinking Skills)

In our everyday life, all of us do a lot of thinking. For example, we wonder

what to wear today, which game to play, etc. This shows thinking is a
conscious act and takes time. Thinking skills are essential to help us sail
through difficult situations. They are simple or lower level thinking skills
like learning and memorizing facts; and higher order thinking skills like
creative and critical thinking, analysis, problem solving, etc.

Read the story and find out how cats saved themselves from the command
of the roosters using their thinking skills.

Cats and Roosters Story

29

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.

30 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.”

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.
(Source: http://www.ezsoftech.com/stories/mis3.asp)

It is clear from the story that unless you use your higher order thinking
skills, you will not be able to get out of a difficult situation.

Thus Higher Order Thinking Skills are the cognitive skills that enable us to
comprehend information and then apply it; make decisions and solve
problems. H.O.T.S. include creative, critical, logical and reflective
thinking and the ability to:
 lMake observations
lAsk relevant questions
lFind the resources you need
lChallenge and examine beliefs, assumptions, and opinions against
facts
lRecognize and define problems
lAssess the accuracy of statements and arguments
lMake wise decisions and find suitable solutions
lUnderstand logic and logical arguments

All of us are capable of understanding facts, but in varying degrees. But the
smart thinkers are in the habit of assessing the facts and information so as
to have a deeper understanding of the situations and events. 31
To be an effective thinker, one needs to have analytical skills. Questioning
is the key to analytical skill as it enables us to develop knowledge. It is not
the ability to find the answers that matters but the ability to ask the right
questions because, asking the right questions leads us to the answers very
easily. Questions are fundamental to Higher Order Thinking Skills. It shows
our 'willingness not to take things for granted' or to 'be satisfied with the
obvious answer'. Once one learns to ask the right questions, one starts
running on the right track. Different types of questions require different
levels of thinking skills. According to Bloom, human thinking skills can be
broken down into six categories. It is known as the Bloom's Taxonomy.

Revised Version of Bloom's Taxonomy by Lorin Anderson

Higher Order Thinking Skills

Creating (Generating new ideas or products)

Evaluating (Justifying decision or course of action)

Analyzing (Breaking down information into parts to explore)

Applying (Using learned information in new situations)

Understanding (Grasping the meaning of information)

Remembering (Recalling Information)

Lower Order Thinking Skills

 Higher order thinking skills are very important to encourage students to
think more deeply and critically and to solve their problems. It stimulates
the students to seek information on their own. So the teacher's main task is
to create situations and activities which provide them with opportunities
to engage themselves in higher order thinking skills. Fisher rightly said, “A
good teacher makes you think even when you don't want to”.

“All that we are is the result of what we have thought. The mind is
everything. What we think we become.”
-Buddha

32

Think and Do
1. Read story and answer the question using your higher order thinking
skills.

A lamb was grazing with a flock of sheep. One day, she found some
sweet grass at the edge of the field. Farther and farther she went from
the others.

She was enjoying herself so much that she did not notice a wolf
approaching her. However, when it pounced on her, she quickly started
pleading, “Please, please don't eat me yet. My stomach is full of grass.
If you wait a while, I will taste much better.”

The wolf thought that was a good idea, so he sat down and waited. After
a while, the lamb said, “If you allow me to dance, the grass in my
stomach will be digested faster”. Again the wolf agreed.

While the lamb was dancing, she had a new idea. She said, “Please take
the bell from around my neck. If you ring it as hard as you can, I will be
able to dance even faster”.

The wolf took the bell and rang it as hard as he could. The shepherd
heard the bell ringing and quickly sent his dogs to find the missing lamb.
The barking dogs frightened the wolf away and saved the lamb's life.
 Imagine you are the lamb. What other methods would you have tried to
save your life?

___________________________________________________________
___________________________________________________________

2. The outlook towards critical thinking should be:

lInquisitive

lTruth seeking

lOpen-minded

lAnalytical

lSystematic

lJudicious 33
lConfident Reasoning

3. Try these two, keeping what is discussed in mind:

a. Three siblings, Anu, Mohit and Tarun, truthfully report their grades
to their parents as follows: Anu says, “If I passed Mathematics,
then so did Mohit. I passed English if and only if Tarun did. Each of
us passed at least one subject.”

Mohit says, “If I passed Mathematics then so did Anu. Anu did not
pass History. Each subject was passed by at least one of us.”

Tarun says, “Either Reema passed History or I did not pass it. If
Mohit did not pass English then neither did Anu. I did not pass as
many subjects as Mohit or Anu.”

Which subjects did they each pass?

b. A chief of detectives had three likely candidates for a vacancy in his

department. To test their powers of reasoning, he pulled out a red
and black marker and told them, “I am going to either make a red
or black mark on each of your foreheads. At least one will be black.
Without any help other than your own reasoning skills, I want you
to determine the colour of the mark on your forehead, the first to
do this and give me a satisfactory explanation at how you arrived
at a conclusion will get the job.”

He then blindfolded the candidates and proceeded to put a black

mark on each of their foreheads. After he removed the blindfolds,
the three stared at each other for a few seconds, each seeing that
 the other two marks were black, and then one of the candidates
said, “I have a black mark”.

How did the candidate arrive at this conclusion?

4. Each of the following questions has an obvious answer-but that may

not be the correct answer. Read carefully! Think critically!

a. Aman has two coins that are worth 30p. One of the coins is NOT a
10p. What are the two coins?

b. Bhani bought a packet of twenty four sweets. She ate all but nine of
them. How many did she have left?

c. There were fourteen crows sitting on a tree. The farmer shot one of
them (which fell to the ground). How many crows were then left on
34 the tree?

d. How much earth is there in a hole measuring four meters long, two
meters across and one meter deep?

e. A French aeroplane with a German crew was flying from London to

New York when it crashed in the Atlantic hundred miles from the
English coast. Where did they bury the survivors?

Answers to Puzzles given in Thinking out of the Box

1. Anuj was so sick and tired of window washing, he opened the

window and jumped inside.

2. Who said this happened during the night?

3. Because they were all married and not single.

4. A bar of soap.

5. Memories
1.9 I have the Solution
Problems are a part of our lives. Every problem has a solution. One just has
to find it. They are within ones reach because most of the problems are
man-made. Whether one succeeds in finding the solution of the problem or
not, it depends upon how one faces it.

Read about how the power of determination led to the building of the
spectacular Brooklyn Bridge.

Power of Determination

35

In 1883, a creative engineer named John Roebling was inspired by an

idea to build a spectacular bridge connecting New York with Long
Island. However, bridge building experts throughout the world thought
that it was an impossible feat and told Roebling to forget the idea. It
just could not be done. It was not practical. It had never been done
before.

Roebling could not ignore the vision he had this bridge. He thought
about it all the time and he knew deep in his heart that it could be
done. He just had to share the dream with someone else. After much
discussion and persuasion he managed to convince his son, Washington,
an upcoming engineer, that the bridge in fact could be built.

Working together for the first time, the father and son developed
concepts of how it could be accomplished and how the obstacles could
be overcome. With great excitement and inspiration, and the
excitement of a wild challenge before them, they hired their crew and
began to build their dream bridge.

The project started well, but when it was only a few months underway
a tragic accident on the site took the life of John Roebling. Washington
was also injured and left with a certain amount of brain damage, which
resulted in his not being able to talk or walk.

“We told them so.” “Crazy men and their crazy dreams.” “It's foolish
to chase wild visions.”
 Everyone discouraged Washington and felt that the project should be
dropped.

In spite of his handicap Washington was never discouraged and still had
the burning desire to complete the bridge and his mind was still as
sharp as ever. He tried to inspire and pass on his enthusiasm to some of
his friends, but they were too daunted by the task.

As he lay on his bed in his hospital room, with the sunlight streaming
through the windows, a gentle breeze blew the flimsy white curtains
apart and he was able to see the sky and the tops of the trees outside
for just a moment.

It seemed that there was a message for him not to give up. Suddenly an
idea hit him. All he could do was move one finger and he decided to
36 make the best use of it. By moving this, he slowly developed a code of
communication with his wife.

He touched his wife's arm with that finger, indicating to her that he
wanted her to call the engineers again. Then he used the same method
of tapping her arm to tell the engineers what to do. It seemed foolish
but the project was under way again.

For 13 years Washington tapped out his instructions with his finger on
his wife's arm, until the bridge was finally completed. Today the
spectacular Brooklyn Bridge stands in all its glory as a tribute to the
triumph of one man's indomitable spirit and his determination not to be
defeated by circumstances. It is also a tribute to the engineers and
their team work, and to their faith in a man who was considered mad by
half the world. It stands too as a tangible monument to the love and
devotion of his wife who for 13 long years patiently decoded the
messages of her husband and told the engineers what to do.

Perhaps this is one of the best examples of a 'never-say-die' attitude

that overcomes a terrible physical handicap and achieves an impossible
goal.

Often when we face obstacles in our day-to-day life, our hurdles seem
very small in comparison to what many others have to face. The
Brooklyn Bridge shows us that dreams that seem impossible can be
realized with determination and persistence, no matter what the odds
are.
(Source: http://academictips.org/blogs/determination-and-persistence/)
Even the most distant dream can be realized with the power of
determination and persistence. If Washington had come to terms with his
handicap and had not thought of finding a way out, the “Brooklyn Bridge”
also would have remained an unsolved problem.

One is constantly being challenged with problems, whether big or small,

both at home and at school. Some people just like Washington rise up and
come out with flying colours as they see those problems as opportunities
for development. They know a systematic way of tackling problems which
always works. This raises their self confidence and self-esteem. But some
fear challenges and fail to identify the exact nature of their problem. On
apply the correct analytical tools to solve the problem. Problem solving
involves certain steps which one needs to learn.

The Steps of Problem Solving are:

37
Define the Problem- Looking at the situation or the problem carefully
Try to be specific while defining Do not try to look at the solution
the problem before thinking about it

Identify Options - Making a list of all that you can do

Try to be creative and think of all
Try to avoid the more obvious options
possible options

Identify the Best Solution - Thinking about each option and selecting the best one
Try to be sure that the selected Try to avoid selecting the easiest
solution will produce the desired results option

Plan to Achieve the Best Solutions - Thinking about how to get at the solution
and enlisting the resources needed to achieve that solution
Try to think through the plan and
how the solution thought of will Try not to reject other ideas
affect other people

Evaluate Results - To determine

if it is the best possible solution to the problem.
Evaluation should be immediate and Try to avoid the assumption
not to be delayed that the problem will stay solved
 Problem Solving is a mental process involving the ability to analyze and find
the solution that best resolves the problem.

“Few can really understand the problem, the answer will come out of
it, because the answer is not separate from the problem.”
-Jiddu Krishnamurti

38 Think and Do
Here are some problems. Find their solution.

a. Ajay is very tall for his age. Everyday, during break time some boys
point at him and laugh.
i. What would you do if you were Ajay?
ii. What would you do if you see your friends laughing at other
students?

b. While writing your exam, suddenly a piece of paper lands on your

table. You can clearly make out that, it is cheating material.
i. What would you do if the teacher comes and asks you about it?
ii. What would you do if you know who has passed it?

c. Someone is stealing in the class.

i. What would you do if it is one of your best friends?
ii. What would you do if you find some of the stolen materials kept on
your desk?

d. When somebody says something insensitive to you.

i. Should you confront that person about it?
ii. What is a good way to do that without starting a fight?

e. There are some senior boys who use abusive language.

i. What would you do if they call you names?
ii. What would you do if they make fun of a teacher?
1.10 I can! I will
But they did not give up

1. As a young man, Abraham Lincoln went to war as a captain and

returned a private. Afterwards, he was a failure as a businessman.
As a lawyer in Springfield, he was too impractical and
temperamental to be a success. He turned to politics and was
defeated in his first try for the legislature, again defeated in his 39
first attempt to be nominated for congress, defeated in his
application to be commissioner of the General Land Office,
defeated in the senatorial election of 1854, defeated in his efforts
for the vice-presidency in 1856, and defeated in the senatorial
election of 1858. At about that time, he wrote in a letter to a
friend, "I am now the most miserable man living. If what I feel were
equally distributed to the whole human family, there would not be
one cheerful face on the earth.”

2. Winston Churchill failed sixth grade. He was subsequently

defeated in every election for public office until he became Prime
Minister at the age of 62. He later wrote, "Never give in, never give
in, never, never, never, never - in nothing, great or small, large or
petty - never give in except to convictions of honor and good sense.
Never, Never, Never, Never give up."

3. Charles Darwin gave up a medical career and was told by his father,
"You care for nothing but shooting, dogs and rat catching." Darwin
wrote, "I was considered by all my masters and my father, a very
ordinary boy, rather below the common standard of intellect."
Clearly, he evolved.

4. Thomas Edison's teachers said he was "too stupid to learn

anything". He was fired from his first two jobs for being "non-
productive". As an inventor, Edison made thousand unsuccessful
attempts at inventing the light bulb. When a reporter asked, "How
did it feel to fail a thousand times?" Edison replied, "I didn't fail a
thousand times. The electric bulb was an invention with a
thousand steps.”
 5. Albert Einstein did not speak until he was four-years-old and did
not read until he was seven. His parents thought he was "sub-
normal", and one of his teachers described him as "mentally slow,
unsociable, and adrift forever in foolish dreams". He was expelled
from school and was refused admittance to the Zurich Polytechnic
School. He did eventually learn to speak and read. Even to do a
little Mathematics.

6. Louis Pasteur was only a mediocre pupil in undergraduate studies

and ranked 15th out of 22 students in chemistry. He went on to
become one of the most important founders of medical
microbiology.

7. Henry Ford failed and became bankrupt five times before he

succeeded to become the founder of the Ford Motor Company.
40
8. When Bell's Telephone Company was struggling to get started, its
owners offered all their rights to Western Union for $100,000. The
offer was disdainfully rejected with the pronouncement, "What use
could this company make of an electrical toy.”

9. Rocket scientist Robert Goddard found his ideas bitterly rejected

by his scientific peers on the grounds that rocket propulsion would
not work in the rarefied atmosphere of outer space.

10. Michael Jordan and Bob Cousy were each cut from their high
school basketball teams. Jordan once observed, “I've failed over
and over again in my life. That is why I succeed”.

11. After Carl Lewis won the gold medal for the long jump in the 1996
Olympic Games, he was asked to what he attributed his longevity,
having competed for almost twenty years. He said, "Remembering
that you have both wins and losses along the way. I don't take
either one too seriously".

12. Walt Disney was fired by a newspaper editor because "he lacked
imagination and had no good ideas". He went bankrupt several
times before he built Disneyland. In fact, the proposed park was
rejected by the city of Anaheim on the grounds that it would only
attract hooligans.

13. Charlie Chaplin was initially rejected by Hollywood studio chiefs

because his pantomime was considered "nonsense".

14. Beethoven handled the violin awkwardly and preferred playing his
own compositions instead of improving his technique. His teacher
 called him "hopeless as a composer". And, of course, you know that
he wrote five of his greatest symphonies while being completely
deaf.

15. Vincent Van Gogh sold only one painting during his lifetime. And
this to the sister of one of his friends for 400 francs (approximately
$50). This didn't stop him from completing over eight hundred
paintings.

16. Leo Tolstoy flunked out of college. He was described as both

"unable and unwilling to learn". No doubt a slow developer.

17. Louisa May Alcott, author of Little Women, was encouraged to find
work as a servant by her family.

18. Emily Dickinson had only seven poems published in her lifetime.
41
19. Twenty seven publishers rejected Dr. Seuss's first book, 'To Think
That I Saw It on Mulberry Street'.
(Source: http://www.des.emory.edu/mfp/OnFailing.html)

Well this list is not exhaustive and neither does it mean that we are talking
about failures. Rather we have to look up to these people as those who
decided what they wanted or aimed for and they did it. In our life we do
face times when we have to decide and take a call on what to do! “Decision
making is a process of identifying and choosing the best alternatives based
on one's own values and preferences.” Decision making and doing what we
have decided upon are two regular processes in our life. In order to achieve
a target we need to decide what to do and then just do it.

Steps involved in decision making and goal setting

Set your goal

• Evaluate your needs and what you want to happen.
• Helps in clarifying your thoughts.

Study your options

• Brainstorm all possibilites.
• Ask questions like 'why', 'why not', and 'what if'.

Decide on a solution
• Choose the best option from between two or more alterantives.
• One or more alternatives can also be clubbed to arrive at a
better solution.
 Develop a plan of action
• Always begin with a clear purpose/vision or goal in mind.
• Enlist all the necessary resources and steps required to
accomplish the goal.

Implement the plan

• Put whatever is on paper into action to achive the set goal.

Evaluate the results

• Monitor the progress of the plan so as to evaluate the
consequences of the decision.
• Should be immediate not to be delayed.

42 Make necessary adjustments to the plan

• Try to make alterations or changes in your decision, if some
deviations from your expectations are noticed while
monitoring the progress of the plan.

One of the most powerful ways to be successful and happy is to learn good
decision making and then to make your own decisions. To start with, you
can make decisions involving what you wear, what you eat and drink, which
movies you watch, which video/computer games you play, and what music
you listen to.

Every day we are faced with situations which require us to make decisions.
Sometimes we do not want to make decisions and sometimes we do make
wrong decisions.

Making Wrong Decisions

It is a fact that nobody is perfect. We all make wrong decisions in life. But a
smart person would not repeat them in future. They learn from their
mistakes. Adolescents and young children also make decisions that are rash
and sometimes wrong also. This is because they lack experience and
perspective. Due to ignorance, adolescents are not able to understand the
consequences of their decisions. After experiencing the consequences of
their bad decisions, they learn how to make better decisions in future.

Learning to make good decisions

Decision making is a complex process which takes time to be mastered.

Following steps are involved in making good decisions

lThink before you act: Nothing should be done rashly without

thinking about the results. Proper planning should be done to
accomplish what you wish. In this way many bad decisions can be
prevented from being made.

lDo not worry about small things: Do not get nervous about the
things that require small decisions because these small things will
not affect your life. Over thinking can cause stress. Try to think
about those things which are important in your life.

lList all the options or alternatives: Write down all the options or
the alternatives available for the decision to be made. Quality time
should be spent on this step so as to judge the risks and rewards of
each alternative. 43
lConsider the consequences of the decision to be taken: Think
about the persons who might be affected by your decision. The
consequences of the decision should be considered. So try to make
those decisions which are beneficial to both yourself and others.
Also consider the good and bad about your decisions.

lChoosing the best one: The decision which is in your best interest
should be selected.

Always keep in mind that decision making is a systematic process. It

involves problem solving, critical thinking, creative thinking and self
awareness.

“Nearly everything you do is of no importance,

but it is important that you do it.”
- Mahatma Gandhi
 Think and Do
My Decision Making Diary

Situation: Choose a situation from your day to day life that involves
decision making.

1. List the choices of action that can be taken (most situations have more
than two options).

2. Recognize what happens if a decision is not made (not making a

choice).

3. List influences that will positively influence the choice.

4. List the preconceived ideas that could unfairly influence the choices.

5. Recognize how the various choices influence you and others (what will
44 happen with this choice).

6. Make the choice.

7. Examine the choice to make sure it is consistent and positive.

8. Commit to the decision.

(You can use a page for every situation that involves decision making)
1.11 Can I Say No!
Monkeys who couldn't say ‘No’!

One day a group of monkeys decided to go on fast.

“Before we begin, I think we should keep the food ready with which
we'll break the fast”, counseled the old monkey chief.
45
The monkeys nodded in agreement. The youngsters were sent in search
of food. They returned with huge hands full of delicious-looking
bananas.

“I think each of us should keep our share of bananas with us before we

begin our fast, so that we don't spend time distributing them after we
break our fast. You can imagine how hungry we all will be by then!”
said the chief's wife.

The monkeys liked the idea and they collected their share of the
bananas.

“Why don't we peel one banana and keep it ready to eat?” said one of
the youngsters.

“Yes, let's do that”, shouted a fat monkey in agreement. Just looking at

the bananas was making him hungry.

“All right”, said the monkey chief. “We shall peel the bananas but
under no condition should we eat them.”

So the monkeys peeled their bananas and carefully kept them ready for
eating in the evening.

“Can I keep the banana in my mouth? I promise not to eat it till

evening. Please!” a little monkey asked his father.

“Why don't we all put a banana in our mouth? That way we can chew it
immediately when we break the fast”, said his father, who had agreed
to go on the fast only because his wife had not given him a choice. “As
long as we don't eat it, it should be fine”, he added.
 So the monkeys put the bananas in their mouths. One by one they eyed
each other uncomfortably as they began their fast – and as you can
imagine, within no time at all, the bananas disappeared down their
gullets. And that was the end of their fast!
(A folktale from Karnataka, retold by Meera Nair)

If the first idea of keeping the food nearby had been a 'NO', their fast
definitely would have been a success. Even if one of them had protested
and disagreed, the story would have been different.

Just like the monkeys, we are often caught up in difficult situations which
demand us to say “NO”. But we end up saying “Yes”. Saying “NO” is our
right but most of us do not exercise it. You need not always agree with the
other person. At such times, it is important to refuse or disagree in a polite
46 yet firm manner.

Saying “NO” to friends

Many of us have such friends who ask for favours very frequently and have
little regard for what's on your plate. They try to flatter by saying, “You are
the one who can do anything”. You need to say “NO” to such friends of
yours who try to take undue advantage of your good nature and inability to
refuse. So learn to refuse or say “NO” to remain productive and to
minimize stress. Saying “Yes” too often can lead to overwork which in turn
creates anxiety and stress. But the real danger in saying “Yes” to friends is
that we become angry with ourselves and start resenting those friends who
ask for favours.

So try to exercise your right to say “NO” even when your best friend is
involved. A true friend will understand. You do not have to try to please
your best friend to keep your friendship alive if your friendship is open and
honest. The best way to say “NO” and in a gentle manner is by using phrases
such as “Wish I could, but I can't”; “I know this is important to you, but
there's no way”; or “thank you for asking, but I have to say NO”.

Things to be remembered while saying “NO”

lBe assertive and do not offer excuses or explanations for saying

“NO”.

lDo not apologize for saying “NO”.

lDo not pad your “NO” with a lie, but be honest.

lBe confident of your reason.

 lDo not beat around the bush.

lThink of an alternative.

“You just have to do your own thing, no matter what anyone says. It's
your life.”
-Ethan Embry

47
Think and Do
Put yourself in the place of Mary Mouse and tell how you will handle
such a situation.

Mary Mouse and Rimmie Bird are best friends. Rimmie Bird has just taken to
stealing small things from other student's bags and wants Mary to do the
same. When Mary objects, Rimmie insists that it is fun and adventurous,
and that if Mary does not join in, she may find herself left out. Mary feels
very composed because she has always looked up to Rimmie as her role
model, but now Rimmie is doing something that Mary disapproves of.
Should Mary stand her ground and risk losing her friend, or give in to the
pressure and do something she knows is wrong?

______________________________________________________________
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 1.12 A Special Relation-Friendship
This is a story of two great friends who lived long ago in Syracuse, Phintias
and Damon. They loved each other very much.

Dying for a Friend

In the olden days, Syracuse was ruled by a cruel king called Dionysius.
No one in the kingdom dared to utter a word against this King, for if
they did, they were mercilessly put to death.

One day Phintias was sentenced to death as he was heard speaking

against the king, but he managed to obtain permission to go to a
neighbouring city to make the last visit to his family, provided that
48 Damon, his bosom friend would remain in his custody. Damon gladly
agreed and remained in prison while Phintias set off to visit his family.

Finally, when the day of execution arrived, the amphitheatre was full
of people. But Phintias had not returned from the city. Damon calmly
mounted the gallows, extremely happy to offer his life for the sake of
his friend. There were tears in the eyes of the people for they were
touched to see the love of this great friend.

Just when the executioner lifted his arm, there was a great roar from
the crowd, “It's Phintias! He's come at last!” Phintias panted and
pushed his way through the crowd. “Thank God I am not too late”, he
said. But Damon would not agree to come down from the gallows. Each
friend insisted on dying for his companion. Everyone was greatly moved
and so was the king Dionysius. The people started to request for a
pardon. Dionysius gladly granted Phintias pardon and set him free. This
is what true friendship is.
(Source: http://hadisalati.blogfa.com/cat-20.aspx)
But here we are not going to talk about dying for a friend but about
identifying and finding a friend worth dying for. In such a case even we have
to think about ourselves “Are we also true to our friends?” “Are we also
the one for whom our friends will sacrifice anything?” To have good friends
you must be a good friend.

How to be a Good Friend

lBe a friend to those who you value.

lBe honest and trustworthy as friendship is based on trust.?

lRespect and care for your friend.?

lGive space whenever your friend wants to be alone.?

49
lBe selfless and share your things and ideas.?

lForgive when things go wrong in your friendship.

lGive thoughtful advice when sought by your friend.

lGive compliments.

lHelp your friend during times of crisis.

lListen to your friend.

lGive time to your friend.

lLive by the golden rule of treating your friend as you would want to
be treated.

It is important to have friends and friendly relationships in one's life.

During childhood, children tend to have many friends with whom they play
well. But during young adolescence, developing friendships is a different
matter.

Creating a Bond of Friendship

lIt seems easy to make friends, but maintaining friendship needs a

strong bond which cannot be easily broken. A strong bond of
friendship is not easily created. Many things go into the making it.

` lFriendships cannot grow on their own. It all begins when you meet
someone and think you really want to be friends with the person.
Then start looking for ways to remain in contact with that person. A
person cannot be a good friend if you cannot reach out to him/her.
 lGive a fair amount of time to your friends so as to understand them
properly. This is necessary to know what kind of a person is your
friend and you might also realize that the person who you want to
be friends is not a worthy friend.

lTo create a bond of friendship, ensure that both of you take the
initiative of meeting.

lSpend time together and share your experiences of life with each
other.

lSlowly you will start sharing such experiences that no ordinary

friends would do. When you start sharing your all experiences and
start trusting each other, it means that you have become closer to
each other. This will continue for years and the bond of your
50 friendship will become stronger.

A bond of friendship is essential because friends are the pillars we can lean
on. They are special and irreplaceable.

“An insincere and evil friend is more to be feared than a wild beast;
a wild beast may wound your body, but an evil friend will
wound your mind.”
-Buddha
 Think and Do
My Friendship Journal
Part 1
a. When you see someone you think you would like to become friends
with, what are the good ways to go about it? Brainstorm and make a list.
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b. Brainstorm and write about how to be a good friend.
___________________________________________________________
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Part 2
Let's see how you would handle some difficult situations that can
happen in friendships. For each situation given below, answer these
questions
a. How would this make you feel?

b. What is a positive way to deal with it?

c. What is a harmful way to deal with it?

1. Your friend starts acting in ways that you think are wrong (using foul
language, stealing, being rude, etc.).

a. __________________________

b. __________________________

c. __________________________

2. You find out that your friend has been telling stories about you that are
not true.

a. __________________________

b. __________________________

c. __________________________
 3. Your friend keeps saying or doing something that hurts your feelings.
a. __________________________

b. __________________________

c. __________________________

4. Your friend invites you to go swimming, but calls back an hour later to
cancel. You find out that your friend went swimming with someone
else.

a. __________________________

b. __________________________

c. __________________________
52 5. You and your friend want to run for the same position in school's student
council.

a. __________________________

b. __________________________

c. __________________________

6. Two friends of yours are in conflict with each other. They demand that
you choose between them. You do not want to lose either of them.

a. __________________________

b. __________________________

c. __________________________

7. Your friend wants to spend more time with you than you want to spend
with him or her. You like this person very much, but you want more
freedom to see other people, too.

a. __________________________

b. __________________________

c. __________________________

8. Your friend is about to fail a class and begs you to help him/her cheat in
the final exam.

a. __________________________

b. __________________________

c. __________________________
1.13 Managing True Happiness
Signs of Happiness

There was a young couple who led a very happy life together. The only
thing that they worried about was, whether their happiness would last
forever or would they too have to face problems.

One day, they heard that a wise old man had come to town; he could
solve all kinds of problems and guide people. So the couple decided to
visit the wise old man and tell him about their worry.

The wise old man send to them, “Travel around the world and seek a
man and a woman who are perfectly happy as a couple. When you find
such a couple, ask them for a piece of cloth from the man's shirt, then
keep that piece of cloth with you, and you will always remain happy.” 53
The young couple began their journey, to find the happiest couple in
the world. At one place they heard that the governor and his wife were
the happiest people, so they went to their palace and asked them, “Are
you the happiest couple?”

The governor and his wife replied, “Yes, we are happy in every way
except for one thing; we do not have any children.” Well that didn't
make the governor and his wife the happiest couple. So they continued
their journey. They arrived at a city where they had heard that the
happiest couple lived.

They went to their house and asked them, “Are you the happiest
couple?” The couple replied, “Yes, we are really happy in every way
except that we have too many children which make our life a bit
uncomfortable.”No, this couple did not sound to be the happiest. And,
so they continued their journey. They visited many countries, cities,
towns and villages asking the same question but they did not find what
they were looking for.

One day the couple came across a shepherd in the desert. The shepherd
was grazing his sheep when his wife and child came along. The
shepherd greeted his wife and gently patted the child she was carrying.
She laid the mat and they started to eat contentedly. The young couple
came to them and asked them, “Are you the happiest couple?” The
shepherd and his wife replied, “Nobody is unhappier than the king.”
The young couple immediately realized that they were the happiest
couple and asked them for a piece of the shepherd's shirt, so that their
happiness too would last throughout.
 The shepherd said, “If I give you a piece of cloth from my shirt then I
will be left without any clothes since I own just one shirt.” The young
couple at once understood that it is very difficult to find perfect
happiness anywhere in the world. The couple decided to return to their
own country. They went to the wise old man and related all that had
taken place. They also complained that his guidance was difficult to
abide by.

The wise old man laughed and said, "Was your journey useless or did
you learn something from it? " The young man replied, "Yes, after this
trip I have learnt that in this world, nobody is perfectly happy, only
that person is happy who believes in it". (Adapted from 'Grandma's Moral
Stories' by Rajesh Kawassery)

True happiness comes from within.

54 Stop seeking so hard to find it. Create it.

Don’t let the pursuit of happiness

stop you from being happy now.

Happiness is in balance. We all need to learn to balance our emotions to

achieve true happiness. There are so many emotions that overwhelm us
during the course of the day. If we learn to manage and control our
negative emotions, we can nurture the positive emotion of happiness.

Experiencing emotions is a good and all of us experience a lot of them in our

lives. But sometimes we are not able to control our emotions. This is
usually not good because, then, emotions will start controlling our
behaviour. Expressing our emotions effects all aspects of our lives.

Here are some helpful suggestions by Dr. Tyler Woods for handling
emotions.

lBe honest with yourself.

lTalk to somebody about your feelings.
lDo not ignore your emotions, they are telling you something.
lIf you are having an unpleasant feeling, think of something you can
do that will help, and then do it.
lFind positive ways to express anger that are not hurtful to others.
lRemember, whatever you are feeling, you are not alone.
 lTry not to get overwhelmed, things usually improve.
lIf you do get overwhelmed – ask for help.

Emotional Intelligence
Emotional intelligence means our capacity to deal with our feelings wisely,
our self concepts, social skills, and creativity.

“Emotional intelligence refers to an ability to recognize the meanings of

emotions and their relationships and to reason and problem-solve on the
basis of them. Emotional intelligence is involved in the capacity to
perceive emotions, assimilate emotion-related feelings, understand the
information of those emotions, and manage them” (Mayer & Salovey,
1997; Salovey & Mayer, 1990).

Emotional Intelligence plays a very important role in our emotional, social 55

and personal life. It helps in managing stressful and problematic situations
in our lives. As we experience different experiences in our lives, so our
emotional intelligence is not fixed but dynamic in nature.

It is important that the young adolescents should learn to manage their

emotions so as to get along with others and to do better academically and
in other fields. Emotionally balanced adolescents feel good about
themselves and are less impulsive. Therefore, it is essential that the
educators equip young adolescents with emotional skills that are needed
to be successful academically and in life.

Emotional intelligence can be taught both by parents and teachers. In the

following ways:

lRecognize the emotions of the young adolescents and try to label

them.
lBe a good empathetic listener and interpreter of their feelings.
lIntroduce new feelings.
lAct as role models.
lGive them time and attention.
lEncourage them to share their feelings and experiences.

How to react when someone insults you

Maybe, if someone insults you or say something disturbing to you,

provoke you to react, you need to manage your emotions at that point of
time, to stop triggering a series of reactions. It is actually all about how
you take it!
 Once Gautama Buddha went out seeking alms. This is how monks
collect food every day. A man spoke insultingly to him. Buddha waited
calmly for the rude man to finish speaking and then told him, “Sir, I
have no need for all this even though you have given it to me
generously. Please take it back.” Even when others are rude to us, we
have a choice either to absorb their behaviour and feeling miserable or
not receiving it at all.

Here is a modern day story to help you understand this a choice.

A successful salesman often visited large companies to sell his product.

One day he was unable to come to his office due to brief illness.
Another salesman was sent in his place that day. The man returned with
a bitter complaint about one particular company. He said, “They
56 insulted me so badly”. The managers wondered why the other
salesman had never complained about this. When he returned to work
the next day, they asked him about it. He replied, “They have thrown
me out, even thrown my suitcase out after me, but insult me?
Never!”Both the salesmen received similar treatment from the rude
people in that company. But one took it as a personal insult. On the
contrary, the other took it as a part of his job. So he did not allow it to
upset him and was therefore more successful.

So it is all your choice! Be happy, keep smiling!

A smile can achieve success like no other tool we possess.

“Smiling is infectious; you catch it like the flu.

When someone smiled at me today, I started smiling too.
I passed around the corner and someone saw my grin
When he smiled, I realized, I'd passed it on to him.
I thought about that smile and then I realized its worth.
A single smile, just like mine could travel round the earth.
So, if you feel a smile begin, don't leave it undetected
Let's start an epidemic quick, and get the world infected!”
Author Unknown

"Holding on to anger is like grasping a hot coal with the intent of

throwing it at someone else: you are the one who gets burned."
-Buddha
1.14 Managing Time, Reducing Stress
The Grasshopper and the Ants

One cold, frosty day in the middle of winter a colony of ants was busy
drying some grains of corn, which had grown damp during the wet
autumn weather.

A grasshopper half dead with cold and hunger, came up to one of the
ants. "Please give me a grain or two from your store of corn to save my
life," he said faintly.

“We worked day and night to get this corn in. Why should I give it to
you?" asked the ant crossly. "What were you doing all last summer when
you should have been gathering your food?”
57
“Oh I didn't have time for things like that”, said the grasshopper. "I was
far too busy singing to carry corn about.”

The ant laughed and said, "In that case you can sing all winter". And
without another word he turned back to his work.
(Source: http://allmoralstories.blogspot.in/2012/07/the-ant-and-grasshopper.html)

Well this is an old story which we all know, but it is very true. Many young
adolescents for the entire year spend time idling and having fun with
friends. They all at less time for studies and then, when the examinations
approach, they find themselves in the grasshopper's situation. But if they
act wisely and manage their time properly they would always be able to
balance things and reduce stress.

What is Time Management?

By managing time effectively, the right amount of time is spent on specific

activities, especially to increase effectiveness, efficiency or productivity.
 It refers to making the best use of time as time is always limited. It includes
effective planning, setting goals and deadlines, prioritizing activities and
spending the right amount of time on a specific activity. Time management
is one aspect of self management.

It is rightly said “Time and Tide wait for none”. Time Management plays a
very important role in our personal lives. So an individual should
understand the value of time to succeed. People who waste time are the
ones who fail to create an identity of their own.

Time is Precious
To realize the value of One Hour
Ask the friends who are eager to meet.
To realize the value of One Minute,
58 Ask the person who missed the train.
To realize the value of One Second,
Ask the person who survived the accident.
To realize the value of One Millisecond
Ask the person who missed the Gold Medal in the Olympics.
(Poet Unknown)

Effective Time Management

Students can manage their time effectively in the following ways:

Maintain a daily diary

Convert an old exercise book into a diary or buy a

new diary. Write about important events such as after
school activities and daily homework in your diary.

Prioritize your work

Priority work should come on top followed by those

which are less important at the moment. Try to
categorize your work as important, urgent or both.
Fresh work should not be started till all the pending
work has been finished.
Setting Deadlines

Set deadlines’ Work hard to complete tasks ahead

of the deadlines. Use your diary to make a planner
to mark important dates against the deadlines.

Spending right time on right activity

Try to do the right thing at the right time. Do not

waste the whole day on something which can be
done a short time.

Be Organized
59
Keep all your notebooks and assignments up to date.
Keep all your things in place and well organized.
It will save your time.

Do not misuse time

Do not kill time by playing, gossiping with friends or

watching television. Firstly, concentrate on
your work and finish assignments on time and then do
whatever you want. Don't wait till the last
moment.

Establish routines

Try to establish routines and stick to them as much

as possible.

Making a 'To Do' List

This is a list of prioritized tasks to be completed. It

contains the most important tasks at the top and the
least important tasks at the bottom. The list
supplements your memory and helps you to avoid
too much work and stress.
 Do not procrastinate

Do not put off your tasks even if you are busy with
not so important activities.
Do not wait for the right mood and right time to do a
work, otherwise, you may come under pressure and
feel stress.

Make the most of your time

Time Quadrant (adapted from Stephen Covey)
Our life is divided into four kinds of activities

Urgent Not Urgent

Urgent and Important Important but not urgent
60
I II
III IV

Urgent but not important Not urgent not important

Let us identify activities that come under each quadrant

Fill in more activities for each quadrant in the space provided.

Quadrant I
1. Project work to be submitted tomorrow
2. Mother to be taken to the doctor
3. Reaching school in time
4. _________________________________
5. _________________________________

Some of these activities are not under our control but are top priority.
There are some of them that we could have planned for so that they are
important but do not become urgent and cause stress.

Quadrant II
1. Planning
2. Exercising
3. Building relationships
4. Studying
5. _________________________________
 This is the quadrant of excellence, where you anticipate forthcoming
activities and make the required effort. For example, you know your
exams are beginning after two weeks, you schedule your work
accordingly so that you do not face any last minute stress.

Quadrant III

1. Answering the doorbell

2. Help your friend with homework when you have not done yours

3. Going for a movie on friend's insistence

4. _________________________________

5. _________________________________

This is the quadrant where you spend a lot of time if you cannot be 61
assertive enough to say no to people. So your plans go haywire but you
keep busy doing something or the other.

Quadrant IV
1. Endless time on computer games
2. Too much sleep
3. Hours of hanging out with friends
4. Channel surfing on television
5. _________________________________
The above activities are complete time wasters. This shows that you
have not given any thought to the direction of your life. Your relaxation
activities take so much time that they eat into the important quadrant
of your life.
It is not suggested that you rigidly manage your time and regulate your
days; however some basic planning can help you to do things in time
and avoid stress. Once you get into the habit of doing things on time,
then success will be your reward.
“The butterfly counts not months but moments,
and has time enough.”
-Rabindranath Tagore
 Think and Do
In the given space make a sample of your time table.

Sunday
Saturday

62
Friday
Thursday
Wednesday
Tuesday
Monday
 Section - 2
Internalizing Life Skills
“A man is but the product of his thoughts.
What he thinks, he becomes.”
- Mahatma Gandhi
Unit-2 Self Awareness
Activity 1 : Appreciating the Good
Qualities in Oneself
"Mastering others is strength. Mastering yourself is true power."

Lao Tzu.

Theme: The key to excellence lies in recognizing one's own strengths.

Once a person recognizes his/her strengths, he/she is able to cultivate the
strengths and positive qualities and also work towards improving or doing
away with one's weaknesses. This activity helps students to recognize their
positive qualities.
65
Time Required: 1 period

Material Needed: Worksheet

Mode: Individual

Life Skills to be enhanced: Self Awareness and Effective Communication

Objectives: Students will be able to:

recognize and appreciate positive qualities in themselves;

l

importance of knowing oneself well.

l

Getting Started: Start with an energizer. Once the students are energized,
discuss how important it is for one to recognize and appreciate the positive
qualities in oneself. Once a person recognizes his/her strengths, he/she is
able to cultivate those strengths and positive qualities and work towards
overcoming one's weaknesses.

Process:

Read aloud the following points of ways of appreciating oneself:

l

- Think about things you do well. Take pride in your successes.

- Take part in activities that make you feel good such as hobbies,
reading, sports, or spending time with good friends.

- Think about times when you have been helpful, kind or

thoughtful and made a difference to some other people or
animals.
 - Try something new. New experiences can help you grow and
discover wonderful new things about yourself. Do not be afraid
of failing.

- When you do not succeed at something, do not be upset and

hurt yourself. Instead, think about what you can learn from the
experience and how you can do better next time.

Encourage students to raise questions and discuss them.

l

Ask students
l to complete their worksheets. Instruct them to write
five (1 to 5) of their strengths and five of their weaknesses. Also
instruct them to take their worksheets home and upon discussion
with parents should write five more (a to e) of their strengths and
weaknesses below what has already been written in class.
66
Key Messages
1. Each of us has unique character traits.

2. We should strive to recognize and appreciate them.

3. Concentrating on our positive character helps us to enjoy what we

do.

4. By concentrating on our strengths we can turn them into habits.

5. We can make this our path to excellence.

 Worksheet
Name:

Each of us is unique and possess special character traits. But it is

important for us to recognize and appreciate them. Write down five (1
to 5) positive character traits about yourself, which you truly appreciate
(strengths).

1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
a. _____________________________________________________ 67
b. _____________________________________________________
c . _____________________________________________________
d. _____________________________________________________
e. _____________________________________________________

Write five sentences about the areas that you need to improve upon
(weaknesses).
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
a. _____________________________________________________
b. _____________________________________________________
c . _____________________________________________________
d. _____________________________________________________
e. _____________________________________________________

Suggested Further Activity:

Put POSITIVE NOTES on the walls of your room or house. It will create a
good mood, a pleasant environment and above all make you feel good.
 Activity 2 : I am Special

Theme: No two individuals are alike. Everybody is unique. This activity will
help students become aware of their unique and special qualities.

Time Required: 1 period

Materials Needed: Worksheet and Poem “I'm Special”

Mode: Individual / Group activity

Life Skills to be enhanced: Self Awareness and Critical Thinking

Objectives: Students will be able to:

describe positive characteristics about self and others;

l
68 relate how positive characteristics are beneficial to oneself;
l

become aware that their uniqueness makes them special.

l

Getting Started: An individual is a complex and unique self. Theories of

self assume that the maintenance and enhancement of the perceived self
is the motive behind behaviour. In other words, each student is constantly
striving to maintain, protect and enhance his/her self. One's self concept
will have a tremendous impact on the life of an individual.

[Note: Through reinforcement and encouragement, teachers can build

positive and realistic self concepts in their students.]

Process:

Instruct
l students to close their eyes for five minutes and think of all
the things that make them special.

After
l five minutes, instruct them to go through the poem in their
worksheets on their own.

Invite
l one of the students to come forward and recite the poem
loudly so that others could hear.

Brainstorm different ways people are unique.

l

Direct them to complete their worksheets.

l
 I'm Special
I'm special. In the entire world, there's nobody like me.

Nobody has my smile. Nobody has my eyes, my nose, my hair, my voice.

I'm special

Nobody laughs or cries like me; Nobody reacts to situations like I do.

Nobody has my kind of tastes – for food or music or art

Nobody has my kind of handwriting; nobody sees things like I do.

I'm special.

I'm the only one in all the creation who has my set of abilities.

Oh, there will always be somebody who may be better than me in one 69
of the things that I am good at.

But no one in the universe can reach the quality of my combination of

talents, ideas, abilities and feelings

Through all of eternity, no one will ever look, talk, walk or think like I
do.

I am rare and I have a rare great value

Because of this rare great value, I need not imitate others.

Because no one in this big –wide world has my combination of qualities.

No one could do things that I could do.

That's because I'm SPECIAL!

Key Messages
1. Each person in this universe is a special and unique individual.

2. The combination of the quality of one's talents, ideas, abilities and

feelings makes him/her special and unique.

3. Since each one has a rare great value, there is no need to imitate
others.

4. Like each flower has a unique beauty and fragrance, so does an

individual - with his/her own unique and special qualities.
 Worksheet
Sit in a quiet and calm place. Read the poem, absorb it, understand
it and answer these questions:
1. What have you learnt from this poem?
______________________________________________________
______________________________________________________
______________________________________________________
2. List ten positive characteristics that you think makes you unique
and special?

My Unique Characteristics
1. 2.
70 4.
3.
5. 6.
7. 8.
9. 10.

3. List the special characteristics that you discovered about yourself

for the first time?

My Special Characteristics Discovered for first Time

1. 2.
3. 4.
5. 6.
7. 8.
9. 10.

4. Describe how these unique and special characteristics could be

useful to you and your school.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
 5. List ten unique characteristics that your classmates have.
My Classmates' Unique Characteristics

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

Suggested Further Activities:

1. Write about or create a collage of pictures of people displaying 71
positive and unique characteristics.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. Talk to your parents / elders in the family and discover more unique
and special characteristics about yourself. List them.

My Unique Characteristics according to Parents / Elders

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.
 Activity 3 : The Role of Self-Esteem
Theme: To lead a healthy life, one needs to have a high self-esteem. This
activity will help students have a better understanding of themselves.

Time Required: 1 period

Materials Needed : White board and marker pens

Mode:Individual

Life Skills to be enhanced: Self Awareness, Critical Thinking and Effective

Communication

Objectives: Students will be able to:

lexplore the concept of self-esteem;

72
lanalyze their personal strengths and weaknesses;

lconsider the role of self-esteem in a healthy life.

Getting Started:

Open a discussion by asking students to define the term 'self-esteem'. The

answers could be written on the white board.

Process:

Lead
l students to understand that self-esteem refers to how we
understand and value ourselves.

Tell them the following facts about self-esteem.

l

High Self-Esteem:

People
l with high self-esteem are
realistic about their strengths
and weaknesses.

They
l are able to set goals and
work towards them with
optimism.

They
l also feel competent in areas
they consider important.

They
l do not take other people's negative impressions on them too
seriously.

Self-knowledge helps lay the foundation for a high self-esteem.

l
Low Self-Esteem:

People
l with low self-esteem have a
hard time evaluating their
strengths and weaknesses.

They
l often have an unrealistic,
overall negative impression of
themselves.

People with low self-esteem tend to

l
be pessimistic.

The first
l step to build self-esteem is to take a realistic look at one's
strengths and weaknesses.

73
Key Messages
1. Self-esteem is a personal judgment of self-value.

2. It is important to have a high self-esteem.

3. Those with high self-esteem –

Have
C confidence and trust their judgment.

Do not
C get bogged down by criticism.

Resolve
C their own problems and also help others.
 Worksheet
This activity would help you understand yourself - your likes and
dislikes and your strengths and weaknesses. You will get to know what
subjects, activities and food you like and about your relationships with
friends and adults.

Fill in the spaces:

A) School Subjects

1. I like_____________________________________________.

2. I do not like________________________________________.

3. I am good at _______________________________________.

74 4. I am not good at ____________________________________.

5. I am good at this subject, but I do not like it: _____________.

6. I am not good at this subject, but I like it: _______________.

B) Activities

1. I like _____________________________________________.

2. I do not like________________________________________.

3. I am good at______________________________________.

4. I am not good at ____________________________________.

5. I am good at this activity, but I do not like it: _____________.

6. I am not good at this activity, but I like it: _______________.

7. I prefer being involved in individual activities / group

activities (Check one)

C) Food Preferences

1. I like _____________________________________________.

2. I do not like ___________________________________.

3. I do / do not eat a balanced diet. (Check one)

D) Relationships with Friends and Adults [Tick - (ü

) the
statements that apply to you.]

1. I am generally well liked.

2. I am generally not well liked.

 3. I have a group of friends.

4. I prefer having one or two friends.

5. I am a leader.

6. I am a follower.

7. I prefer people who like the same things I like.

8. I prefer people who like different things.

9. I have the support of significant adults in my life.

10. I have the support of a group of peers.

E) Now that you have learned and have enough information about
yourself, write a short essay that illustrates who you are.
75
______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________
 Suggested Further Activities:

Direct students to consider the following:

One of the ways to boost to one's self-esteem is by helping others. The

pleasure and satisfaction that is derived by helping other people or animals
in need is immeasurable. This needs to be experienced personally to
appreciate the effect. To improve your self-esteem, remember to make a
list of the activities that you take on. Some of the activities you could start
with include the following:

Teach a child who needs help in a particular subject.

l

Help out old people in the neighborhood.

l

Feed a hungry dog on the street.

l

76 Put out a bowl of water on a hot summer day for thirsty birds .
l
 Activity 4 : Overcoming Low Self-Esteem
Theme: Low self-esteem is disappointing. It can make one feel small and
unworthy. This activity will acquaint students with different ways of
overcoming low self-esteem.

Time Required:1 period

Materials Needed: White board, slips of paper, worksheet and marker pens

Mode: Individual

Life Skills to be enhanced: Self Awareness,

Effective Communication and Managing Emotions

Objectives: Students will be able to:

recognize
l the symptoms of low
People with low self esteem
77
self-esteem; think that everybody is
targeting them
learn
l ways to overcome negative feelings
like fear, guilt, depression, etc. and thereby boost their
confidence level and self-esteem.

Getting Started

Read aloud the note below. Then explain what low self-esteem is all about
and how it can be so disappointing to have low self-esteem. Brainstorm
about it with the students.

Note to the Teacher

Symptoms of Low Self-Esteem

Having low self-esteem is disappointing. It can stop one from enjoying

many parts of one’s life. It can make one feel small, unworthy and full
of fear and guilt. Some of the symptoms of low self-esteem are:

a) Fears like – no one loves me, my friends do not like me, I am

useless, etc.

b) Feeling of shame. – I am not rich, I am dark, I am a curse on earth,

etc.

c) Depressed feeling – That is feeling sad for a long time

d) Unrealistic expectations and feeling bad upon not achieving it

e) Body image problem – not liking one's looks in general

f) Belief that the world is a 'bad place' – finding everything unfair to

them.
 Process:

Write
l on the whiteboard the symptoms of low self-esteem listed
above in the box.

Instruct
l one of the students to distribute one small slip of paper to
each student in the class.

Tell students not to write their name on the slip.

l

Instruct them to study what is written on the board and then write on
l
the slip about negative self-esteem symptoms they think they have.

Once
l this is done, collect the slips from the students and open each
one of them and address the fears.

Ask students
l to fill details in their worksheet after reading the ways
78 of boosting self-esteem given in the worksheet.

Key Messages
1. Low self-esteem is a major problem that one has to overcome.

2. Fortunately, there are ways to overcome the problem.

3. Love yourself, do what you love doing, have a goal to be achieved.

4. Drop negative friends; help others including animals.

5. Laugh at yourself and celebrate.

 Worksheet
Here are tips to improve your self-esteem. Study them carefully and
answer the questions:

Tips to Improve Self-Esteem

1. Love yourself: Take care of yourself. Remember that you are
unique.

2. Do what you love: This would give you a good feeling.

3. Write down your good qualities: This would remind you of your
strengths.

4. Develop a long and short term goal: This can keep you motivated.

5. Have a sense of humour: Learn to laugh at yourself.

79
6. Help others – both people and animals: This brings pure joy and
satisfaction.

7. Drop your negative friends: Because they pull down your

confidence.

8. Celebrate success: Celebration boosts self confidence and good

feeling.

1. Do you love yourself? Describe the ways in which you take care of
yourself?

_______________________________________________________

_______________________________________________________

2. List the things that you love to do?

List of Things That I Love To Do

1. 2.

3. 4.

5. 6.

7. 8.
 3. List your good qualities.

List of My Good Qualities

1. 2.

3. 4.

5. 6.

4. What would you like to become when you grow up? Why?
______________________________________________________
______________________________________________________
______________________________________________________
80 5. Have you ever laughed at yourself?
Describe the situation.
___________________________________
___________________________________
___________________________________
6. Have you ever helped any person or
animal in the recent past? Describe the
situation.
_________________________________
_________________________________
_________________________________
7. Do you have any friend who may be a
bad influence on you? If your answer is
YES, would you drop them? Give reasons.
______________________________________________________
______________________________________________________
8. List the events that have led to a celebration.

My List of Celebrations

1. 2.

3. 4.

5. 6.
Suggested Further Activity:

Encourage students to do the following:

Start a Thought Diary and describe all your low self-esteem and high self-
esteem moments so that you could compare them over a period of six
months to a year and see if you have been able to improve your positive
self-esteem.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
81
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Adapted from: http://www.self-esteem-tips.com

 Activity 5 : The Grace of Being Polite

Theme: Good Manners and polite ways are important to lead a good life in
society. They are like icing on the cake. Polite people are well mannered
and are always admired.

Time Required: 1 period

Materials Needed: White board, worksheet and marker pens

Mode: Individual

Life Skills to be enhanced: Self Awareness, Effective Communication and

Managing Emotions

82 Objectives: Students will be able to:

lappreciate the value of using polite words;

luse the magic words - Please, Thank you, You're welcome, I'm
sorry, May I and Excuse me

lrecognize the need for good manners in daily life.

Getting Started:

It is very important for children to learn to be polite and have good

manners. Infact polite words are better than the finest clothes and the
most expensive cars. No matter what the background, a person who is
polite and has good manners is always admired and would surely have the
following magic words and phrases in his or her vocabulary:

THE MAGIC WORDS

Please May I?
Thank You! You're welcome
Excuse me I'm Sorry

Process:
Write
l the above magic words on the white board and instruct
students to make statements like the following:

– Can you pass the pen, please?

– This should be followed by "Thank you" when the job is done.

– I am sorry that I did not bring the charts today?

– "Please excuse me". Could I sit down here, please?

 Encourage
l students to make similar sentences. Instruct them to use
the magic words and advise them that their sentences should show
politeness.

Key Messages
1. Politeness is a big asset. One should learn it and keep it for life.

2. Polite words take you much farther than smart comments.

3. Polite people always use the magic words 'Please', 'Thank you',
'May I', 'I am sorry' and 'Excuse me'.

4. By speaking politely, you show kindness and respect for other

people's feelings.
83
5. Good manners are like an icing on the cake. Polite people are well
mannered and are always admired.
 Worksheet
'Please' is the most basic word of politeness. “Please” sugarcoats
requests and softens commands.

'Thank you' recognizes a person's kindness or consideration. It says ‘I

appreciate your effort’.

'May I?' asks permission, because no one is entitled to someone else's

time or money or genius, or place on the bus.

‘I am sorry’ goes a long way. Most of the time, saying “I'm sorry,”
immediately defuses arguments, deflates rage, and inspires
reconciliation.

'Excuse me' or ‘pardon me’ is a polite way of excusing yourself.

84

On the basis of what you have read in the box, find the polite words
that you would use in the following scenarios:

1. You are having lunch with your family. You need some water which
is on the other end of the table and close to where your sister is
sitting. What would you say?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. Your mother has sent you to the neighbourhood store to buy some
bread. As you are getting late for your dance class, the person in
front of you in the queue allows you to step ahead of him and
finish the job. What would you say to the person in the queue?
When the person in-charge at the store hands over your order,
what should you say?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________
3. Your sister is out with your mother and you are about to go to a
friend's place. You spot her green sweater and you feel like
wearing it. To be polite, you need to take her permission. What
would you say to her?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

4. Your brother's favourite toy fell down from the table when you
placed your books on it? You honestly did not expect it to fall and
were also unable to save it from falling and breaking. What should
you say to your brother? 85
_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

5. You are late and are rushing to class. When you reach the class
door, you find that your Principal is standing at the doorway and
talking to your teacher. What would you say to get an entry into
the class?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

6. Today is your birthday. When you get back home after attending
extra dance classes, you find all your friends with big smiles and
gifts and they begin to sing the “Happy Birthday” song for you.
What would be your reaction?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________
 Suggested Further Activities:

Good manners and polite ways are important skills students should develop
when they are young. In fact, manners are beneficial throughout one's life.
Nobody wants to be close to an impolite and rude individual. Polite words
take a person very far. Impolite children grow up to be impolite adults who
have a tough time in society.

On the basis of the above, ask students to do the following:

Keep
l a watch on their ways and make sure that they are graceful
and polite. Sprinkle their vocabulary with as many magic words as
possible.

For the
l next one month, look out for opportunities when they have
to be polite and talk to people including their parents, friends,
86 brothers and sisters, neighbours, etc. while using the magic words.
Activity 6 : Building Positive Self-Esteem -
Setting Goals

Theme: Goal setting is the key to success. It helps to build confidence and
self-esteem. This activity helps students in setting goals for building a
positive self-esteem.

Time Required: 1 period

Material Needed: Worksheet

Mode: Individual

Life Skills to be enhanced: Self Awareness and Effective Communication

Objective: Students will be able to build positive self-esteem by setting 87

and achieving goals.

Getting Started:

Discuss the importance of setting goals and talk about the following points
to the class:

Without
l goals, it would be
like driving a car with no
clear destination.

It could
l mean reaching a
place where one does not
want to be.

Goals help one to concentrate,

l
work hard and achieve.
“The whole world steps aside for the
To begin,
l set small goals that man who knows where he is going.”
one can achieve. - Unknown

One could switch to higher goals as you go along.

l

Be very clear about WHAT goals one wants to achieve.

l

Be very clear about HOW one wants to achieve those goals.

l

Write down one’s goals. It makes things clear.

l

Always try to be cheerful and optimistic.

l

Believe that "YOU CAN" and "YOU WILL" reach one’s goals.
l
 Process:
Discuss the above points.
l

Encourage students to express their own goals.

l

Discuss
l about a "To do list" and how they could check the ones
achieved on a daily basis. Tell them that every tick on the "To do list"
is a matter of achievement and hence rises self-esteem.
Instruct students to complete their worksheets.
l

88

Key Messages
1. Goal setting is the key to achieving success.
2. By setting goals, one will be able to accomplish all one’s tasks in a
timely and organized manner.
3. Goal setting helps build confidence and self-esteem.
4. Make certain that one sets goals that are easily achievable.
5. Make sure that one’s goal is specific and clear.
6. Start with a small list of things one wants to achieve today.
 Worksheet

Name:____________________
My three Important Goals:
1. My goal relating to my "Academic performance " is __________
______________________________________________________
______________________________________________________
a) I will plan to do the following to achieve my goal __________
__________________________________________________
__________________________________________________
b) I will begin on: ______________________________________
c) The date by when I will achieve my goal is _______________
89
d) This goal is important to me because ___________________
__________________________________________________
__________________________________________________
2. My goal relating to "Helping Others" is
______________________________________________________
______________________________________________________
a) I will do the following to achieve my goal ________________
__________________________________________________
__________________________________________________
b) I will begin on: ______________________________________
c) The date by when I will achieve my goal is :_______________
d) This goal is important to me because ___________________
__________________________________________________
__________________________________________________
3. My goal to be achieved at "Home" is ________________________
______________________________________________________
______________________________________________________
a) I will do the following to achieve my goal
__________________________________________________
__________________________________________________
 b) I will begin on ______________________________________
c) The date by when I will achieve my goal is________________
d) This goal is important to me because
_________________________________________________
_________________________________________________

Suggested Further Activity:

Encourage students to work on a 'To Do List' for at least twenty one days so
that it becomes a habit. Sample of the 'To Do List' is given below.

90
Unit-3 Critical Thinking
Activity 1 : Fact or Fiction
Theme: It is not easy to differentiate between fact and opinion. There is so
much of information around us that we may get fake information instead of
facts and that makes it more important than ever for students to develop
critical thinking. We must access and use information from trustworthy
sources only. If we do not learn to differentiate between fact and fiction,
we may get information that will not support our learning, rather they will
mask it with irrelevant data.

Time Required: 1 period

Material Needed: Fact or Fiction handout 91

Mode: Pair work

Life Skills to be enhanced: Critical Thinking, Creative Thinking and

Problem Solving

Objectives: Students will be able to:

develop
l critical thinking skills;

Getting Started: Discuss with students as to what should be kept in mind

while deciding on ‘fact’ or ‘fiction’. What are the attributes that make a
statement a fact or a fiction?

Process:

Divide students into pairs.

l

Give each pair the fact or fiction handout.

l

Instruct them to try and determine whether each statement sounds

l
like a fact or an opinion, and discuss with each other.

Discuss
l the answers given by the students and ask them how have
they arrived at these answers (by thinking critically- questioning
the riddle).

Key Messages
1. Critical thinking helps to differentiate between facts and opinion.

2. We must try to gather information from trustworthy sources only.

 Fact or Fiction Handout
In the given statements distinguish between fact and opinion.
Critically discuss it with your peer and then arrive at a conclusion:

S.No. Statement Fact Opinion Reason

1 My father is the strongest man

on earth.

2 My brother is taller than your

brother.

3 My telephone number is difficult

to memorize.

92 4 The deepest part of the ocean is

35,813 feet deep.

5 It is easier to have dogs as pets

than fish.

6 Smoking is bad for your health.

7 Until 1896, India was the only

source of diamonds in the world.

8 India has the most number of

post offices in the world.

9 Chocolate kills dogs.

10 A giraffe can clean its ears with

its 21-inch tongue.

Suggested Further Activity:

Students observe their friends when they are in a conversation with them
or with others. Instruct them to make a list of statements made by them
during that conversation and categorise as a fact or fiction.
 Activity 2 : To be or not to be!
Theme: To be a leader one must acquire some essential skills. Apart from
the common characteristics and traits of a leader (dependability, self
confidence, flexibility, etc.), one must be able to think critically and
creatively, make decisions, solve problems, and resolve conflicts. These
are not innate skills, but rather skills that can be developed by anyone with
conscious effort.
Time Required: 1 period
Material Needed: Role-play handout
Mode: Group activity
Life Skills to be enhanced: Critical Thinking, Creative Thinking and
Problem Solving
93
Objectives: Students will be able to:
think critically;
l

Getting Started: Explain to the students that there are four essential
components to critical thinking:
Identify and challenge assumptions. Always seek the truth.
l

Challenge
l the importance of context. Learn to read between the
lines.
Imagine and explore alternatives. Seek out different methods.
l

Reflect on decision, but with a bit of skepticism.

l

Process :
Divide students into two groups.
l

Direct
l students to role play two scripts on handout. These are
conflict situations containing factual and value judgment
statements.
After
l the role play, lead a discussion based on the questions
following the script.
Sum up the activity with the help of key messages.
l

Key Messages
1. To be a leader, one needs to develop the skills of critical thinking,
creative thinking, decision making and problem solving.
2. These skills can be developed by anyone.
 Role Play Handout
Script A
Setting: The dining room at dinner time.
Characters: Priya, age eighteen, and Raghav, her twelve year-old
brother.
PRIYA: Eat your dinner. You're wasting food. Think of all the starving
children in other countries.
RAGHAV: But I'm not starving and I'm not wasting food. Listen, I could
be well fed and healthy with only half the food I get.
PRIYA: Prove it. Go on – show me statistics for growing kids.
RAGHAV: O.K., but I read about it in a magazine at school. We don't
94 have any books about nutrition around the house.
PRIYA: So eat your dinner. Mother knows best.
RAGHAV: Not on this, she doesn't. You said I was wasting food. I say
mother is wasting it by giving me more than I need. I don't need this
much to eat – especially not in the summer when I'm lying around and
not using much energy.
PRIYA: If you can't prove what you're saying, stop talking and start
eating.
Script B
Setting: A room of Sharma household.
Characters: Vagmi, fourteen years old, and her friend, Manya.
VAGMI: Mother says I have to make up my own mind—guitar lessons
this summer or school trip.
MANYA: That's not hard. Come for the trip with all your friends.
VAGMI: I'd like to. We all had a good time last year. Being together at
trip seems to make friendships really solid.
MANYA: Right. So come for the trip.
VAGMI: It isn't that easy. You know I like playing the guitar and if I want
to improve my playing, I have to take lessons.
MANYA: Well, that's your thing.
VAGMI: Yes it is, and doing something really well—just for myself—is
also important to me.
MANYA: You have to make the choice, that's all.
VAGMI: All? You make it sound so easy, but it isn't. I just can't make up
my mind.
Script A: Points for Discussion
1. What kind of arguments are Priya and Raghav having?
ANSWER: Argument over facts – how much food kids need to stay
healthy.
2. Even though they are arguing about facts, each of them had
stated an opinion. What are the opinions?
ANSWER: Priya says Raghav is wasting good food, and that his
mother knows best. Raghav says he's not wasting food; it's his
mother who is wasting food. 95
3. What if Raghav located facts to show that growing children
need less food than he is asked to eat? Would these facts prove
that Raghav's opinion is correct? Why can't opinions ever be
proved true or false?
4. Priya and Raghav could not settle their factual argument
because the facts were in books and magazines that were at
school. Can you think of other kinds of factual arguments that
would be hard to settle?
ANSWER: When different books or other sources state
contradictory facts, or when a fact has not yet been established
and must be tested, For example: I can swim faster than you can.
Script B: Points for Discussion
1. This conflict situation is not between two people it's within
one person. Which of Vagmi's values are in conflict?
ANSWER: Enjoyment with friends and doing something really
well.
2. Do you sometimes have to make a decision which involves
choosing between conflicting values?
SAMPLE ANSWERS:
a. Spending time on school work to improve grades vs. spending
time on sports activities to improve skills.
b. Being loyal to one special friend vs. being loyal to a group of
friends.
 c. Being kind to a younger brother or sister vs. wanting
personal privacy and time of your own.
3. How do you deal with such decisions? Do you work it out on
your own? Do you talk it over with people who are in some way
involved? Do you talk it over with a good friend, your parents,
or some other adult whose opinion you respect?
4. Could Vagmi find a compromising solution?
ANSWER: She could try to arrange for self-learning guitar
lessons/videos/books after returning from the trip.

Suggested Further Activity:

96 Students to go through the following conflicting situation in the life of a

boy.

Amit is an eighteen year old boy just entering the final grade in secondary
school. His father died several years ago and his uncle has paid his school
fees for the last few years. His uncle has just died, and now there is no one
to pay for his final year in school. He is hopeful that he can get a placement
at university if he is able to take the college entrance examination. But
because there is no money for school, he is considering trying to find some
work for a few years and returning to school later.

Now critically analyse the situation which Amit is facing and suggest an
appropriate solution for the same.
 Activity 3 : Read it, Write it, Count it!
Theme: Mathematics requires a critical and logical approach. In this
activity students use the process of solving mathematical problems/
puzzles as a foundation for enhancing reading, writing, and thinking skills.

Time Required: 1 period

Materials Needed: Sample question and solution, worksheet, white board

and marker pens

Mode: Groups of five students

Life Skills to be enhanced: Critical Thinking, Problem Solving,

Interpersonal Skills and Creative Thinking

Objectives: Students will be able to:

97
use their
l critical thinking skills;

use mathematical
l concepts in a better way;

see the
l relationships among reading, writing and thinking skills.

Process:

Divide the class into groups.

l

Solve an arithmetic problem on the board.

l

After
l the arithmetic problem is solved, ask students to give a
statement or a short story using that question and solution.

Instruct students to create logical and relevant stories.

l

After
l the students finish creating the stories, invite one student
from each group to share the story with the class.

Key Messages
1. Critical thinking is the ability to think clearly and rationally.

2. It includes the ability to engage in reflective and independent

thinking.

3. A critical thinker is able to make use of information to solve

problems, and to seek relevant sources of information.
 Sample Question and Solution (` 100 + ` 50 = ` 150)
Story

Teena and Reema were walking down the street on their way home from
school. As always, they had to pass the neighbourhood market. But today
there was something different about the windows in the store. They
were all decorated with beautiful cards and gifts. Teena looked at
Reema and said, "I did not realize that tomorrow is mother's birhtday! I
have to buy my mother a card, but I don't have enough money".

"How much money do you need?" Reema asked.

"The card I saw was a musical card, it costs one hundred and fifty
rupees, and I only have one hundred. I need fifty rupees more".
98 "I have fifty rupees I can lend you," Reema said.

"Oh thank you," Teena said happily. "I will pay you back when I get my
pocket money next week".

So Teena added Reema's money to her hundred rupees. Now she had
enough to buy the card for her Mother's Birthday.
 Worksheet
Write funny story using this arithmetic problem

(38-15 = 13)

Title: _________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________ 99
____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Suggested Further Activity:

Students frame two problems using either the mathematical concept of

division or multiplication.
 Activity 4 : Freshly brewed thinking
Theme: Thinking skills emphasize rational thinking which helps in taking
aware decisions. Thinking critically with open mind leads to solutions
which are grounded and balanced.
Time Required: 1 period
Material Needed: 'Get back the ball Problem' Handout
Mode: Groups of five students
Life Skills to be enhanced: Critical Thinking, Creative Thinking and
Problem Solving
Objectives: Students will be able to:
develop
l critical thinking skills;
100
Getting Started: An icebreaker activity.
Process:
Explain
l to students that this activity requires critical thinking with
creative flavor.
Give them the handout- ‘Get Back the ball problem’.
l

Ask students the following question: "What would you suggest these
l
children do to get their ball out of the pipe?"
If students ask for additional information, tell them that the pipe is
l
about five feet high, three inches in diameter, and the ball is two
inches in diameter.
Direct students to discuss the problem with a partner.
l

If students
l seem frustrated, tell them to use the following hint:
"Instead of trying to think of ways to reach the ball, how could you
get the ball to come to you?"
Invite the students to share their ideas.
l

Now
l give your own solution: "The problem is easily solved by
pouring water into the pipe".
Sum up the activity with the help of key messages.
l

Key Messages
1. Critical thinking is the ability to think clearly and rationally.
2. It includes the ability to engage in reflective and independent
thinking.
 Handout
Get Back the Ball Problem
At a trip to the park, some children accidently dropped a wooden ball
down a pipe. The pipe is a hollow cylinder that is cemented to the
ground. What would you suggest these kids do to get their ball out of
the pipe?

r
101

Suggested Further Activity:

Students solve the following problem.

A man is walking down the village road with a tiger, a goat and a bundle of
grass. Soon he arrives at the river bank where there is one tiny boat that
can carry him and another animal or grass at a time. Here is the problem;
Left alone, the tiger will eat the goat. And similarly, the goat will eat the
grass bundle. How is he going to take all the three across the river safely?
 Activity 5 : The Inventor in Me!
Theme: The inventions around us are the results of critical and creative
thinking. There is an inventor in all of us and we can definitely contribute
to the existing list of inventions if we wear our thinking caps.
Time Required: 1 period
Material Needed: 'The Inventor in Me' Handout
Mode: Individual and pairs
Life Skills to be enhanced: Critical Thinking, Creative Thinking and
Problem Solving
Objectives: Students will be able to:
work on critical thinking skills;
l
102 think and look into things critically.
l

Getting Started: Discuss with students about the way different inventions
have improved the quality of our lives. Talk to them about the inventions
that they feel they just cannot do without.
Process:
Instruct
l students to pretend they are inventors of everyday
objects.
Distribute “The Inventor in Me” handout.
l

Instruct
l students to fill in the blanks in part 1, with the description
of their inventions.
Once
l they are finished with part 1, direct them to work on part 2 in
pairs.
Engage
l them in a discussion about their inventions and tell them
that there is no right or wrong answer.
Ask participants the following questions:
l

a. What type of thinking does it take to be an inventor?

b. Discuss some famous inventions that changed our lives?
Sum up the session with the help of key messages.
l

Key Messages
1. Critical thinking is the ability to think clearly and rationally.
2. It includes the ability to engage in reflective and independent
thinking.
3. To create something new, we need to think creatively and critically.
 Handout
The Inventor in Me
Part 1
For each of the following situations, pretend that you're a famous
innovator, a leader in creativity, critical thinking, problem solving,
and invention. Fill the corresponding spaces with the name and
description of your famous idea.
1. You like to travel a lot and at times you have to travel down to
places where you don't get water to laundry your clothes.
What I need is a fabric that doesn't need laundry and keeps fresh
like
______________________________________________________
______________________________________________________
2. You're a Health Scientist for a Band-Aid Company. You're having 103
difficulty inventing a band-aid that will cover and protect a cut
from dirt and at the same time leave it open to the air so that it
can heal.
What I need is a band-aid that is
______________________________________________________
______________________________________________________
3. You're an advisor to a chocolate company. You need to suggest
them a product which is tasty and doesn't support in developing
cavities in teeth.
What I must do is
_____________________________________________________
_____________________________________________________
4. You're a famous transportation expert. A number of community
leaders have come to you with a complaint. Many local citizens
live far away from schools but don't have a car and public
transportation which is inconvenient and expensive.
What these people need is a
_____________________________________________________
______________________________________________________
5. You're a famous musician from Timbaktoo who wants to teach
children how to play the bagpipe, but the instrument is difficult
to find in India.
What I need to do is
_____________________________________________________
_____________________________________________________
 Part 2 - Align Scissors, Mobile Phone and Fishing Pole

Once again, pretend that you are that very famous inventor. For each
invention below, name the thing that gave you the idea (animal, plant,
geological formation, other human invention, etc.).

Back Pack Helicopter

__________________________ __________________________

Telephone Envelope

__________________________ __________________________

Stop Light Pants Pockets

__________________________ __________________________
104
Pool Radio Antenna

__________________________ __________________________

Vacuum Cleaner Scissors

__________________________ __________________________

Light Bulb Mobile Phone

__________________________ __________________________

Sunglasses Fishing Pole

__________________________ __________________________

Snorkel

__________________________

Suggested Further Activity:

Students create something which can help them in cleaning their room by
making use of different things available at home (eg. ruler, toy truck
wheels, gears from a toy clock, rope, clothesline pulley, box of rubber
bands, bucket, magnet, scissors, umbrella, balloons, bike chain, kitchen
tongs, model airplane propeller, etc.).

They give a title to their invention and also describe how their invention
works.
 Activity 6 : Decision Time

Theme: There are times when one has to critically analyse the situations
and make a decision. The best way to emerge winner in such a situation is
to think critically and judiciously keeping in mind all the pros and cons.

Time Required: 1 period

Material Needed: 'My Decision Time' Handout

Mode: Individual

Life Skills to be enhanced: Critical Thinking, Creative Thinking and

Problem Solving

Objectives: Students will be able to: 105

develop critical thinking skills;
l

Getting Started: An icebreaker activity.

Process:

Give
l students the “My Decision Time” handout.

Direct
l them to read the handout and analyze the situation.

Discuss
l the answers given by the students and ask them how could
they arrive at these answers (by thinking critically and analyzing
pros and cons).

They
l can discuss in groups or pairs the reasons for their personal
choices.

Key Message
We should try to look into all aspects of a situation before taking any
decision.
 Handout
My Decision Time
Read the following situation :
Ajay wanted to go to the trip. His father promised that he could go if he
helped him in his shop after school for two hours every day for which he
will earn a stipend to pay for the trip. Ajay did that every day without
fail. But just before the day trip, Ajay's father changed his mind. He had
incurred some loss in a consignment and he felt giving twenty thousand
for the trip is a waste of money. Ajay didn't want to give up going on the
trip, so Ajay thought of refusing.
Now decide whether or not Ajay should give the money to his father.
If you answer YES, look at the sentences that follow and choose the one
you think will be the best reason for saying YES, and put a one (1) in the
box provided. Then choose the second best reason and put a two (2) in
106 the box provided, and so on until all the sentences have been ranked.
If you answer NO, look at the sentences that follow and choose the one
you think to be the best reason for saying No and put a one (1) in the box
provided. Then choose the second best reason and put a two (2) in the box
provided, and so on until all of the sentences have been ranked.
YES
___1. If Ajay refuses, in the future, he might not ever get to go to the trip.
___2. The father has a responsibility for Ajay's upbringing and welfare. If he
decides that it is better for Ajay not to go on the trip and to give Ajay's
father the money for support in business, then the father is acting
responsibly as per the demand of the situation.
___3. Ajay's father may not always keep his word, but he is trying to help
Ajay in the best way he knows. Ajay should respect his father for trying
to be a good father.
___4. Ajay should listen to what his father says.
NO
___1. Ajay has had the experience of working hard and saving money, and
this will foster industry, initiative and responsibility, all of which are
necessary if society is to remain stable. He has earned this money.
___2. It's Ajay's money, so he should be able to do whatever he wants with it.
___3. The father should recognize Ajay as a person who is different but
equal to himself; Ajay has a right to make personal decisions.
___4. Ajay's father made a promise. The father is behaving selfishly and is
inconsiderate in asking Ajay for the money.

Suggested Further Activity:

Students assess risks involved in accepting something from strangers.
Unit-4 Creative Thinking
Activity 1 : In the Creative List

Theme: Creative Thinking helps one to respond with flexibility to different

situations. This activity will help students to think out of the box and come
up with varied responses.

Time Required: 1 period

Material Needed: Facilitator's copy of Creative List

Mode: Whole class

Life Skills to be enhanced: Creative Thinking and Problem Solving 107

Objectives: Students will be able to:

think
l creatively;

hold
l another person's frame of reference in light of differing
opinions;

support
l their answer and be curious about it.

Getting Started: A creative warm-up activity.

Process:

Direct
l students to let their minds expand in order to allow for
innovative ways of thinking and perceiving.

Explain
l that they have to respond to some questions and give
explanation for their response.

Choose a student at random and ask him/her one question from the
l
creative list. When the student has given his/her response and has
provided a rationale for it, ask another student to answer the same
question or a different question from the creative list. Continue
until every student has responded to at least one question.

Initiate
l a processing discussion in terms of the activity's relevance
to creative thinking, brainstorming, or development of creative
thinking skills.
 Creative List
1. What shape is a wish?
2. What does happiness look like?
3. What colour is today?
4. What does purple taste like?
5. What does your self-image sound like?
6. What does a rainbow feel like?
7. What colour is the smell of your favourite deodorant?
8. What is the distance of your life?
9. What is your favourite sense?

108 10. What is the colour of your favourite song?

11. What texture is your favourite deodorant?
12. What does inspiration taste like?
13. What is the shape of violin music?
14. What is the texture of the letter “N”?
15. What is the texture of a whisper?
16. What colour is the fragrance of soap?
17. What does a cloud sound like?
18. What is the weight of your anger?
19. What is the shape of your imagination?
20. What does your favourite book smell like?

Key Messages
1. Creativity is all about breaking free from bounds and thinking
beyond the usual.

2. We are usually bound by set notions and stereotypes. These act as a

barrier to creative thinking.

3. Different people have varied frames of reference resulting in

differing opinions.

Suggested Further Activity:

Students take up any five objects from their house and try to list as many
ways in which they can use those objects in different ways.
 Activity 2 : Space Travel

Theme: Imagination is important for one to come up with novel ideas.

Making imaginative objects nurtures creativity as it helps create new
things. This activity helps students develop their imagination.

Time Required: 1 period

Materials Needed: Square and rectangular cardboard pieces (different

sizes), cello tape (2 inches), paper, pencils and ‘My Spaceship’ worksheet

Mode: Individual

Life Skills to be enhanced: Creative Thinking and Problem Solving

Objectives: Students will be able to:

109
express their thoughts and create a random piece;
l

present
l a creative item using their imagination.

Getting Started: A creative warm-up activity.

Process :

Give
l students square and rectangular cardboard pieces of various
sizes, cello tape, paper and pencils.

Direct
l them to create a three dimensional space ship/rocket based
on their imagination. Allow twenty minutes for this activity.

Instruct
l them to create a report after the object is done. Allow ten
minutes for preparing the report.

Direct the students to fill ‘My Spaceship’ worksheet.

l

Key Messages
1. Creativity can be nurtured by various activities that let one’s
imagination take center stage.

2. Making imaginative objects nurtures creativity as it helps create

new things.

3. Creating random objects gives a sense of fulfillment and

satisfaction.
 My Space Ship

Name of Spaceship-

Special Features- ______________________________________

____________________________________________________

____________________________________________________

Description: _________________________________________

____________________________________________________

____________________________________________________
110
How it Looks Like (Draw)

Suggested Further Activity:

Students look out for waste objects/things in their house and try to make a
useful thing out of waste objects.
 Activity 3 : Thinking Creatively

Theme: It is important to understand what exactly creative thinking is and

how it helps one in handling real life situations. It requires innovation and
giving new shape to things.

Time Required: 1 period

Materials Needed: The difficult situations handout, sheets of paper, pens,

white board and marker pens

Mode: Individual

Life Skills to be enhanced: Creative Thinking and Problem Solving

Objectives: Students will be able to:

111
lexplore the most creative way of dealing with a difficult situation;

lpresent a piece of creative writing.

Getting Started: A creative warm-up activity.

Process:

lEngage students in a discussion about creative thinking, perhaps

asking 'In your own opinion, what does creative thinking mean?’

lList all their answers (key words only) on the board.

lGive a 'difficult situation' to each group and instruct them to talk

about it further and work to come up with as many creative
solutions as possible.

lAfter discussion, encourage them to list down their answers and

present their 'outputs' in the most creative manner possible.

Key Messages
1. Creativity is all about breaking free from bounds and thinking
beyond the usual.

2. One needs to think out of the box to create something novel.

 The Difficult Situations Handout
1. Deciding on the course of study to take up at college.

2. Planning a fun filled camp with very little money available.

3. Not having any new clothes to wear for a very important event.

4. Making friends with a very unfriendly and grumpy older person.

5. Informing people about a health risk that is causing panic in the

population.

6. Applying for a new job.

7. Saying 'no' to a loved one without hurting his/her feelings.

112
Suggested Further Activity:

Students think of ways to convince their parents to allow them to go on a

field trip along with their friends.
 Activity 4 : Relations
Theme: There have been many efforts to define or explain the creative
process. Some psychologists think of it as the forming of associative
elements into new combinations or arrangements. One who can collect a
great number of associations and ideas and put them together to solve a
problem has the best chance of coming up with an original solution.

Time Required: 1 period

Material Needed: 'Relations' Worksheet

Mode: Individual

Life Skills to be enhanced: Creative Thinking and Problem Solving

Objectives: Students will be able to:

113
create associations by thinking out of the box;
l

use activities to express creative ideas.

l

Getting Started: A creative warm-up activity.

Process:

Distribute copies of the 'Relations' worksheet to each student.

l

Direct
l students to think of a fifth word that is related to the
preceding four words. (Compound and hyphenated words or
commonly used expressions are allowed.)

Encourage
l students to think out of the box and not to look for the
answers until they have exhausted all their means.

Instruct them to write down more such associative terms.

l

Key Messages
1. Creativity is the ability to imagine or invent something new.

2. It is the ability to generate new ideas by combining, changing, or

reapplying existing ideas.
 Relations-Worksheet
Examples:

Elephant, bleed, lie, wash

Answer: White (white elephant, bleed white, white lie, white-wash)

Sleeping, contest, spot, shop

Answer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty

shop)

Now train your own associative powers with the following sets:

1. bug rest fellow cover _______________________

114 2. cross baby blood ribbon _______________________

3. sea carpet hot cent _______________________

4. touch palate soap sell _______________________

5. easy hush belt order _______________________

6. tree cup cake forbidden _______________________

7. wagon stand aid dance _______________________

8. dust movie gaze sapphire _______________________

9. tooth talk potato bitter _______________________

10. alley date snow spot _______________________

Answers: 1. Bed 2. Blue 3. Red 4. Soft 5. Money 6. Fruit 7. Band 8. Star 9.

Sweet 10. Blind
(Adapted from: www.glencoe.com/sec/busadmin/entre/teacher/creative/
stimulate/exerl.htm)

Suggested Further Activity:

Students form as many words as they can out of the word 'Dictionary'.
 Activity 5 : Rack Your Brain

Theme: One of the time tested methods to nurture creativity is to think

and brainstorm. This gives a new perspective to things and helps putting
things in a new light. It unleashes creativity.

Time Required: 1 period

Materials Needed: ‘Rack your Brain’ Handout, whiteboard and marker

pens

Mode: Individual

Life Skills to be enhanced: Creative Thinking and Problem Solving

Objectives: Students will be able to:

115
generate creative ideas;
l

use their imagination to generate ideas.

l

Getting Started: A creative warm-up activity.

Process:

Distribute copies of the 'Rack your Brain' handout to each student.

l

Direct
l students to share with the class any problem solution that
comes to their mind related to a situation chosen by the class to
brainstorm on one out of all situations given in the handout.

Generate
l at least thirty five ideas for solving the problem. Keep
noting them down on the white board.

Then distill this list into at least three practical, effective ideas.
l

Key Messages
1. Creativity is the ability to imagine or invent something new.

2. Brainstorming nurtures creativity.

 'Rack Your Brain' Handout
Choose one of the following problems for a brainstorming session.

Generate at least thirty five ideas for solving the problem.

Then distill this list into at least three practical, effective ideas.

1. How to make schools more fun

2. A new snack food

3. How to make parents understand that it is important to have

account on a social networking site

4. How to keep rowdy children quiet on a school bus

116 5. How to get more tourists to India

6. How to make Mathematics more interesting

7. How to reduce global warming

8. A name for a new laundry detergent

9. A new toy

10. A new electronic consumer product

Suggested Further Activity:

Students think of ways of making one of their naughty classmates act in a

disciplined manner.
 Activity 6 : Going Crazy
Theme: Going crazy and acting beyond normal is an interesting way of
thinking creatively. It gives a new view to things by unleashing your
creativity.
Time Required: 1 period
Material needed: 'Going Crazy' Handout
Mode: Individual
Life Skills to be enhanced: Creative Thinking and Problem Solving
Objectives: Students will be able to:
generate creative ideas;
l

use activities to generate ideas.

l 117
Getting Started: A creative warm-up activity.
Process:
Distribute copies of the 'Going Crazy' handout to each student.
l

Work
l through the sample exercise on the handout with a large
group and address their queries if any.
Direct
l students to write down the most crazy, ridiculous problem
solutions they can think of, crazier the better.
After
l about fifteen to twenty minutes, direct them to forget about
being crazy and get back to normality and get on with solving their
problems and be practical.
Tell
l them to examine each of their crazy ideas to see what other
practical solutions can they come up with. It is not necessary to
think of one solution for each crazy idea, but try as far as possible.

Key Messages
1. Creativity is all about breaking free and thinking beyond the usual.
2. One needs to think out of the box to create something novel.
 'Going Crazy' Handout
i. Challenge: How to stop your classmates from taking your things
and then losing them (Pen, Eraser, Copies etc)? First, get crazy
and generate some ideas such as the following:
1. Cover your eraser with ballpen ink, which is difficult to remove.
2. Put a toy insect in your pencil box.
3. Announce in class all your things are available on rent, which is
to be paid in advance.
4. Create a list of those who have borrowed your things and put it
on the class display board.
5. Have a bag with a secret pocket (with a lock, if possible) and
118 hide all your copies and stationery items there.

ii. Those ideas are crazy. Now, use each one to stimulate a more
practical idea.
1. Write your name on your things.
2. Put a sticker on your pencil box stating “Please return after
you are done, I may also need them”.
3. Keep some extra stationery item that you can lend your friends.
4. When you lend them something, borrow at least two of their
things (even if you don't need them) and return only when you
get your own back!

Suggested Further Activity:

Students work on the following challenges:
1. How to stop an elder sister from nagging all the time to study
2. How to stop one’s friends from sending forwarded emails
3. How to tell one’s relations not to call one with names like Baby, Kid,
Sweetie, etc. or shorten one’s name into something funny
Unit-5 Effective Communication
Activity 1 : Asking questions
Theme: Good listening is an important component of effective
communication. It is a combination of various skills. Asking questions is an
important indicator of good listening. This activity will help the students to
practise listening skills by asking the right questions.

Time Required: 1 period

Materials Needed: White board, marker pens, two sheets of paper with
diagram on each as shown in appendix 1 and 2

Mode: Whole class and pairs 119

Life Skills to be enhanced: Communication Skills and Interpersonal
Relationships

Objective: Students will be able to ask questions as an important step to

practising good listening.

Getting Started: Inform the students that the session is about importance
of asking questions.

Process:

Direct students to sit in a circle.

l

Tell them
l that you have a sheet of paper and that the paper has a
diagram.(Appendix 1) Tell them that you will give instructions to the
whole class on how to make the diagram. (For e.g. make a square,
now make a circle on the right side of the square and so on) No
student will be allowed to communicate with you. They just have to
follow the instructions.

Turn your back towards the class and start giving instructions.
l

Do this activity for three minutes.

l

At the end of three minutes ask everyone to stop.

l

Raise
l the paper and check with the class if anyone's diagram
matches the given diagram.

Congratulate students who are able to draw the diagram.

l

Now do the activity again.

l
 Tell
l them that you will give instructions for another diagram
(Appendix 2) and this time the students can ask questions for clarity.

Start the activity. Allow students to ask questions.

l

Stop the activity once three minutes are over.

l

Raise
l the paper and check with the class if anyone's diagram
matches the given diagram. This time most of the students will come
close to the given diagram.

lCongratulate the students.

Ask students to fill up the worksheet.

l

Invite
l some students to share what they have written. Most of the
students will share that they found the second task easier as they
120 were able to ask questions to get the right picture.

Ask students
l if they can apply what they learn from the activity in
their communication. Emphasize that asking questions is a critical
part of good listening. Asking questions is very important in order to
understand clearly what the speaker wants to communicate. Or you
might get the wrong picture(just as in the activity). Tell them that
asking the right questions is as critical as asking questions. And you
can ask the right questions only if you listen attentively. Asking
questions also makes the conversation lively.

Encourage student to share any insights or thoughts about the same.

l

Summarize the session.

l

Key Messages
1. Listening skill is a very important component of effective
communication.

2. Good listening skill is a combination of various skills.

3. Asking questions and asking the right questions is an important

indicator of good listening.

4. Asking the right questions helps one to build clarity and understand
what the speaker exactly wants to communicate.
 Worksheet
Which task was easier for you? The first or the second one? Give
reasons.

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________
121
__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Suggested Further Activity:

Students do the following to reflect on their own level of listening skills.

Maintain a notebook and write about:

lThe conversations that happen each day

lThe subject of the discussion

lWho was talking the most

lSome new learning from the conversation.

 Appendix 1

122

Appendix 2
 Activity 2 : You and I Statements
(Assertiveness)
Theme: Assertive Communication can lead to discussion rather than
annoying or blaming the listener. This activity will help students practise
assertive communication.

Time Required: 1 period

Mode: Whole class

Materials Needed: Paper, pen, white board and marker pens

Life Skills to be enhanced: Effective Communication and Interpersonal

Relationships
123
Objectives: Students will be able to:

lpractice assertive communication by using ‘I’ statements;

lknow the difference between using ‘I’ statements and ‘You’

statements.

Getting Started:

Inform
l students that the session is on practising assertive
communication.

Instruct
l students to move around freely. Start clapping and tell
them that when they stop clapping they have to freeze wherever
they are in the positions they are asked to. Give them different
emotions like anger, fear, aggression, happiness etc.

Process:

lGive the students an example of a situation with a possible

response. Example - Your brother/sister is playing on his/her
computer and is not letting you use it for your home work. You tell
him “ You are just not listening to me. Can't you understand that I
need to do my home work. Get off the computer right now”.

lEncourage students to think of times which they didn't want to be

in and that prompts strong feelings and it is tempting to react to by
telling other person what one thinks of them. Ask them to take five
minutes to write such an incident.
 lInvite one student to share the incident. Ask students normally how
would they react to such a situation. (Note: write two or three
responses on the board)

lHelp them see that when one reacts to adverse situations one
tends to use You statements like: you are so mean/ you don't
understand me/ you are not my friend. Ask them how would the
other person feel in such a situation.

lSuggest that there is another way to share true feelings.

lTell them that by using I statements they can share their feelings
without hurting others. Take an example and share how it can be
turned into I statement.

Example :
124
You statement: “You are always leaving my desk in a mess and I am
going to throw all your stuff one day”.

I statement: When I see the things all over my desk(action) I feel

frustrated because I don't feel like cleaning everyday (effect on the
person/feelings) and what I would like to talk to you about is how can
we keep our desk clean(what you would like).

Draw out three elements of I

l statement namely:

Say what
* you feel

Identify
* a situation causing those feelings

Say what
* you would like to happen.

lPractise this with the entire class with two or three examples.

lInstruct them to get in pairs.

lGive each pair a sheet of You statements and ask them to turn
these statements into I statements. (see Worksheet)

lAllow them ten minutes to complete.

lTake a few responses from the class.

lOnce each pair has shared one statement, close the session by
asking them to recap the essentials of an I statement.

Note : The facilitator must be alert to the hidden blame statements.

 Key Messages
1. There are times when we are really annoyed and tell people what
we feel about them.

2. Sometimes such situations may hurt others' feelings.

3. When ‘You’ statements are used, listeners feel judged or blamed

and rarely think about changing. Instead, they think of defending
themselves.

4. I statements help the other person see our needs and feelings.

5. I statements are free of expectations and blame. They open up

discussions.

125
 Worksheet
Turn the following into I statements

1. You are greedy, you have eaten the last two pieces of the mango,
without offering it to anyone around you.

______________________________________________________

______________________________________________________

2. You always interrupt our games by giving some excuse.

______________________________________________________

______________________________________________________

3. Why can't you turn your music volume down? You always show off.
126
______________________________________________________

______________________________________________________

4. Can't you look where you are going? You are barging in and don't
care about anyone.

______________________________________________________

______________________________________________________

5. Why didn't you ask if you could borrow my pencil? You just don't
have any manners.

_____________________________________________________

_____________________________________________________

Suggested Further Activity:

Students practise 'I statements' in conversation with their friends and

family and after a week share some examples with the class.
 Activity 3 : Contribution in Group
Conversations
Theme: It is very important to participate in group discussions for
effective communication. This activity will make the students understand
the importance of participating in group discussions.

Time Required: 1 period

Material Needed: Worksheet

Mode: Groups of eight to ten students

Life Skills to be enhanced: Effective Communication, Self Awareness,

Decision Making and Creative Thinking

Objectives : Students will be able to: 127

lidentify reasons and advantages of participating in group
discussions;

lrate themselves on their level of participation.

Getting Started:

Inform students that the session is about importance of effective

communication (do not tell students that it is about participation in group
conversations).

Process:

lDivide the class.

lEach group has to complete the allotted task in the time specified.

lThe tasks could be as follows:

To stand in a queue with the youngest in front

* - 30 seconds

To stand in a way as to make the number ‘7’

* - 30 seconds

To make the letter ‘A’

* - 30 seconds

To make an elephant
* - 1 minute

To act and freeze as people in a market scene

* - 1 minute

To enact a 30 sec scene of a

* household/family - 2 minutes

To discuss and arrive at a movie they want to see –

* 2 minutes

To discuss
* and decide on the format of the
homework – 2/3 minutes
 lBring all the students together.

lInstruct each student to fill up Question 1 in the Worksheet.

lGenerate a discussion on why some students hesitate to

participate.

lAlso, discuss the importance of participation (Our opinion is as

important as that of anyone else and if we don't talk about it we will
feel bad and our opinion will not be taken into consideration. Also
others might think we have no opinion at all or may think we are
disinterested).

lEnd the session by instructing students to fill up question two in the

worksheet.

128 Key Messages

1. Each person's views and opinions are important in any group
discussion.

2. We need to express our views.

3. Non participation could result in others not benefitting from our

ideas and we ourselves feeling uncomfortable/bad for not sharing.
 Worksheet
Rate your general level of participation in the above group discussions
on a scale of 1 to 4 where

1 = No/hardly any participation

2 = Little participation

3 = Participated off and on

4 = Active participation

Rating ________

１． What are the disadvantages of not participating in a group

conversation?

______________________________________________________
129
______________________________________________________

______________________________________________________

2. Why should we participate in a group conversation?

______________________________________________________

______________________________________________________

______________________________________________________

Suggested Further Activity:

Facilitator to generate further opportunities for discussions and ask

students to participate more actively after having gone through this
session.
 Activity 4 : See, Express and Act
Theme: Communication cannot be effective if one doesn’t make proper use
of expression, action and speech. This activity will help the students in
understanding the importance of expression, action and speech for effective
communication.
Time Required: 1 period
Materials Needed: None
Mode: Triads
Life Skills to be enhanced: Effective Communication
Objective: Students will be able to use expression, action and speech
while communicating.
Getting Started:
Direct students to stand in a circle. Inform them that they have to imagine
130 that they are in a dance class. Now each person will have to perform a
dance step and the others will have to repeat the same action. Ask one
student to volunteer to start and then go round the circle till all have done
one dance step each.
Process:
Direct students to get into triads.
l

Instruct
l them that two students have to sit back-to back and
converse on a given topic (eg. latest movie seen, favourite sport,
most interesting class attended etc.) for three to four minutes. The
third one has to observe the pair carefully.
After
l the conversation, encourage some of the students in each
pair to reflect on what was happening – how did they feel while
conversing like that (back to back). Also ask some of the observers
to share their observations.
Instruct
l the pair to now sit facing each other and to converse on
another topic.
Once
l they are done, again ask some of the students and the
observers to share how they felt and how the second conversation
was different from the first.
Bring
l the group together and discuss the importance of Expression,
Action and Speech for Effective Communication. (Should include
things like eye contact, nodding, use of facial expressions, body
language etc.)

Key Messages
1. Effective Communication is the combined harmony of verbal and
non-verbal actions.
2. Non-verbal communication consists of body movement, facial
expressions and eye movement.
3. Effective Communication generates the desired effect.
 Worksheet
What are the essential components that need to be kept in mind while
communicating with another person?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________
131
___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Suggested Further Activity:

Generate further opportunities for students to practise the use of Speech,

Expression and Action with other classmates and ask them to give
feedback.
 Activity 5 : Good Listening

Theme: Good listening is an important component of effective

communication. It helps to build good relationships. Through this activity,
the students will be able to learn about the qualities of a good listener.

Time Required: 1 period

Materials Needed: Paper, pen, white board, marker pens and worksheet

Mode: Whole class

Life Skills to be enhanced: Effective Communication and Interpersonal

Relationships

Objectives: Students will be able to:

132
recognise the qualities of a good listener;
l

describe the importance of good listening skills;

l

make an action plan for themselves to develop good listening skills.

l

Getting Started:

1. Inform the class that the session is on developing good

communication skills and the process of developing good
relationships.

2. Direct students to start moving around in the room. Tell them that
you will call out a number and they have to listen carefully and get
together in groups of the same number. Do this activity four to five
times.

Process:

Direct
l students to write down the name of one person they like
talking to.

Instruct
l them also to write down reasons why they like talking to
this person.

Invite some of them to share what they have written.

l

Put down the responses on the board.

l

Emphasize
l on the responses that refer to 'good listening skills'
(example – person listens with patience, does not interrupt, looks
at me when I talk etc).
 Emphasize
l on the fact that we like talking to people who are good
listeners.

Share
l and add more traits of good listening that may have been
missed ( Appendix 1 ).

Discuss the impact of good listening on relationships.

l

Instruct students to fill up the worksheet.

l

Encourage some of the students to share this in the class.

l

Close
l the session by restating the fact that listening forms a very
important part of communication. Good listening makes us an
effective communicator and also helps develop good interpersonal
relationships.

133
Key Messages
1. Good Listening is an attitude that is very important to develop.

2. It helps us become a better communicator.

3. It also helps build and strengthen good relationships.

 Worksheet
1. Rate yourself on a scale of 1-5 on how good a listener are you.
(where 1 is the least)

２．What do you need to do to increase this rating or become a better

listener?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________
134
_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Suggested Further Activity:

Encourage students to get a rating on how good a listener they are and
instruct them to compare that rating with their own rating.
 Appendix 1
Characteristics of a Good Listener:

Verbal 1. Sincere desire to listen

2. Attitude- open and non-judgmental

3. Acknowledges the speaker's feelings

Non-verbal 1. Faces the person squarely

2. Keeps an open posture (avoid crossed arms)

3. Leans towards the other

4. Maintains eye contact 135

5. Relaxed posture
 Activity 6 : Verbal and Non-Verbal
Communication

Theme: Communication is of two types i.e. verbal and non-verbal. Both

are essential to effective communication. This activity will help students
practise verbal and non-verbal communication through role play.

Time Required: 1 period

Materials Needed: A few (three to four) sentences written on separate

slips of paper (eg. I liked your story, Natasha is very hard working).

Mode: Group work

Life Skills to be enhanced: Effective Communication and Interpersonal

136 Relationships.

Objectives: Students will be able to:

lrecognise the importance of verbal and non-verbal communication;

lexpress their feelings using proper intonation and body language.

Getting Started:

Give
l the prepared sentences to a few students and tell them that
they have to read out these sentences thrice. Each time they have
to emphasise on one particular word of the sentence. Eg: I liked
your story, I liked your story, I liked your story, I liked your story.
(emphasis is on the bold words)

Note: You can also ask different students to read out.

After
l two to three sentences are done, ask the class if there is any
difference in the way these sentences were read out? What was the
difference? Did the interpretation of the sentence change in their
mind each time? If so why?

Inform
l them that in this session, they will experience how the
meaning of sentences change the way they are said.

Process:

lAsk for three to four volunteers to do a role play.

Give
l them a situation like “ You have an argument with your
mother and she won't let you go for a school trip. In school the
teacher says it is important that you go on this trip and your friends
 really want you to come with them. However, your mother have
stated very clearly that you can't go. It is dinner time, your whole
family is sitting together for dinner and none of them knows about
this argument that you have had with your mother nor do you want
to mention about the conflict but you want your mother to know
that you are upset. How will you speak to her at the dinner table
tonight? How will you behave?"

(Note: Ask volunteers to play it out without mentioning the

conflict, don't share the script with the whole group.)

Direct
l others to observe the role play and fill up the worksheet
given.

After
l one or two groups have attempted this, encourage the class
to share what was happening in the role play. Specifics like what did
the main character do? What message was the main character
137
trying to convey and how, as the audience, did the class get that
message?

Invite few students to summarise their learning from the session.

l

State
l that when one is communicating, the person at the other end
is interpreting the dialogue and body language to infer what is
being conveyed. One’s body language and the way words are
articulated show the attitude of the person with respect to a given
situation and people involved.

Key Messages
1. While the words that one speaks are important, how one says them
and what one’s body language express are equally important.

2. There could be a situation when one think one has not conveyed
one’s true feelings but one’s body language and the way one speaks
may give away one’s feelings.

3. As a receiver of communication one is not only hearing the words

that are being said, one is also interpreting the body language and
the intonation of the communicator to construct full meaning of
the situation.
 Worksheet
As an observer of the role play:

1. Who is the main character?

2. What is happening in the role play?

3. What is the real issue?

4. What is helping me to interpret the situation? (Write specifics

like: use of hands, particular word that was emphasized)

Post role play

My learning from the session:

________________________________________________________
138
________________________________________________________

_______________________________________________________

_______________________________________________________

Script of one situation :

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Suggested Further Activities:

1. Instruct students to work in pairs and think of a classroom/school

situation where they think they could have used different body
language and intonation to make the communication better.
(could be with a teacher, mother, friend)

2. Encourage students to pick up one of the situations and write it in a

form of a script.
Unit-6 Interpersonal Relationships
Activity 1 : Appreciating Others
Theme: Interpersonal relationship skills enable us to make and keep
friendly relationships, which can be of great importance to our mental and
social wellbeing. This activity focuses on building good relationships
among students by appreciating others.
Time Required: 1 period
Material Needed: None
Mode: Whole class and group work
Life Skills to be enhanced: Interpersonal Skills and Communication Skills
139
Objective: Students will be able to evaluate the effect of appreciating
others in terms of building relationships.
Getting Started: Direct the class to stand in a circle. Inform them that a
game will be played called 'Ping-Pong'. When you say ‘Ping’ they have to
call out the name of the person to their left and when you say ‘Pong’ they
have to call out the name of the person to their right. Anyone who takes
time to call out the name, or calls out a wrong name leaves the game. Point
at students randomly and at a fast pace. End the game in about five
minutes.
Process:
Divide the class into two groups.
l

Instruct
l the two groups to form two concentric circles. Students in
the inner circle to face towards the students in the outer circle and
vice versa. Thus, each student in the inner circle to stand facing
another student from the outer circle.
Instruct
l each pair of students from the two circles to pay one
compliment or convey something positive to each other.
Once
l done, students in the outer circle move one step to the left,
such that, they now face a new partner.
They repeat Step 4 with the new partner.
l

This
l goes on till they have met and paid compliments to about ten
classmates.(if time permits this can be done with all the students
from the inner circle).
 Once
l this is done, instruct them to come together in a circle and
encourage some of them how it felt to share and receive
compliments.

Bring
l the discussion around to how appreciating others helps us
come closer to people and thus helps build good relationships.

Key Messages
1. We need to look at positive qualities in people .

2. Appreciating others promotes good interpersonal relationships.

Suggested Further Activities:

140 1. Encourage students to volunteer and pay a compliment to someone in
the group.

2. Instruct them to practise appreciating others and in the next class

come back and share an example of a person they consciously
appreciated.
 Activity 2 : Interpersonal Relationships
Theme: Interpersonal relationship skills help us to relate in positive ways
with the people we interact. While accomplishing a task within a group, we
try to adopt a competitive approach, which in turn affects our relationship
with others in the group.

Time Required: 1 period

Material Needed: None

Mode: Whole class and pairs

Life Skills to be enhanced: Interpersonal Relationships and

communication Skills

Objective: Students will be able to analyze the impact of competitive and

cooperative approaches to accomplish the task on developing 141
interpersonal relationships.

Getting Started:

Direct
l students to stand in a line.

Inform them that they will call out certain sentences and the group
l
makes the line accordingly.

Tell
l them that while making and remaking the line they are not
allowed to talk.

Call
l out, the following sentences and allow them 30 seconds to
make their line.

a) Stand according to your height

b) Stand according to your birthday

c) Stand according to the number of family members

(Tip: In case the class is very big the facilitator can break them into
three or four groups)

Ask what helped them in accomplishing the task and what were the
l
blocks.

Process:

Direct
l students to form pairs and ask them to stand face to face
while joining hands ( in a hand shake position).

Ask them
l to imagine a line between them and they are standing on
their side of it (both of them should know where the line is).
 Instruct
l them that the task is to get the other person over to their
side of the line. The task should be done in silence.

lOnce the task is over, ask the group to reconvene. Ask them TO
SHARE...

a) what happened,

b) how were they able to get the other person to their side,

c) what were some of the actions that the group used,

d) what did these actions say about the attitude with which the
task was accomplished,

e) how did it feel.

142 Ask them

l to reflect if there could be any other way to accomplish
the same task? (Help them see that they could have requested their
partner to cross over and vice versa to avoid forcing others)

Ask them
l as to what they think are the feelings of the partners
involved in the second case. What was their attitude?

Ask them
l to reflect on an incident when they had forced others to
do something or they have been forced to do something.

a) What was the feeling?

b) What could they have done to avoid such a situation?

Key Messages
1. Appreciating others promotes good interpersonal relationships.

2. One must try to have a cooperative approach while working in a

group to have good relations with others.

Suggested Further Activity:

Students observe and note down incidents when they could inspire others
to accomplish a task without forcing them. What was the strategy they
adopted to do this?
 Activity 3 : Friendship Recipe!
Theme: Friendship is a key promoting interpersonal relationships. This
activity will help the students know about the qualities of good friendship.

Time Required: 1 period

Material needed: Worksheet to create 'Friendship Recipe'

Mode: Groups of five and whole class

Life Skills to be enhanced: Interpersonal Relationships, Communication

Skills, Empathy and Social Awareness

Objectives: Students will be able to:

lrecognise the qualities of good friendship;

lunderstand that to have friends, one has to be a good friend;

143
lunderstand that to sustain and maintain a good friendship takes
time, commitment and sharing.

Getting Started: Inform students that as a group, they are going to come
up with a list of ingredients for a good friendship.

Process:

Divide the class into groups.

l

Inform
l them that each group will be given a worksheet 'Friendship
Recipe'. As a group, they have to list at least ten ingredients that go
into making a good friend eg. 1 teaspoon of kindness; 250 grams of
sharing etc.

For each ingredient, they have to write an example of how they can
l
demonstrate that ingredient eg. 250 grams of sharing means: if I
forget my tiffin, they share their tiffin with me.

Give each group an opportunity to present their 'Friendship Recipe'.

l
Use this sharing by the students as a way to further reinforce the
objectives and key messages.

Key Messages
1. One should identify the qualities that are required for making and
sustaining friendships.

2. Each of one is capable of being a good friend and having good

friends.
 Worksheet : Friendship Recipe!

144

Suggested Further Activity:

Students identify the qualities of their friends in their neighbourhood.

 Activity 4 : My Relationship Temperature
Chart - Hot, Warm and Cold!
Theme: People interact different with one another on a daily basis. Some
relationships are more important than others. This activity will help
students understand the type of relationship they have with others.

Time Required: 1 period

Material Needed: Worksheet- ‘My Relationship Temperature Chart’

Mode: Whole class

Life Skills to be enhanced: Interpersonal Relationships, Self Awareness

and Social Awareness

Objectives: Students will be able to: 145

recognise
l all that they are a part of relationships [family, school
and community];

gain
l a deeper understanding of the importance of these
relationships [positive as well as negative].

Getting Started: Inform students that each of one is going to create a

'Relationship Temperature Chart' that will highlight all the relationships
he/she has and the effect it has on him/her [positive and negative].

Process:

Instruct
l students to think about all the people they interact with
[at home, extended family, on the way to school, at school, in their
neighbourhoods, hobby classes etc.].

Some
l of these relationships are very important to them [HOT
relationships], some are just important [WARM relationships] and
some might cause them negative feelings [COLD relationships].

Show
l them the worksheet: My Relationship Temperature Chart,
and explain the 'Temperature KEY- Degree of Heat'.

Give
l them the worksheet. Students start putting the names of the
people/relationships they thought of in Step 1. Get them to put the
names in the table and assign the degree of heat- as Hot, Warm or
Cold.

They
l now start analyzing the nature of these relations and how
important they are to them and the comparative degree of
 influence they have. [They can do this by thinking about how much
time they spend with this person, how much they share with this
person, how much they trust this person, any common interests
etc. Remember that the student should also be encouraged to
think of any negative or conflict relationships-like the child in the
hobby class who bullies them, the child in the neighbourhood who
teases/excludes them etc.]

Ask students to volunteer to share their Relationship Temperature

l
Chart' with the rest of the class.

Use
l this sharing by the students as a way to further reinforce the
objectives and key messages.

146 Key Messages

1. People interact with each other differently on a daily basis. Some
relationships are more important than others.

2. Some interactions may be negative and cause us to feel hurt/sad.

We should talk about this to our parents/close friends and find
ways to deal with them appropriately.
My Relationship Temperature Chart!
'Temperature Key- Degree of Heat’

Person/ Relationship Write WHY you feel

Degree of
Meaning that falls in this about this person
Heat
category this way

Very Important
Relationships-
cannot imagine
my life without
them!
Hot

147

Important
Relationships-
it is good to have
them in my life!

Warm

Negative
Relationships –
these relationships
cause me negative
feelings
Cold

Suggested Further Activity:

Students talk to their parents or close friends about the interactions which
had hurt them and find ways to deal with them appropriately.
 Activity 5 : My Special Greeting Card!
Theme: Some persons are special in our life. This activity will help the
students to express their feeling of appreciation towards others.
Time Required: 1 period
Material Needed: Worksheet to create a Special Greeting Card
Mode: Whole class
Life Skills to be enhanced: Interpersonal Relationships, Communication
Skills, Empathy and Social Awareness
Objectives: Students will be able to:
lrecognise the importance of a particular relationship for them;
lcommunicate and illustrate via a written form of communication
why and what they like about that special person.
148
Getting Started:
Inform students that each one is going to create a 'Special Greeting Card'
for a special person in their life (could be a family member or a friend) to
express their appreciation for that person.
Process:
Instruct
l students to think about all the people they interact with
and choose one person they would like to express their
appreciation/love for [could be a parent/sibling/other family
members/friend].
Give
l students the worksheet- ‘My Special Greeting'. Direct each
student to design a card for their special person.
Remind them that they need to write the following:
l

a) Name of the person

b) Why that person is so special to them
In order
l to personalize their greeting card, they can design their
own 'logo' at the back, like Archies Greeting, they can create a logo
and name for themselves!
Encourage
l students to volunteer to share their 'Special Greeting
Card' with the rest of the class.
Use
l this sharing by the students as a way to further reinforce the
objectives and key messages.
Key Messages
1. It is important to remind the special people in our lives why we think
they are special.
2. This helps strengthen bonds, trust, communication and
interpersonal skills.
 Worksheet

149

Suggested Further Activity:

Students to do the following:

Make a special gift for a special person in your life. Write a few lines about
that person and what makes him so special to you.
 Activity 6 : The Puzzled BAT!
Theme: Each one is special and everyone needs to feel so. Everyone is
unique also. Even being unique, each one has an important and special part
to play in the group one works with. This activity will help students
understand that each one holds a unique position in a whole.
Time Required: 1 period

Materials Needed: Worksheet to create the Puzzled Bat, glue, scissors and
one blank sheet per group (where students will stick the puzzle pieces)

Mode: Groups of seven students

Life Skills to be enhanced: Interpersonal Skills, Recognition of Diversity,

150 Teamwork Skills, Communication Skills and Social Awareness

Objectives: Students will be able to:

recognize the fact that each of us is like a puzzle piece and together
l
we make the whole picture;

recognise their unique strengths;

l

appreciate diversity and teamwork.

l

Getting Started:

The class is divided into groups. Each will get

one piece of a puzzle and together they have
to put the whole puzzle together. Inform
them that the puzzle is that of a BAT! [please
mention that it is not a playing cricket bat,
but rather the animal- flying BAT!] Sample of the BAT puzzle assembled

Process:

lCut out the pieces of the puzzle and set aside. They should have
SEVEN larger pieces, and two smaller triangle pieces that form the
ears of the bat.

lEach student is given only ONE of the seven larger pieces of the
puzzle. As a group, give them the two ear triangle pieces for all to
share.

lInstruct students that on each of their puzzle pieces they should

write one of their strengths. eg. 'I am good at Mathematics', ' I make
friends easily', ' I am good at cricket', I am polite' etc.
 lInstruct students to use their teamwork skills to put the puzzle
together.
lTell them that each of their piece has a part to play to form the BAT
and they can be give a hint that the two extra triangle pieces form
the ears!
lGuide them if they are stuck! Show the sample of the assembled
BAT puzzle.
lRemind them how each piece of the puzzle was equally important
to complete the picture. Similarly each of us has an important and
special part to play in the groups we work with [in our families,
school, friend circle etc].
lRemind them how, even in their class, they have students who are
from different regions, religions, social status, languages, 151
academic or sports abilities, but each student is special and in their
diversity lies their unity and strength!

Key Messages
1. Each student should know that while they are special so are others.
2. One needs to respect and appreciate people who are different from
oneself, as in our diversity lies our strength.

Suggested Further Activity:

Direct students to do the following:
List the unique work done by each member of your family. Find out in what
ways are they important in keeping your family as a well knit whole.
 The Puzzled BAT!

152
Unit-7 Managing Emotions
Activity 1 : Managing Anger
Theme: All of us experience feelings of anger. Some people experience it
more intensely and more often than other people. It is a normal and
natural emotion. It is not wrong to experience feelings of anger. It can have
both good and bad results.

Time Required: 1 period

Materials Needed: Sheets of paper, pen, worksheet, white board and

marker pens.

Mode: Groups of five to six students

153
Life Skills to be enhanced: Managing Emotions, Self Awareness and
Critical Thinking

Objective: Students will be able to manage anger that leads to stronger

relationships and fewer problems.

Getting Started: Brainstorm with students to create a list of words that

can be used to indicate that they are angry.

Process:

Relate the purpose of the session to students.

l

Divide the class into groups.

l

Circulate copies of the worksheet to each group.

l

Instruct
l them to discuss the questions given in the worksheet
among themselves.

Allow ten minutes for this activity.

l

Encourage
l one student from each group to present the group's
views.

At the
l end of the exercise, involve the whole group in a discussion
on positive ways of managing anger.

Summarize the discussion with the help of key messages.

l
 Key Messages
1. Anger is a normal and natural emotion and it is not wrong to
experience feelings of anger.

2. All of us experience feelings of anger. Some people experience it

more intensely and more often than other people.

3. Don't ignore your anger. It is telling you something.

4. Find positive ways to express anger that are not hurtful to others.

5. Anger can appear wrong when we express it in inappropriate ways,

such as using abusive language, violence.

6. Appropriate expressions of anger can lead to stronger relationships

and more satisfying situations.
154
7. Use the ACTS technique of assertive problem solving for managing
your anger.

ACTS

A = AWARE of your anger signals

C = CONTROL your response

T = TALK about the situation in a calm, polite, and assertive

manner

S = SOLVE the problem through a mutually agreeable plan of

action. Follow through with it. The solution should be
'win-win' for everyone involved.
 Worksheet
1. Is it wrong to feel anger? Why or why not?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2. Why do people get angry?

________________________________________________________

________________________________________________________

________________________________________________________ 155
________________________________________________________

3. When can anger result in something good? Give an example.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

4. When can anger result in something bad? Give an example.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Suggested Further Activities:

Students do the following:

1. Keep a diary for a week and note how you expressed your anger.

2. Conduct a group discussion and role play on appropriate ways of

expressing anger.
 Activity 2 : Expressing Emotions
Theme: People react to different situations in different ways. One needs
to express one’sfeelings appropriately so as to have stronger relationships
and more satisfying situations. This activity will help students learn
appropriate and positive ways of expressing emotions.
Time Required: 1 period
Materials Needed: Paper, pen, worksheet, white board and marker pens
Mode: Individual
Life Skills to be enhanced: Managing Emotions and Self Awareness
Objectives: Students will be able to:
lexpress their emotions appropriately;
156
luse positive ways to deal with anger.
Getting Started: All of us feel different emotions at different times which
is very normal and natural. Do we express them appropriately?
Process:
Share the objective of the session to the students.
l

Distribute copies of the worksheet to all students.

l

Allow them fifteen minutes to think and complete the exercise.

l

At the
l end of the exercise, involve the whole group in a discussion
on appropriate ways of expressing emotions and how to control
anger.
Sum up the activity with the help of key messages.
l

Key Messages
1. People express their feelings in different ways.
2. Mood swings are common in adolescence because of the physical
changes.
3. When expressed appropriately, emotions can lead to the
fulfillment of needs without hindering the needs of others.
4. Appropriate expression of emotions can lead to stronger
relationships and more satisfying situations.
5. Learn positive ways to express emotions that are not harmful to
others.
6. Avoid making a big or important decision when feeling very
emotional.
 Worksheet
1. Do you agree or disagree: It's never okay to feel angry!

2. Do you agree or disagree: If you feel sad, there is something wrong

with you!

3. Do you ever have big mood swings? Describe what they are like.

4. Have you ever been confused about your feelings -like you knew
you were feeling a strong emotion, but you didn't know what?

5. Have you ever thought you were feeling one thing when, really,
you were feeling something else?

6. Do you think it's important to understand what it is you are

feeling? Why? What can happen if you don't?
157
7. Do you think there's something wrong with you if you don't always
feel wonderful? Is it okay to sometimes feel blue? Why, or why not?

8. Are some emotions more difficult to express than others? Which

are they? Why are they hard to express?

9. Are there times when we ought to stop and think about how we
want to express our emotions? What are they?

10. How do we decide when and how it is appropriate to express our

feelings?

11. Can you suggest some positive ways to deal with anger?

12. The girls often disagree with the boys about whether it's okay for
boys to cry. What is your opinion?

13. Have you ever been unable to ask for help when you were hurt?
Why?

14. When you are really down and confused or angry, what do you do?

15. Do you think your moods sometimes affect the way you make
choices? In what way?

16. What are some things you shouldn't do when you are feeling very
emotional?

Suggested Further Activity:

Encourage students to make a chart to express different emotions.

 Activity 3 : Managing Emotions
Theme: All of us have our own ways of expressing feelings and dealing with
emotions. There are positive ways of managing emotions also.

Time Required: 1 period

Materials Needed: Paper, pen, situations handout, white board and

marker pens

Mode: Groups of five to six students

Life Skills to be enhanced: Managing Emotions, Self Awareness, Coping

with Stress, Critical Thinking and Creative Thinking

Objective: Students will be able to use healthy ways of managing

158 emotions.

Getting Started: An ice breaking activity.

Process:

Share
l the objective of the session with students.

Divide
l them into groups of five to six members.

Assign
l each group one situation.

Every
l group should appoint a reporter.

Allow
l each group ten minutes to read the situation and note their
responses.

Encourage everyone to participate in the discussion.

l

Instruct
l each reporter to share how the group members responded
to the situation assigned to them. If different behaviours are
discussed within the group, all of them should be reported.

Make
l two broad columns on the writing board and label them
'Positive Responses' and 'Negative Responses'.

Positive Responses Negative Responses

 As the
l reporters read out their group's responses, ask the larger
group whether the response is 'positive' or 'negative' and write it
under the appropriate column.

At the
l end of the exercise, involve the whole group in a discussion
on healthy ways of dealing with stressful situations.

Key Messages
1. Emotions are natural feelings.

2. Emotions are not good or bad. How they get expressed is

important.

3. Managing emotions is a big part of growing up.

4. Managing emotions is the ability to identify and express emotions 159

appropriately.

5. Steps for managing emotions include:

a) Identify your emotions

b) Analyze why the situation bothers you

c) Analyze the effect the situation has or can have on your life

d) Decide what you can and cannot change

 Situations Handout
How do you usually react in the following situations?

You have
l a fight with your friend.

A classmate
l lodges a false complaint against you to a strict class
teacher.

Your
l mother shouts at you, in front of your aunt.

Your
l friend teases you about your hairstyle.

You have
l not scored well.

You do
l not do well in Mathematics at school.

You are participating in an interschool competition.

160 l

There
l is a problem at home and your best friend visits you.

Your
l father scolds you without any reason.

Suggested Further Activity:

Instruct students to make a poster to express different emotions.

 Activity 4 : Handling Anger
Theme: The activity will provide students with opportunities to learn
anger management techniques and improve their social skills. Having
these skills will help students adjust and grow with the changes in their
lives. It is hoped that this will help them build more successful
relationships throughout their lives.

Time Required: 1 period

Materials Needed: Role play cards, white board, marker pens and duster

Mode: Groups of five to six students

Life Skills to be enhanced: Managing Emotions, Self Awareness and

Creative Thinking

Objective: Students will be able to enhance their knowledge and skills in

161
managing anger.

Getting Started: Brainstorm about why and when anger occurs. What are
the signs that you are feeling angry? [Record the anger signals on the
whiteboard. Responses may include: rising voice, hand shaking, jaw
tightening, shorter breaths, tense muscles, flushed red face, etc.]

Process:
lInstruct students to identify some common situations in which they
have felt angry.
lMake a list of the situations shared by students on the white board.
lDivide students into groups.
lAssign role play card to each group.
lDirect each group to prepare a role play of about five minutes on
the situation assigned to them. Allow them ten minutes for
preparation.
lInvolve two or more students in recreating a situation in order to
find healthy ways to handle anger.
lEach role play is to be followed by a small discussion among the
whole group.
lAt the end of the session, involve the whole class and discuss
appropriate ways of handling anger.
lSum up the activity with the help of the key messages.
 Key Messages
1. Anger is a normal human emotion and different people become
angry about different things.

2. Difficulties result when anger is not appropriately expressed.

3. Anger management group activities help people with anger

problems replace aggressive actions with assertive ways to cope.

4. Assertive style of managing anger helps to replace the

aggressiveness of the angry person, and deal with emotions in a
healthy and positive way.

5. People with this style of managing anger are aware of when they
are getting angry.
162 6. They control their anger and express it in polite and honest ways.
They are able to talk with others without attacking them. They
listen to other people's point of view and try to solve problems in
ways that meet everyone's needs. They do not carry grudges and
are not bitter.

7. This attitude promotes good health and strong relationships.

 Role Play Cards
Someone steps on your foot and
Someone calls you a name.
starts laughing in your face.

Someone takes something out of Someone blamed something on

your desk without asking. you that you did not do.

Someone keeps making fun of Someone throws balled up paper

you in front of other people. at you while you are studying.

Suggested Further Activities:

1. Students write and illustrate books to show what they have learned.
Students are given with using the following "Story Starters".

a) Next time things don't go my way, instead of getting angry I will….. 163
b) Next time I get very angry, instead of losing my temper I will…..

c) Next time I get very stressed, in order to calm myself down I will…

d) In order to solve a conflict with my friend I will…

Students will require about fifteen to twenty minutes for writing and
illustrating one page each day. After all pages have been completed,
they can be compiled into books by each student.

Divide students into small groups to individually present what they

learned.

2. Students describe a time when they felt like they were mad at the
world. Were they really mad at the whole world, or just one or two
things? Did they figure it out?
 Activity 5 : Emotion Flashcards
Theme: Games and activities about emotions help students learn about
respecting other people's feelings and ways of responding to them. The
game “Emotion Flashcards” will provide students with opportunities to
recognize how different emotions look, so they can recognize and respond
to them accordingly. They can also learn how to express their emotions
appropriately.
Time Required: 1 period
Materials Needed: Worksheet: Emotion Quiz, index cards, sketch pens,
glue, scissors, old newspapers and magazines, white board, marker pens
and duster.
Mode: Groups of five to six students
164 Life Skills to be enhanced: Managing Emotions, Self Awareness and
Creative Thinking
Objective: Students will be able to enhance their understanding and skills
in managing their emotions.
Getting started: Brainstorm on students' understanding of the word
'emotion'. Ask them to mention different types of emotions.
Process:
lExplain that in this session we'll be discussing emotions, how to
recognize these emotions in others and appropriate responses to those
emotions through a game. We'll be using index cards to make emotion
flashcards.
lDivide students into groups of five to six.
lInstruct each group to cut out pictures from magazines/newspapers or
draw them by themselves. They may choose pictures that represent
different emotions such as anger, sadness, happiness, grief,
depression, fear, hurt, etc.
lShuffle the cards when they are finished.
lPlace the cards on the table face down. The first player picks up a
card, but doesn't show it to anyone. The player mimics the face and
the opponent tries to correctly guess the emotion.
lThen it's the next player's turn to pick a card and mimic an emotion.
lDiscuss different negative and positive emotions that people may feel,
how to recognize these emotions in others and appropriate responses
to those emotions.
lConclude the session by highlighting the key messages.
 Key Messages
1. Emotions are natural and normal feelings which are expressed
in different ways.
2. Managing emotions is an ability to identify and express
emotions appropriately.
3. We should learn positive ways to express our emotions that are
not harmful to others.
4. Appropriate expression of emotions leads to stronger
relationships and more satisfying situations.

Worksheet: Emotion Quiz

Circle the correct response for each question.
1) If someone calls you a name you should: 165
a) Call them a name back.
b) Politely ask them to not call you names.
2) If someone pushes you in line you should:
a) Slap them in the face.
b) Look them in the eye, stay calm and tell them not to push you
again.
3) If someone laughs at you for getting a bad grade you should:
a) Ask them to please leave you alone.
b) Call them ugly and stupid.
4) If someone grabs something out of your hand you should:
a) Punch them in the face and get it back.
b) Stay calm, look them in the eye and tell them to please give it
back to you.
5) If someone wants to fight you for no reason you should:
a) Start the fight by hitting them first.
b) Calmly tell them to leave you alone or you will tell an adult.

Suggested Further Activities:

1. Students share what they've learned with their families.
2. Students may use emotion flashcards to play another game called
'Emotion Match Up'. Ask them to write words to match the emotion
flashcards on index cards. Shuffle the cards. Deal them out in rows
face down. Take turns flipping over two cards, trying to match the
picture to the emotion. Once all the matches are made, they can
shuffle the cards and play again.
 Activity 6: Understanding Anger
Theme: Anger is a normal human emotion and different people become
angry about different things. Difficulties result when anger is not
managed. This activity will provide students with opportunities to learn
ways to let anger out without hurting themselves or others.

Time Required: 1 period

Materials Needed: Worksheet: Behaviour, whiteboard, marker pens,

duster, chart papers and sketch pens or crayons.

Mode: Groups of five to six students

Life Skills to be enhanced: Managing Emotions, Self Awareness and

Critical Thinking
166
Objectives: Students will be able to:

lrecognize the reasons for becoming angry;

luse positive ways to let anger out without hurting themselves or

others.

Getting Started: Have students brainstorm what makes them angry. List on
whiteboard as students call out the causes.

Process:

Divide students into groups.

l

Distribute
l chart papers and crayons or sketch pens and instruct
each group to draw a picture of their body when they are angry.
Colour in red the parts of the body where they feel anger.

Let
l them brainstorm ideas for preventing or handling anger in
positive and negative ways. Allow fifteen minutes for this activity.

Draw
l two columns “Helpful Ideas” and “Not so Helpful Ideas” on
the whiteboard.

Encourage
l each group to present their work. List all ideas in the
appropriate columns with the students help.

Conclude the session by highlighting the key messages.

l
 Key Messages
1. Anger is a normal human emotion. Anger is OK as long as you can
manage it.
2. If you learn to manage your anger, you will have better
relationships.
3. Be aware of the triggers for your anger, the warning signs that you
are becoming angry.
4. Learn how to keep your anger from becoming destructive to
yourself or to those around you.
5. Some “helpful ideas” for managing anger are:
- Talk it out with someone
- Count to 50 by 5's
- Take a deep breath 167
- Find a place to be alone
- Listen to music
- Punch a pillow
- Clean or organize your room
- Walk, jog, or run
- Write about what made you mad
- Talk to yourself
- Draw your feeling
- Play a sport
6. When you express your anger inappropriately by choosing “not
helpful ideas”, you get in trouble and lose privileges. Some of
these include:
- Eat a lot more (or less)
- Fight
- Threaten to hurt someone/hurt yourself
- Withdraw from everyone
- Blame it on someone else
- Destroy property
- Run away from home
- Laugh or yell at the person
- Curse
- Throw things
 Worksheet: Behaviour
Directions: Mark all your usual behaviours when you get angry.
____ Pretend that I'm not angry
____ Withdraw from everyone
____ Use the silent treatment
____ Call people names
____ Tease or make fun of others
____ Insult and make smart remarks
____ Talk behind someone's back
____ Yell or scream
168 ____ Push, kick, or hit
____ Stop eating
____ Bite
____ Curse
____ Threaten to hurt others
____ Threaten to hurt yourself
____ Slam doors
____ Throw things
____ Run away or hide
____ Cry
____ Eat a lot more
____ Take it out on an animal
____ Fight

Suggested Further Activities:

Students do the following:

1. Make a poster with at least three pictures of appropriate/helpful

things you will do next time you get angry.

2. Describe two instances when you had strong emotional mood swings.
Unit-8 Coping with Stress
Activity 1 : What happens when stressed?

Theme: Stress is something that every human being has to cope with in
life. It can have both positive and negative effect on our health and
attitudes. There are healthy and unhealthy ways to cope with it.

Time Required: 1 period

Materials Needed: Flip chart, sketch pens, white board and marker pens,
worksheet

Mode: Whole class 169

Life Skills to be enhanced: Coping with Stress and Self Awareness

Objectives: Students will be able to:

lunderstand the concept of stress;

luse appropriate methods of coping with stress.

Getting Started: An ice breaking activity.

Process:

lShare the objectives of the session with students.

lAsk students about their understanding of the word 'stress'.

lEncourage them to share some common situations in which they

have felt stressed.

lOn a flip chart, make three columns: “What happens to our body
under stress”, “How do we feel” and “What do we do”.

lInvite the students to respond and write under appropriate

headings.

lRead each item under the heading of “What do we do” and ask the
group if it is “Healthy” or “Unhealthy” way of coping with stress.

lSum up the activity with the help of the key messages.

 Key Messages
1. All of us experience stressful situations in life.

2. There are healthy and unhealthy ways to cope with stress.

3. Sharing feelings with a person you trust is healthy.

4. If feelings are not shared or expressed, then pressure builds up

inside the person and the effect can be harmful.

5. Be creative and look at alternate and easy ways of doing things.

6. One should have 'positive attitude' for good health.

7. Learn to accept things that cannot be changed.

8. Possessing a good sense of humour and being able to laugh at

170 oneself is a desirable skill.

9. One should work towards achievements in fields that one is good at.
 Worksheet
1. Describe two situations that cause you to feel stress.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________ 171
2. When you are stressed, your feelings are:

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

3. How does one’s body react in a stressful situation?

_____________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________
 4. How do you think this session helped you to better handle
stressful situations? (Write five lines)

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________
172
Suggested Further Activities:

Students do the following:

1. Write in their diary/notebook how they plan to cope better with stress
in their day to day life.

2. Take out time to indulge in their favourite hobbies like long walks,
writing a diary, exercise, gardening etc.
 Activity 2 : Stress Snap
Theme: There are different ways of dealing with stress. We need to use
positive ways of coping with it.
Time Required: 1 period
Materials Needed: Copies of student worksheet on stress snap, white
board and marker pens
Mode: Individual work
Life Skills to be enhanced: Coping with Stress, Self Awareness and
Effective Communication
Objectives: Students will be able to:
lunderstand the various causes of stress;
luse positive ways of coping with stress. 173
Getting Started: Brainstorm about what is stress and the common causes
of stress.
Process:
Share the objective of the session with students.
l

Distribute copies of the worksheet to all students.

l

Allow them ten minutes to think and complete the exercise.

l

At the
l end of the exercise, involve the whole group in a discussion
on the common causes of stress and ways of dealing with it.
Sum up the activity with the help of the key messages.
l

Key Messages
1. Different individuals deal with stress in different ways.
2. Use positive ways to cope with stress.
3. Like yourself - Feelings of self-worth go a long way in assisting
people to deal effectively with any situation.
4. Sharing feelings with a trusted person is healthy.
5. Recognize what stresses you out and do something about it. If it is
not within your power to change, then change your attitude.
6. It is essential to learn to:
a. Identify the source of one’s stress
b. Analyze how stress affects one’s life
c. Find ways to control stress
d. Focus on strengths – the positive components of self and life.
 Worksheet: Stress Snap
Shade five squares which apply to you in the way you deal with stress.

Go for a walk Call a good friend Spend time in nature

Sweat out tension

Listen to Music Cycling
with a good workout

Eating Play games Praying or meditation

E-mailing/SMS/ Write in your Life

Play with a pet
Chatting Skills journal/diary

174 Practise yoga or

Watch a comedy Going out with friends
relaxation exercise

Curl up with a Savour a warm cup

Work in your garden
good book of coffee or tea

Suggested Further Activities:

Students do the following:

1. Write in their stress journal/diary how they feel when stressed and also
how they handle stress.

2. Take out time to indulge in their favourite hobbies like playing with a
pet, writing diary, gardening etc.
 Activity 3 : Coping with Stress!

Theme: Everyone has a unique response to stress. No single method works

for everyone or in every situation. There are different techniques and
strategies for coping with stress. In this activity students will learn positive
ways of dealing with stressful situations.

Time Required: 1 period

Materials Needed: Paper, pen, situations handout, white board and

marker pens

Mode: Groups of five to six students

Life Skills to be enhanced: Coping with Stress, Self Awareness, Critical

Thinking and Creative Thinking

Objective: Students will be able to use healthy ways of coping with stress.
175
Getting Started: An ice breaking activity.

Process:

lShare the objective of the session with students.

lDivide them into groups.

lAssign one situation to each group to work upon.

lDirect each group to appoint a reporter.

lAllow the groups ten minutes to read the situation and note their
responses.

lEncourage everyone to participate in the discussion.

lInstruct each reporter to share how the group members responded

to the situations assigned to them. If different behaviours are
discussed within the group, all of them should be reported.

lMake two broad columns on the board and label them 'Positive
Responses' and 'Negative Responses'.

Positive Responses Negative Responses

 lAs the reporters read out their group's responses, ask the large
group whether the response is 'positive' or 'negative', and write it
under the appropriate column.

lAt the end of the activity, involve the whole class in a discussion
about healthy ways of dealing with stressful situations.

Key Messages
1. Different individuals deal with stress in different ways.

2. Anticipate stressful time and prepare accordingly – e.g. for an

examination or a presentation.

3. Let your steam out – talk to somebody who is close to you and can
176 understand you.

4. Help your body handle stress – If it is not within your power to

change the event, change your attitude!

5. Repeat health enhancing phrases to yourself whenever you feel

stressed – e.g. 'Smile', 'I am calm and relaxed', 'Do not take it too
seriously', 'Tomorrow is another day'.

6. Learn healthy ways to relax and recharge – long walks, exercise,

yoga, deep breathing, meditation, listening to music, calling a
good friend, watching a comedy, playing with a pet, writing a diary,
spending time in nature, imagery (transporting to a peaceful place
e.g. beach) etc.
 Situations Handout
How do you usually behave in the following situations?

1. You have not done well in a subject at school.

2. Your grandfather is suffering from a fatal disease.

3. You have been selected to represent your school in a debate and

are not sure if you will be able to win the trophy.

4. You need to change your school because your parents have been
transferred.

5. You are very keen to be a part of the student council but do not
make it.

6. Your favourite teacher has met with a serious accident and is 177
unable to continue teaching in the school.

7. There is a sudden class test.

Suggested Further Activities:

Students do the following:

1. Write a script between you and anyone else you would like to talk to.
Imagine what the person might tell you when you express to him/her
what's on your mind.

2. Organize a demonstration of different techniques of coping with stress

for junior classes.
 Activity 4 : My Stress Journal
Theme: Writing in any form to express emotions helps in reducing stress.
Stress journal or diary can help the students to identify the regular
stressors in their life and learn positive ways to cope with them.

Time Required: 1 period

Materials Needed: A notebook or diary, pen, white board, marker pens and
worksheet

Mode: Individual

Life Skills to be enhanced: Coping with Stress and Self Awareness

Objectives: Students will be able to:

178 lidentify regular stressors in their life by writing and maintaining
stress journal;

luse healthy ways of coping with stress.

Getting Started: Explain to the students that a stress journal or diary can
help in identifying the regular stressors in life and the ways of dealing with
them.

Process:

lInstruct students to choose a special notebook or diary that will be

their Stress Journal. Tell them that they can decorate their
journals to express themselves.

lInform them that their assignment is to write in their journals

whenever they feel stressed. As they keep a daily log, they will
begin to see patterns and common themes.

lInstruct them to answer the following questions in their journal:

- What was the cause of your stress? (They can make a guess if
they are unsure.)

- How did you feel, both physically and emotionally?

- How did you react in a particular situation?

- What did you do to make yourself feel better?

lAsk them whether their coping strategies are healthy or unhealthy,

helpful or unproductive?
 lAt the end of the activity, involve the whole group in a discussion on
the positive ways of coping with stress.

lSum up the activity with the help of the key messages.

Key Messages
1. Writing in any form to express emotion and working through
problems or questions helps in reducing stress.

2. It can help one to express your feelings and bring relief from
problems and stress.

3. Adopting the right attitude can convert a negative stress into a

positive one.

4. Stress is not always negative.

179
5. Stress can be positive if one views it as a challenge. A stressed out
person needs to acquire the right attitude towards stress.

6. Certain amount of stress is necessary in day to day life. Positive

thinking and stress are interrelated.

7. Being optimistic can reduce half of one’s worries.

8. Do not let failures affect you, instead try again. De-stress a little
and take some time off. One can always do it better next time.

9. Positive thinking helps in coping with stress, making one live longer
and healthier.
 Worksheet
1. How do you find the experience of keeping a stress journal?
Write a few lines.

________________________________________________________

________________________________________________________

________________________________________________________

2. What did you discover about yourself and the way you cope with
stress?

________________________________________________________

________________________________________________________
180 3. How can you further improve your skills of managing stress?

________________________________________________________

________________________________________________________

4. Would you like to write a journal every time you feel stressed? Give
reasons of how it will help you.

________________________________________________________

________________________________________________________

5. Will writing your stress journal enhance your skills in coping with
stress? Elaborate.

________________________________________________________

________________________________________________________

Suggested Further Activities:

Students do the following:

1. Share their experiences with the class at the end of the week.

2. Write a letter to oneself, saying the things one’s thinks the other needs
to hear.

3. Write a script between the student and anyone else they like to talk to.
Imagine what the person might say when one tells him/her what's on
one’s mind.
 Activity 5 : Progressive Muscular
Relaxation (PMR)
Theme: Relaxation is a good way to reduce stress. Progressive muscular
relaxation is a technique of deep muscle relaxation. This activity is
planned to help students relax by tightening and releasing different muscle
groups in their bodies.

Time Required: 1 period

Materials Needed: Diagrams/illustrations/model of human muscles and

worksheet

Mode: Individual

Life Skills to be enhanced: Coping with Stress and Self Awareness 181
Objective: Students will be able to use the technique of deep muscle
relaxation as an easy stress reduction activity.

Getting Started: Introduce the concept that relaxation is a good way to

reduce stress. Show students diagrams/models of human muscles to help
them identify/visualize muscle groups in preparation for the exercise.

Warm up: Measure heart rate and note it.

Process:

lInform students that they

are going to do an exercise deltoid

pectoralis major rotator cuff

that will help them relax
biceps brachil
by tightening and releasing rectus abdominis
brachialis

different muscle groups in Abdominal external

oblique
pronator teres

their bodies. brachioradialis

iliopsoas

lDirect them to sit or lay

down on their backs
(depending on space).
quadriceps femoris adductor muscles

lDemonstrate/model each peroneus longus

step for students in tibialis anterior

preparation for their peroneus brevis

participation.

lThen read and model the following instructions to your students

twice for each direction:

CRaise your eyebrows and wrinkle your forehead. Try to

 touch your hairline with your eyebrows. Hold for five
seconds…and relax.

CFrown. Hold for five seconds…and relax.

CClose your eyes as tightly as you can. Draw the corners of

your mouth back with your lips closed. Hold for five
seconds…and relax.

COpen your eyes and your mouth as wide as you can. Hold for
five seconds…and relax. Feel the warmth and calmness in
your face.

CStretch your arms out in front. Close your fist tightly. Hold
for five seconds…and relax. Feel the warmth and calmness
in your hands.
182
CStretch your arms out to the side. Pretend you are pushing
against an invisible wall with your hands. Hold for five
seconds…and relax.

CBend your elbows and make a muscle in your upper arm.

Hold for five seconds…and relax. Feel the tension leave
your arms.

CLift your shoulders. Try to make your shoulders touch your

ears. Hold for five seconds…and relax.

CArch your back away from the back of your chair (or off the
floor). Hold for five seconds…and relax.

CRound your back. Try to push it against the back of your

chair (or against the floor). Hold for five seconds…and
relax. Feel the tension leaving your back.

CTighten your stomach muscles. Hold for five seconds…and

relax.

CTighten your hip and buttock muscles. Hold for five

seconds…and relax.

CTighten your thigh muscles by pressing your legs together as

close as you can. Hold for five seconds…and relax.

CBend your ankles toward your body as far as you can. Hold
for five seconds …and relax.

CCurl your toes under as far as you can. Hold for five
seconds…and relax. Feel the tension leave your legs.
 CTighten all the muscles in your whole body. Hold for five
seconds…and relax. Let your entire body be calm. Sit
quietly (or lie quietly) and enjoy this feeling of relaxation
for a couple of minutes.

lSum up the activity with the help of the key messages.

Key Messages
1. Progressive muscular relaxation is useful for relaxing your body
when your muscles are tense. This is particularly important if you
need to think clearly and perform precisely when you are under
pressure.

2. The idea behind PMR is that you tense up a group of muscles so that
they are as tightly contracted as possible. Hold them in a state of 183
extreme tension for a few seconds. Then, relax the muscles to their
previous state. Finally, consciously relax the muscles even further
so that you are as relaxed as possible.

3. By tensing your muscles first, you will probably find that you are
able to relax your muscles more than it would be the case if you
tried to relax your muscles directly.

4. This technique is especially helpful for calming down when you are
highly stressed.
 Worksheet
1. How did you find this activity? Write about how you felt.

______________________________________________________

______________________________________________________

______________________________________________________

2. How important it is for young people like you to learn to be able to

cope with stress?

______________________________________________________

______________________________________________________

184 ______________________________________________________

3. Apart from the progressive muscular relaxation, which are the

other ways you can use for coping with stress?

______________________________________________________

______________________________________________________

______________________________________________________

4. How would this activity would help you to better deal with
everyday life?

______________________________________________________

______________________________________________________

______________________________________________________

Suggested Further Activities:

1. Practise this activity with the class at other times to help students
acquire competency with the technique. It may also be useful to
calm and focus students in transitions (e.g. after recess) using just
a few of the directions.

2. Encourage students to practise this exercise on their own to reduce

stress.

3. Have students share this exercise with a family member.

 Activity 6 : How to Manage Stress?
Theme: Stress is something that all of us have to cope with in life. How to
manage it is the block. This activity will help students to explore various
ways to cope with stress.

Time Required: 1 period

Material Needed: Worksheet

Mode: Groups of five to six students

Life Skills to be enhanced: Coping with Stress, Self Awareness and

Creative Thinking.

Objective: Students will be able to use healthy ways of coping with stress.

Getting Started: A warm up activity. 185

Process:
Share the objective of the session with students.
l

Direct students to form groups with five or six students each.

l

Allow
l them fifteen minutes time to create a list of healthy ways to
manage and cope with stress.
At the
l end of the allowed time, let each group present their
findings.
At the
l end of the exercise, involve the whole group in a discussion
on the ways to deal with stress.
Sum up the activity with the help of key messages.
l

Key Messages
1. According to medical practitioners, 60% of all human illness and
diseases are the outcomes of stress.

2. Acute stress could speed up the ageing process also.

3. Stress may lead to drug addiction, alcoholism, obesity, heart

problems and other damaging behaviour.

4. If one finds oneself fighting with stress more than often, it may be
advisable to make a few lifestyle changes and lead a stress-free
life.

5. Recognize what causes stress out and do something about it. If it is

not within one’s power to change, then change one’s own attitude.
 Worksheet
I. Write True or False for the following statements:

1. Stress is always negative. T/F

2. Only some people have stress. T/F

3. Different people react to stress in different ways. T/F

4. Coping with stress is an important skill. T/F

5. Stress can be controlled. T/F

II. Answer the following in 'Yes' or 'No’

1. Do you think certain amount of stress is necessary Y/N

186 in day to day life?

2. Do you think young people should learn to Y/N

cope with stress?

3. Is this session helpful in your daily life? Y/N

4. Do you think you will be able to now handle stress Y/N

in a better way?

5. Do you think you are now equipped with at least Y/N

one healthy method to handle stress?

Suggested Further Activities:

Students do the following:

1. Organize group discussions on healthy ways and unhealthy ways

of coping with stress.

2. Find time to indulge in your favourite hobbies like playing with a

pet, writing in a stress journal etc.
Unit-9 Empathy
Activity 1 : Helping Hands
Theme: To have a successful relationship with others, we need to
understand and care about their needs, desires and feelings. Empathy is
the ability to imagine what life is like for another person. Empathise with
people in need of care and assistance. This activity will help the students
to learn to lend a helping hand to others who are in need of it.

Time Required: 1 period

Material Needed: One photocopy of the “who needs my help” work sheet
for each student
187
Mode: Individual

Life Skills to be enhanced: Empathy and Interpersonal skills

HELPING HANDS
Objectives: Students will be able to:

understand about the needs of other beings including animals;

l

take an initiative to offer help, even without being asked;

l

analyze
l a situation critically and make a choice that is
compassionate and responsible towards another being;

make a difference in the lives of others.

l

Getting Started:

Advise students that hands are for helping others.

l

Share
l with them the information about how you have helped
somebody in a particular situation.
 Encourage students to come out with their own versions of how they
l
offered help to each other in school, somebody in their family, an
old friend, their brother or sister and an animal on the road.

Encourage
l them to think and brainstorm about someone who needs
their help. It could be their parents seeking their help or it could be
their brothers, sisters or friends.

Process:

Distribute a copy of the worksheet to each student.

l

Each student individually fills out the "Who Needs My Help" worksheet.
l

Key Messages
188
Sayings by eminent people give a true picture of what it means to help
others.

1. ‘Help one person at a time, and always start with the person
nearest to you.’ ~Mother Teresa

2. We can do no great things, only small things with great

love.~Mother Teresa

3. If you light a lamp for somebody, it will also brighten your

path.~Buddhist Saying

4. Being good is commendable, but only when it is combined with

doing good is it useful. ~Author Unknown

5. Remember if you ever need a helping hand, it's at the end of your
arm. As you get older, remember you have another hand. The first
is to help yourself, the second is to help others. ~Audrey Hepburn
 Worksheet- Who Needs My Help?
1. Who needs my help? _______________________________________

________________________________________________________

2. What help does he or she need? _____________________________

________________________________________________________

3. When does he or she need help? _____________________________

________________________________________________________

4. Why does he or she need help? ______________________________

________________________________________________________

5. How can I help? Write five ways how you could help this person. 189
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

6. How did you feel when you helped this person?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

7. Would you be willing to help somebody else again?

_______________________________________________________
________________________________________________________

Suggested Further Activities:

Students do the following:

Create
l a large poster (on chart paper) of a hand and place on the
wall and write (or draw) different helpful things you can do in the
classroom each day.

Create
l a Life Skills journal and draw or write about helpful things
you do for your family/friends/an animal on the street.
 Activity 2 : Patience is a Virtue which is
often Rewarding!
Theme: Patience is a powerful attribute that enables a person to remain
firm under stress. It has never been easy to be patient especially in today's
world of internet, cell phones and SMS, when seemingly, everything is
accessible with a click of a mouse. One realizes that it is hard to expect
instant satisfaction in everything. It is here that the virtue of patience
becomes a valuable tool. But patience cannot be acquired overnight. It is
just like building up a muscle. Every day, one needs to work on it.

Time Required:1 period

Materials Needed:
190
lPencils belonging to students to be collected for the game

lMatch sticks could also be used for this game

lA spoonful of mustard seeds (Monitor of the class to bring some)

lA small pot with sound in which seeds could be sowed

lWorksheet

Mode: Individual

Life Skills to be enhanced: Empathy and

Managing Emotions

Objectives: Students will be able to:

lunderstand the importance of

patience;

ldevelop the virtues of patience and tolerance.

Getting Started: Explain to the students the importance of patience in

today’s time of internet, cell phones and SMS.

Process

lExplain how terrible things could become if one is not patient. For
example, road rage, neighbours fighting, husband and wife
fighting, etc.

lExplain why things take time to show the desired results . Example
could be planting a tree and bearing its fruits after many years.
Another famous example could be the caterpillar going through
 different stages to become a beautiful butterfly.

lEncourage students to narrate an incident when they have seen

somebody being patient and what happened.

lLet students perform the following activities to learn the concept

of patience.

Activity 1: Pick up Pencils

This activity is like a game which tries one's patience.

lHave a pile of pencils or match sticks in the middle of the room

either on the floor or on a table.

lLet each student pick up a pencil or match sticks without moving

any of the others. Let him/her keep the pencil if no other pencil 191
moves but they have to put the pencil back if any other pencil
moves.

Activity 2: Sowing Seeds

Ask the monitor to do this activity in front of the whole class. Instruct
him/her to sow a few mustard seeds in the pot, and then show the progress
of the growing seeds to the class daily until they sprout. Tell him/her to
nurture the seeds so that they do not dry up. Mark the date of sowing and
the date of sprouting. Write down the number of days of waiting. Draw the
student’s attention to this.

Activity 3: Patient Group vs. Impatient Group

lDivide the students into two groups - The Patient Group and The
Impatient Group.

lAssign a specific situation (see sample situations) to each group.

lInstruct the patient group to do a role play depicting how a patient

person will behave in the given situation.

lAssign the impatient group to do a role play depicting how an

impatient person will behave in the similar situation.

lLet the students watch the two role plays.

lAfter the role plays, direct them to fill in their worksheet.

 SAMPLE SITUATIONS

Waiting for the school bus and getting into it one by one.
l

An old
l lady is asking for direction to a store which is right in front
of her.

Your
l little brother or your pet dog is bothering you while you are
doing your homework.

192

Key Messages
1. Patience means not losing temper and remaining calm.

2. Patience is the ability to accept delay or disappointment politely.

3. Patience is the powerful attribute that enables us remain firm

under strain and to keep pressing on towards our's goals.

4. Patience teaches us the value of delaying gratification, a skill

necessary for maturity.
 Worksheet
All the statements given below relate to a person with patience.
Tick the answer which is most appropriate for you and find out how
patient you are.

1. When my little brother bothers me when I am studying, I am

able to keep calm. This statement about me is
a) completely true.
b) completely false.
c) sometimes true.

2. I never create a scene in public. This statement about me is

a) completely true.
b) completely false. 193
c) sometimes true.

3. I never raise my voice to make a point. This statement about

me is
a) completely true.
b) completely false.
c) sometimes true.

4. I do not believe in using physical force to make a point. This

statement about me is
a) completely true.
b) completely false.
c) sometimes true.

5. I like my little brother asking me never-ending questions,

which I find quite amusing. This statement about me is
a) completely true.
b) completely false.
c) sometimes true.

6. An old lady is asking you for a way to a particular store, even

though she is standing right in front of it. You smile and politely
guide her to the store. This statement about me is
a) completely true.
b) completely false.
c) sometimes true.
 Suggested Further Activities:

Students do the following:

lTell two elders everyday NOT to use their car or scooter horn while
driving. Do this for the next five days.

lEat your food slowly by paying attention to chewing well. Make this
a habit.

lStand in a long line and wait patiently until your turn comes. It's a
good idea to read something while waiting.

194
 Activity 3 : Compassion towards
Animals in Cages
Theme: Empathy is the ability to imagine what life is like for another
person. We need to recognize the sufferings of animals so that we can do
something for their welfare. This activity will familiarize the students with
the need for empathy for the voiceless creatures in cages and zoos.

Time Required: 1 period

Material Needed: Worksheet

Mode: Groups of 10 students and Individual

Life Skills to be enhanced: Empathy and Interpersonal skills

195
Objectives: Students will be able to:

ldescribe what it means to be overpowered and suppressed;

lunderstand the suffering that animals go through when confined to

a cage;

lunderstand the physical and mental pain felt by the animals;

lempathise with the voiceless creatures in cages and zoos;

ltake positive actions to make a difference in the lives of the

animals in cages and zoos.

Getting Started: “What am I”?

Instruct each student to make an animal sound and let others guess the
animal.

Start a discussion about a visit to the zoo by students, where they animals
in cages. Continue to discuss what their natural home should look like and
how they should be feeling inside their cages. Further, discuss about how
we could make a difference in their lives.

Process:

Divide
l the class into groups. Allow 7 to 10 minutes to brainstorm
about the given passage, after which they complete worksheet.

Instruct students to relax, get comfortable and close their eyes.

l

Read out the following passage:

l
 You are leaving the room... You walk down the road and come to a
beautiful forest. You walk slowly into the forest.... looking at all
wonderful things you can see. You stroll towards a clearing.... as you walk
you are listening to the sounds of nature.... observing everything around
you.... you breathe in every smell.... you breathe deeply, feeling calm and
relaxed...You arrive in the picturesque clearing, surrounded by gorgeous
flowers.

Suddenly, you hear a strange voice. You look towards the direction of the
voice and you are shocked to see a space ship. Aliens come out of the ship
and run quickly towards you. They are hunting you, you feel very scared.
You don't understand their words/language but you realize they are
telling you that they want to take you away. To explain, the aliens show
you a picture which means that they are going to put you in a cage so that
196 you can be examined. Soon you see other aliens coming with cages where
you could just sit in one single position without space to turn around. You
are in no position to say anything because both of you do not understand
each other's language.

Key Messages
Concern for animals and their welfare is growing every day. It is
believed that they also should have certain freedom. As of today, five
freedoms for animals are accepted the world over. These include:

1. Freedom from hunger and thirst - availability of fresh food and

water.

2. Freedom from fear and distress - availability of conditions that

avoid mental suffering.

3. Freedom from pain, injury and disease - availability of good and

quick medical treatment.

4. Freedom from abnormal behaviour - availability of conditions to

express normal behaviour.

5. Freedom from discomfort - availability of a comfortable resting

place.
 Worksheet
1. How do you think an animal would feel when it has just been
trapped and is being taken away to be kept in a zoo?
________________________________________________________
________________________________________________________
________________________________________________________
2. Write three sentences about what you imagine may be going on in
the mind of a dog that is always tied up or is kept locked up in a
kennel.
________________________________________________________
________________________________________________________
________________________________________________________
3. Write three sentences about what you imagine may be going on in
197
the mind of a parrot whose life is confined to a cage.
________________________________________________________
________________________________________________________
________________________________________________________
4. When a car goes over the leg of a cow or a dog, it feels equal pain as
a human being. Is this true? Explain.
________________________________________________________
________________________________________________________
________________________________________________________
5. What is your opinion about animals being kept in a zoo? Should we
have zoos in today when we can get to see all animals, even at close
quarte’s on TV?
________________________________________________________
________________________________________________________
________________________________________________________

Suggested Further Activity:

Students do the following:
Visit a zoo, note down the conditions there. Now imagine that you are the
Director of the zoo. Write about all that you would do to make the zoo a
wonderful place for all the animals that live there.
____________________________________________________________
______________________________________________________________
______________________________________________________________
 Activity 4 : The Comforters
Theme: Empathetic attitude helps us to understand another person's point
of view and to appreciate how the other person might be feeling. Our
actions may affect other people in both positive and negative ways.

Time Required: 2 periods

Material Needed: Problem slips (to be prepared in advance)

Mode: Individual

Life Skills to be enhanced: Empathy, Effective Communication and

Interpersonal relationships

Objectives: Students will be able to:

198 ldevelop empathy;
lshow affection to others;
loffer and accept help .

Process:
lShare the objective of the session with the students.
Put the
l problem slips with a make-believe problem on them in a
bowl.
lInvite the students with odd numbered roll numbers to come
forward and pick up one problem slip from the bowl.
lInstruct the rest of the students to act as "comforters".
lInstruct all the ‘comforters’ to approach the student with a
problem slip and talk to him/her. They need to ask the student with
a problem about his/her troubles.
lInform the ‘comforters’ that they have to play the role of a friend,
neighbour, teacher, mother, or any other role in which he/she
thinks can offer advice or help to the problem owner.
lInstruct the ‘problem owners’ to talk about their make-believe
problem.
lOnce the ‘comforter’ has solved the problem of one problem
owner, direct him/her to look for another ‘problem owner’ and so
on until he/she has dealt with about four problems.
lDo not instruct the ‘comforters’ to approach any particular
problem owner but let the ‘problem owners’ approach the
comforters on their own.
lOnce all the ‘comforters’ have solved the problem of at least four
‘problem owners’, ask the whole class to sit in a circle.

lEncourage the ‘problem owners to’ read their problems one by one
and tell others about the best help they were offered, explaining
why it helped them. (Reasons could be 'it was an original solution',
'the helper had a really good and helpful attitude'.)

lInstruct the ‘problem owners’ to reflect on the following questions:

- Did you prefer to accept help from those comforters who are
your friends?

- How did you deal with offers that were not really helpful?

lAsk the ‘comforters’ to reflect on the following questions:

- Did you prefer to help those who are your friends? 199
- How did you feel when you offered the help? Was it easy or
difficult to give help to others?

lSum up the session with the help of key messages.

Key Messages
1. Empathy is an important value which helps one feel for others.

2. It helps one to understand the problems of others.

3. Empathy brings people closer.

4. One’s actions may affect other people in both positive and

negative ways.
 PROBLEM SLIP 1 PROBLEM SLIP 2 PROBLEM SLIP 3 PROBLEM SLIP 4
I have asthma I spend all my I have a good I constantly get
and I am not time on report card, but extra
allowed to play homework, so I I have a C grade assignments
sports. This do not play any in English because I lose
makes it hard sports. Because because I do not my homework.
for me to make of that, read well. Now I Now my friends
friends. everybody picks have to practise think I am lazy.
on me. reading with my
parents every
200 day, and my
friends make
fun of me
because I need
this extra help.

PROBLEM SLIP 5 PROBLEM SLIP 6 PROBLEM SLIP 7 PROBLEM SLIP 8

I am the only Everybody Everybody calls If somebody in
one who got a C makes fun of me me 'chashmish' class gets in
grade in the because I see a because I wear trouble, they
science project. speech therapist spectacles. I always blame
I am sure for my wish I could run me. The teacher
everybody stuttering. away. is always on
thinks I am their side.
stupid.

PROBLEM SLIP 9 PROBLEM SLIP PROBLEM SLIP PROBLEM SLIP

10 11 12
My parents like
I once stole
my younger A bully has been Everybody
someone's pen.
sibling more trying to get me makes fun of me
It was just one
than me. to help him to because both
time, but now
cheat in an my parents work
everybody says I
examination. and cannot
steal things.
attend my
parent teacher
meet.
PROBLEM SLIP PROBLEM SLIP PROBLEM SLIP PROBLEM SLIP
13 14 15 16
My best friend My friends tease I generally I have been in
has stopped me for being experience this school for
talking to me overweight and headache which two weeks
and has even short. is becoming because we just
persuaded some more persistent moved. I still do
of the other in duration not have friends
classmates not during the here.
to talk to me. examinations.

Suggested Further Activity:

Students help at least four persons in and outside the school who need their
help. 201
[Adapted from: 101 Life Skills for Children - Learning, Growing, Getting Along-By Bernie
Badegruber]
 Activity 5 : Plastic in Cow's Tummy
Theme: We need to empathise with towards others. Our careless ways can
affect other people and creatures on earth. Through this activity, students
will learn to be responsible towards all the living beings.
Time Required: 1 period
Materials Needed: A large plastic bag containing a nylon rope, old erasers,
a small piece of glass, used staple pins, empty milk packets, etc.
(facilitator to bring material) and worksheet
Mode: Groups of seven students
Life Skills to be enhanced: Empathy, Self Awareness and Problem Solving
Objectives: Students will be able to:
202 lrecognize the fact that our careless ways can affect other people
and creatures on earth;
lempathize with other people and creatures;
lanalyze the situation critically and make a choice that is
compassionate and responsible towards other people and other
beings.
Getting Started:
Discuss the following with the students:
How
l the things we throw away as USELESS could affect other
people.
How the things we throw away as USELESS could affect animals and
l
birds.
The
l importance of segregation of
garbage and recycling.
Pertinent information: Garbage in our country
is segregated manually by rag pickers and
municipality workers whereas in developed
countries this task is done by members of the
household. Garbage is segregated into four
piles:
Wet - left over food, kitchen waste, meat,
soiled paper, etc.
Dry - plastic, paper, rubber, glass, metal rags, etc."Toxic - paints,
pesticides, broken tube lights, toxic chemicals, used batteries, expired
medicines, etc.
Soiled - (diapers, sanitary napkins, dressings,
used tissue, infected cotton, drips, injection
syringe and needles), etc.
It's pertinent to note that most people in our
country throw all the different types of garbage
into one bin.
Now coming to the bag in the hand, the items in
it represents the contents removed from the
stomach of a cow. Items found in the packet included a strip of expired
medicines, empty milk packets, small pieces of glass, etc. With her system
blocked, she was unable to eat and therefore went weak day by day until
she was unable to even stand. Her owner had abandoned her since she had
stop producing milk.
Process: 203
Stand
l in front of the class and dump the contents of the bag on the
floor of the classroom.
Ask students what they think these items have in common.
l

Share
l with the students that a similar collection of items were
found in the stomach of cows, in other cities as well.
Have
l the students (one or two from each group, depending upon
the number of items) take an item from the floor back to the desk.
Have
l the students examine their items asking the following
questions:
Is this
* item recyclable or reusable so that it could have been
kept out of the waste stream?
What creative ideas can one come up with to reuse the item?
*

How could
* people prevent these items from ending up in the
cow's stomach?
Ask each student (or member of each group) to report on their item
l
to the whole class.
Hold
l an open session for class discussion on how one can diminish
the trash and how to dispose of it responsibly.
Key Messages
1. A little concern for our fellow beings helps. It could even save their
lives.
2. Small little steps like separating garbage could help keep planet
Earth clean.
3. Effective ways to go green economically – Reduce - Reuse – Recycle.
 Worksheet
1. Careless ways of throwing our kitchen waste in plastic bags led to
the death of a cow. What could we have done differently to save
the cow?
________________________________________________________
________________________________________________________
2. What happens when things like broken glass pieces, pins and
kitchen waste into a single garbage bin are mixed up? Explain how
this action could hurt people?
________________________________________________________
________________________________________________________

204 3. We can help keep planet Earth clean by following the rule -
Reduce, Reuse and Recycle.
Reduce means to use less. List five items that we could use less.
________________________________________________________
________________________________________________________
Reuse means to use again. List five items that we could use again.
________________________________________________________
________________________________________________________
Recycle means make something new from something old. List five
items that could be recycled so as to make something totally new.
________________________________________________________
________________________________________________________

Suggested Further Activities:

Students do the following:
Follow up Reduce - Reuse - Recycle rule in your school.
l

Clean up the litter in school and do it day after day.

l

When you see your neighbour's water tank over-flowing, to tell your
l
neighbours not to waste water.
Turn off lights, fans, and computer systems, when not in use.
l
Activity 6 : Treat Others the Way You Want
To be Treated - Show Respect
Theme: Respectful relations lead to meaningful relationships. Respect is
treating others the way you want to be treated. This activity will help the
students understand the concept of respecting others.

Time Required: 1 period

Materials Needed: Worksheet and dictionary

Mode: Individual

Life Skills to be enhanced: Empathy, Managing Emotions and

Interpersonal skills

Objectives: Students will be able to:

205
lpractise respectful behaviour;
lexplain the concept of self respect;
lidentify respectful behaviours and the impact of such behaviours;
Getting Started:
lInstruct students to look up the dictionary meaning of the word
'respect'.
lExplain the concept of 'self respect' and the concept of 'respecting
others'.

Process:
lShare some examples of respectful behaviour towards self and
others.
lStart a discussion about each of these behaviours and explain so
that students are able to give correct answers to questions in the
worksheet.
Self Respect: One must respect himself/herself. When you respect
yourself, you would:
Develop your own opinions;
l

Be honest to yourself;
l

Not harm yourself;

l

Not insult yourself;

l

lNot steal from yourself (by carelessly buying things that you cannot
afford).
 Respecting Others:
Generally,
l we respect people who have more knowledge or
experience and are more accomplished than ourselves. But there is
also a basic level of respect that most people agree is a right, and
does not need to be earned. Here are some widely agreed upon
indications of respect:

To respect someone means to hold that person in high regard.

l

It is talking
l to others with respect like greeting them with a 'good
morning', etc., upon meeting adding a ‘Sir’ or ‘Madam’ at the end
of your sentence.
It is obeying in the class and not being indisciplined in the hallway.
l

It is taking other people's opinions and feelings into consideration.

l
206
It is empathizing with the others.
l

It is not interrupting others while they speak.

l

Key Messages
1. Respect is treating others the way you want to be treated.

2. A respectful person is one who shows care and concern for others.

3. A respectful person is courteous, kind, fair, honest and obedient.

4. Respectful interactions lead to meaningful relationships.

5. The effect of disrespect is always hurt feelings, anger and hate.

6. Respectful people show respect even to their environment and

animals.
 Worksheet
Read the statements and tick whether “T” for true and “F” for false:

Respectful people treat others with respect. This

1 means that they are courteous and address others T F
politely.

Respectful people treat others with consideration.

They do what is tasteful and proper in dealing with
2 T F
others. They don't stoop to violence, meanness or
rudeness.

Respectful people believe that they know us better 207

3 than we know ourselves. They do not take other T F
people's feelings seriously.

Respectful people do not tolerate other people's

4 T F
thoughts and do not accept individual differences.

Respectful people do not harm themselves by smoking,

5 T F
taking alcohol and experimenting with drugs.

Respectful people treat others as they want to be

6 treated. They value others. They help other people T F
value themselves.

Respectful people take pride in developing their own

7 T F
opinions and stand by them.

Respectful people shout and scream, insult, abuse,

8 T F
call names, and hurt others.

Respectful people make unwanted comments about a

9 T F
person's appearance.

Respectful people judge people on merits and not on

10 T F
their religion, caste, nationality, sex or status.
 Suggested Further Activities:

Students do the following:

1. Every day, this week, treat the following people including yourself,
your parents, your brother or sister, a friend, an elderly neighbour and
a stranger with respect.

2. Create a weekly planner that will help you track your behaviour. Each
day write who you treated with respect, describe what you did and
what was their reaction. Also, write what you did for the environment
and how you felt about it.

208
Unit-10 Decision Making
Activity 1: I Can Decide!
Theme: All of us do face challenging situations in our day to day life. Many
of them involve decision making. We should critically examine different
situations and rationally use different elements involved in decision
making to arrive at with the final solution.
Time Required: 1 period
Materials Needed: Case Studies from students’ daily routine involving
decision making
Mode: Activity with 5 students in each group.
Life Skills to be enhanced: Decision Making, Self Awareness and Critical
209
Thinking
Objectives: Students will be able to:
ldescribe the different elements involved in decision making;
luse process of decision making with sequential steps to arrive at a
decision.
Getting Started: A creative warm-up activity preferably involving decision
making in a subtle manner.
Process:
Share with students different elements involved in decision making.
l

Explain
l and clarify that a good decision requires a step by step
process.
Invite questions for any clarification.
l

Divide students into five groups using random grouping method.

l

Assign
l each group a small case story related to decision making
situation. (See handout for case stories, you may also develop your
own)
Allow
l ten minutes to each group to solve the situation given in each
case story. Ask them to focus on the following steps of decision
making while solving the situation:
- Recognize and identify what is it you are deciding upon.
- Aiming and desiring positive results.
- Analyzing and weighing the consequences of an action.
 - Setting alternatives or options.
- Acting responsibly or standing up for the decision made.
Share with them the P.O.W.E.R. Model for decision making.
l

Invite
l each group to speak for about four minutes on the case story
given to them and how they were able to take a responsible decision.
Hold
l an open session for each group. Instruct the students from the
audience to support, contradict or give new ideas about the possible
ways to address that particular issue.
Encourage
l students to analyze different alternatives critically vis a
vis the societal and personal values and norms, while taking
decisions.

210 P.O.W.E.R. Model

P= PROBLEM
Step 1: Stop and state (or identify) the problem.
O= OPTIONS
Step 2: Think of different things you can do and use them. The more
options you have, the better.
W= WEIGH
Step 3: Look at the good things and weigh them against the bad things of
every option you thought of to solve your problem. The things you value
should guide you in your decision making.
E= ELECT
Step 4: Choose the best option, talk to a person you respect, then take
the best action. Elect the option which obtains what is important to you
(values).
R=REFLECT
Step 5: Think or reflect about what happened because of your decision.
{Namibia Youth Programme: My Future, My Choice (UNICEF, Namibia)}.

Key Messages
1. Different elements are involved in decision making.
2. Decision making is a process involving sequential steps.
 Handout For Case Stories
1. Rohan's friends asked him to bring ` 500 from his mother's handbag to
by some eatables from the school canteen on his birthday and to give a
party. Rohan is unable to decide as he feels his friends will not keep
him in their group if he does not bring the money.
Discuss in your group. Identify the issue in the situation and using the
POWER model arrive at possible decisions that may help you to make
informed choices on what Rohan should or should not do.
2. Ragini is very fond of singing and dancing. One morning she wakes up
and doesn't want to go to school because she wants to watch the
repeat telecast of a dance TV show which she had missed the previous
night. Her parents want her to go to the school. She is upset at her
parents’ decision of not allowing her to take a holiday.
Discuss in your group. Reflect on the situation and analyse why her
parents think the way they do and possible ways Ragini could approach
the situation.
211
3. Rubina studying in class VII gets very low grades in her science
examination because she did not concentrate on her preparation
because she had a fight with her friend. Now, she doesn't want to share
her grades with her parents as she feels they will get upset with her.
Discuss in your group. Reflect on the situation using decision making
process and using the POWER model to reach a consensus on what
Rohina should do.
4. Rimita is forced by her friends to go back late to the classroom after
break as they plan to celebrate another friend's birthday in the school
canteen during the break. What should Rimita do?
Discuss in your group. Reflect on the situation using decision making
process and using the POWER model, reach a consensus on what Rimita
should do.
5. Rahul is thirteen years old. His younger sister of nine years wants him
to help her use the internet as she wants to finish her project on EVS.
Rahul is unable to decide because he feels she should not be using the
internet for school projects, but his sister insists.
Suggest a suitable course of action for Rahul,after discussing it in your
group. Reflect and analyze the situation using the decision making
process.

Suggested Further Activity:

On the basis of case stories, students discuss:
1. Is it easy or difficult to make wise decisions?
2. What makes it difficult? (For example, the influence of emotions,
pressure from peers or a partner, etc.)
3. What makes it easy? (Knowing how to resist pressure, getting advice
from people you trust)
 Activity 2: Help the Character
Theme: Decision making situations are well presented in books having
imaginative / fictitious characters. These situations make them come
alive. As there can be different options available, so various solutions can
be found for the situation.

Time Required: 2 periods

Material Needed: A picture book or a clipping from a Children’s television

show that involves a character facing problem

Mode: Group activity

Life Skills to be enhanced: Decision Making, Self Awareness and Critical

Thinking
212
Objectives: Students will be able to:

luse the decision making process to make decisions;

lidentify the positive or negative consequences of each decision

taken.

Getting Started: A creative warm-up activity preferably involving decision

making in a subtle manner.

Process:

lChoose a book or a show that is unfamiliar to the students so they

don't already know the ending.

lRead the story or show the video clip, drawing their attention to the
decision at hand.

lStop reading the story or pause the show just before the decision is
presented.

lEncourage students to brainstorm the possible decisions that could

be made by the character.

lInitiate the discussion about the best decision for the situation,
along with the reasoning behind it.

lContinue the story or the video clip to know how the character
resolved the issue.

lDiscuss with the group the consequences faced by the character,

whether positive or negative.
 Key Messages
1. Different choices are available in decision making process.

2. Each decision taken has consequences either positive or negative.

Suggested Further Activity:

Students do the following:

Choose one of your favourite cartoon character/favourite movie

character/favourite character from a T.V. show. Think of a challenging
situation he/she faced and what decision was made by him/her? Discuss
the consequences faced by the character, whether it is positive or
negative. How did the decision affect other people?
213
 Activity 3: Applying 3 C's in Decision
Making
Theme: Decision making requires a proper structure to be followed. A
random and vague decision does more harm than good.

Time Required: 2 periods together

Material Needed: Poster/flash card (prepared by facilitator) describing 3

C's of decision making

Mode: Individual activity

Life Skills to be enhanced: Decision Making, Self Awareness and Critical

Thinking
214 Objectives: Students will be able to:

lmake thoughtful and rational decisions;

lmake decisions using the decision making process.

Getting Started: A creative warm-up activity preferably involving decision

making in a subtle manner.

Process:

Familiarise
l students with the 3 C's of decision making by showing
them the poster or flash card describing the 3 C's.

Instruct
l them to list out certain situations from their day to day life
where they had to make decisions (this is to be treated as first C - the
challenge).

Situations may be:

- Attending to a friend's birthday party which may end late night.

- Following on crash diet as you feel you are putting on weight.

Direct
l students to brainstorm the possible choices that could be
made in the given situation.

Initiate
l the discussion about the best decision for the situation,
along with the reasoning behind it. Discuss the consequences.

Discuss how using the 3 C's helps in making a rational decision.

l
 The Decision Making-3 C’s
1. Challenge (or situation available for decision making)

2. Choices (try to list out as many rational choices as possible)

3. Consequences (list out 1 positive and 1 negative for each choice)

Key Messages
1. Each one of us faces challenges in our lives.

2. We should make decisions by looking at all the choices available

and then arrive at a decide.

215
Suggested Further Activity:

Students think of a decision taken by them that did not turn out well. Thus
consider the decision again and try to arrive at a decision using the 3 C's
steps.
 Activity 4 : Decision Making Wheel!
Theme: Decision making requires a proper structure to be followed to
arrive at wise decisions. There are different strategies to make wise
decisions in life. In this activity, the students learn a decision making
strategy that will help them improve the quality of choices they make.
Time Required: 1 period
Materials Needed: Handout, decision making wheel, activity sheet, white
board and marker pens
Mode: Group activity
Life Skills to be enhanced: Decision Making, Critical Thinking and Problem
Solving

216 Objectives: Students will be able to:

lmake wise decisions using the decision making process;
lmake effective use of decision making wheel.
Getting Started:
lOpen a discussion on decision making strategies. If students want
to make wise decisions, they have to improve their decision
making strategies.
lInvite students to share their views on the following:
- A choice that resulted in a consequence that you did not want?
- Deciding whether we should do something or not.
- If making a choice or a decision.
Process :
Share
l with the students the steps of the Decision Making Wheel.
Explain each step of the wheel to arrive at a decision.
Read out the scenarios from the handout.
l

Discuss the following questions with the students using the Decision
l
Making Wheel and write their answers on the board. Direct students
to use their decision making wheel sheet to record the answers to
each question.
- What is the problem?
- What are the choices that you have?
- What do you think the consequences of these choices will be for
yourself and others who are involved?
- What values do you need to consider?
 - How do you feel about the situation?
- Is there anything else you need to learn about it?

- Do you need to ask for help? Who will you ask?

- What is your decision?

- Do you think you have made the right decision? Why?

Now
l read the second scenario from the handout. Instruct the
students to use their second wheel to analyze this scenario on their
own.

Ask them
l to fill up their decision making wheel, filling in the hub of
the wheel first and then filling in their answers in each of the areas
of the pie.

Allow ten minutes to resolve the assigned situation.

l 217
Invite
l the students to share their process and the decisions they
came up with.

Key Messages
1. In decision making situations, all the alternatives or choices need to
be explored.

2. Personal beliefs and attitudes influence our decision making

process.

3. We should be responsible for our own decisions.

HANDOUT FOR SCENARIOS

1. It is recess time. Everyone is out on the playing fields, including the

teacher. You have to go to the washroom. On the way to the
washroom, you pass your class and notice that there is someone in
the classroom. You stop and peek in out of curiosity. Just as you do,
you see one of your best friends reach into another person's desk
and take something out of it. You quickly move past the door before
you are seen.

Just before lunch bell rings, the student whose desk you saw your
friend reach into, walks up to the teacher. A moment later, the
teacher announces that this student's entire pencil case with
pencils, pens and lunch money in it has been stolen. What do you
do?
 2. You are alone with your best friend at your best friend's house. He/
she goes to a drawer in his/her wardrobe and pulls out a pack of
cigarettes. He/she lights up a cigarette and invites you to do the
same. What do you do?

Activity Sheet
Decision Making Wheel
This wheel will help you to make better choices in life. When you have
an important decision to make, start by stating the problem in the hub
of the wheel. Next, move through the nine choices, one by one. When
you have a decision to make, fill in the blanks.

218
9 2

Assess Choices
Decision

8 3

Decision
Consequences
1
Problem

Who can help Values

4
7

More Info Feelings

6 5

Suggested Further Activity:

Students do the following:
Think and write about a problem you are facing right now. Using the
Decision Making Wheel, make a decision for solving your problem.
 Activity 5: Balloon Debate
Theme: A Balloon Debate is a debate in which a number of speakers
attempt to win the approval of the audience. While facing a decision
making situation, a balloon debate helps to think about issues and form
opinions about them. The issues and the opinions formed are then
discussed in a group to arrive at the final decision.

Time Required: 1-2 periods

Material Needed: A virtual balloon can be created using chairs etc.

Mode: Activity in groups of 5 students.

Life Skills to be enhanced: Decision Making, Self Awareness and Critical

Thinking

Objectives: Students will be able to:

219
lidentify problems and solve them through a rational decision
making process;

lbrainstorm to arrive at a decision using the decision making

process.

Getting Started: A creative warm-up activity preferably involving decision

making in a subtle manner.

Process:

lMake a list of people with different backgrounds. These may

include famous individuals, characters or people from the present
day or historical figures.

lLet the students choose the person to be or allot the same to them.

lGive them time to think about their character and ask them to
identify some reasons why this person is important to the society.

lInstruct the groups that they are in a make believe balloon which is
losing height. To stay in the air, a person must leave the balloon.

lTaking turns, invite each student to explain why their character

should be allowed to stay in the balloon.

lOnce everyone has spoken, instruct the group to decide who should
be evicted from the balloon. Tell them that this should be done by
taking a vote and the student with the most votes should leave the
balloon.
 lStart the process again, as the hot air balloon will still be losing
height so that another student must be removed until there is only
one person left. Each time, the students have to think of a different
reason why they should stay.

lAt the end, invite the students to discuss the following:

- Why the people left the balloon in the order that they did

- What were the characteristics or skills and attributes of the

people who seemed to be the most and least valuable to the
society

(Note: It is important to inform students that even when their character is

no longer in the balloon, they have to listen to the debate so that they can
participate fully in the discussion at the end.)
220
Key Messages
lPersonal beliefs and attitudes influence our decision making
process.

lIt is hard to reach at consensus when decisions are to be taken in a

group.

Suggested Further Activity:

Students discuss the following:

Suppose your house is on fire. Which things will you take along with you if
you are escaping from there? Why?
 Activity 6: Rank them
Theme: Relevant choices help in arriving at proper decisions. While
making a decision, it is really good to brainstorm and discuss on a topic and
the relative importance of different aspects of the topic. It can be made
more interesting if we rank them according to their importance.

Time Required: 2 periods together

Material Needed: Cards with information on a given topic

Mode: Group activity

Life Skills to be enhanced: Decision Making, Self Awareness and Critical

Thinking

Objectives: Students will be able to:

221
lidentify problems and solve them through a rational decision
making process;

lbrainstorm and arrive at a decision using the decision making

process.

Getting Started: A creative warm-up activity preferably involving decision

making in a subtle manner.

Process:

lWrite words on ten cards related to the topic to be discussed or use

ideas generated by the students in the warm up activity. For
example,

- What are the reasons for the increase in apathy and anger
among people?

- What are the reasons for the increase road rage and violent
behaviour among the young?

- Why do young people easily succeeds to peer pressure?

lDistribute the cards and ask students to rank them according to the
given criteria. For example,

Rank the first as the most common reason leading to conflicts or

values and attitudes required to making a decisions, etc.

lShare the results and the ranking .

lAsk students how this process has supported and enhanced their
decision making skills.
 Key Messages
1. Relevant choices help in arriving at proper decisions.

2. Brainstorming is a good tool to arrive at the right decision.

Suggested Further Activity:

Students in list the steps to be taken to raise awareness about for

safeguarding the environment among the public.

222
Unit-11 Problem Solving
Activity 1 : Puzzles and Teasers
Theme: Puzzles and teasers have been age old companions of human
beings and even research has shown that they improve problem solving
skills. No wonder people are addicted to ‘sudoku’ and crosswords.

Time Required: 1 period

Materials Needed: Six puzzles and worksheet

Mode: Activity in group of 5 students.

Life Skills to be enhanced: Problem Solving and Critical Thinking

223
Objectives: Students will be able to:

use their thinking skills;

l

use their problem solving skills problems.

l

Getting Started: A creative warm-up activity.

Process:

Divide the class into groups of five.

l

Assign one puzzle to each group to solve.

l

Allow ten minutes to each group for working on the puzzles.

l

Allow
l five minutes to each group for the presentation on the process
of arriving at the solution.

Debrief
l the students on the challenges faced while solving the
problem.

Key Messages
1. Initially a problem seems to be really big but as you look at probable
solutions, it starts getting solved.

2. Use your thinking skills to identify a problem and come up with

answers.
 Group 1: 21s

Obeying the normal rules of arithmetic, with the numbers given, using only
where necessary +,-, x, or ÷, make the resulting calculations equal 21.

6 3 9 6 = 21

4 4 2 3 = 21

3 5 10 4 = 21

Group 2: Web Browsing

The spiders are identical but only three have spun precisely the same web-
which three?

224

Group 3: Amazing

Can you work your way from the entrance at the top to the exit at the
bottom of the maze?
Group 4: Crime Squad

The criminals involved in the four scenes on the left, were soon arrested by
a smart detective who spotted them in the larger picture. Can you spot
them?

225

Group 5: Filling in

Each of the letters in the boxes contains a different digit from 2 to 9. As is

our usual practice, each calculation is to be treated sequentially rather
than according to the 'multiplication first' system. Can you fill in the empty
boxes?

= 5

= 3

= 2

= = =
3 8 9
 Group 6 (if required): Cheese Straws

Which one of these paths will lead the mouse to the clock?

226

Acknowledgement : The Giant 1001 Puzzle Book

 Worksheet
Puzzles and Teasers
1. What were the problems faced which trying to reach decisions as a
group?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Which traits among the group members helped them reach a
consensus? 227
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. When faced with a problem, do you look at alternative solutions or
you let the problem go ?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
_______________________________________________________
4. Which problems do you face daily in school or at home ? Has any
technique helped you to solve them ?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
 Answer Sheet Puzzles and Teasers
21s Amazing Filling in
6x3+9-6=21
4x4+2+3=21
3x5+10-4=21

Web Browsing
1,7,9
Cheese straws
Crime Squad Path B

228

Suggested Further Activity:

Students do the following:

Unscramble the words in the list that describe a person who keeps his/her
promises. Use the word bank to help you.

hesotn
Lbaedeepdn
illebrea
twtutrroyhs
eridtc
gdoo
eecnirs
dcetne
enoobrlah
iflhfatu

Word bank
Honourable dependable reliable
Trustworthy direct sincere
Decent honest faithful

Adapted from: So You're Thinking of Staying in School? Instructor's Manual, p.65

 Activity 2 : Problem Solving Tools
Theme: Problem solving is an art to be mastered. It is better to try solving a
problem using suitable methods and procedures. These tools help in
reaching a rational solution.

Time Required: 2 periods

Materials Needed: Reading material on a Problem Solving tool -

Brainstorming and worksheet

Mode: Group activity

Life Skills to be enhanced: Problem Solving, Decision Making,

Effective Communication, Self Awareness, Creative Thinking and
Interpersonal Relationships

Objective: Students will be able to use effective ways of solving problems.

229
Getting Started: A creative warm-up activity.

Process:

Divide
l the class into five groups and give reading material for the
brainstorming.

Distribute reading sheet 1 to the students and ask them to think of a

l
problem in their life that they can solve by using this tool. Allow
twenty minutes for this task.

Presentation by each group (five minutes each).

l

Key Messages
1. Brainstorming helps in clearing a lot of doubts.

2. Multiple viewpoints are put across which lead to greater objectivity.

3. Fresh and new ideas are generated.

4. Alternatives to issues are discussed and shared.

 Sheet 1: Brainstorming

Brainstorming is used to generate a large number of creative ideas in

Problem Solving and achieving objectives. While using the
brainstorming technique in a group, several ideas can be generated.

Guidelines:

lBrainstorming may take a few minutes to several hours. For bigger

projects, it could take many weeks or months. It has been
observed that many great ideas come to people at 3:00 a.m in the
morning! Keep your pen and paper by your bedside!

lGive as many ideas as possible. The more the better.

lDo not judge any idea during the brainstorming session no matter
230 how crazy they are. These ideas may help to stimulate other
ideas.

Worksheet - Brainstorming
Brainstorm on how community service can be incorporated in the school
calendar based on 5 Ws and 1 H (What, When, Where, Why, Who and
How)

Old Age Home Orphanage

Differently Abled Health Camp

 ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________
231
___________________________________________________________

___________________________________________________________

Suggested Further Activity:

Students brainstorm on the following using the 5W’s and 1H:

lTheme for annual function

lShould a school have a canteen?

 Activity 3 : Problem Letters
Theme: The first step to problem solving is the identification of the
problem. Until we identify and acquaint ourselves with the issue/problem,
it will be difficult to get it properly redressed.
Time Required: 2 periods
Materials Needed: Letters prepared in advance, paper and pens
Mode: Activity in groups of 3 students.
Life Skills to be enhanced: Problem Solving, Decision Making,
Effective Communication, Self Awareness, Creative Thinking and
Interpersonal Relationships
Objective: Students will be able to explore difficult issues and develop
suitable responses to these issues.
232 Getting Started: A creative warm-up activity.
Process:
Think
l of situations which students might find themselves in and
might be causing them to worry.
Direct
l students to write about these situations in the form of a letter
to a problem page in a magazine, in groups of two to three.
Instruct
l them to talk about the response that they would give the
person who is writing the letter.
Invite
l the whole class to share and discuss the situations and
responses to the different problems.
Key Messages
1. Discussions help in generating a clear understanding of the issues.
2. Multiple viewpoints are put across which leads to greater
objectivity.
3. Fresh and new ideas get generated during discussion.
4. Alternatives to issues are looked at when people sit together and
address the problem.

Suggested issues for letters

lPeer pressure
lPerformance pressure from parents
lLack of time management skills
Suggested Further Activity:
Students suggest some practical ways for the removal of poverty in India.
 Activity 4 : Birthday Line-up
Theme: Problem Solving is best addressed with the support of creative and
critical thinking skills. With the help of these, even the toughest of the
problems can he solved easily.

Time Required: 2 periods

Material Needed: None

Mode: Activity with the whole class divided into 2 groups.

Life Skills to be enhanced: Problem Solving, Decision Making, Effective

Communication, Self Awareness, Creative Thinking and Interpersonal
Relationships

Objective: Students will be able to use effective ways of solving problems.

233
Getting Started: A creative warm-up activity.

Process:

lInform the groups that this is a non-verbal exercise.

lRandomly divide the class.

lInstruct each group to form a single straight line according to

birthdays. For example, students with birthdays in January will be
at the beginning of the line, earlier January dates will be followed
by later dates. The line progresses by months and days with
birthdays in December at the end. Students with the same
birthday to share the same place in line.

lInstruct students to communicate non-verbally ONLY (no lip

reading allowed). Whichever group finishes the line first, should
announce it and then each student should shout out his/her
birthday, beginning in January.

lCheck how accurating they line up.

lInvite both the groups to share their issues and strategies that
helped them resolve and reach the final solution.

Guidelines:

lStudents can take the first few minutes to prepare their strategies.

lThey share their best practices.

 Key Messages
1. Creative and Critical Thinking skills are extremely supportive in
addressing problems.

2. A fresh approach to problem helps in getting better solutions.

3. If issues are addressed in the right manner, they are resolved easily.

Suggested Further Activity:

Students make groups of four to five students each. Each one of them in the
group should write any problematic situation that they are facing or might
have faced. Ask them to exchange their problems with others in the group
and encourage them to write the possible solutions for that problematic
234 situation which they have got in exchange.
 Activity 5 : Addressing Conflicts
Theme: Conflicts and problems can be treated as synonymous. Whenever
there is a conflict there is basically a problem, waiting to get addressed.
Time Required: 2 periods
Materials Needed: Conflict Stories, white board and marker pens
Mode: Group activity
Life Skills to be enhanced: Problem Solving, Decision Making, Effective
Communication, Self Awareness, Creative Thinking and Interpersonal
Relationships
Objective: Students will be able to use the structured process of problem
solving to resolve conflicts.
Getting Started : A creative warm-up activity. 235
Process:
Explain
l to the students that when there is a conflict, there is a
problem. When trying to resolve conflicts, it helps to find a way to
think about the problem and then attempt to solve it.
Write the following steps on the board:
l

Define the problem

*

Brainstorm solutions
*

Choose a solution and act on it.

*

Discuss
l each step with the class. Point out that before the problem
solving begins, the people in the conflict have to agree to work it
out and not to yell or call names. They want to DE-escalate the
conflict, not escalate it. Emphasize that in step two they have to
come up with as many possible solutions as they can and in step
three they have to choose a solution(s) that is win-win.
Share
l the conflict story with the class and discuss it step by step in
in a sequence of steps. Let students go through the possible
solutions and choose those that seem to have the most win-win
potential.
Ask them
l to go through the list again and discuss how each of the
potential solutions may work out.
Invite
l them to share which one seems to them the most likely to be
‘win-win’.
Repeat the whole process with another conflict story.
l
 Questions for Discussion:
lHow do you decide if a solution might work?
lWhat are the possible consequences of this particular solution?
lWhat things does the solution need in order to work? (materials,
the cooperation of the other person, involvement of a third
person, etc.)
Key Messages
1. Creative and Critical Thinking skills are extremely important for
solving conflicting situations.
2. A fresh approach to problem helps in getting better solution.
3. There is a way to do things. If issues are addressed in the right
236 manner, they get resolved easily.

Handout - Conflict Story Scenarios

Science Project Tiffs
Ravi and Neha were supposed to be working on a science project. Every
time they went to the library to work, Ravi wanted to look through
books. Neha wanted them to outline their project. "I don't work the
same way you do." said Ravi. "I get ideas when I look at books." "But
we're never going to get anything done at the rate we're going.” said
Neha."And I'm not going to do the whole thing."
Messy Rohan
One day Rohan dropped his food in the cafeteria. He slipped in it further
and fell. He got tomato sauce, milk, and soft drink all over him. From
then on everyone called him "Messy Rohan." Rohan hates to be called
that, and he doesn't want to go to school anymore.

Suggested Further Activity:

Ask students to reflect on the following:

You and your sibling might be fighting for watching different TV serials at
the same time. Think of the possible solutions to come out of this
conflicting situation.
 Activity 6 : Family Fun Puzzle
Theme: Puzzles provide interesting simulations for practising problem
solving. Regular practice of solving puzzles sharpens the mental faculties
and develops problem solving skills.

Time Required: 2 periods

Material Needed: Worksheet - Family Fun

Mode: Individual

Life Skills to be enhanced: Problem Solving, Decision Making, Creative

Thinking and Interpersonal Relationships

Objective: Students will be able to explore puzzles as an effective way of

practising problem solving skills. 237
Getting Started: A creative warm-up activity.

Process:

lGive one worksheet to each student.

lInstruct students to read the worksheet given and think of a

solution to the problem stated.

lShare the solutions with the class.

Key Messages
1. Puzzles help in developing problem solving skills.

2. Fresh and new ideas get generated.

3. Alternatives to issues are looked at.

 Worksheet - Family Fun
Dad, Mom, Ria, Siya, and Snowey, the puppy, each want to do something
different on a Sunday afternoon. No two family members want to do the
same thing.
This is the problem. First, find out what each family member wants to
do. Then decide how they can spend the afternoon together and each
still enjoy the afternoon. They might need to compromise!
Use the clues given below to determine which choice belongs to each
person. Use the grid to guide your thinking. Put an "O" in the box of the
choice you know to be correct for each family member. Put an "X" in the
boxes of choices you eliminate. Once a choice has been determined as
one family member's favourite, it is no longer a possibility as another
238 family member's choice and therefore should be eliminated. (Note:
Family members' names are arranged in the grid list in order of age,
from oldest at the top to youngest at the bottom.)
1. This four-legged family member wants to go for a walk.
2. This male family member wants to watch sports on TV.
3. The youngest daughter wants to practise shooting baskets.
4. The oldest female family member wants to have a picnic.
5. The oldest daughter wants to shop at the super market.
Basketball TV Picnic Shopping Walk
Dad
Mom
Ria
Siya
Snowey
What do you think they could do to spend the afternoon together and
still enjoy themselves?
___________________________________________________________
___________________________________________________________
Answer:
The following show "O" on the chart:
Dad-TV Mom-Picnic Ria-Shopping
Siya-Basketball Snowey-Walk

Suggested Further Activity:

Students think of a similar situation (as stated in the worksheet) which they
have faced at home and write how they arrived at the solution.
 Self Assessment
Self Awareness
Self Evaluation Scale on Self Awareness
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Usually Sometimes Rarely

1. My friends have gathered in a

room without me and they will 239
speak bad things about me.
2. I will do anything to impress my
classmates.
3. I admire people who make fun of
others.
4. I get angry without any reason.
5. I do not say anything to my
friend when he/she is doing
something wrong.
6. I am able to speak in front of an
audience confidently.
7. If my teacher criticizes my work,
I take it positively and work on
the problem.
8. I speak bad things about others
behind their back.
9. I disturb the stray dog in my
colony with my friends.
10. I can complete all my work on
time.
 SELF ASSESSMENT Usually Sometimes Rarely

11. I greet all my teachers and

elders.
12. I can speak to my friends about
anything.
13. I am comfortable speaking to
my parents about anything
(mother/father/both).
14. I can concentrate on my work
even when my friends want to
play with me.
240
This is a self assessment scale, meant to be used only as an indicator.
It can be administered to your self or to a peer to establish areas for
further enhancement.
Note: Your score in each column gives you an indication of your
strengths as well as areas you can improve on. This scale will help
you reflect and introspect so that you can work on enhancing your
skill of Self Awareness.

Courtesy : Amity International School, Noida

 Self Assessment
Critical Thinking
Instructions: Check the category on the right that confirms to the
frequency with which you do the following actions:
Self Assessment Never Rarely Sometimes Often Always
I understand the importance
of having a schedule and I
follow a regular timetable.
I learn from my mistakes and
try not to repeat them.
Whenever there is a fight in
a group, I support the person 241
who is right and he/she may
not be my friend.
I help my friends / siblings to
look at things positively
when they are in a bad mood.
I realise that I should not
insist on buying the same
things as my friends have
unless I need them.
I do not watch TV or play
with electronic gadgets for
long because I should have
time for other things also.
I realise the importance of
outdoor sports to keep
myself physically fit.
I know that I should submit
my school work on time and I
am particular about it.
I try to understand my
parents' point of view when
they scold me.
I generally make an effort to
keep my books in good
condition so that I can donate
them to the underprivileged
children.
I try to balance my academics
with extra curricular activities
to be an all rounder.
 Self Assessment Never Rarely Sometimes Often Always
I can resist negative peer
pressure.
I realise that I would lose
trust of my parents and the
teachers if I lie.
I am focused as I know that it
will help me to achieve my
goals.
I can plan and estimate the
time it would take to
complete my work.
I set realistic goals and work
towards achieving them.
242
When in conflict, I consider
various options and choose
the ones that help me
resolve the conflict.
I try to stop my friends from
bullying others because it is
wrong.
I accompany my parents to
family functions even when I
don't want to as I understand
that I cannot be left alone at
home for long hours.
I realise my parents concern
when they tell me not to stay
out of home till late.
I agree with my parents
when they tell me that
playing video games for long
hours could be harmful to my
health and studies.
I listen to my conscience and
don't do things that I feel are
wrong.

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your Critical Thinking.
Courtesy : DPS, Gurgaon
 Self Assessment
Creative Thinking
Self Evaluation Scale on Creative Thinking.
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Usually Sometimes Rarely

1. I often find myself totally immersed in

a creative idea.
2. I am quite resourceful and can find the
materials I need.
3. I prefer to play with ideas rather than
243
going with the first thought.
4. I enjoy discovering new things.
5. I can adapt my previous skills to suit an
unfamiliar task.
6. I can reflect back on my own work.
7. I am happy to take a risk even for my
idea.
8. I enjoy working as a part of a creative
team.
9. I don't mind if ideas have more than
one interpretation.
10. I am prepared to ignore other people's
opinions if I think my work is good.
11. I need to sit alone when developing
ideas.
12. I am uninhibited when working
creatively.
13. I have to be in the right mood to do
something creative.
14. Whenever, I get a new idea, I cannot
do anything else.

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your own self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your Creative Thinking.
Courtesy: DLDAV Model School, Shalimar Bagh, New Delhi
 Self Assessment
Effective Communication
Rate yourself on the following three levels by ticking in the appropriate
column
SELF ASSESSMENT Low Medium High

1. I am confident enough to speak in front

of my school mates.
2. I take part in debates, declamation etc
quite often.

244 3. I never interrupt a speaker while

speaking.
4. I learn five new words everyday.
5. I try and be on my best behaviour while I
am speaking.
6. I maintain a steady speed and tone of
voice when I speak.
7. I try and keep my message short and
simple.
8. I have a rich vocabulary.
9. I take notes when listening to a speaker.
10. I believe that the art of communication
is the language of leadership.
11. I have a good command over my
language.
12. I choose my words with precision.
13. I am an active listener.
14. I speak with correct grammar.
15. I always think before I speak .
This is a self assessment scale, meant to be used only as an indicator. It can
be administered to your self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your Communication Skills.
Courtesy : DAV, Guargaon
 Self Assessment
Interpersonal Skills
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Yes No Maybe

1. If your friend isn't able to help you,
would you break your friendship with
him/her ?

2. Do you love your parents just because

they give you everything ?
245
3. If your friend betrays you, will your
attitude towards him/her change after
that ?

4. Is it true that people only help their

friends and not the people with whom
they aren't familiar?

5. If your friend isn't able to help you,

would you break up with him/her ?

6. If your best friend changes his/her

section, would it affect your friendship ?

7. Would problems with family affect you

more than that with friends ?

8. Would problems with friends/family

affect your academic result ?

9. Doing you prefer to work alone or with

a team ?

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your Interpersonal
Relationship skills.

Courtesy : DPS, Mathura Road, New Delhi

 Self Assessment
Managing Emotions
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Mostly Sometimes Rarely

1. I spend more time looking hopefully

forward rather than looking
regretfully backwards.
2. I manage to hide my weaknesses in
246 public.
3. My mood doesn't affect my decisions.
4. I don't take time to count my
strengths.
5. I manage to delay my needs
according to situations.
6. I am confident about my decisions.
7. After any upsetting situation, I
manage to calm myself on my own
than taking help from others.
8. I don't usually keep on repeating
mistakes.
9. I can judge others’ feelings easily.
10. I don't give up easily in embarrassing
situations.
11. I can easily get along with people.
12. I am confident about my own talents
and abilities.
13. I try to learn from negative
situations.
14. I feel confident while expressing my
views in public.
15. I try to avoid difficult and
challenging situations.
 SCORING: Give 1 mark for MOSTLY, 2 marks for SOMETIMES
and 3 marks for RARELY
15-25 are emotionally balanced /stable.
25 and above are emotionally weak.

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your skill of Managing
Emotions.
247

Courtesy : S.D Public School, Pitampura, New Delhi

 Self Assessment
Coping with Stress
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Mostly Sometimes Rarely

1. I find it hard to get to sleep or stay

asleep.
2. I take time to make new friends.

248 3. I have a positive attitude/outlook on

life.
4. I feel anxious or worried constantly.
5. I often do what others want me to do.

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your self or to a peer to establish areas to further
enhancement.
Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on enhancing your skill of Coping with
Stress.

Courtesy : Kulachi Hansraj Model School, Ashok Vihar, New Delhi

 Self Assessment
Empathy
The Self Report Altruism /Empathy Scale
Instructions: Check the category on the right that conforms to the
frequency with which you have carried out the following acts:

1 2 3 4 5
Action Never Once More Often Very
than Often
once
1. I have made an elderly person 249
happy by doing something for
him/her (buying presents,
playing games).
2. I have often considered my
friend's point of view when we
plan to go out.
3. I have returned the extra balance
amount to the canteen worker
when he made the mistake of
returning me extra money.
4. I have taken care of my siblings
when my parents are away.
5. I have stopped my friend from
insulting a classmate who has
failed in an examination.
6. I often spend time listening to
my grandmother's stories rather
than watching television.
7. I have spent time with the
underprivileged.
8. I have let my juniors stand in
front of me in the canteen
queue.
9. I feed the stray dogs in my
colony.

10. I have given street directions to

strangers.
 1 2 3 4 5
Action Never Once More Often Very
than Often
once
11. I have gone out of the way to
help the needy (eg teaching the
domestic helper’s daughter).
12. I have helped a stranger if
his/her money/wallet was lost.
13. I understand my teacher's
situation when students are
making noise in the class.
14. I have taken care of my
mother/father when she/he
was ill.
250
15. I have donated my personal
belongings for a cause (books,
clothes etc).

This is a self assessment scale, meant to be used only as an indicator.

It can be administered to your self or to a peer to establish areas to
further enhancement.
Note: Your score in each column gives you an indication of your
strengths as well as areas you can improve on. This scale will help
you reflect and introspect so that you can work on enhancing your
skill of Empathy.

Courtesy : The Indian School, New Delhi

 Self Assessment
Decision Making
Rate yourself on the following three levels by ticking in the appropriate
column

SELF ASSESSMENT Rarely Sometimes Usually

1. I consider a variety of potential

solutions before I make my decision.
2. I try to find out the advantages and
disadvantages of all alternatives.
3. When making decisions, I like to 251
collect a lot of information.
4. I do not make decisions unless I
really have to.
5. I do not like to take responsibility
for making decisions.
6. I like working on my gut initiative
feelings rather than careful analysis.
7. I always devote a lot of time to
evaluate options fully before
coming to decisions.
8. I feel under pressure when making
decisions.
9. I like to make decisions quickly and
instantly.
10. I usually take advice from other
people to arrive at a solution.

This is a self assessment scale, meant to be used only as an indicator. It can

be administered to your self or to a peer to establish areas of further
enhancement.

Note: Your score in each column gives you an indication of your strengths as
well as areas you can improve on. This scale will help you to reflect and
introspect so that you can work on enhancing your Decision Making skill.
Courtesy : Hansraj Model School, Punjabi Bagh, New Delhi
 Self Assessment
Problem Solving
1) Rajat is made fun of by everyone in class as he is a slow learner and
poor in studies. You feel bad for Rajat. If you wanted to help Rajat in
his situation, what would you do?

(a) Break my friendship with classmates who tease Rajat.

(b) Complain to the teachers and get their counselling done.

(c) Ignore them and continue supporting Rajat

252
2) When my classmates tease me because of how I look I:

(a) Simply ignore them.

(b) Abuse them and fight with them.

(c) Complain to my teachers.

(d) I try to talk and tell them how I feel about it.

3) When in problem (related to academics/adolescents issues) my

parents are always able to help me:

1-Strongly disagree 3-Moderately agree

2- Disagree 4-Agree

5-Strongly agree

4) When I see my friends indulging in drug abuse, smoking etc. I:

(a) Also do it as it seems to be cool.

(b) Break my friendship with them.

(c) Complain to my teachers and get their counselling done.

(d) I try to talk and discourage them from indulging in such activities.

5) Whom do you consult the most in a problematic situation?

(a) Parents (b) Friends (c) Siblings

6) When was the last time that you consulted your parents for a problem
faced by you in school?

(A) Last week (b) Last month

(c) Yesterday (d) Can't say

7) I am Akansha of class VII. My close friends have started bullying

others. They also force me to do the same. What should I do?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
253
8) Put the number of your choice against your answer accordingly:
1-Strongly disagree 3-Moderately agree
2- Disagree 4-Agree
5-Strongly agree

(a) I find using abusive language really cool.

(b) I don't find anything wrong in lying to my parents.

(c) I get easily influenced by my friends about things like drinking,

smoking etc.

(d) I really don't care about the problems my friends face.

(e) I don't care about the marks I get in my examinations.

9) Whenever I have been bullied by my classmates/friends I have dealt

with it by using my negotiating and communication skills:

(a) Never (b) Sometimes (c) Always

10) If you were insulted by a teacher of yours in front of the whole class
on getting bad marks, you would:
(a) Reply back and shout on her.
(b) Ignore her and walk away.
(c) Try to find out the reason behind her saying that.
(d) Make her apologize to me in front of the class.
 This is a self assessment scale, meant to be used only as an indicator. It can
be administered to your self or to a peer to establish areas to further
enhancement.

Note:This scale will help you reflect and introspect so that you can work on
enhancing your Problem Solving skills.

254

Courtesy : Delhi Public School, Ghaziabad, Vasundhara

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI
CIRCULAR NO. 21
D(A)PA/38/2003 5th September,2003
To
All Heads of Institutions
Affiliated to CBSE.
Sub: Life Skills Education for Class VI
Dear Principal,
The Board has introduced Life Skills Education as an integral part of the
curriculum of class VI. The schools are advised to adopt an inter- 255
disciplinary approach for transacting the curriculum of Life Skills
Education. The transaction should be both through formal modes of
learning as well as through co-curricular activities and other informal
approaches to learning.
The student may be evaluated through letter grading which could be
reflected in the Continuous and Comprehensive Evaluation Certificate
being provided to the students by the schools.
The objectives of introducing the Life Skills Education is to empower the
affective domain of the learners so that they are able to develop a sense of
self-confidence, eco-sensitivity and right approaches to life processes etc.
Development of basic Life Skills is central to the transaction of this
curriculum so that the learners developed as competent and contributive
citizens. The textual material titled “Life Skills Education – Class VI' has
been developed by the Board which is available in all our Regional Offices.
The cost of the book is Rs.36/-. You are advised to ensure that all the
students of your institution are benefited by the effective use of this book.
The Board is in the process of developing textual materials for the other
classes and the same will be communicated to you shortly.
Yours sincerely
(G.BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)
 CENTRAL BOARD OF SECONDARY EDUCATION
ACADEMIC BRANCH, SHIKSHA SADAN
17, ROUSE AVENUE, NEW DELHI-110002
CIRCULAR NO:11/04
th
D(A)PA/LS/04 26 February,2004
To
All Heads of Institutions
Affiliated to Board
Sub: Life Skills Education in class VII
Dear Principal,
256 As you are aware, the Board had already introduced the subject of Life
Skills education as a part of the curriculum in class VI last year. The Board
had also brought out the textual material for the students both in English
and Hindi. There has been an overwhelming response to this course from
various stakeholders keeping in view that the inputs of Life Skills
education are quite relevant, meaningful and contextual to the learners.
It was also felt that it facilitated the learners to fight the consumerist
tendencies and to face life with a sense of confidence, conviction and skill.
As a follow up of the initiatives already taken, the Board has now brought
out necessary textual materials for class VII both in English and Hindi
version. You are requested to kindly bring it to the notice of all concerned
in the school.
The pedagogy to be adopted for teaching Life Skills education has to be
interactive, experimental and facilitative. The spirit of the above subject
should be extended beyond the classrooms walls and scope should be
provided for the same in the co-curricular and extra-curricular activities.
The subject has to be evaluated in context and as a part of the continuous
and comprehensive evaluation. The Board feels the introduction of the
above subject with your cooperation would facilitate in imbibing right
attitudes for the holistic growth of the learners.
Yours faithfully,
(G.BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)
 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI
CIRCULAR NO: 04/2005
th
NO.D(A)/PA/ 2005 25 January, 2005

All the Heads of Institutions affiliated to CBSE

Subject : Life skill Education – Reg
Dear Principal,
As you are aware, the Board had introduced the concept of Life Skills
Education in class VI from the academic year 2003-04 and in class VII in 2004-
05. The Board had also prepared guidelines to schools with regard to the
content and pedagogy of the subject. 257
Life Skills Education is based on the need for providing a holistic approach to
the educational content as it is based on the belief that every child is unique
and possesses an inner potential – that seeks to unfold in the process of
growth. The choice of subjects in the process of learning, vocations pursued,
interests developed and the goals set for life are all but an expression of this
urge of the inner potential to manifest in diverse forms. The educational
system has to facilitate to unravel this potential and help the younger
generation as balanced individuals with competence to face the challenges
of life.
The Board feels that it is important to provide adequate focus on learning of
Life Skills by devoting at least two periods per week. The following
suggestions may help you in effective implementation of the Life Skills
curriculum in your school environment:
lLife Skills could be taught as an independent discipline in the content
areas identified by the Board
lIt could be integrated as well in the teaching of other disciplines of
learning
lStudents could be assigned simple studies and projects based on Life
Skills
lSpecial lectures could be organized to sensitize the students on Life Skills
lCooperation and participation of parents could be sought in developing
right attitudes to life
 Evaluation of Life Skills
lLife skills are not to be evaluated through a terminal written
examination
lThey should be assessed as a part of the continuous and comprehensive
evaluation
lStudents should be graded based on their skills and attitudes, and only
positive intents of the learners are to be reflected
lEvaluation can also be done as a team instead of individual assessment

The schools should endeavor to provide an appropriate climate for Life

Skills education as it is a strong and positive input to the holistic
258 development of the learner and development of emotional intelligence.
I am pleased to forward a complimentary copy of the class VII book
published by CBSE for your use. The support material for class VIII will be
ready shortly for use in the ensuing academic session (2005-06).
Yours faithfully,
(G.BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)
 Glossary
A

Adolescence
A period in life that begins with biological maturation, during which
individuals are expected to accomplish certain developmental tasks, and
that ends when they achieve a self-sufficient state of adulthood as defined
by society.
Age Changes
Biological and experiential changes that accompany aging, irrespective of
cultural or historical context. 259
AIDS
Acquired Immune Deficiency Syndrome: a sexually transmitted disease
resulting from a virus that attacks the immune system; can also be
transmitted through contaminated blood transfusions or from an infected
pregnant woman to her foetus.
Alcohol
A drug that functions as a central nervous system depressant.
Anxiety
It is a common emotion which can be positive or negative. It is commonly
known as the body's natural “fight or flight”. It is a response of an individual
to stressful experiences.
Assertiveness
It is a particular mode of communication. Dorland's Medical Dictionary
defines assertiveness as a form of behavior which affirms the person's rights
or point of view without either aggressively threatening the rights of
another or submissively permitting another to ignore one's rights or point of
view.
Attitude
A tendency to respond positively or negatively towards a certain idea,
object, person, or situation. Attitude influences an individual's responses
to different stimuli.
Attribute
An attribute is a characteristic of an object, person, thing, etc.
 B
Behaviour
A range of actions and mannerisms made by organisms or systems in
response to various stimuli or inputs, whether internal or external. It is the
external expression of our mental processes.
Bullying
Repeated aggressive behaviours or remarks occurring over an extended
period of time that the victim finds difficult to defend against.

C
Cognition
The process of organizing and making meaning of experience. Interpreting
260 a statement, solving a problem, synthesizing information, critically
analyzing a complex task; all are cognitive activities.
Competency
It is the ability of an individual to do a job properly.
Conformity
The tendency to go along with the norms and standards of one's group.
Cooperative learning
Placing students of different ability levels together in small working groups.
Coping
Strategies for managing stressful situations that tax personal resources.
Curiosity
It refers to the inquisitiveness on the part of an individual. It is a disposition
to inquire, investigate, or seek after knowledge. It is a desire to gratify the
mind with new information or objects of interest.

D
Desire
It is a sense of longing for a person or object or hoping for an outcome.
Depression
An affective disorder that may take a number of forms, all of which are
characterized by a disturbance of mood.
Dislike
It is an attitude or a feeling of distaste or aversion. It is an inclination to
withhold approval from some person or group.
 E
Early adolescence
That period of adolescence between the ages of about 11 to 15, marked by
the onset of puberty, changing gender roles, more autonomous
relationships with parents, and more mature relationships with peers.
Emerging Adulthood
A period between adolescence and adulthood characterized by
demographic unpredictability and increased opportunity for identity
exploration.
Empathy
The capacity to share an emotional response with another person, as well as
the ability to discriminate the other's perspective and role.
Envy 261
It is a feeling of ill will towards someone else. It is an emotion that often
causes low self esteem or low self confidence.
Experiential learning
It is the process of making meaning from direct experience or learning from
experience.
Experiment
A research procedure in which participants are randomly assigned to
groups that are then treated differently.
Exploration
The process of exploring possibilities and life options in achieving an
identity.

G
Gender
The cultural and psychological contributions to being female or male.
Guidance
A process of helping individuals through their own efforts to discover and
solve their own problems. It is developing the potentialities of the
individual by an expert for his personal and social usefulness.

I
Identity
The part of one's personality of which one is aware and is able to see as a
meaningful and coherent whole.
 K
Knowledge
It can refer to familiarity with facts, information, skills, data or information.

L
Late Adolescence
The period of adolescence between the ages of about 16 to 19 that is
organized around the central task of achieving an identity, in which
adolescents integrate their sexuality into their relationships, prepare for a
vocation, and fashion a personal set of beliefs.
Learning disability
Difficulty with academic tasks that is not due to emotional or sensory
problems and presumably reflects neurological disfunction.
262
Life style
A way of living of individuals, which they manifest in coping with their
physical, psychological, social, and economic environments on a day-to-
day basis.
M
Maturation
A potential confound resulting from systematic changes over time that are
not due to the treatment being studied.
Middle School
A secondary school that includes the sixth through the eighth grades.
Motivation
A process of arousing, maintaining, and controlling one's interest in a
certain activity.

O
Open ended questions
These are unstructured questions in which possible answers are not
suggested and the respondent answers it in his or her own words.

P
Peer group
A group of individuals of the same age; a social group that regulates the
pace of specialization.
Peer pressure
It is influence exerted by a peer group. It encourages individuals to change
their attitudes, values and behaviour in order to conform to group norms.
Physical
Physical means relating to the structure, size, or shape of something that can
be touched and seen. It pertains to the body of an object, person, thing, etc.
Psychological
It relates to the mind or mental activity or phenomena. It is a subject matter
of Psychology.
Psychosocial abilities
These are the abilities which allow an individual to interact with, perceive,
influence and relate to others. These abilities must work together with our
communication skills to enable us to interact appropriately with other
individuals and function within a socially meaningful context.

R
Reinforcemant
263
Any event that when contingent on a behaviour increases the probability of
that behaviour ocuring again.
Relationship
A relationship is normally viewed as a connection between individuals,
such as parent–child relationship.
Resilient
Characterized by attitudes and social skills that enable individuals to
function in a variety of settings.
Role models
Individuals whose patterns of behaviours are often observed, held in high
regard, and used to guide the thoughts, feelings and actions of others.

S
Sarcasm
It is a sharp, bitter remark usually conveyed through irony.
Self-efficacy
It is a measure of one's own ability to complete tasks and reach goals. It is a
person's belief in his or her ability to succeed in a particular situation. It
affects the ability of an individual to face challenges competently. It is
distinct from self-esteem, confidence, and self-concept.
Self-esteem
The evaluative dimension of the self that includes feelings of worthiness,
pride and discouragement.
 Self-regulation
Setting goals, evaluating one's own performance, and adjusting one's
behaviour flexibly to achieve these goals in the context of ongoing
feedbacks.
Sexual maturity
It is the age or stage when an organism can reproduce. In humans, the
process of sexually maturing is termed puberty.
Social Skills Training
A component of social-cognitive intervention programs.
Strategies
Activities that organize cognition so as to improve performance, such as
repeating a phone number or categorizing a list of things to be remembered.
264 Stress
The body's response to an event that requires adapting to changes brought
about by that event.
Strengths
It is a state or quality of being physically or mentally strong.
Social sensitivity
Greenspan views social sensitivity as a person's ability to correctly interpret
the meaning of a social object or event.

V
Values
Values are important and long lasting beliefs or ideals followed by the
individuals in a particular culture. Values determine what is good and what
is not. They exert influence on the behavior of an individual.

W
Weaknesses
It is a state or quality of being physically or mentally weak.
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