Beruflich Dokumente
Kultur Dokumente
Life Skills
Training Manual
For
Master Trainers
Table of Contents
Introduction and Sharing of Agenda
Session 1
o
Perspective building on Life Skills
Session 2
o Transacting Life Skills
Session 3
o Familiarization with Life Skills through activities
Session 4
Annexures
o Annexure 1- Attendance Sheet
o Annexure 2- Registration Form
o Annexure 3- Feedback Form
o Annexure 4-Checklist for Resource Person
o Annexure 5- Guidelines for Resource Person
CAPACITY BUILDING
PROGRAMME ON LIFE SKILLS
SCHEDULE
Annexure 6 List of Handouts
SESSIONS
Registration & Attendance
Welcome, Introductions and Sharing of the
Agenda (Ice-Breaker)
SESSION 1: Perspective building on Life
Skills
ACTIVITY 1: Need Analysis
o Handout 1A
ACTIVITY 2: Introducing Life Skills
o Handouts 1B and 1C
TEA (10:35 am - 10:50 am)
SESSION 2: Transacting Life Skills
DURATIO
N
8.30 am
30
9.00 am
minutes
9.00 am
30
-9.30am
minutes
9.30 am
65
10.35 am
minutes
9.30 am
20
9.50 am
minutes
9.50 am
45
10.35 am
minutes
15 minutes
10.50 am
180
2.20 pm
minutes
10.50 am
45
11.35 am
minutes
TIMINGS
11.35 am
12.05 pm
30
minutes
12.05 pm
-1.05 pm
60
minutes
30 minutes
1.35 pm
2.20 pm
2.20 pm
4.35 pm
45
minutes
135
minutes
2.20 pm
4.35 pm
135
minutes
4.35 pm
5.20 pm
4.35 pm
5.20 pm
45
minutes
45
minutes
5.20 pm onwards
Life
Skills
Life Skills fall into three basic categories which compliment, supplement and
reinforce each other:
Social or
Interpersonal
Skills
Emotional
Skills
Cognitive or
Thinking Skills
LIFE SKILLS
Thinking Skills
Self-Awareness
Problem Solving
Decision Making
Critical Thinking
Creative Thinking
Social Skills
Interpersonal Relationships
Effective Communication
Empathy
Emotional Skills
Managing Emotions
Coping with Stress
needs and fears. And, it would also mean being able to ask for advice and help in
the time of need.
Coping with Stress means recognizing the sources of stress in our lives,
recognizing how they affect us, and how we act in a way that helps us control our
levels of stress by changing our environment or lifestyle, and learning how to
relax.
Managing Emotions means recognizing emotions within us and others, being
aware of how emotions influence behaviour and being able to respond to
emotions appropriately. Intense emotions like anger or sadness can have
negative effects on our health if we don't respond to them appropriately.
(The definitions of the ten Life Skills as mentioned above have been adapted from "Life Skills
Education for Children and Adolescents in Schools"-Programme on Mental Health, World Health
Organization, Geneva, 1997)
All these skills are interrelated and reinforce each other. Together, they
are responsible for our psychosocial competence; build our self-esteem
and self-efficacy and nurture holistic development.
HOW DO LIFE-SKILLS HELP?
Thinking Skills
Thinking skills help a
person to:
Demonstrate
the ability to
be
original,
imaginative
and flexible
Raise
questions and
think
critically,
identify
and
analyse
problems
Implement a
well thought
out
decision
and to take
responsibility
Feel
comfortable
with
one's
own self at
the same time
accepting or
trying
to
overcome
weaknesses
while building
on
the
strengths for
Social Skills
Emotional Skills
positive
concept
self-
Well designed and well delivered Life Skills Programme can help young
adolescents become more responsible, healthy and resilient both during
adolescence and adulthood.
10
The role of teachers and facilitators in developing Life Skills differs from
traditional instruction in their being a guide and friend to facilitate learning. The
following behaviours promote Life Skills Education Development:
11
Life skills are part of everything that learners do and they can be part of
everything they learn. Schools should provide settings for enhancing these skills
through experiential learning experiences.
Technique
Meaning
Discussion
2.
Debate
3.
Role Play
12
4.
Brainstorm
5.
Story telling
6.
7.
Drama
8.
Case studies
9.
Miming
12. Games
14. Simulations
15. Demonstrations
13
14
15
16
17
18
The elephant bowed his head. Please ask the God Moon to forgive me. Never
again will we touch the holy waters of this lake. Never again will we harm the
rabbits whom the God Moon loves so much. And the king elephant and his herd
never came to the lake again. They did not guess that a clever little rabbit had
fooled them.
19
20
21
22
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.
23
24
25
26
27
Name of the
Story
Name of the
Character that
displayed Life Skills
28
10
29
I
I
I
I
I
I
I
I
I
I
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No
30
31
3
4
Behaviour Attributes
The persons traits,
behaviours: body
language, tone of
voice.
The effect of a
persons behavior on
others
What people think of
him/her
Effect of such
communication on the
relationship
Aggressive
Submissive
Assertive
32
Time required:
Life Skills enhanced:
Materials required:
Objectives:
Mode:
Process:
Key Messages:
33
34
35
Times when the behaviour does/does not occur (e.g., just prior to
lunch, during a particular subject or activity);
Location of the behaviour (e.g., classroom, playground);
Conditions when the behaviour does/does not occur (e.g., when
working in small groups, structured or unstructured time);
Individuals present when the problem behaviour is most/least likely
to occur (e.g. when there is a substitute teacher or with certain
other students);
Events or conditions that typically occur before the behaviour (e.g.,
assignment to a particular reading group);
Events or conditions that typically occur after the behaviour (e.g.,
student is sent out of the room);
Common setting events (e.g., during bad weather); and
Other behavioursthose are associated with the problem behaviour
(e.g., a series of negative peer interactions).
36
3. Portfolio
A portfolio is a collection of the learner's work, reflecting his/her learning
and development over a period of time. It can provide evidence of
progress in learning in scholastic area, a subject, or across number of
these, using a topic or theme as the focus.
Depending on its purpose, the portfolio can be used over an academic
session, a term, or a shorter period. Portfolios also provide opportunities
for collaborative assessment whereby the teacher and learner together
look at and talk about the learner's work, identifying positive features and
points for improvement.
Portfolios can exist in hard copy and/or electronically. An electronic
portfolio, also known as an e-portfolio or digital portfolio, is a collection of
a learner's work created using word processing, PowerPoint presentation,
concept/mind mapping, database and/or spread sheet software, and is
assembled by the learner.
What might the learner put in a portfolio?
The portfolio's contents depend on the portfolio's purpose(s). The teacher
decides on the purpose(s) of the portfolio before beginning to use it.
Examples of purposes might be: to show improvement in learners' work,
to show a range of work, to show learners' strengths and interests, or to
show their best work. The portfolio can represent both formative and
summative assessments. Depending on its purpose(s), the portfolio might
contain samples of the learner's work across the curriculum or in a
particular subject including:
38
Once the teacher has decided the purpose(s) of the portfolio, he/she
explains the concept to the learners. The teacher provides folders of
suitable size, or the learner might make his/her own.
Portfolios
o
o
o
o
o
o Transfer of learning
4. Anecdotal Records
Anecdotal records derive its origin and meaning from the word anecdotes
brief events and episodes. An Anecdotal Record is the observed behaviour of a
student. It is a record of some significant episode happened in the life of the
student that sheds light on the conduct, thinking, skills and capabilities,
revealing significant features and characteristics about his/her personality.
In order to arrive at a trend or pattern, emphasis is on recording multiple
episodes or anecdotes. Every time, a teacher documents an episode or an
anecdote, she records her comments too.
Objective Description
When I walked into the class, the students greeted me. All of them were in a joyful
mood and did not want to study. I agreed. I divided them into groups and asked them
to play games in groups. Suddenly, I noticed that Shivang was studying a science
book and was totally engrossed in his studies. I became very curious and asked, Why
dont you play games with your friends? Shivang replied, I do not enjoy playing
these games. I enjoy reading my science books.
Comment:
Shivang is an intelligent boy who has got a scientific temper but lacks social skills. He
does not like to interact with others. He prefers to study Science in depth and thinks a
lot.
Guidelines for the Preparation of Anecdotal Records
We cannot set any limit on the number of anecdotes to be recorded. It depends
upon the time in hand of the teachers or counsellors. The following points should
be considered in connection with these records:
40
Class:
Date and Place:
Objective Description: When I walked into the class, the students greeted
me. All of them were in a joyful mood and did not want to study. I agreed. I
divided them into groups and asked them to play games in groups.
Suddenly, I noticed that Shivang was studying a science book and was
totally engrossed in his studies. I became very curious and asked, Why
dont you play games with your friends? Shivang replied, I do not enjoy
playing these games. I enjoy reading my science books.
Comments of the Observer: Shivang is an intelligent boy who has got a
scientific temper but lacks social skills. He does not like to interact with
others. He prefers to study Science in depth and thinks a lot.
Uses of Anecdotal Records
5. Rating Scale
Rating scale is used wherever a response or a learner behaviour is likely to
be in a continuum from excellent to bad or from satisfactory to
unsatisfactory.
Like observation checklists, they record the degree to which the presence
and absence of a particular ability, skill, or process is found in learners. It
is used to record and judge the quality of a learner's work against
specified criteria.
Rating scales are similar to observation checklists, but they include
representation of the degree to which specific concepts, skills, processes,
or attitudes exist in students and their work. Rating scales should not be
used as report cards.
41
42
List of Handouts
Session 1:
1. Handout 1 A: Need Analysis Questionnaire
2. Handout 1B: Activity Sheet
3. Handout 1C: Life Skills (Meaning, Need and Importance)
Session 2:
1. Handout 2A : Life Skills Development
2. Handout 2B : Techniques to enhance Life Skills in students
3. Handout 2C: Story Tit for Tat
Handout
Handout
Handout
Handout
3A: Worksheet
3B: Worksheet
3C: Worksheet
3 D: Activity Sheet
Session 4:
1. Handout 4 A: Activity Sheet
2. Handout 4B: Tools and Techniques for assessing Life Skills
43