DLST Facillitator's Manual

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Balancing Relationships Lesson 8.1 - MandatoryIntroductionWelcome to this module on Balancing Relationships. It is important that we should maintainharmony in our interactions with others, in the context of workplace, family and community.On a single day you interact with various people like friends, parents, colleagues etc. In order tomaintain harmony in the community, you need to be sensitive and empathize with others. Onlywhen you are sensitive to other person’s emotion you will be able to maintain balance in yourrelationships. We need to understand their points of view, in every interaction that you have withthem. It is necessary for you to be able to put yourself in their shoes, and look at things from theirperspective. Only when you are sensitive to another person's emotions will you achieve balance inyour association with them. This is what is meant by maintaining a balance in your interaction withthe people around you.Learning Objectives  Understand what “balancing relationship” means  Recognize the need of maintaining harmony in your interactions with others  Analyze the need to look at problems/situations from the other person’s perspective  Understand the importance of making a decision while keeping in mind its impact on othersIntroductory Activity: 20 minutesThis activity involves narrating this real life issue:I am working as a facilitator in a social organization. By nature I am friendly and get along easily withpeople. One of the girls among the trainees misinterpreted my friendliness and proposed to me. Shemisunderstood my caring nature and assumed that I loved her. I am now worried. If this gets to thenotice of my supervisor, then I could face problems.What do I do to tackle the situation?Discussion:Ask participants to share their thoughts on this issue. What would they do in this situation?Sum up the discussion:  Recap the salient features of Balancing Relationships.  Recap main points of emerging out of the participants discussions  Conclude the discussion on the story highlighting its relationship with the main topic 101

Activity 1- Sita’s story 20 mins Objective: To illustrate the importance of balancing relationship in No special material the context of the family required Seating: Make the participants sit comfortably in a semi-circleStart the Activity:This activity involves narrating ‘Sita’s story’Sita is a 19 year old girl who has been working for the past 2 months. One day, her boss asks her toput in some extra time at office as some pending work had to be taken care of. Being dedicated,Sitaagrees. On that particular day, Sita finishes the work at around 8 PM. Sita's boss offers to drop herback home. Sita agrees. On reaching home at 9.30 PM Sita's furious father confronts her. He accusesher of having been out with her boss. Sita is disturbed on hearing this.Discussions:Self-reflectionNow you have heard an incident taken from Sita’s life, spend about 10 minutes on self-reflection.Place yourself in Sita's shoes and try to think along her terms. Then try and put yourself in herfather's shoes and try to understand his perspective. Specifically reflect on the following questions. Isher father right in being angry? Did Sita do anything wrong? Is there any other way this situationcould have been handled? If required again, do you think Sita should agree to work late?Discussion with PartnerAlright, you would have reflected on the story, the characters and the questions posed. Now turn toyour partner and discuss your answers. Take 10-15 minutes in these discussions.Summing Up:  You can sum up by saying that it is important to consider both points of view  From Sita’s perspective, she was probably right to work late  And you will also see that her father had every right to be worried about her too but perhaps should have refrain from accusing her without any basis.Activity 2 – Anil’s story 20 mins Objective: To illustrate the importance of balancing relationship in No special material the context of the family required Seating: Make the participants sit comfortably in a semi-circleStart the Activity:This activity involves narrating Anil’s story: 102

Anil is a young man who has just graduated from high school. He takes up a job at an office. Anil doeswell in his work and his diligence is appreciated by his boss. Anil and his boss are on good terms. Oneday, unexpectedly Anil's mother falls ill. Anil takes the day off from work and nurses his mother. Hismother needs Anil's full attention. Anil is too busy even to make a phone call to his boss and informhim about his inability to attend work. The next day, Anil returns to work. Anil's boss is furious withhim. He has just lost a contract because of Anil's absence at work. Anil's boss feels that Anil hasacted irresponsibly and asks him to leave the job. Anil is surprised and disappointed that his bossshould fire him. Anil considers this as harsh punishment.Discussions:Self-ReflectionNow that you have heard the incident, sit back and reflect on it. Think specifically about the followingquestions: Was the boss right in firing Anil? Why was it okay or not okay?Discussion with PartnerNow that you have heard Anil's story, and you have also had time for self-reflection, you will formtwo groups. One group with debate for Anil the other will debate for the boss. While doing this youwill need to keep the following questions in mind: Was Anil's boss right in firing him? Why or whynot?Summarize: 5 minutes  Summarize the topic, ‘Building Relationships’  You may conclude by saying- Now you have had a chance to debate among yourselves. You have had a chance to look at the situation from two perspectives. You will realize that if Anil's boss could have thought one moment about Anil's situation, he would not have fired him. Anil's conduct is in fact admirable, the family is always first priority. The contract would not have been lost had Anil made a quick phone call. Both Anil and his boss should have thought in terms of the other. That would have certainly resolved the conflict. 103

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionBalancing Relationships Lesson 8.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity-3: Balancing peer relationshipsObjective: All students will be able to define the term balancing 30 minsrelationships Board and markersSeating: Make the participants sit comfortably in a semi-circleStart the Activity:1. Ask the participants the meaning of ‘Balancing Relationships’.2. Write the meanings on board3. Define and discuss the term balancing relationship4. Narrate the incident for discussionThe point to discuss is: In the classroom Student ‘A’ is sitting beside participants ‘B’, here student ‘A’is facing the problem with student ‘B’. The problem is personal hygiene. Now student ‘A’ should passthe message to ‘B’ to make him/her understand.So here student A should be able to communicate with B without breaking the relationship betweenthem.Discussions:Divide the participants into group and leave the group to have a discussion on the given incident. Askeach group to present what they discussed.Activity - 4: 30 mins Board and markers Objective: All the students should understand and define the term “Balancing Relationships” Seating: Make the participants sit comfortably in a semi-circleStart the Activity:This activity involves narrating the story of Adarsh:Adarsh is the eldest son in his family; he has a younger brother and sister. Adarsh used to study in the localcollege. Unfortunately, Adarsh failed in his exams while his classmates passed out and continued studies. 104

When Adarsh started working, he met a girl named Chandrika, who was an orphan. She used to study in college, and she stayed at the government hostel. Within a few months, they fell in love with each other. One day, Adarsh’s sister saw them together and informed their parents. The parents were angry with Adarsh and bashed him. His mother told him to forget about the relationship and help his father financially as they were poor. But Adarsh did not want to leave that girl. Discussions: Pose the following questions to the participants:  Should Adarsh listen to his parents and leave Chandrika?  What is the position of Chandrika if Adarsh leaves her?  How should he balance himself between his family and love?  Does he have any other alternative?Summing up:Adarsh met Anand and he advised him to fulfill his responsibilities first as he was the elder son in the family.He advised him to complete his education, and secure a job at the earliest.After getting advice from Anand, Adarsh started working hard. After two years he secured a job in PoliceDepartment. He arranged his sister’s marriage and ensured good education to his brother. He “balanced” hisattention between his family and Chandrika. Then he asked his parents about Chandrika.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.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 105

9. DECISION MAKING There are pros and cons for every decision you make. 106

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionDecision Making Lesson 9.1 -MandatoryIntroductionWe are impacted by the decisions we take in different situations. Some of the consequences of ourdecisions may not be life changing. There may however, be times when our decisions impact both usand the society to a great extent. In trivial situations, the consequences of your decisions may not behuge. But in certain other situations, such decisions require a good deal of thought. You will (go)through the course of this module, learn a stepwise method to enable decision making.Definitions:Often we all need to make a choice among various alternatives available. This is called Decision Making. Forexample, this girl has to make a decision whether she should study engineering or medicine or arts or dosomething else. Decision making like the one for the girl requires considerable thought since it influences thecareer she chooses for herself. The boy on the other hand has only to decide what to choose to eat, a dosa, ora sandwich or some fruits. This decision making while important does not have a long term influence.Steps for decision-makingThere are four steps, which you could follow to make a decision. 1. Define the problem, what exactly is the real issue. 2. Identify possible solutions, what are the various ways in which one can react to the situation. 3. Evaluation and comparison of each possible solution. You will have to think about your personal and family values and the impact that a particular solution would have on your life. 4. Choose a solution which has the most positive outcomesLearning Objectives  Define the term decision making  Understand why making the right decision is important  Explain a step wise process to enable decision making  Recognize why listing pros and cons of a particular decision helps you act  Apply decision making skills to certain problemsIntroductory Activities: 20 minutesThis activity involves narrating the following real life issue:Mary: Hi friend, how are you doing?John: Yeah, I am fineMary: But you don’t look like. I suspect you have some problem.John: Yeah, there’s something on my mind. I just can’t seem to decide. My grandfather is unwell.There is no one in the village to attend to him.Mary: You should leave immediately. What are you thinking about?John: yes I know, but you see I have a client meeting today and my boss has specifically asked me toattend, as he is travelling. I can’t ask for leave. And I don’t know what to do.John: What should I do now? Should I attend the meeting or should attend to my Grandfather? 107

Discussions:Ask the participants to share their thoughts on the issue. What would they do if they were in thisposition? Can they see the challenges involved in decision making in such situations?Sum up the discussion:  Recap the salient features of Decision Making.  Recap main points of emerging out of the participants discussions  Conclude the discussion on the story highlighting its relationship with the main topicActivity 1 – Making a DecisionObjective: To illustrate the various issues of decision making 30 minsSeating: Make the participants sit comfortably in a semi-circle No special material requiredStart the Activity:This activity involves narrating the 2 stories- 1) Tina and Rani and 2) John and AmarTina & RaniTina and Rani are the best of friends. Both of them work at the same office. One day Tina breaks thenews of her impending marriage to Rani. Rani is extremely glad for Tina and can’t wait to attend thewedding. On the day of the wedding, however a new contract lands on the boss’ desk. Rani is theonly person, who can do the job. Rani is in a fix. She has to decide whether she can excuse herselffrom the meeting and attend the marriage. Or attend the meeting and forgo attending the marriagecausing deep hurt to Tina.Discussions:Self-ReflectionNow you have heard the story of Tina and Rani. Give yourself ten minutes and think what you wouldhave done, had you been in Rani’s place. Ponder over the following questions and try to answerthem: 1. Should Rani forget about the meeting, and attend the marriage? 2. Should Rani forget about the marriage and attend the meeting? 3. Should Rani talk to her boss and reschedule the meeting? 4. Is there any other way of resolving this issue?Discussion with PartnerNow that you have thought about the problem of Tina, turn to your partner and discuss the problem.Try and list the possible outcomes of each decision that you take. 1. Discuss the outcomes of going with option 1: Rani should forget about the meeting, and attend the marriage 2. Discuss on the outcomes of going with option 2: Rani should forget about the marriage and attend the meeting 108

3. Discuss on the outcomes of going with option 3: Rani should talk to her boss and reschedule the meetingJohn and AmarJohn and Amar are the best of friends. Both of them are relatively well off. Amar is a hardworkingand successful businessman. John too, is in business but lately he’s not doing well, because of his badhabits. He drinks, gambles, all of which are a drain on his resources. One day John approaches Amarfor a small loan. John tells Amar frankly that he wants to use the money to bet on a horse. Whatshould Amar do?Discussions:Self-ReflectionNow you have heard the story of John and Amar. Sit back and reflect over the story. Think what youwould have done, had you been in Amar’s place. Specifically reflect on the following questions.Should Amar loan money to John or not? Should Amar talk John into giving up betting on horses?What would be the negative and positive outcomes of the decision?Discussion with PartnerNow that you have had time to reflect on the story, turn to your partner and discuss the question.Think about the various outcomes that could emerge from the decisions.Summing UpWe have seen two cases- Tina’s and Amar’s. What have we learnt?  By listing the outcomes, we can weigh the pros and cons of a decision  It is important that we base our decisions on sound judgment  The decisions you take clearly reflect on the values you hold dearYou may conclude by giving such a detailed explanation- In the first story, what you choosewould reflect on what is important to you. Most people believe work comes before play.Hence most of you may decide that it is best for Tina, to stay back and attend the meeting.However, if you believe that friendship is your foremost priority and it should come beforework – then Tina should attend the wedding, and skip the meeting. However the consequences ofTina skipping the meeting are indeed bad. She might even lose her job. Decision making in thesecond story is quite clear cut. Most of us would not have wanted Amar to lend money to John.Lending him money would encourage John to go astray. There may be some people who believeagain that friendship has to be maintained – Why not let John have his fun? The decisions you takeclearly reflect on the values you hold dear. It is important to know all possible outcomes of yourdecision. That way, there are more chances of you making sound decisions.Activity – 2: Decision MakingObjective: All students will describe for steps of decision-making 10 minsSeating: Make the participants sit comfortably in a semi-circle White board and marker 109

Start the Activity:  After entering into the class, the facilitator should act as if he/she has a headache.  Write the problem on the board as “I am suffering from headache”  Encourage the participants to give probable solutions for it.  List out all the points on the board.  The answers are (take table, apply bam, have tea… etc.) After covering all the points.  Discuss for each and every point what are Pros and Cons.  Discuss still you get 1 or 2 possible solutions.Discussions:  After these ask the participants how they could solve the problem.  After getting participants answers, the facilitator should introduce the four steps of decision- making and also facilitator should explain how they could solve problems and take the right decision.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.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 110

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Decision making Lesson 9.2 - MandatoryRecap:Please do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – Steps for Decision Making: 20 minutesObjective: To lay sown the process of decision making, step by 20 minsstepSeating: Make the participants sit comfortably in a row Blank sheet of paper and pen for each participant, flipchartStart the Activity: 1. Explain that there are many decisions to make every day in life in at work in every profession. The biggest challenges and the most difficult decisions are usually the most important to solve if you want to succeed in your given profession 2. Outline the four steps as a process by which decision making can take place. Write the steps on flip chart 3. Encourage participants to copy down the stepsActivity 4 – Creating solutions 50 mins Objective: To provide an opportunity for participants to solve Blank sheet of paper realistic problems using the four steps of the decision making and pen for each process. Seating: Divide participants in groups of 8-10 participant, flipchartStart the Activity: 1. Each group will be given a different problem that they may encounter when they begin working. They should be asked to write down their suggestions on what they will do in such cases, on the piece of flip chart provided. Some sample problems are: a. Someone in the family gets sick and you are expected to take care of them which means that you have to miss work b. After you get married, your husband insists you stop working c. Family members are continuously asking you for money, leaving you with no savings d. Your friends want you to loan them money e. Your friend is getting married, but an important meeting for which you must be present is scheduled on the same day 111

2. Tell the groups that they must solve the problem they have been given using the four steps of decision making 3. Ask the participants to present their conclusions in 15 minutes.Discussions and Summing Up:Discuss various aspects of the activity with the participants:  What did they feel while participants in the activity?  Were the instructions clear?  Did they participate enthusiastically?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.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 112

10. HIV / AIDSAWARENESS It is extremely important to attempt to dismantle perceptions surrounding HIV / AIDS, are it is these perceptions which lead to ignorance, which in turn can lead to transmission. 113

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session HIV/AIDS Awareness Lesson 10.1 - MandatoryIntroductionThis module helps in making you aware of a dangerous disease – AIDS. There are several wrongperceptions surrounding AIDs.Definitions:AIDS stands for ACQUIRED IMMUNE DEFIENCY SYNDROME 1. Acquired means that it is something you get – from outside. It is not something inherited from parents like the color of the eyes or hair. Except if a mother is HIV +ve then there are chances of the child getting it too. 2. Immune refers to the body’s immunity system which fights germs entering the body 3. Deficiency indicates a weakening of the immunity system 4. Syndrome refers to the presence of multiple infections in the body. When the immune system becomes weak during AIDS multiple infections attack the body together and this condition is called a syndrome.HIV is the organism that causes AIDS  Human indicates that the virus only affects human beings  Immunodeficiency indicates that HIV causes the immune system to become weak and ineffective in defending the body against germs, which ultimately leads to AIDS  Virus is a disease-causing parasiteWhat does the Immune System Do?The immune system guards the body against infection and disease. It is the body's defense system.The immune system is made up of white blood cells. When the body is under attack from anyinfection the immune system produces what are called antibodies to fight against the disease. Theimmune system does take time to detect the infection and produce antibodies. Roughly 3-12 weeksare taken for the body to detect the HIV strain in the body. This 3-12 week period is called Windowperiod. What HIV does is that it destroys the defense system in our body, making us vulnerable to allinfections.History behind the DiseaseThe history as to how humans contracted this disease is not very clear. Retroviruses similar to HIVhave been prevalent in chimpanzees, African Green monkeys and mandrills all found in Sub-SaharanAfrica. It is believed that the virus has made a species jump from African primates to humans. Thefirst known infected human from this disease was a man from Kinshasa (Congo) in 1959.What is the difference between HIV and AIDS? 114

The HIV virus attacks the immune system and makes it weak, exposing the person to infection. Aperson infected by HIV virus can be treated with anti-retroviral drugs. A person may have this virus inhis body and may not know of it, for 8-10 years. A person infected with this disease is said to be HIVinfected. AIDS is a late stage of HIV.How is HIV/AIDS caught and spread?HIV/AIDS can be contracted through a limited number of ways: Through unprotected sex with aninfected partner. It can also spread through transfer of blood from an infected person to another.This may occur through blood transfusion where the blood is not screened,or through sharingneedles while injecting drugs. Through a pregnant infected woman to the child in her wombHIV and SexThere is no chance of contracting the disease when uninfected partners have sex. Also, the chancesof contracting the disease through sex are almost nil If both partners are faithful to each other anddo not practice indiscriminate sex. People who are not sure of their partner's sexual habits need topractice safer sex.HIV and BloodInjections with un-sterilized needles or syringes are dangerous. When injections are administered, asmall amount of blood is siphoned. If the injected person suffers from HIV and the same needle orsyringe is used on an uninfected person, then chances of contracting the disease is high. Care mustbe taken to ensure that the blood from an infected person does not come in contact with broken skinof an uninfected person.Vulnerability FactorsLack of knowledge, poor accessibility to proper medical services, high sexually transmitted disease(STD) rates and lack of money are some of the worrying factors. High STD rates increase thevulnerability to HIV transmission. Women are especially vulnerable to this disease as they have alarge mucous membrane, some women ignore the fact that they are infected by STDs or they may beunaware of the dangers related to STDs.HIV – SymptomsThere is only one way to know whether you have this dreaded infection – you have undergone ablood test for HIV. The symptoms may not make themselves known for quite a period of time. Thefollowing symptoms may be warning signs of the infection: Rapid weight loss, dry cough, recurringfever or profuse night sweats, unexplainable tiredness, swollen lymph glands in the arm pits, groin orneck, diarrhea that lasts for more than a week, white spots or unusual on tongue, mouth or throat,pneumonia, red, brown, pink or purplish blotches on the skin or inside the mouth, nose or eyelids,memory loss, depression or other neurological disorders. These symptoms may be related to otherdiseases and may have nothing to do with HIV. But if you have any of these symptoms, you shouldcontact a doctor immediately.Protecting Yourself from HIVThe way to protect yourself from this disease is to practice safe sex. Also care should be taken toavoid infection through blood. Use only disposable syringes and destroy them after use. Knowledgeof how the disease spreads should be disseminated amongst all people. Every person should be 115

made aware of how this disease can be contracted so that they become careful. Children too mustbe educated about the disease, so that they act responsibly.Lesson Objectives:  Get the right perception of the disease – AIDS  Understand how HIV is transmitted  Understand how to protect yourself from this disease  Understand how to treat a person suffering from this diseaseIntroductory Activity: 20 minutesThis activity involves narrating the following real life issue:Swapna: Hey do you know his Flash news?Atul: What’s that?Swapna: Somu’s father died of AIDS Atul: what is AIDS?Swapna: Don’t you know? It’s an infectious disease which spreads even through touch?Atul: What!!! Let us not allow him into the class.AIDS really spreads even through touch? How do you ensure people do not have suchmisconceptions?Discussions:  Ask participants to share their thoughts on the issue.  Provide the definition of HIV and AIDS. Ensure you articulate clearly the difference between HIV/ AIDS. o Briefly touch upon the history behind the disease o Explain how the disease spreads. While dealing with how the disease id contracted you will elaborate on each of the ways in which the disease spreads. o Sum up, and give a few pointers about how to project oneself from the disease.The topic of HIV / AIDS is a sensitive one. You as a facilitator must ensure a safeenvironment for discussion amongst participants. Participants may be ill at ease whilediscussing this topic. You as a facilitator must dispel feelings of discomfort amongstthe participants. As a facilitator you must possess complete knowledge about thesubject. You should not give information that is wrong or vague in nature.Activity 1: Know HIV/AIDSObjective: All students will learn about HIV and AIDS 20 minsSeating: Make the participants sit comfortably in a semi-circle White board and markers 116

Start the Activity:  Ask the participants when they first heard of HIV and AIDS and put their responses down on a flip chart.  Ask the participants what is the root problem of HIV and AIDS  Ask the participants how would you feel if a close friend told you that he or she is HIV – Positive? What would you do? Would you continue your friendship?  Discuss it in light of what are we doing to prevent HIV.Summing Up  Have a quick Recap on the activity carried out  Provide a summary of the salient points and highlight the importance of taking precautions to combat AIDS.  Also emphasize that AIDS is as much a social disease as a physical one. Anyone suffering with AIDS needs proper care and needs to be included in the society as a normal person.Summary: 5 minutes  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 a person indulging in indiscriminate sex is in danger of contracting the disease. Also a person who uses used syringes will be exposed to this disease. Please remember that infected people must be treated with sympathy and care.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 117

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session HIV/AIDS Awareness Lesson 10.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 2: My BodyObjective: All the students will able to understand how HIV and 40 minsAIDS infect and slowly deplete our immune system.Seating: Make the participants sit comfortably in a semi-circle Posters, board, markersStart the Activity:This activity involves narrating the following story:This is my Body. My body is strong and healthy. A bodyguard called WBC protects my body.WBC stands for White blood Cells. When any infection comes to attack my body, WBC fights itand sends it away. Let’s see what happens when CAUGH attacks y body. WBC quickly defeatsthe wimpy cough. And suddenly FEVER attacks my body. WBC is still ready to fight with FEVER.Now DIARRHOEA attacks my body; once again WBC is ready to protect my body. But then mybody became infected with HIV- the virus that causes AIDS. This may have occurred through sexwith an infected person or from infected blood transfusion. The HIV has destroyed my WBC. Mybody shows no symptoms at this time. Then slowly once again when the disease comes, mybody is now very sick with Cough, Fever and DIARRHOEA. WBC is helpless and my body getsweaker and weaker. This is what we call AIDS. Eventually, my body dies.Discussion:1. Divide the participants into smaller groups have a discussion by asking how the body died.2. How the virus transmitted in to my body?3. How the transmission of infection can be prevented?4. These should end with a test of knowledge about HIV and AIDS.Summing up:You may sum up the activity by administering the following questionnaire to the participants, just tomake sure they leave the classroom with all the right facts about AIDS.S. No. Common Beliefs about HIV and AIDS True False 1 AIDS is caused by the Human immune Deficiency Virus, known for short as HIV 2 A person who is HIV positive will get AIDS and 118

Die 3 AIDS can spread by eating at the same table with an infected person 4 AIDS can spread by sleeping in the same room with an infected Person 5 AIDS can spread by hugging an infected person 6 AIDS can spread by sexual intercourse with an infected person 7 People with HIV/AIDS live longer by taking certain medicines and eating healthy foods. 8 Care should be taken in public toilets and using plates, glasses etc., because the virus can easily spread in that way 9 If a person is referred to as being HIV positive, it means that he/she has the HIV virus 10 Pregnant mother who are HIV positive can infect their unborn children with HIVSumming up:Summarize the topic, ‘HIV/AIDS’  Summarize the items covered under the topic  Refer to the real-life issue and summarize how this topic addressed it  Ask participants to complete the relevant sections of the workbook in the class in 15 minutes  Thank the participants and conclude the session 119

Group 3:Managing Situations 120

11. COMMUNICATION SKILLS Communication is a way of expressing one’s own self. Listening and body language are two aspects of communication that are often overlooked. 121

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Communication Skills Lesson 11.1- MandatoryIntroductionWelcome to this module on communication skills. Effective communication is often the key tosuccessful interactions. Developing reasonably good skills in both verbal and written communicationbuilds a person's personality.Definitions:Communication is a way of expressing oneself to others. It is important that the way in which youcommunicate must be effective. Everyone around you should comprehend what you are trying tosay. Communication is a way of expressing one's own self. Listening and body language are twoaspects of communication, which are very importantLesson Objectives  Recognize the importance of having good communication skills  Recognize why it is important to listen during an interaction  Recognize the importance of body language  Recognize why using the right words in the right context can make a differenceIntroductory Activity: 20 minutesThis activity involves narrating this real life issue:I had a student called Tina. She had a high 1Q. She performed well in the exams too. I was veryconfident that she would do well at her workplace. After the job placement Tina came to the Centreand cried saying “I am not fit for the job”. The reason was her lack in communication skills.What could have been done to improve her communication skills?Discussions:Ask the participants to share their thoughts on the issue. What would they do in such a situation?Activity 1 – Importance of Effective Communication 20 mins Objective: To bring out the important aspects of the topic No special material ‘Communication Skills’ required Seating: Make the participants sit comfortably in a semi-circle 122

Start the Activity:This activity involves reading the stories of Rita, Atul & RaniRita was working as a seamstress in one of the boutiques in town. She had been unwell for the pastweek and was unable to concentrate on her work. The manager of the boutique noticed that Ritawas making many mistakes. The manager approached Rita and said - \"Rita, you are a good worker,but for the past week, you've been making mistakes. You've never made such mistakes in the past,can I be of any help and resolve your problem? Contrast this dialog with this one - \"Rita, for the pastweek, you've been continuously making mistakes. This is inexcusable. I think you should buck up.\"Atul has to attend an interview. He has done remarkably well academically. He has passed withdistinction. His close friend Amar too has to attend the same interview. Amar has not done well in hisstudies he has been an average student all along. Both Atul and Amar attend the interview. Atul fairsmiserably, while Amar is impressive!!! Surprising? When the interviewer was approach he said - Atulwas overconfident, he hardly paid any attention to what was being asked. His body language too waspoor he always looked away when he was spoken to. Whereas, Amar has a perfect bearing. He paysattention to what is being asked, and answers with careful thought.Rani was the mother of two children, aged 10 and 14. One day, it so happened, the younger childbroke an expensive vase. Fearing the mother, the child blamed it on the older sibling. The mother ina fit of rage said - You, are a good for nothing child - not only are you irresponsible, but you are alsoclumsy. Contrast these statements with these - Now, you need to be more careful - never mindabout the vase, we can buy a new one, or repair this. Please remember to value things, and learn tobe more responsible.Discussions:Self ReflectionNow that you have heard the three examples, sit back and think about them. Specifically think aboutthe following questions: Do you think the manager should adopt a softer approach? What madeAmar fare better than Atul? What would be a good way of communicating the child's mistake?Discussion with PartnerNow that you have had time to reflect on the examples, turn to your partner and discuss them.Specifically discuss about the following questions why should we keep anger out whilecommunicating? What is the necessity of adopting a softer rather than a harsh approach whilecommunicating? What is the importance of body language?Summing Up:  Recap the salient aspects of the topic on Communication Skills.  Provide summary of salient points of the discussions  Conclude the discussions on the activity and highlight its relation to the topic on communication. 123

Activity 2: Whisper Whisper 20 mins Objective: All students should be introduced to the concept of No special material communication skills in a fun, light way. required Seating: Make the participants sit comfortably in a circleStart the Activity: 1. Ask the participants to form a circle. 2. Whisper a short, 2-3 sentence tale into the ear of one of the participants. He/she will then whisper what they heard into the ear of the person next to them, and so on. 3. The last person, seated beside the first person to pass on the tale will say what they heard out loud. Inevitably, the tale will differ greatly from the original and will cause a few laughs!Discussions:Discuss with the participants-1. Why did the tale change so much from the original?2. What does this teach you about communication? (listen, speak clearly, ask questions if you don’t understand)Or 20 minsActivity 2: Are you Listening? No special material required Objective: All students should be introduced to the concept of communication skills in a fun, light way. Seating: Make the participants sit comfortably in a circleStart the Activity: 1. Ask the participants to form groups of three. Ask each group to decide who will be the speaker, the listener and the observer. 2. Ask the participants in each category to form separate groups far from one another for a briefing on their roles. Eg: Ask all speakers to come together etc. 3. Instruct the speakers to think of something they feel strongly about, or like to talk about. They have to be prepared to speak on the topic for 3 minutes when they return to the group 4. Give each listener one written instruction to follow, from one of the following: a. Listen carefully and ask relevant questions b. Interrupt and prevent the speaker from finishing his/her sentences c. Change the subject frequently 124

d. Compliment the speaker frequently e. Laugh when the speaker is serious f. Talk to someone else while the speaker is talking g. Look around the room and appear distracted while the speaker is talking h. Give advice when you are not asked to. 5. Ask the observers to silently note all interactions between the listener and the speaker. Remind them that they should remain silent. 6. At the end of 3 minutes ask the participants to reconvene.Discussions:Discuss their reactions to the exercise, what happened in each group and how they felt. First ask theobserver to explain, then the speaker and finally the listener may reveal the instructions. During thediscussion ask the questions - Are the listeners really listening? How does it feel when someonedoesn't listen to what you are saying?Summing up:  Recap the salient aspects of the topic on Communication.  Provide summary of salient points of the discussions  Conclude the discussions on the story and highlight its relation to the topic on Communication.Summary  Summarize the topic, ‘Communication Skills’  You may conclude by saying that we need to bear in mind several factors while communicating. Keep a check on your body language. Meet the person' eyes while talking to them. Try not to yawn, as it indicates boredom. Talk softly but clearly - modulate your voice. Keep a check on your choice of words - Never express anger in your words, remember words once uttered cannot be taken back. Listen what the other person has to say. Do not be hasty in making your point, wait for the other person to finish before voicing your opinion. Remember, Effective communication can turn the negative aspects also into one's own favor. 125

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionCommunication Skills Lesson 11.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – Body languageObjective: To explore methods of non-verbal communication 20 minsSeating: Make the participants sit comfortably in a circle No special material requiredStart the Activity: 1. Explain to them the importance of body language in communication 2. Discuss the common mistakes made: a. No eye contact b. Openly showing indifference (yawning or anger) c. Show support or lack of it by body angle, nodding head etc. 3. Elicit responses or examples from participants, which illustrate positive body language- Eye Contact, firm handshake, open hand movements, attentive and calm postureDiscussions and summing up:Discuss various aspects of the activity with the participants:  What did they feel while participating in the activity?  Were the instructions clear?  Did they participate enthusiastically?Activity 4 – Communication dayObjective: To explore various forms of communication tools 30 minsSeating: Divide students in groups of three No special material requiredStart the Activity: 1. Let each group take up any 3 work- related topics of their choice. 2. Give 10 minutes to each group to prepare a presentation using any one of the communication tools mentioned - poems, debates, songs, posters, slogans, drama, mime, advertisements, campaigns, web design, video/photo exhibition. 3. Let each group make the presentation 126

4. If possible professional and network persons from the world of work, principals, teachers and citizens should be invited to the communication day 5. Ideally the parents, siblings and friends should be in the audienceActivity in Progress:Walk around and watch the progress of this activity. Support the participants by clarifying doubts orhelping in preparation of the presentation. But, don’t do their work for them.Summary:  Do a quick summary of the lesson including points from the last lesson as well.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity 127

12. CONFLICTRESOLUTION That differences are an integral part of life. The better way to manage is to accept thisfact and try to resolve it instead of fighting it. 128

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Conflict Resolution Lesson 12.1 - MandatoryIntroductionWelcome to this module on conflict resolution. Conflicts arise every day, and in everyplace. Youmight be in conflict with your parents, teacher, or at work with your peers, your boss. Trying toresolve a conflict in which you are involved in, needs you to look within yourself and from other’sperspective.DefinitionsConflicts are differences that can arise in any situation in our daily lives. For example, the fatherwants to buy the house right now. But the mother wants to wait for a year. This is a situation ofconflict between the father and the mother. But these differences have to be recognized andmanaged. The manner in which these differences are handled and resolved is called ConflictResolution.Lesson Objectives  Recognize why conflicts occur  Identify ways to resolve a conflictIntroductory Activity: 20 minutesThis activity involves narrating this real life issue:I was a teacher for a class of 30 participants. I wanted to select the class monitor, so I nominated 2participants and asked the participants to vote for either of them. After counting the votes, I realizedthe votes were evenly split. When I announced this to the class there was lot of confusion. Half of theclass wanted only Sita to be the monitor, while the other half wanted only Kumar.It was impossible to make both of them monitors- it was against the rules. What do I do?Discussions:Ask the participants what they have to say about the issue. What do they now understand by conflictresolution?Summing up:Reiterate the definition of conflict resolution and connect it to the issue just discussed. 129

Activity 1 – The Story of KiranObjective: To illustrate ways in which conflict may occur 20 minsSeating: Make the participants sit comfortably in a semi-circle No special material requiredStart the Activity:This activity involves narrating the story of Kiran.Kiran was a boy in his teens. He was attending a school which was a few miles from his home. Latelyhe was having a lot of trouble at home. From his parents’ perspective, Kiran was giving them a lot oftrouble. For one, Kiran wasn’t interested in studying; he was more interested in playing cricket andwatching the sports channel on TV. His parents wanted him to study hard and go to college but hehad absolutely no inclination to do so. Kiran wanted a cycle of his own, but his parents refused – theythought it was wasteful expenditure. Kiran spent far too much time with his friends playing cricketand generally idling. His parents criticized him for this too. There was a lot of conflict between Kiranand his parents. They simply could not see eye to eye on anything. If Kiran wanted to do something,his parents found some reason or other to object to it. And if Kiran’s parents wanted Kiran to dosomething which was worthwhile according to them, Kiran refused.Discussions:Self ReflectionNow that you have heard the story of Kiran, sit back and think through the following questions –What would you do if you were in Kiran’s position? What would you do if you were in Kiran’s parents’position? How would you resolve the conflict between kiran and his parents?Discussion with PartnerNow you have had time to think through the questions. Turn to your partner and discuss the story.Discuss the questions that were posed. Also spend time and discuss the following questions – Haveyou been in any conflict situation? How was the conflict resolved? Was it you who helped resolve it,or was it your partner?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 while tackling conflicts you need to work out a solution which works for everybody. Try to understand the points of view as expressed by others, and communicate your views to them. Then think of various solutions to the problems – choose the one where both of you win, or both of you need to compromise in some way.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity 130

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionConflict ResolutionLesson 12.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 2 – Personality Types 30 mins Objective: To help participants identify their individual reactions to Blank sheet of paper conflict situations and pen for each Seating: Make the participants sit comfortably in rows or in a circle participant, flipchartStart the Activity: 1. Explain that while participants work together in their respective training groups, conflicts may arise between members of the team. 2. Present the following four general personality types to the group, and explain the strengths and limitations of each reaction to conflict. a. Analytical b. Distressing and sad c. Aggressive d. Avoiding 3. Ask each participant to write down four reactions to conflict in the order that is most common, to the one that is least common.Discussions:Discuss and write down the different variations on a piece of flip chart paper.Summing upExplain that we have a little bit of each of these characteristics in us, but to varying degrees. Explainthat there isn’t one type that is better than the other. It is important to be aware of differenceswithin your team. Also, participants must recognize that personal efforts are needed to compensatefor the limitations of your personality type.Activity 3: Story of Manu, the ShopkeeperObjective: To help the students understand a conflict situation 20 minsSeating: Make the participants sit comfortably in a semi-circle No special material 131 required

Start the Activity:This activity involves reading the story of Manu: Manu was a shop keeper. He wanted to make his son a computer expert. He got him enrolled in the local computer institute, and he was saving money for his higher education in computer science. He would often enquire about his child’s performance and was very satisfied with what he heard. One evening, his son spoke to him about his future plans. He said he wanted to be a health worker, and waned to work as a nurse in the ambulance. Manu was shocked. He would not hear any of this. He had been paying a huge sum for his computer education, and now, his son wanted just an ordinary job! The son was in a dilemma, but he had heard about the health worker course from his friend, and was very excited about pursuing it. He was even sure that he could apply his computer knowledge in the health industry. He really wanted to help people, especially in the emergency situations. But would he manage to convince his father? Manu on his part was adamant. He had been hearing of so many people, who were computer experts, and he always wished that his son would study computer science, and earn lots of money.Discussions:Discuss the following with the participants. Ensure a lively discussion.  What should the son do?  Should he ignore his dreams? Or should he ignore his father’s wishes?  Should he value the hard-earned money of his father?Summing up:Sum up the salient points of the discussion. Help participants connect the story to issues of conflictresolution.Summary:  Do a quick summary of the lesson including points from the last lesson as well.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity 132

13. TIMEMANAGEMENTSaying no to a request is often difficult, especially if the request comes from someone in a position of authority or respect. Offering an alternative time is a good way to approach requests that cannot befilled, meaning that the request will be filled but at a more appropriate time. Learning to say no is an important component of time management as it ensure that people do not become overwhelmed and burned, by prioritizing how they will spend their 133

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Time Management Lesson 13.1 - MandatoryIntroductionWelcome to this module on time management. Through this module you will learn the importance oftime management.DefinitionsTime management is about managing your tasks within your schedule, to achieve maximumproductivity and maximize time utilization.Learning Objectives  Understand the importance of time management  Recognize the need to prioritize the tasksIntroductory Activity: 20 minutesThis activity involves narrating the following real life issue:I was really disturbed with the way things were going. There were things I did out of habit likereading the newspaper, and doing the morning crossword. Then I had to freshen up, preparebreakfast, and leave for office. At office, since I was the secretary to my boss, I had a million differentthings to take care of. I had to take phone calls, schedule appointment, take dictation, prepare litters,etc. Is there a way to finish all my tasks without feeling hassled?Discussions:Ask the participants to share their thoughts on the issue. What would they do in such a situation?Sum up the discussion:  Recap the salient features of time management  Recap main points emerging out of the student discussions  Conclude the discussion on the story highlighting its relationship with the main topicActivity 1 – The Story of MaryObjective: To understand the importance of time management 20 minsSeating: Make the participants sit comfortably in a semi-circle No special material required 134

Start the Activity:This activity involves narrating the story of MaryMary was pursuing her studies in medicine. She was now studying in her second year in a pre-university college. It was a crucial year for her. Mary's parents wanted her to learn dance. Mary toowas very much interested in dancing. So apart from attending classes at the pre-university college,she also attended dance classes, 3 days in a week. Since she was a keen student, she also joinedtuition classes, which she had to attend every day, for 2 hours after school. Mary's friend, one daypersuaded her to join embroidery classes as well - these classes were conducted 4 times a week inthe mornings. So Mary had to juggle all these tasks, it was taking a toll on her health. Soon it was theday of the exams: Mary was stressed out and went into depression. She wasn't able to attend theexams. Mary lost one crucial year, this meant a great deal to her.Discussions:Self ReflectionNow that you've heard the story of Mary, sit back and reflect on the story. Specifically think aboutthe following questions - Had you been in Mary's place, would you have done the same? Whichactivity should have been refused by Mary?Discussion with PartnerNow that you've had time to reflect on the story, turn to your partner and discuss the story again.Specifically discuss the following: If you have to perform multiple tasks, would you be able toprioritize? Will you agree to refuse your time to a person who means a lot to you?Summing Up:You can sum up by:  Re-cap the salient features of time management  Provide a summary of the salient point of discussions  Conclude the discussions on the story and highlights its relation with the main topicActivity 2: Presentation 20 mins Objective: To help students start some time management Half chart papers, practices one for each student Seating: Make the participants sit comfortably in a semi-circle and pensStart the Activity: 1. Distribute charts to everyone and ask them to list their current timetable for the day 2. Ask them to draw a line, and write a more effective timetable next to it 3. It should be stressed that the new time table isn’t just a formality, but it is meant to be used 4. Ask participants especially about their class habits, do they intend to be on-time in future 5. Ask each student to present his/her chart. 135

Discussion:  Do the participants plan to be serious about attending classes on time?  Which aspect of their daily time table would they like to change the most?  What is the timeframe they allocate to shift to the newer timetable?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 not push yourself, when you know there are other important things which you need to do. Please do remember that you have to prioritize your tasks, learn to allocate time to activities which are important to you. Learn to say NO, when people ask for your time, and you cannot afford to give them your time.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 136

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Time Management Sample Lesson 13.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3: Story of ManasObjective: To help the students realize how improper management 20 minsof time becomes a habit.Seating: Make the participants sit comfortably in a semi-circle No special material requiredStart the Activity:This activity requires narrating the story of Manas: There was once a boy called Manas, who worked in a factory. Initially, he always miscalculated the amount or effort and time required for a particular task. But manager thought that as carve wood, his habit did not harm him much. His manager thought that as Manas spent some more time in the factory, he would get to know exactly how to estimate the time required for small tasks. But Manas never thought that time management was important. He used to tell his clients to come on a specified day, and would not have the orders ready by then. As everyone in the industry was as disorganized as Manas, this habit did not affect his job too much. Later, when Manas, joined an institute, he always think that being late by 5-10 minutes is not anything to worry about. His teachers used to advise him, but Manas never thought that paying attention to time in such detail was important. One day, after he had competed his course, he got a job offer from a MNC in the neighboring city. He promised his employers that he would meet them for the interview. After the date and time were decided, Manas bought a train ticket for his journey. But on the day of his journey, he proceeded to the station in his usual manner, taking all his time for chatting with friends, and discussing about how to face the interview. And when he reached the station, he realized that he was 5 minutes late. He hoped that the train would be late too, but to his horror, the train had already left. Manas was unhappy at these events. He missed the opportunity of a life-time only by 5 minutes. He realized that only he was responsible for the situation.Discussion with the participants:The discussions can be around the following:  Does your time management skill tell others about your personality?  How important is time management for success at the workplace?  It is reasonable to give someone an appointment and not meet him at that time? 137

 Would you prefer to work with someone who does not manage his/her time well? How would it harm you?Summing Up:You can sum up by:  Recap the salient features if time management  Provide a summary if the salient point of discussions  Conclude the discussions on the story and highlights its relation with the main topicActivity 4 – A Typical dayObjective: To provide an opportunity for participants to learn 20 minssome time management strategies and apply them.Seating: Make the participants sit comfortably in circle or rows Blank sheet of paper and pen for each participant, flipchartStart the Activity: 1. Explain that if they do not organize their time, then they will make mistakes that will negatively affect their work 2. Have the participants make a list of all the different things they will have to do in one day 3. It may be easiest to have the participants think about their current responsibilities in a typical day at present, and then add new things they will start doing once they start working 4. Make sure that the participants include everything they normally do in a day, including eating meals, talking with friends, going to movies etc. 5. Explain that there are two things to think about when deciding what to do and when: a. Identify which things are the most important b. Identify which of these things can only be done at a specific time 6. Bring the participant together and write down all of the different things that have been listed, on a flip-chart, marking which ones are important and which ones need to be done at a specific time 7. Create an imaginary schedule for a working day, using some of the examples that have been written down. 8. Use the participant's input to create the schedule, and explore different ways of organizing one's timeSummary:  Do a quick summary of the lesson including points from the last lesson as well.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity138

14. MONEYMANAGEMENT Money management helps one manage His/herwealth, in income or wealth, in a more efficient way. Efficient money Management means, that afterdeducting. The expenditure there should be savings.An Important aspect in money management is that people should be able to differentiate between needs, wants and desires. 139

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Money Management Lesson 14.1 - MandatoryIntroductionThis session seeks to help you recognize the importance of money management or budgeting.Money management deals with how efficiently you manage your income. This session also makesyou aware of the differences between needs, wants, and desires.DefinitionsMoney Management refers to the processes of budgeting, saving, investing, spending to efficientlymanage your resources for particular purposes.Need for money management: Your requirements can be differentiated as needs, wants and desires.  First allocate money for needs or essentials – food, clothing, shelter, medicine and education  Then put aside money as savings  Keep some money aside as disposable income – you may want to buy jewelry, perfume, a music player or a bike.Your basic needs have to be taken care of first, only after having allocating money for them can youthink of spending money on your wants and desires.Learning Objectives  Recognize the need to manage their income  Recognize the need to save  Recognize the need to anticipate misfortune  Recognize the need to put aside money for essentialsIntroductory Activity: 20 minutesThis activity involves narrating this real life issue:I am working as a date entry operator with a monthly income of Rs. 2000. My father is a diabetespatient, and his monthly medical expenses run up to Rs. 500 a month. My sister is studying in schooland the monthly fee is Rs. 200. Apart from these expenses, there are other household expenses thatI need to take care of. I need to save money for my sister’s marriage. What do I do?Discussions:Ask participants what they would do in such a situation. Ensure a lively discussion and help themconnect the issue with the concept of money management. 140

Summing up:  Recap the salient features of money management  Recap main points of emerging out of the participants discussions  Conclude the discussion on the story highlighting its relationship with the main topicActivity 1 – Needs and Wants 20 mins Objective: To enable participants realize the difference between Blank sheet of paper wants, needs and desires and pen for each Seating: Make the participants sit comfortably in rows participant, flipchartPreparation before Activity: 1. Have one piece of flip chart paper with an amount in Rupees written on top that represents enough money for the participant to buy food to live for one week 2. Take a second piece of flip chart paper with an amount in Rupees written on top that represents enough money for a participant to buy food and pay for other basic necessities like rent toiletries, clothes for one week. 3. Take a third piece of flip chart paper with an amount in Rupees written on top, that is enough money for a participant to buy food, necessities and some luxury items like sweets, magazines, cassettes for one week.Start the Activity: 1. Show the participants the first flip chart and ask them if they had only this amount of money to live on for one week, what would they spend it on? 2. Write their answers underneath the amount, and tape the paper on the wall. 3. Do the same activity for the 2nd and 3rd flip charts, but phrase the question like- If you had this extra money for the week what else would you buy? 4. Again write their answers underneath the amount and tape the paper up on the wall 5. Discuss with the participants the importance of determining what you must have to live now, which is a need, and something which you would like to have but is not essential for life now 6. Go through the flip charts from 1 to 3, read out each of the items that were listed and ask the group whether the item is a need or a want, write N or W accordingly alongside each item mentioned 7. Now tally all the W’s and N’s on each respective flip chart, and write the total at the bottom of the flip chart 8. Look at the differences between the flip chartsDiscussions:Discuss various aspects of the activity with the participants. These may include:  What did the number of wants increase from the first flip chart to the second?  Is it responsible to spend money on the wants just because you have it? 141

Summing Up: 40 minsAsk participants: No special material  What did they feel while participants in the activity? required  Quickly recap the ideas of needs and wantsActivity 2: Benefits of Money Management Objective: To enhance the students’ understanding of practical money management, and its benefits Seating: Make the participants sit comfortably in groups of 3-4Start the Activity: 1. Each student will share their usual money management practices within his group 2. They might also cite instances where they save money or spent wisely. 3. Each student will put forward his/her best instance of money management. 4. Each group will decide one student within that group who has managed money the best. 5. The facilitator now explains that the chances of such a person being promoted are HighestDiscussions:Ask participants the following questions:  What did you learn from this lesson?  What practices did you like?  How will you implement such resource management techniques in your everyday life?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 we have to be responsible about how we manage our money. We need to save for essentials. We also need to keep some money aside as savings. Remember too, to protect your source of income – which means if you are in a job, learn to respect the fact that it is helping you survive.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity.142

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionMoney Management Lesson 14.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – The Story of JabulaniObjective: To bring out the important aspects of money 20 minsmanagementSeating: Make the participants sit comfortably in a semi circle No special material requiredStart the Activity:This activity involves narrating the story of JabulaniA long time ago there was a boy named Jabulani. One day, in the early morning, Jabulani was walkingalong a dirt road. As he was walking, he noticed an old barn at a distance. As he approached closer,he saw that the barn badly needed repair. Something urged him on to explore further, and he wentinto the barn. There he saw a machine, to his amazement he saw that the machine was spitting outgold coins. Jabulani collected as many gold coins as possible. He began to visit the barn often andwith the gold he bought many things for himself. He never told anyone about the barn and where hismoney was coming from. One day, as he was walking towards the barn, he saw that it lookeddifferent. The barn had broken down. Inside, the machine was damaged. Jabulani felt ashamed ofhow short-sighted he was. He could have spent money and repaired the barn. Had he taken care ofwhere his money was coming from, it would still be there today.Discussions:Self ReflectionNow that you’ve learnt the story of Jabulani, spend about ten minutes reflecting on the story. Thinkspecifically about the following – If you were to have a source of income like Jabulani, What wouldyou have done with the money? How would you have protected the source of money?Discussion with PartnerNow that you’ve had time to reflect on the story, turn to your partner and discuss the story.Specifically discuss about the following questions –Do you have any concerns about being able tomanage that money responsibly? What do you think would be a responsible way of managing yourmoney?Summing up:  Recap the salient aspects of the topic on Money management. 143

 Provide summary of salient points of the discussions  Conclude by saying how The Story of Jabulani illustrates the need to spend money wisely.Activity 4: Birthday PartyObjective: All students will be provided an opportunity to learn 30 minshow to manage time and moneySeating: Make the participants sit comfortably in 2 groups Blank sheet of paper and pen for each participant, flipchartStart the Activity: 1. Divide the participants into two equal groups. 2. Provide flip charts to both groups. Ask first group to arrange the party with an amount of Rs 100. 3. In the same manner ask the second group to arrange the party with Rs1000. 4. Give each group 15 minutes. 5. Ask each group to give a presentation on their planning (include inviting, arranging food/snakes, decorating etc.)Discussions:Discuss various aspects of the activity with the participants:  How did they feel about participating in this activity?  Can they distinguish between needs and wants?Summary  Summarize the topic, ‘Money Management’  You may conclude by saying that we have to be responsible about how we manage our money. We need to save for essentials. We also need to keep some money aside as savings. Remember too, to protect your source of income – which means if you are in a job, learn to respect the fact that it is helping you survive.144

15. HANDLINGRESPONSIBILITIES 145

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Handling Responsibilities Lesson 15.1 - MandatoryIntroductionWelcome to the topic Handling Responsibilities. An individual has certain responsibilities towardsoneself, towards family and friends. There are various types of responsibilities an individual has tohandle in the work place as well. In this topic, we shall provide an understanding of handlingresponsibilities in each of these areas.Definitions:Responsibility means a duty that one is expected take care of. A person would be required to behandling responsibilities in different areas.Responsibilities towards SelfSome of these responsibilities stem from one’s expectations. Eg: Kumar expects to become aprofessional sportsperson. He has the responsibilities of keeping himself physically fit and trainingregularly. Reena wants to join the Indian Air Force. Her responsibilities towards herself may include\"getting strong education\" and \"stay focused on goal\".Responsibilities towards FamilyThe family may consist of Father, Mother, Brothers, Sisters, Spouse, and Children etc. Theresponsibilities towards your family are influenced and defined by several factors such as socio-economic background of the individual and family. Eg: Anwar has the responsibility of helping hisfather at his shop in spare time. Rita has the responsibility of helping his mother by taking care of herlittle sister when her mother is busy at work.Responsibilities towards FriendsThese are neither quite general nor applicable universally. But when one expects to have long-standing and fulfilling friendships, there are some responsibilities to be handled. Theseresponsibilities too arise from socio-economic environment, background of individuals, expectations,etc. Eg: John has the responsibility of helping his friend overcome his shyness. Reena is responsiblefor maintaining the trust that her friend has placed in her.Responsibilities at the Work PlaceOne of the most common set of responsibilities is defined by the nature of the job and the jobdescription. Eg: A salesperson is responsible for fulfilling the sales quota assigned by themanagement. He is also responsible for keeping his customers satisfied. A nurse is responsible forpatient care and helping the doctor. No individual works in an organization in isolation. When oneworks in a team and interacts with colleagues, there are other additional responsibilities that onehas to handle. One needs to understand one’s responsibilities in the work place clearly and actaccordingly.Learning Objectives  Understand the responsibilities towards self, family, community and workplace 146

 Recognize the importance of handling responsibilities effectivelyIntroductory Activity: 20 minutesThis activity involves narrating the following real life issue:Rani: Hello Tina. You look so upset. Why?Tina: My parents tell me that I am very irresponsible. They say that I am not helping the family by spreading all my time outside the home. But all I am doing is spending time at school and them learning about social interactions with friends.Rani: what kind of responsibilities at home do they want you to handle?Tina: No idea, really. We cannot talk to one another for a minute before a fight erupts. I have To idea how to be happy and still satisfy my parents.Discussions:Ask participants about their thoughts on the issue and suggest ways to handle this situation.Reiterate the idea of handling responsibilities and how that plays an important role in our day to daylives.Summing up:Sum up the discussion with definition of handling responsibilities and we have variousresponsibilities in different spheres of life.Activity 1 – Expectations, roles and responsibilities 20 mins Objective: To list down expectations, roles and responsibilities of Blank sheet of paper participants during the Life Skills Program and pen for each Seating: Make the participants sit comfortably in a semi-circle participant, flipchartStart the Activity: 1. Ask the participants to list the day to day responsibilities they handle 2. Help them identify their regular responsibilities that they handle day to day. Help them by giving required examples for them to relate and prepare relevant responsibilities. 3. Ask these questions and let the participants list down their answers- a. What are qualities of a good facilitator? b. What are qualities of a good participant? c. What should participants expect from this Program? d. What are the roles and responsibilities of a facilitator and participant?Discussions:  Encourage discussion on the expectations, roles and responsibilities of both participant and facilitator.  Ensure that you dispel any unrealistic expectations on part of the participants, towards the program. 147

Summing up:Sum up by reiterating the expectations, roles and responsibilities of both participants and facilitator.Reinforce the fact that it is important for both to handle respective responsibilities in order to fulfillthe expectations.Activity 2: Being Responsible 20 mins Objective: To help the students understand how responsible they No special material are required Seating: Make the participants sit comfortably in a semi-circleStart the Activity: 1. Tell the participants to form groups of 3 to 5 2. Tell them to share experience where they were given a huge responsibility. 3. Tell them to identify instances where they did not act responsibilityDiscussion:Ask them to present these ideas to their group, and summarize their points in classSummary  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 handling responsibilities is an extremely important life skill. Responsibilities are defined through a variety of factors. Some main ones are expectations, roles, and regulations. An individual has several types of responsibilities. They are: Responsibilities towards self, Responsibilities to one’s Family, Responsibilities to one’s friends, Responsibilities at the Work Place  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity148

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionHandling ResponsibilitiesLesson 15.2 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – Seating Rules and Regulations: 20 minutesObjective: To set out the rules and regulations at the training 20 minscentreSeating: Make the participants sit comfortably in rows Blank sheet of paper and pen for each participant, flipchartStart the Activity: 1. Tell the participants that instead of handing down a set of rules & regulations to participants, it is useful to make them participate and draw a set of rules and regulations. 2. Ask the participants to reflect on the following questions: a. How should I make use of this program? b. What are the basic things I have to follow to maximize gain? 3. Ask each person to present their answers, and note them on the flip-chart.Discussions:Have a lively discussion about the thoughts shared by the participants. Together with the class, try toframe rules and regulations following what the participants have said.Summing up:You may conclude by saying that it is important to follow certain rules and regulations to get the bestout of a learning environment or a workplace.Activity 3 – What is expected from each Participant? 20 mins Objective: To list down what is to be expected from participants at Blank sheet of paper the center and pen for each Seating: Make the participants sit comfortably in rows or in circle participant, flipchartStart the Activity: 1. Help the participants go through what is expected from them, as follows: a. Each participant should complete the entire training module b. Each participant should have 100% attendance. In case they are not able to attend a class for unavoidable reasons, they are responsible for getting the message to their facilitator c. Each participant should participate actively throughout the sessions 149

d. Each participant should write all tests, complete all portfolio assignments e. Each participant should provide feedback, both negative and positive, and should always be honest and open regarding their experience in the class 2. Once all expectations are stated, ask participants to convert them into rules to be followed in the class 3. Ask them to also frame responsibilities and the people responsible to ensure adherence to them 4. Collect signatures of the participants on a chart, listing their responsibilities symbolizing a pactSummary  Do a quick summary of the lesson including the points from the previous lessons of the same topic.  You may conclude by saying that we are required to handle responsibilities at various levels – self, family, friends and workplace. Briefly state the roles and responsibilities of both the participants and facilitators in the life skills program and wrap up the session.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity 150