DLST Facillitator's Manual

Digital Life Skills Toolkit Facilitators Manual 1

WELCOME!Welcome to the Digital Life Skills Tool Kit Manual! The primary purpose of this manual is to introduceyou to a way of teaching life skills based on the development of links between knowledge, values andskills – a linkage between learning and livelihood. It introduces ideas and skills for building effectivelessons and resources to deliver life skills that can lead to better learning outcomes. This mayultimately influence student preparedness to face the world or work and life in general.You are encouraged to use this manual as an ongoing reference/resource tool as well as acomplimentary tool for the DLST.By using this manual and working with it you would significantly enhance the interactions betweenyou and your participants.The manual is expected to provide you some direction on how to plan a life skills lesson and how totake it to your classroom. Feel free to add your own ideas to the content given in the manual andmake relevant and interesting content for your learners.You can make the manual more enriching and fulfilling by partnering with it actively and creatively.Remember, Life skills intervention have to looked up over a long duration since the changes inattitude are ongoing and results can be seen only over a long time as a person consciouslyinternalizes some of the things in his/her day to day life. Best of luck! 2

CONTENTS How to use the manual - 4 What are life skills – 5 Digital Life Skills Toolkit – 8 Facilitation – 9 (Role of facilitators, Good practices) Planning – 11 (Plan your session, Topic Selection, Introduce life skills) Assessments – 17 Week One Plan – 20 Energizers – 28 Identity & Background – 39 Goals & Expectations – 48 SWOT – 56 Attitude – 64 Self-Esteem – 72 Gender – 80 Values & Perceptions – 90 Balancing Relationships – 100 Decision Making – 106 HIV/AIDS Awareness – 113 Communication Skills – 121 Conflict Resolution – 128 Time Management – 133 Money Management – 139 Handling Responsibilities – 145 Getting Ready to Work – 151(Resume preparation, Interview skills, Workplace expectations) Annexures - 164 3

HOW TO USE THE MANUAL? Now that you have decided to partner with the manual it is important to share with you some important tips on how you can use this manual. It is important for you to go through the manual and familiarize yourself with the flow. Here’s what the manual will do for you.Facilitation Introduction Give you an Use this section to build your understanding of Life Skills and introduction to 16 Life their relevance for your learners. You can use the references Skills and about their given at the end of the manual to read further. relevance Help you with Pick up skills on how to facilitate discussions, narrate stories, suggestions on best and organize activities. You will also get to read about useful practices for a life skills facilitation skills that can add life and rigour to your class. classPlanning Give suggestions on You can use this section to plan your first life skills class. You how to introduce life will also understand the session plan that you may follow forResources skills, select topics and an effective class. Also get suggestions on how to select topics, activities to plan your if you don’t want to cover all the life skills. class Find all the lessons, stories, energizers and references to other Offer a bank of resources in this section. You will also go through an activity energizers, week one plan for the first week. plan, stories, online resourcesAssessment Give tips on how to Make sense of assessments in this section. Understand how use assessments as a you can use both formative and summative assessments to learning tool in a life improve student’s learning. skills class Remember to go through the Planning section carefully and take note of the suggestive session plan. You can use the session plan for every life skills class. 4

WHAT ARE LIFE SKILLS Let’s start by introducing you to the life skills that form the Digital Life Skills Toolkit. It’ll be great if you can go through the DLST first and then read this section. But, if you cannot access DLST, do not worry, just read on! Also, you have some presentations with you which will elaborate on various life skills concepts.Life Skills can be defined as ‘Abilities for adaptive and positive behavior that enables individuals todeal effectively with the demands and challenges of everyday life.’ (World Health Organization).Around the world, Life Skills Education is being adopted as a means to empower young people inchallenging situations. Life Skills Education refers to an interactive process of teaching and learningwhich enables learners to acquire knowledge and to develop attitudes and skills which support theadoption of healthy behaviours and helps them in making informed choices in life. (UNICEF)The purpose of life skills education is to:  Reinforce existing o Knowledge o Positive attitudes and values o Pro-social and healthy skills and behavior  Prevent or reduce o Myths and misinformation o Negative attitudes o Risky behaviorsLife skills enables people to translate knowledge (what one knows) and attitudes/values (what onebelieves and feels) into actions (what to do and how to do it) that helps us in positively responding tolife’s challenges and situations.Changes in knowledge can probably be seen immediately. However any change in skills and attitudecan be noticed over a period of time. Life skills interventions have to be looked up over a longduration since the changes in attitude are ongoing and results can be seen only over a long time asyou consciously internalize some of the things in your day today life.There’s no one definitive list of Life Skills and could encompass a range of psychological andinterpersonal skills. The Digital Life skills Toolkit focuses on 16 important life skills, divided into fourgroups.Group I: Understanding & Developing Personal CompetenciesIdentity & Background: Identity is the set of behavioral or personal characteristics by which anindividual is recognizable as a member of a group. Background refers to a person's experience, 5

training, and 'education'. Identity of a person may emerge from the citizenship of a person, such asIndian, American or German. The identity of a person may also come from one's religion, caste, etc.Persons may view their background as being from a rich family or a poor family. Persons may alsoview their background as coming from having had a happy childhood or a troubled childhood.Background can also come from education, type of family, experiences, etc.Goals & Expectations: One definition of goal is that it is an objective or a desired outcome. It is alsothe purpose towards which an activity is directed. Some goals are realistic while others areunrealistic.SWOT: SWOT is short for strengths, weaknesses, opportunities and threats. This is a technique usedto help decision making. Strength is the property of being physically or mentally strong. Weakness isa possible flaw or lack of strength. Opportunity is a chance or possibility due to favourablecircumstances. Threat is a possibility that could adversely affect strength or opportunity.Attitude: A feeling or position regarding a person or a thing. A person can have an attitude that canbe considered \"good\" or \"bad\". Having knowledge and working hard are important. However aquality which is a prime mover is Attitude.Self-esteem: The term \"self-esteem\" can be defined as feeling of pride in oneself, respect for oneself,or impression of oneself.Group II: Social & Interpersonal SkillsGender: The term gender is used to distinguish persons based on sex or anatomy such as Male orFemale. The term Gender is also used to refer to the role or identity of an individual in a group orsociety. It is important to understand the distinction between the terms SEX and GENDER. Usually,the distinction in terms of the term sex refers to the biological aspects such as anatomical andreproductive. The distinction in terms of gender usually refers to those based on sociological andcultural aspects.Values & Perceptions: Beliefs of a person or social group in which they have an emotionalinvestment (either for or against something). Values can be positive or negative. Perception is one'sinterpretation of the world, situation, etc. as sensed by the individual. We can sense through oursensory organs. Whatever we sense through our sense organs is then interpreted by us based onseveral factors such as our age, gender, culture, education level, occupation, etc. Theseinterpretations then become our perceptions.Balancing Relationships: On a single day you interact with various people - they may be your friends,teachers, colleagues at work, relatives, parents etc. In order to maintain harmony in society and thecommunity, you need to be sensitive and empathize with others. You need to understand theirpoints of view, in every interaction that you have with them. It is necessary for you to be able to putyourself in their shoes, and look at things from their perspective. Only when you are sensitive to 6

another person's emotions will you achieve balance in your association with them. This is what ismeant by maintaining a balance in your interaction with the people around you.Decision Making: Often we all need to make a choice among various alternatives available. This iscalled Decision Making. There are four steps, which you could follow to make a decision. i) Define theproblem; ii) Identify possible solutions; iii) Evaluation and comparison of each possible solution; iv)Choose a solution which has the most positive outcomesHIV/AIDS Awareness: Acquired Immuno Deficiency Syndrome (HIV/AIDS) is a disease of thehuman immune system caused by infection with Human Immunodeficiency Virus (HIV). HIVis transmitted primarily via unprotected sexual intercourse (including anal and even oral sex),contaminated blood transfusions, hypodermic needles, and from mother to child during pregnancy.Group III: Managing SituationsCommunication Skills: Communication is a way of expressing oneself to others. It is important thatthe way in which you communicate must be effective. Everyone around you should comprehendwhat you are trying to say. Communication is a way of expressing one's own self. Listening and bodylanguage are two aspects of communication, which are very important.Conflict Resolutions: Conflicts are differences that can arise in any situation in our daily lives. Butthese differences have to be recognized and managed. The manner in which these differences arehandled and resolved is called Conflict Resolution.Time Management: Time management is about managing your tasks within your schedule.Money Management: Money management how efficiently you spend your money for specificpurposes. Your requirements can be differentiated as needs, wants and desires. Your basic needshave to be taken care of first, only after having allocating money for them can you think of spendingmoney on your wants and desires.Handling Responsibilities: Responsibility means a duty that one is expected take care of. A personwould be required to be handling responsibilities in different areas. For instance, a person wouldhave some responsibilities towards oneself. A person would also have to handle responsibilities athome. One also handles responsibilities towards friends and workplace.Group IV: Getting Ready to WorkJob Readiness: Job readiness refers to the set of activities that one needs to undertake to get a joband do well at the workplace. To get a job one needs to recognize the importance of a resume andprepare for an interview. Once you have got the job, keep in mind that you have to meet certainexpectations in a workplace. These are called Workplace expectations. 7

DIGITAL LIFE SKILLS TOOLKIT The primary purpose of this Digital Life Skills Toolkit (DLST) is to introduce you to a way of teaching life skills based on the development of links between knowledge, values and skills. It introduces ideas and skills for building effective lessons and resources to deliver life skills that can lead to better learning outcomes for your participants.DLST aims to:  To raise awareness through dissemination of life skills content  To provide effective facilitation skills to engage participants better  To provide an enabling environment that allows them to learn, to learn to learn and growDLST is based on scenario based learning with the learners engaging in the content as end-usersthemselves, and practicing how to facilitate the content for youth. In essence, the LS digital toolkitwill act as an on-going reference/resource tool for the facilitators (technical folks). The DLST isdesigned to give the user great flexibility in deciding which activities to complete in which sequence.The design is broadly categorized into two sections: Understanding Content and FacilitationMethods. The users can decide the sequence within these sections as well.Unpacking DLSTA DLST package consists of the following: 1- CD with a copy of the DLST which can be saved on a computer 2- DLST Facilitators Manual which acts as a support manual for facilitators and puts all resources like lessons plans, assessments, facilitation tips at one place 3- Student’s Life Skill workbook which gives lesson wise questions to participants and helps them articulate their thoughts on various life skills topicsHow to use DLST 1. Look at the ‘What do I learn about this topic?’ section under the life skills you want to talk about. In this section facilitators will go through a series of activities and lectures that will help them understand the content. The main purpose here is to ensure the facilitators understand the Life Skills content. This section makes use of case studies and stories, explains various activities and difficult terms as well as summarizes the content. 2. Discuss the content with your partner facilitator. 3. Complete the portfolio activity as mentioned in the end of this section 4. Now look at the ‘How do I teach this topic?’ section. This section deals with teaching the Life Skills content to the participants in the classroom. The facilitators will go through a series of activities and lectures that will help them learn and understand the many ways the Life Skills content can be taught to the participants in the classroom. 5. Now you can look to create a lesson plan for your session 6. After conducting the session, help participants complete the workbooks 8

FACILITATION Facilitation refers to the act of assisting or making easier the progress or improvement of something. In this section you will read about important facilitation skills that will help you manage your role in the classroom. You will also read about best practices on how to conduct various activities. You will also have access to video(s) which will help you observe facilitation skills that are mentioned below.DLST uses lot of ‘real-life’ scenarios to help learners acquire practical skills, engage in critical reasoning,make decisions, solve problems, make calculations and speculate on past/present/future events.Collaborative learning is also an important aspect of DLST and requires facilitators to groupparticipants and foster active exchange of thoughts and ideas within the groups as well as the wholeclass. This also helps increase interest in the subject matter among the participants and alsopromotes critical thinking.Role of FacilitatorFacilitators play the most important role in bringing DLST to life in classrooms and help participantsget the best out of content. Doing this requires facilitators to move beyond knowledge transmissionto ensuring a suitable learning environment in which participants thrive. Following are some bestpractices that could be used by facilitators to enrich classroom interaction and make learning moreengaging both for the learners as well as facilitators. Make eye contact with all the students in the class Maintain open postures Speak loudly and clearly to emphasize Use clear handwriting CommunicationCustomise lessons to Find YOURmeet learning facilitation styleobjectives Classroom Composure Use real lifeManage time Management experienceseffectively 9Do not discourage Be relaxed Be patientUse personal strengths Use examples,(like music, dance, metaphors,humour) to enhance anecdotesstudent engagement Overcome distractions so that class stays onAppreciate students trackEnsure everyone participates

Moving further, given below are ideas on how facilitators can conduct various activities, storytellingsession and group discussions.Good practices for undertaking an Activity a. Prepare in advance for the activity with all the material in place b. Make participants sit comfortably according to the requirements of the activity c. Tell the participants the main objective of undertaking the activity d. Sum up the activity based on the responses of the participants and as instructed in the DLSTGood practices for telling a StorySuccess of the story telling activity depends entirely on how powerfully the story is told to theparticipants and the discussion that follows after the story is completed a. Make the participants sit comfortably. A semi-circle is a good seating arrangements for a story telling activity b. Prepare the narration well using the digital toolkit. The narration must be interesting, energetic and powerful c. Ensure that your voice is clear, loud and filled with energy d. Maintain an eye contact with all the participants e. Modulate your voice to convey the drama behind the story f. Begin by stating the main objectives of the story and what is expected out of the participants g. Narrate the story without implying any value judgment or any bias towards any character of the story h. Sum up the participants refection as instructed in the DLSTGood practices for facilitating a DiscussionDiscussions are the central part of any activity. a. Create a conducive environment for the participants to share their thoughts and feelings b. Prepare your questions for discussion well in advance and pose appropriate questions c. Moderate the discussion ensuring that the participants discuss freely d. Ensure that no small group or an individual monopolizes the discussion e. Get the quite or shy participants to share f. Maintain a tight rein on the time allotted for discussions g. After the discussions are over connect the discussion to the main topic h. Summarize the main points that surfaced during discussion 10

PLANNING Each DLST life skills lesson could follow a common session plan as given below. Remember, this is a suggestive session flow and you can modify it to suit your class. Following these steps will make it easy for you to keep the participants engaged through the session and achieve the best results. It’ll be very useful for your participants if you are able to find time to conduct activities from the optional sessions also.Each Life skills topic is divided into two classroom sessions- 1- 90 minute Mandatory session: It is necessary to complete this session 2- 90 minute Optional session(s): These sessions can be conducted after the mandatory session is completed and if there is time available. Facilitator can select which optional session or activities he/she would like to conduct as follow up of the mandatory session. Plan you session1. Welcome the participants2. Decide ground rules3. Conduct Energizer4. Introduce the topic and give definitions of important terms5. Share the learning objectives6. Introductory activity7. Other activities8. Summary 1. Welcome the Participants: 5 mins  Begin your facilitation with a Welcome message  Welcome the participants with cheer, energy and enthusiasm  Make appropriate eye contact with all participants  Prepare in advance what you want to say , but say it spontaneously  State that you would like the participants to be full of energy, enthusiasm and cheer throughout the session 2. Decide ground Rules: 5 minutes Involve the learners and make a chart of the ground rules and stick it in the class. This is a one-time activity as the learners can refer to the chart before the start of every session. Some common ground rules are:  Be on time for the session  Keep your cell phones on silent mode 11

 Look happy & Participate actively  Engage in team work  Speak loud and clear  Wait for your turn to talk – raise your hand when you want to talk  Limit side conversations to the minimum  Complete activities on time  Maintain discipline  Respect each other3. Conduct Energizer(s): 5 minutes It is always good idea to start a session with an appropriate energizer. Energizers help to get learners’ attention and get them excited about the upcoming session.  Choose an appropriate Energizer from the Toolkit. The list of energizers with details of how to conduct those is also given in the Resource section of the Manual.  Ensure that the environment is appropriate to conduct the Energizer  Ensure that you have all the materials needed for the Energizer  State the instructions clearly  Confirm that all participants have understood the instructions  Conduct the Energizer with focus and lots of energy4. Introduce the topic: 10 minutes It is important to let the learners know about the topic that will be discussed during the session.  Clearly give an introduction to the topic- o Name of the topic o Definitions of important terms o Explain the terms with help of examples  Share the total duration of the session5. Share the learning objectives: 5 minutes  Clearly state the main learning objectives of the session (you may want to keep a small note with you to make sure you read out the objectives loud and clear)  Give confidence to the learners by asking them to participate freely  Last but not the least, ask the learners to enjoy the session6. Introductory activity: 20 minutes This is an important activity as it sets the tone for the rest of the session.  Make sure learners are ready and attentive  Read the introductory activity to them clearly  Ask learners to share their thoughts and responses  Recap main points coming out of the learners’ discussion 12

 Conclude by highlighting relationship between the activity and the main topic 7. Other activities: duration varies  Share the activity and how it will be conducted clearly  Check to make sure learners have understood the activity  Encourage learners to participate  Pose appropriate questions to guide discussions  Do a quick sum up of each activity 8. Summing up: 5-10 minutes Summing up a session is very important to reinforce what the learners have understood during the class and also to address any learning gaps.  Do a quick summary of the lesson covering all important points  Go through the definitions once again if needed  Give positive feedback to participants on their participation  Encourage them to keep up the good work Topic Selection In case you do not have adequate time to undertake training on all topics, the learners could still be trained in at least some basic topics. However the impact of life skills may not be as visible in such situations. Still if you need to select some topics, make use of the table given below, which has topics ranging from 6–10-15 topics.The Digital Life skills Toolkit has a combination of skills that includes personal competencies, socialand interpersonal skills, skills for managing situations and workplace readiness skills. Life skills areintended towards behavior modification which is a lifelong process and will be visible in very littlepercentage from time to time. Higher levels of change could be noticed in learners who have beenassociated with these for a longer period of time or have been religiously following it.The topics selected from each module address the basic needs of the adolescents for personalcompetencies, social skills, managing situations and work place readiness. In option 1 with 6 lessons,the idea is to introduce the learners to the basic skills required by an individual in personal life and atworkplace. And gradually the topics increase as per their applicability of these skills in daily life andsituations.Workplace readiness as a module has greater applicability for learners who are preparing foremployment. In case the participants from a particular batch are undertaking trainings to be self-employed this module can be skipped. 13

6 Topics 10 Topics 15 Topics All TopicsUnderstanding and Understanding and Understanding and Developing Understanding and Developing PersonalDeveloping Personal Developing Personal Personal Competencies CompetenciesCompetencies Competencies  Identity and Background  Identity and Background  Goals and Expectation  Goals and Expectation  SWOT  SWOT  SWOT  SWOT  Attitude  Attitude  Self Esteem  Attitude  Self Esteem  Self EsteemSocial and Interpersonal Social and Interpersonal Skills Social and Interpersonal SkillsSkills  Self Esteem  Values and perception  Gender Social and Interpersonal  Balancing Relationships  Values and perception  Balancing Skills  Decision Making  Balancing Relationships Relationships Managing Situations  Decision Making  Balancing Relationships  Communication  HIV/AIDS Awareness  Decision Making  Decision Making  Conflict Resolution Managing SituationsManaging Situations Managing Situations  Time Management  Communication  Money Management  Conflict Resolution  Communication  Communication Getting Ready for Work  Time ManagementGetting Ready for Work  Resume Preparation  Money Management  Conflict Resolution  Interview Preparation  Handling Responsibility  Interview Preparation  Money Management  Workplace Expectations Getting Ready for Work Getting Ready for Work  Resume Preparation  Interview Preparation  Resume Preparation  Workplace Expectations  Interview Preparation Introduce Life Skills Well begun is half done! You can use the following suggestions and activities to introduce the idea of life skills and their relevance to your learners.Activity 1: Storytelling and debriefingObjective: To emphasize importance of life skills like communicating and decision making skillsStart the Activity:Narrate the following story to the participants:Suchimukh – the BirdAt the foothills of a mountain, there once lived a troop of monkeys. One year, the winter wasexceptionally chill due to excessive snowfall. As a result, the monkeys were unable to bear the cold.A few monkeys saw some fibrous fruits on the ground, glowing like coals. Mistaking them for coals,they began blowing over them in order to make a fire. A bird named Suchimukh saw them doing this.She tried to convince them of the uselessness of their efforts but the monkeys did not listen toSuchimukh. 14

So Suchimukh retorted: “You fools! These are not coals but fibrous fruits. You can never make firewith them. It would be better for you to look out for some shelter to protect yourselves from thischilling cold.”One of the monkeys angrily replied that’ it was none of her business, and they would do whateverthey wanted’. It has rightly been said that an intelligent person should not try to advise a person whofails repeatedly in accomplishing his task.But Suchimukh repeatedly reminded them of the pointlessness of their efforts. Already frustrated intheir unsuccessful attempts at igniting a fire, the monkeys became angrier. They killed by dashing heragainst a rock.Discuss with participants:At the end of the narration of the story, generate discussion among the participants with questions: 1. Was Suchimukh successful in conveying her message to the monkeys? What do you do in making another person understand what you have to tell? 2. Did the monkeys examine whether the thing they saw on the ground generated heat? Do you think before you act? 3. What made the monkeys angry? When you are interacting and communicating with unknown people what are the points you keep in mind?In relation to the discussion introduce the skills that are required for taking decision andcommunicating with others.Facilitator’s Note: - While discussing the first question bring-out the reasons why the monkeys didn’t understand what the bird was saying. Further brainstorm on what all the things that the learners keep in mind while they are communicating with others o Parents o Teachers o Friends o Stranger o Boss - While discussing the second and the third questions consider the importance of knowing what are we doing. Ask the participants to think of situations in daily life and work place where they don’t like people questioning them what they are doing. Ask them what they do in following situations o Parents ask you to stop playing and study o Friends make fun of your dress you are wearing o Parents talk to you about the bad company that you are having o Boss comments on your workTo conclude the sessions sum up on the concepts which were discussed with relation with life andhow these skills will help us to live positively. Tell the learners that these are just skills which seemedvery important aspect of life but there are more skills under life skills that are required to deal withthe challenges of everyday. 15

Activity 2: Skills typesObjective: To introduce participants to the word skills and discuss types of skillsStart the Activity: 1. Ask participants to share what they understand by the word ‘Skill’ and take note of their answers on a chart. 2. After getting their thoughts share with them the following definition of ‘Skill’- A skill is a learned ability to do something well. Skill helps individual to be successful in living a productive and satisfying life. Skills usually associated with managing and living a better quality of life, they help us to accomplish our ambitions and live to our full potential. 3. Ask participants to share their thoughts on why we learn skills. 4. After a brief discussion you may share the following with them- By learning skills we increase our understanding of the world around us and equip ourselves with the tools we need to live a more productive and fulfilling life. 5. Now list out the various types of skills and ask the participants to categorize those examples that they mentioned. Note on SkillsSkills may be defined as capabilities that enable individuals to translate information andknowledge into specific behaviour and perform effectively in action-based situations.Some people are born with certain skills. Some people are blessed from birth with a good voiceor nimble fingers. They are said to have an inborn talent. However, most people have toinculcate and develop their skills by studying, observing and most important - by practicingthem. The more they practice, the better they become. If they practice with intent,concentration and focus they become more skilled, and faster. Some people learn the hardway, by trial and error, and learn from their ‘Experiences’.Skills can be divided into four main categories: 1. Professional skills – those specific for a particular profession e.g. nurse, teacher, architect, etc. 2. Literary skills – those needed for becoming literate – the 3 R’s – Reading, wRiting and aRithmetic! 3. Functional skills – those needed to perform a particular function e.g. to withdraw money from an ATM requires us to know how to operate the machine, and key in the appropriate responses. We must also know where to put the card, and remember to take it back! Similarly, we need skills for carrying out many day to day activities like driving a car, booking a train ticket, etc. 4. Livelihood skills- Capabilities, resources and opportunities to pursue individual and household economic goals. Livelihood skills relate to income generation and may include technical/vocational skills (carpentry, sewing, computer programming), job 16

seeking skills such as interviewing, business management skills, entrepreneurial skills,and skills to manage money.We can observe here that a skill can come under more than one heading depending on thecontext it is used. E.g. Teaching may be a professional skill; it may be a literary skill; it could be alivelihood skill; and finally when the mother teaches her child at home it becomes a functionalskill! Cooking and driving could also be put into more than one category.Another very important category of skills may be added here—that of “LIFE SKILLS”Effective Acquisition of Life Skills Can Influence The way we feel about ourselves The way others perceive us. Our productivity Self-confidence Self esteem Interpersonal relationsLife skills helps us all• Sail through - Most crucial moments• To have - Psychosocial competence to deal with demands ,stresses and conflicts.• To overcome - Emotional disturbances and understand how one feels when caught in a particular situation.• To get the - Ability to adopt a positive outlook.• To look at - The positive side of a problem and work towards a solution. 17

ASSESSMENTS Assessment plays an important role in a learning process. It can be used to make learning more relevant for the learner as well as give you signal if you are going on the right track or not. Let’s see how you can do assessment of learning and assessment for learning. Remember, you should give scores to participants in an unbiased manner as your observations can be very useful for a student.Life Skills assessment includes 2 components with distinct purposes: 1- Modular assessments: to understand if participants are making sense of classroom sessions and what sort of course correction is needed. 2- Pre & Post Qualitative indicators: to capture the progress in a learner’s attitude and behavior.The collated results of both would give the facilitator a holistic perspective on the life skills learningof a student. The modular assessment scores and the pre and post qualitative assessments shouldboth become a part of the student profile.a) Modular assessments:  These include knowledge based questions which are both multiple choices and statements.  These should be conducted after completion of each Module o Understanding Self and personal competencies o Interpersonal and social skills o Managing Situations o Job readiness  A topic wise question bank (with answer key) is given in annexure A.  For each modular assessment, relevant questions should be chosen by the trainer, as per the topics covered in the class. These selected questions can be given as a quick test to the participants.  The results should also be analyzed by the trainer to understand how the participants have fared and the any remedial action accordingly. The results are also a reflection of how the trainers have trained the participants on certain topics.  The scores of the module assessment should be shared with the participants immediately. Discussions can be had with the learners based on any patterns that are emerging from the results.  Participants themselves can be involved with checking each other’s papers to avoid too much of work for the trainers 18

 The record of the assessments can be maintained as part of student profileb) Qualitative Indicators – Pre & Post Assessment:  Pre assessment should be conducted once 3-4 sessions in Life Skills have been completed. Post Assessment should be conducted after all topics based on the topic selection criteria are completed for participants.  The trainer can use the Qualitative Indicators sheet given in the annexure B to score participants on pre and post assessment.  Scores for each parameter should be entered based on the key provided. Add any comments you have about the student in the comments column.  Separate assessment sheet should be maintained for each student and the facilitator should highlight the indicator that shows a change in the learner.  The feedback of the pretest should be immediately shared with the learner on the given parameters. The analysis should also be used by the trainer to know the skills that participants are lacking and needs more attention through the intervention.  At the end of posttest a broad comparative analysis should be shared with each student about his improvement from pre and post-performance. The feedback should be both indicators wise and overall. This should also be used by the trainer to reflect back on the trainings imparted by them.  These assessment sheets should form a part of the student portfolio – both for pre and post.Imp: Assessments should only be undertaken for batches that are undertaking training on 10 or moretopics. For batches doing 6 topics the assessments hold no value. 19

Resource Section 20

WEEK ONE PLANThis Ice Breaker module is to be undertaken with the student before the start of the life skills classes.There are 6 activities, based on the time available you can select all or a few. The purpose of theintroductory module is to build a comfortable relationship between the participants as well asbetween you and participants. It will also help you create a non-threatening learning environment.Objectives 1. Bringing the participants together as a group and getting comfortable with each other 2. Participants and trainers break the ice and participants feel comfortable opening up in front of the trainer 3. Energizes the student to look at the program as a fun and engaging activity 4. Reflect on self and gear up for the process of learning that would start 5. Initiate participatory methodologies in learningActivity 1 – Knowing each otherObjective: To know the class members and the facilitators 60 minsSeating: Make the participants sit comfortably in a semi-circle or Chits of papersrowsStart the Activity: 1. Tell the learners that this game is called react and act game. And by the end of this game we will know all the people in the room. 2. Ask the learners to sit in a circle and pass blank chits to them. Tell them that they need to write a funny situation in it. For example – a. Being surprised by a large, aggressive bear in the woods b. You just won the lottery c. You have just been proposed for marriage with an engagement ring d. You just got fired by an incompetent boss e. You just fell in love 3. Once everyone writes an event, fold the paper once and place it into the bag. Divide the group into two teams 4. Ask five people on each team to randomly select an event from the bag. Instruct them to react to this event, without explicitly giving away what the event is. Choose a time limit (usually 30 seconds to a minute works well) and when you say “Go!”, have all five people to simultaneously react to their event using exaggerated gestures, facial expressions, and their voice. 21

5. After time expires, the other members of the team try to guess what happened for each person. If you wish to keep score, each team gets a point for each correct guess. This game is a great way to break the ice, while watching people act out silly (and usually hilarious) things.Activity 2 – Energetic Together 60 mins Objective: To experience to work in a team and to exhibit Things available in a coordination skills classroom Seating: Make the participants sit comfortably in a semi-circle or rowsStart the Activity: 1. Tell the learners that in this activity we will exhibit our creative thinking skill and get to know our classmates better. 2. Divide the learners into four groups. 3. Give the learners 15 minutes and ask them to collect 15 items from the room. Once they are back instruct them that they have to build the tallest and steadiest house with the items they have. 4. Tell them that once they construct their houses they need to sell it also. So they have to prepare a good presentation exhibiting good points of their product. 5. Give them 15 minutes to construct and 5 minutes each group to present their house. 6. Decide on the best deal based on - steadiest, facilities available and cost. Declare the winner and applaud for them. 7. While debriefing the activity discuss with the learners a. Did you enjoy the activity? b. What was the best thing in it? c. What were the factors that made the team win? d. What went wrong with the other teams? 8. Sum up the session by adding that the activity was to improve the group dynamics in the learners and further to increase their coordination skills.Activity 3 – Brain gym 60 mins Objective: To experience working in pairs and to explore critical Photocopies of the thinking skills worksheet Seating: Make the participants sit comfortably in a semi-circle or rowsStart the Activity:22

1. Tell the learners that we eat food to sustain our energy and be active, similarly we need to provide food of thought to our brains so that they keep functioning well and be extremely fast.2. This activity will help us to understand how fast we can be in solving puzzles.3. Instruct the learners to divide in pairs and give them the photocopy of the worksheet given below. Tell the learners that this puzzle was designed by Albert Einstein who was a very famous scientist. He had declared that almost 95% of people will not be able to solve it. So lets prove him wrong.4. Tell the learners they have half an hour to figure out the answer to the puzzle. And once they have found the answer to raise the hand.5. After half an hour, ask the learners if they have completed the if not give them ten minutes more.6. Stop the activity after forty five minutes and ask the learners a. How many of them solved the activity? b. How was the experience while solving the puzzle? c. Did they have fun? Or was it strenuous?7. Reveal the solution of the puzzle to the learners and ask them where they went wrong?8. Conclude the session by telling them that we should often try and solve such puzzles so that our reflexes become more responsive. 23

WorksheetFacts of the puzzleThere are five houses in five different colours.  In each house lives a person of a different nationality.  These five owners drink a certain beverage, smoke a certain brand of cigarette and keep a certain pet.  No owners have the same pet, smoke the same brand of smoke or drink the same drink.Hints1] The Brit lives in the red house.2] The Swede keeps dogs as pets.3] The Dane drinks tea.4] The green house is on the left of the white house.5] The green house owner drinks coffee.6] The person who smokes Pall Mall rears birds.7] The owner of the yellow house smokes Dunhill.8] The man living in the house right in the center drinks milk.9] The Norwegian lives in the first house.10] The man who smokes Blend lives next to the one who keeps cats.11] The man who keeps horses lives next to the man who smokes Dunhill.12] The owner who smokes Blue Master drinks beer.13] The German smokes Prince.14] The Norwegian lives next to the blue house.15] The man who smokes Blend has a neighbour who drinks water. The question is: WHO OWNS FISH? 24

Activity 4 – Learning is fun 60 mins Objective: To understand the importance of learning and to Clay, newspapers, explore ways to experience life long learning skills chart papers, colours Seating: Make the participants sit comfortably in a semi-circle or rowsStart the Activity: 1. Ask the learners that what is the most recent thing that they have learnt? Did they just mug it up or understood what they did or read? 2. Tell the learners that it is very important to learn new things and learn it with lots of enthusiasm, and fun so that we remember it all our life. Things which are not understood, we tend to forget it sooner. 3. Now ask them if they have ever done clay modeling. If not we will explore it. 4. Divide the learners into four groups and give each group lots of play dough or clay. Instruct each participant to make something on their own (give them ten-fifteen minutes). Then ask the whole group to assemble back together and put all the things that they had made on the table. 5. Now ask the groups to prepare a theme and a story and prepare for a presentation of the model they have assembled. 6. Ask the learners to one by one present the models and narrate the story of their models created. 7. Ask the learners –  How did they like the activity?  Did they enjoy themselves?  Have they learnt anything new? 8. Debrief the activity with the following points –  Learning is fun  We need to associate things that we learn with fun, then retaining the subject is easier  Find out several ways that will encourage you to learn better and effectively  In the future classes we will explore and find out several methods which will encourage our interest in learning new things. 9. Conclude the activity by recapulating what we did in this activity and telling them briefly what wee will do in the next session. Ask the learners the safely store their work as we will have a exhibition of all the work we have done at the end of the session.25

Activity 5 – Wishing well 60 mins Objective: To share expectations from the programme and to Paints, colors, old identify expectations from self newspapers, charts, Seating: Make the participants sit comfortably in a semi-circle or rows scissors and glueStart the Activity: 1. Tell the learners that this activity it’s full of fun and colors. And one more thing that we will explore here is what do we wish for? 2. Divide the learners into groups of five and provide them with sufficient colors, magazines and charts 3. Tell the groups that they need to prepare a collage by taking different things from different materials provided to them. “Our Wish”. Tell them this could in reference to any wish that they have. And they have to creatively name it also. 4. Give them half an hour to create their collage and ask them to present their collage in front of the entire class. 5. Ask the learners to explain what they have prepared and the concept behind their thought. 6. Ask the learners to decide which one is the best out of the lot. And award a star to the group. 7. Debrief the activity by asking the learners if they enjoyed themselves and what were the obstacles that they faced and how they solved them. 8. Conclude the session by asking them if they want more such session where they could learn new skills. Ask the learners the safely store their work as we will have a exhibition of all the work we have done at the end of the session.Activity 6 – Why skills are important 60 mins Objective: To realize the importance of skill, to give a perspective No special material way forward with next modules required Seating: Make the participants sit comfortably in a semi-circle or rowsStart the Activity: 1. Tell the learners that this is the last activity of the introductory module and in this activity we will discuss on the several things that we have learnt. 2. Ask the learners to collect all the creative work they have done in the course so far. Tell them they should creatively arrange like an exhibition. 3. Once they have exhibited the materials ask the learners to look at the various things that they have created. 4. Ask them – 26

a. How do they feel? b. Have they learnt any new skills? c. Was it fun learning new things? d. Should we learn more things which excites us and increases our output? 5. Make the learners understand the importance of skills and need of learning new skills. (refer to Note on Skills, given below). Tell the learners that in the next sessions we will discuss several life skills which will help us understand ourselves better and increase our output. 6. To conclude the session invite participants and learners form other classess to see the exhibition that they have prepared. Note on SkillsSkills may be defined as capabilities that enable individuals to translate information andknowledge into specific behaviour and perform effectively in action-based situations.Some people are born with certain skills. Some people are blessed from birth with a good voiceor nimble fingers. They are said to have an inborn talent. However, most people have toinculcate and develop their skills by studying, observing and most important - by practicingthem. The more they practice, the better they become. If they practice with intent,concentration and focus they become more skilled, and faster. Some people learn the hardway, by trial and error, and learn from their ‘Experiences’.Skills can be divided into four main categories: 5. Professional skills – those specific for a particular profession e.g. nurse, teacher, architect, etc. 6. Literary skills – those needed for becoming literate – the 3 R’s – Reading, wRiting and aRithmetic! 7. Functional skills – those needed to perform a particular function e.g. to withdraw money from an ATM requires us to know how to operate the machine, and key in the appropriate responses. We must also know where to put the card, and remember to take it back! Similarly, we need skills for carrying out many day to day activities like driving a car, booking a train ticket, etc. 8. Livelihood skills- Capabilities, resources and opportunities to pursue individual and household economic goals. Livelihood skills relate to income generation and may include technical/vocational skills (carpentry, sewing, computer programming), job seeking skills such as interviewing, business management skills, entrepreneurial skills, and skills to manage money.We can observe here that a skill can come under more than one heading depending on thecontext it is used. E.g. Teaching may be a professional skill; it may be a literary skill; it could be alivelihood skill; and finally when the mother teaches her child at home it becomes a functional 27

skill! Cooking and driving could also be put into more than one category.Another very important category of skills may be added here—that of “LIFE SKILLS”Effective Acquisition of Life Skills Can Influence The way we feel about ourselves The way others perceive us. Our productivity Self-confidence Self esteem Interpersonal relationsLife skills helps us all• Sail through - Most crucial moments• To have - Psychosocial competence to deal with demands ,stresses and conflicts.• To overcome - Emotional disturbances and understand how one feels when caught in a particular situation.• To get the - Ability to adopt a positive outlook.• To look at - The positive side of a problem and work towards a solution. 28

ENERGIZERS How to conduct an energizer? Do an energizer when you want to change the atmosphere in the room. This is especially useful after a long lecture and presentation, dull topics, and lunch break. It is sometimes considered a type of ice-breaking. It is appropriate to insert an energizer when you observe that the training participants lose concentration, interest, creativity, and any positive response.It is extremely important to be well-prepared to conduct the Energizer that you have chosen. Youmay go through the resource pool in the toolkit to choose an appropriate energizer. While choosingthe Energizer make sure that the environment is right for conducting this energizer. For example, it isnot appropriate to choose an energizer that needs to be conducted outside in an open area if it iseither raining or the weather is too warm.Also ensure that you have all the materials required to conduct the energizer. This is extremely vital.A poorly conducted energizer will create confusion and reduce energy amongst participants. A well-prepared and conducted energizer will energize the participants and increase your own credibility asa facilitator.State the instructions clearly. Make sure that every one of the participants has understood theinstructions. Confusions, if any, on the instructions can defeat the main purpose of the energizer.And when ready, go ahead and conduct the Energizer with focus and lots of energy. You have to leadby example to energize the participants!Please go through the video of the energizer in the resources section of the DLST to have a betterunderstanding of what needs to be done before reading the details below. Some new energizershave been added in the manual which are not there in the DLST. 29

Energizer - 1Transferring ResponsibilityInstructions: The space required for this energizer would be an empty hall or an open space. If youare conducting it in a room then remove all the chairs and other objects to the side so that you getenough space.Part I 1. Divide the team into groups of 12 to 15 members each. 2. Make them stand in line according to the group. 3. Ask them to lift the person who is in the front over their head and pass over as quick as possible till it reaches the last one. 4. The condition is that they should not let the person fall off. And the team which is able to reach first gets the prize or wins the game. (This can be repeated as per the time available).Part II 1. Ask each of the participants to give their reaction about the energizer. Example: how do you feel/like the game? How did you manage to get it to the first? Why you were not able to be the first? What did you learn from this game etc. (Remember there is no right or wrong answer). 2. After getting the feedbacks and reactions from the participants, you can further explain them the importance of passing on responsibilities to the other. It is about having trust on the next person you are working with in your day to day life and share them the responsibilities. Relate the game to workplace by saying that it involves team work, trust on the next person and leaving the responsibility to the next person fully as you pass on. If you keep holding them then you won’t achieve your goal or target….. 3. End the game with Special clap or appreciation clap. 30

Energizer – 2Baa BaathonInstruction: The space required for this energizer would be an empty hall or an open space. If you areconducting it in a room then remove all the chairs and other objects to the side so that you getenough space.Part I 1. Have the participants stand in circle in a relax position and the instructor in the middle of the circle. 2. Instruct the learners that you would be performing an action by stating different words and everyone follows the action accordingly as per the command. 3. When everyone is ready once again instruct them and tell them to repeat the action as you utter the word BAA action is ‘hands at the front’, when you say BAATHON, ‘both hands up’ and when you say BAATHON BAATHON, they ‘put the hands down’. Repeat this in sequence till they are sure about the action. 4. The next step is the instructor can utter any of the three words i.e. Baa or Baathon or baathon baathon without any sequence and the learners do the action as per the command. You can remove the participants who makes mistake to make them more alert and competitive. The instructor can command faster as the participants become more active and alert.Part II 1. Ask each of the participants to give their reaction about the energizer. Example: how do you feel/like the game? How did you manage to get it to the first? Why you were not able to be the first? What did you learn from this game etc. (Remember there is no right or wrong answer). 2. Get involved in the discussion by giving some comments or hints and appreciating their points. Encourage the silent ones to get involved and share their experiences. 3. End the game by appreciating and thanking everyone for their active participation. 31

Energizer – 3Number GameInstruction: The space required for this energizer would be an empty hall or an open space. If you areconducting it in a room then remove all the chairs and other objects to the side so that you getenough space.Part I 1. The number game is simple what you need to do is let the learners stand in circle and you stand in the middle of the circle. Then the participants will be asked to simply count the numbers 1, 2, 3...etc etc. But the condition is that every multiple of 3 will not be pronounced but answered with a single clap of hands. For example the first person starts by counting 1, then the second one counts 2 but the third person instead of saying 3, claps his/her hand and the fourth person continues by saying no 4 aloud and it goes on…(remember every multiple of 3 will be answered with clap of hands only). 2. Then the game can be made more interesting by letting the one who makes mistake come out until one person comes out as a winner.Part II 1. Ask each of the participants to give their reaction about the energizer. Example: how do you feel/like the game? How did you manage to get it to the first? Why you were not able to be the first? What did you learn from this game etc. (Remember there is no right or wrong answer). 2. Each one will give their learning and experiences. Some positive words might come out from the participants like concentration, staying alert, sharpness, timeliness, accuracy, quick reaction, ability to listen and act etc. etc….you can conclude the energizer with positive thoughts by asking the participants that all this values are necessary not only in this game but in our day to day life and we should practice them every day. 32

Energizer – 4Group JuggleInstruction: You need two or three balls (small balls or tennis ball) to play this game. The spacerequired for this energizer would be an empty hall or an open space. If you are conducting it in aroom then remove all the chairs and other objects to the side so that you get enough space.Part I  Have the participants stand in circle comfortably.  Instruct them that a ball will be given to a person and the person passes/throws the ball by call the name of the other person aloud.  The condition is that one cannot pass the same ball twice to a single person(each time you get the ball you should pass it to different person by calling his/her name) and the ball should not fall off the hand or dropped.  The process continues till everyone has passed the ball to all the participants in the circle.  Two or three balls can be used at the same time to make it more interesting applying the above same rule.Part IIAfter you have played the game make the participants sit down in circle. The get the feedback andreaction of the participants about their experiences. One of the main purposes of the game apartfrom keeping the participants alert and active is also to let them get to know each other, their namesand get familiar with each other. While this game can be played anytime it is appropriate in thebeginning of the training to introduce them to each other. Many other lessons can also be drawnfrom the energizer like staying alert, exercising their memory, action of mind and body at the sametime etc. 33

Energizer – 5Sagadi SagadiInstruction: The space required for this energizer would be an empty hall or an open space. If you areconducting it in a room then remove all the chairs and other objects to the side so that you getenough space.Part I  Have the participants stand in circle.  Introduce the title of the energizer to the participants i.e. Sagadi sagadi and ask them to repeat the words ‘Sagadi sagadi sa pa po.’  The participants will follow or repeat the words and actions exactly as the leader does. The leader can do any action like clap of hands/dance step etc. by saying sagadi sagadi sa pa ap and the participant does the same. The action can be any style or steps showing emotions, feelings etc. The voice modulation will also make it more interesting depicting certain emotions. It can be passed on from one person to the other in the group.Part II  Make the learners sit comfortably in circle.  Ask them to give their reaction and feedback from the game. What they learn from the energizer etc. (remember there is no right or wrong answer here).  The main purpose of the energizer is to let the participants feel at ease, especially the shy ones. It is effective when you conduct this energizer to youth especially the school drop outs or people who are socially deprived and have inferiority complex, because the energizer is simple, funny, and repetitive and does not need much effort. It will help them to come out of their shyness and inferiority complex in the group.  You can also end the energizer with appreciation or clap of hands together. 34

Energizer -6Who is the leader?Leader: The leader will make gesture, sing chat or performs others action (it is up to the leader to doany action he /she wants the entire group to do).Participants: Participants copy the actions of the leader.Game Details: Send one person out of the room. All other participants in the room choose a“Leader” who is to dictate the group’s actions. When the person returns, the participants stand in acircle copying the leader’s actions. The person has to guess who the leader isEnergizer – 7Fruit bowlLeader: The leader stands in the center of the circle formed by the participants. The leader has theparticipant’s count of by name of a set of 5 fruits (e.g. – apple, orange, banana, orange, pear, etc.)the leader then calls the name of the fruit.When the leader calls a fruit, all the people who are that fruit must come together and form a smallgroupThe leader increases the momentum of the game and participants have to form subgroups quickly.When the leader says fruit salad, all participants should rush to the center of the circle. 35

Energizer – 8Make up a nameLeader: The leader stands in the center of the circle. The leader makes up a category (for example, allpeople wearing a certain color, speak a certain language, wearing bangles, watches, trousers etc.)The participants stand in a circle, with the leader in the center. When the leader announces thecategory, all the people who belong to that category must quickly exchanges places with otherperson from the same category.After the category has been announced and everyone has switched places, the person left without aplace becomes the new leader.Energizer – 9Cross Hand PassPlayers divide into two teams. Each team should have its players pick partners and stand in a linefacing their partners.The participants cross their arms in front of their bodies and gasp the hand of their partners. Holdinghand in this position, each team attempt to pass a ball, blocks, or bean bag down the line. If theobject is dropped, the line must bend to retrieve it while holding hands. If it is necessary to break agrip to retrieve the object, the position must be assumed before the ball can be passed on. The firstteam to pass the object down to the end of the line wins.Energizer – 10Animal gameThe leader writes the names of various animals (maybe 5-6) on chits of papers and has eachparticipant choose a chit. (e.g. Dog, cat, lion, pig, hen, duck etc.)After participants choose the chit, they are not allowed to speak!Making the noise of the animal mentioned in their chit, they move around finding other animalsmaking the same sound and form a group. After the participants are done, the leader should havethe participants say their animal aloud to see if the groups formed are accurate. 36

Energizer – 11Buzz - 7The leader stands in the center of the circle and points to the person who will start the count.Participants form a circle around the leader and continuously count around.Each participant counts in turn. Here’s the catch: all numbers with 7 or divisible by 7 must not becounted off; instead the person must say “Buzz”. Any player who does not do this will beautomatically out; any player who says “Buzz” and the number is either divisible or has 7 is alsoeliminated. The remaining person is the winner.Energizer – 12Name gameThe leader chooses a subject, like animals, or positive adjectives, etc.Everyone sits in a circle. The first person starts with his/her name plus an animal (or whateversubject has been chosen) that begins with the same first letter as the name: “Hi, I’m Leela lion”. Thesecond person has to then say “Leela lion” and then his/ her own name, (I’m Daksh dog”). It goes allthe way around the circle with everyone having to say the names and corresponding animals of allthe persons who went before starting with the first person and ending with saying their own nameand animal.Energizer – 13MirrorsPlace people into pairs. One person is the actor, the other the mirror. The mirror does whatever the actordoes, mirroring their actions. After a few minutes, change roles. 37

Energizer – 14WritingAsk participants to mime writing their name in the air with different parts of the body. Ideas include:  Right Finger  Left finger  Shoulders  Nose  Right elbow  Left elbow  Waist  Left Foot  Right foot  Big toesEnergizer – 15Gentle rainMake the sound of a rainstorm, starting gently, getting heavier and gradually stopping. Ask everyoneto follow you in tapping the palm of one hand with one finger of the other hand; then two fingers,then three, then four, then the whole hand; and then back down again to one finger. 38

Group 1:Understanding andDeveloping Personal Competencies 39

1. IDENTITY & BACKGROUND This introductory session is intended to get the students to explore their backgrounds so as tounderstand who they are, from where they begin the process of exploration of their personal strengths and weakness and open their mind to the possibilities / opportunities that lie ahead. 40

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session IDENTITY & BACKGROUND Lesson 1.1: MandatoryIntroduce the topicWelcome to this module on Identity and Background. This session is intended to get the participantsto explore their backgrounds so as to understand who they are, from where they begin the processof exploration of their personal strengths and open their minds to the possibilities as well asopportunities that lie ahead.Definitions of Important TermsIdentity: Identity is the set of behavioral or personal characteristics by which an individual isrecognizable as a member of a group. Identity may emerge from the citizenship, religion or caste of aperson. Your identity is the sum total of your opinions, beliefs, values, likes, dislikes, religion etc. It isimportant to know who you are, because only then can you measure your strengths and weaknesses.Background: Background refers to a person’s experiences, training and education. Background mayemerge from type of childhood, education or type or family etc.Learning Objectives  Explore themselves by answering the question ‘Who am I?’  Define the terms ‘identity’ and ‘background’  Explain with the help of an example the concept of identity  Recognize that they are sum total of their beliefs, values, likes, dislikes etc.Introductory activity: 20 minutesThis activity involves narrating the following real life issue:I am working as a facilitator and I want to share an experience with all of you. Kumar and Anwar aregood friends who belong to my class. Kumar is from a rich family, whereas Anwar is from a poorbackground. Kumar is good in studies, and has always been appreciated by all the teachers in theschool. Anwar feels that he is poor and no one likes him.One evening, Anwar was busy painting. Kumar, on his way home, saw Anwar and approached him.He saw the painting and appreciated it. Anwar was unable to accept that he had done good work.Anwar thinks that only the rich are talented. What can I do to show Anwar is talented?Discussion:Invite participants to discuss their thoughts on the terms “Identity” and “Background”. Ask them toprovide suggestions on what they would do if they were Kumar. Note down the responses on aflipchart. 41

Summing up:  Recap main points emerging out of the student discussions  Recap the nature of identity and background, mentioning the difference between the two with examples  Conclude the discussion on the story highlighting its relationship with the main topicActivity 1- The story of five friends: 20 minutes 20 mins Objective: To bring out some key aspects of the topic ‘identity and No special background’ material needed Seating: Make the participants sit comfortably in a semi-circle as that’s best for a story telling activityStart the Activity:This activity involves narrating the story “The story of Five Friends”.The story of Five Friends- Kumar, Anwar, Rita, Tina and John went out on a picnic one day. Theywere very close friends and they shared most of their thoughts with each other. They had their lunchout in the open, under a tree. They soon became engaged in a lively conversation. Kumar was thefirst to raise the question - What would you like to do if you were given a lot of money? How much?Rita asked. Kumar answered - Never mind the amount, just enough for whatever you want to do. Tothis question, Rita replied - I would like to travel, see the world. Tina said - I would like to use themoney for my education, I have aspirations to be a doctor. Anwar wanted to build a farmhouse andJohn wanted to become a pilot. - \"What do would you want to do?” John asked Kumar, to whichKumar replied, \"I think I would start a charity home\". Okay let me put another question to all of you,Rita said - Who in this world do you admire the most? To which Kumar answered Gandhi of course,what a man, we wouldn't have had our freedom if not for him. Tina said, well I think I admireMeera Bai. Her devotion to God was simply divine. What about you, Rita? Rita answers - Well I think Iadmire Neil Armstrong - He was the man who first stepped on the moon - must have been terrifyingat first. Anwar replied that Amitabh, the actor was his all-time favorite. John said that he had alwaysadmired the Wright brothers, who made flying possible. Kumar raise the question, 'Let me throwanother question to all of you - What quality in a person do you dislike the most? Well I hate jealousy- Rita replied; Greed - John said, Dishonesty - Kumar replied, Being disloyal was Tina's answer, whileAnwar said that \"I disliked people who were too secretive.\"Discussions:Self-ReflectionNow you have heard the story of the five friends. Sit back and think how you would have answeredthe same set of questions. They do give a clue as to what you like and dislike the most. The answersto the question - Who do you admire the most gives you an insight as to who your role model is. The 42

answer to the question - How would you spend money if you had it; will show what is important toyou in life.Discussion with partnerNow you have heard the story of five friends. You have also reflected on the set of questions, andhave come up with the answers. Turn to your partner and discuss your answers. Do you find thatyour answers are different from your friend's? Naturally, that is what makes you an individual. Eachindividual will have a different set of beliefs, ideas, aspirations etc. Discuss additional questions like -If you were to associate yourself with an object, either animate or inanimate, which would you pick?What would you like your career to be?Summing Up:  Recap the salient aspects of the topic on Identity and Background.  Provide summary of salient points of the discussions  Conclude by saying how the story of Five Friends illustrates how many aspects of which we are get shaped by our identity and background.Summary:  Do a quick summary of the lesson and announce that one more class with would be undertaken to reinforce the topic and which would bring about more understanding.  You may conclude by saying that you should think of yourself as an individual; different from other people, yet sharing some of their qualities. When you think of yourself as an individual - you will learn to respect yourself. Know that you have a certain value system, or a certain set of values which are dear to you. Likewise you have likes, dislikes, opinions all of which make YOU. Understand that you are important - not for the society alone to which you contribute in a certain way - but to you - yourself. Know also that you come from a certain background that has shaped your thinking. Learn to respect all that you stand for. Recognize that you have an important role to play in society.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 43

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session IDENTITY & BACKGROUND Lesson 1.2: OptionalRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 2: The Name gameObjective: To facilitate an easy, fun way for the participants to be 20 minsintroduced to one anotherSeating: Make the participants sit comfortably in a circle No special material neededStart the Activity: 1. Start the activity by having the first person introduce himself/herself. 2. Move in the clockwise direction, have the next person call out the first person's name and then introduce one. 3. The participants proceed like this in the clockwise direction, calling out the names of all the persons previously introduced and then introduce one. 4. As an example, assume \"Kumar\", \"Tina\", \"Anwar\", \"Mary\" and \"Rani\" sitting in a circle. The activity proceeds as follows- \"Hello, I am Kumar\", “Kumar - I am Tina\", \"Kumar, Tina - I am Anwar\", \"Kumar, Tina, Anwar - I am Mary\", \"Kumar, Tina, Anwar, Mary - I am Rani\".Summing up:Ask the participants how they felt while participating in the activity.Activity 3 – I am a Person with an Identity: 20 mins Objective: To identify and analyze the elements that constructs a Blank sheet and person’s identity. pen for each Seating: Make the participants sit comfortably in a circle or semi- participant circleStart the Activity: 1. Ask the participants to draw an outline of their left hand with different elements that determine their identity written on each finger, such as age, religion, gender, geographical location. 44

2. Next, ask them to draw an outline of their right hand with the different institutions that influence and condition the construction of their identity, such as parents, friends, family, school, community, work, etc. 3. Ask each participant to share what they have drawn on the two sheets while you note the points on a flip chart.Discussions:Discuss various aspects of the activity with the participants:  How did they feel about participating in this activity?  Encourage them to discuss what makes identities differ.  Discuss that identity need not come from the institutions and influences mentioned.  Finally, indicate that having their own, separate identity is good, although often difficult.Summary  Do a quick summary of the lesson including points from the last lesson as well.  You may conclude by saying that you should think of yourself as an individual; different from other people, yet sharing some of their qualities. When you think of yourself as an individual - you will learn to respect yourself. Know that you have a certain value system, or a certain set of values which are dear to you. Likewise you have likes, dislikes, opinions all of which make YOU. Understand that you are important - not for the society alone to which you contribute in a certain way - but to you - yourself. Know also that you come from a certain background that has shaped your thinking. Learn to respect all that you stand for. Recognize that you have an important role to play in society.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity 45

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session IDENTITY & BACKGROUND Lesson 1.3: OptionalRecapDo a quick recap of all the activities that you completed as part of the previous lesson from topicsbefore proceedingActivity 4-Identify with an ObjectObjective: To get participants into a frame of mind that enables 20 minsthem to understand themselves.Seating: Make the participants sit comfortably in a semi-circle Blank sheet and pen for each participantStart the Activity: 1. Ask each participant to think about an object, animate or inanimate, that they most identify themselves with. For example, I may identify myself with the object, say, DOG, because I am very friendly and loyal. Some other person may identify oneself with FIRE, since that person thinks he/she is destructive when angry. 2. Ask the participants to draw the object on the sheet. 3. The facilitator now asks the participants to think of all the characteristics that they have in common with the object that they identified.Discussions:Discuss various aspects of the activity with the participants:  How did they feel about participating in this activity?  Ask each participant to share what they have drawn on the two sheets while you note the points on a flip chart.  Encourage them to discuss what makes identities differ.  After the initial stages of commenting and leading the discussions, withdraw from commenting and encourage participants to start pointing the common characteristics with the object that the participants identify themselves with.Summing Up:  Pose appropriate questions to the participants for reflection and discussion.  Sum up the discussions and conclude that the activity is just to encourage the participants to get into frame of mind to understand themselves better. 46

Activity 5 – Economic Expectations 20 mins Objective: To make the participants aware of their family’s Blank sheet, pen economic background for each Seating: Make the participants sit comfortably in a semi-circle participantStart the Activity:  Ask each participant to list the various items on which each of their families spend their current income on each month.  Ask them to list the set of items into two categories NEEDS and WANTS. Clarify that NEEDS are usually essential items such as food, shelter, clothing, basic education, travel, etc. WANTS, on the other hand, are good-to-have items such as entertainment, vacation, vehicle, advanced training, etc.  Tell the participants that they are getting ready to enter the world of work. They will all be adding to their family's income. Thus they will be adding to the potential spending capacity of their family.  Now ask them to add to the list of items being spent on each month on a second sheet of paper.  When this task is done, ask the participants to do a similar exercise of differentiating the items in the second list as NEEDS and WANTS.Discussions:Ask the following questions, one by one, and allow a discussion on it. Note the salient points thatemerge on the flip chart.  How did they feel about participating in this activity?  Why did the number of WANTS increase from the first list to the second list?  Is it responsible to spend money on WANTS just because they have the money to spend?Summary  Do a quick summary of the lesson including the points from the previous lessons of the same topic.  Empower them to think in terms of the importance of taking all factors and people into account while prioritizing NEEDS and WANTS. Sum up the discussions and conclude that the activity is just to encourage the participants to be aware of their economic background. Thank the participants and conclude the session.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity47

2. GOALSAND EXPECTATIONS This session seeks to make the students aware of the need to have a dream destination in their lives and then help them verbalize their ‘dreams’ in the form of a long term personal career goal. It then encourages them to come forward with short-term plans that help them reach those goals. 48

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Goals & Expectations Lesson 2.1- MandatoryIntroductionWelcome to this module on Goals & Expectations. This session seeks to make the participants awareof the need to have a dream and help them define their dream in the form of personal and careergoals. It then encourages them to come forward with short term plans that help them reach thosegoals. The session also tells participants having expectations alone without acting on them is of nouse. We must adopt a suitable course of action to fulfill our expectations.DefinitionsGoals:  One definition of goal is that it is an objective or a desired outcome.  It is also the purpose towards which an activity is directed  Some goals are realistic while some goals are unrealistic.Some Examples of Realistic Goals are: I want to become a doctor, my goal is to own a successfulbusiness. Some Examples of Unrealistic Goals, I want to become the King of Timbuktu, I want to fly tomars etc.Expectations:  Expectation may be defined as what we hope, or expect to achieve in our lives. Expectations differ from individual to individual.  Expectations can be categorized as realistic and unrealistic. Tell the participants that while having expectations is natural, and it is best to avoid unrealistic expectations.Learning Objectives  Define the term goal  State why having goals is important  State the pre-requisites for goal setting  Differentiate between personal and career goals  Recognize that they are sum total of their beliefsIntroductory Activity: 20 minutesThis activity involves sharing the following real life issue:Mary: what do you want to do after you finish your degree program, John?John: I am not sure at all, but I am not worried because my parents decide everything for me. 49

Mary: What? Don’t you have any idea what you want to do after you complete your education?Don’t you have your own aspirations or dreams?John: Well, yes, I would like to serve people in need of care.Mary: Then why are you studying BA Literature?John: I don’t know. Something will work out in the future.Is John right in not setting goals for himself?Discussion:Invite participants to discuss their thoughts on the terms “Goals” and “Expectations”. Inviteparticipants to provide feedback about what do they feel about the story itself. Note down theresponses on a flipchartSum up the discussion: 20 mins  Recap main points of emerging out of the participants discussions No special material  Conclude by recapping the salient features of Goals and Expectations requiredActivity 1-Building a School Objective: To stress on how important it is to have a goal in life, and to focus on achieving it (them). Seating: It is better to have the participants seated in a semi-circle rather then in rows as in storytelling class.Start the activity:This activity involves narrating the story ‘Building a School’.Building a SchoolThere was a social worker in a village. One day he decided to go around his village. As he was ridinghe came upon some workers. Curious to know, what they were building, he approached the workers.He asked one workman what he was building. The workman answered, \"I am making pillars in theharsh sun\". He asked another worker as to what he was building. The worker answered – \"I am tiredof cutting these large stones in to stone bricks.\" The social worker was not satisfied with theseanswers, so he asked a third workman the same question. The workman answered – \"I am workinghard creating the floor\". Finally he came across a happy looking workman who happened to be themason. He repeated the question, to which the workman who was a mason answered – \"All of ushere are together making a large school. I am so happy to be chosen to build the walls of the school.\"Discussions: 50