LIFE SKILLS-2

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LIFE SKILLS:

LIFE SKILLS

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Ice breaker

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Ground rules Group formation- (10 only ) In your group workout… One factor that would enhance learning. One factor that would hamper learning. And nominate one facilitator from your group. Caution: Please listen patiently and share when your turn comes Please avoid repetition. Special: Two participants to volunteer for reporting & giving feedback.

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Introduction to life skills

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LIFE SKILLS Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. (WHO) Self-awareness Empathy Critical thinking Creative thinking Decision making Problem solving Interpersonal relationships Effective communication Coping with emotions Coping with stress

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Self-Awareness Self-awareness includes our recognition of ‘self’, of our character, of our strengths and weaknesses, desires and dislikes. Developing self-awareness can help us to recognize when we are stressed or feel under pressure. It is also often a prerequisite to effective-communication and interpersonal - relations, as well as developing-empathy for others. Dealing with Emotions Dealing with emotions involves recognising the emotions within us and others, being aware of how they influence behaviour, and being able to respond to them appropriately. Intense emotions like anger or sadness can have negative effects on our health if we do not respond appropriately.

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Creative thinking contributes to both decision making and problem solving by enabling us to explore the available alternatives and various consequences of our actions or non-action. It helps us to look beyond our direct experience, and even if no problem is identified, or no decision is to be made, creative thinking can help us to respond adaptively and with flexibility to the situations of our daily lives. Critical thinking is an ability to analyze information and experiences in an objective manner. Critical thinking can contribute to life by helping us to recognize and assess the factors that influence attitudes and behaviour , such as values, peer pressure, and the media.

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Decision making helps us to deal constructively with decisions about our lives. This can have consequences for life if young people actively make decisions about their actions in relation to health by assessing the different options, and what effects different decisions may have. Problem solving enables us to deal constructively with problems in our lives. Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain.

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Effective communication means that we are able to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations. This means being able to express opinions and desires, but also needs and fears. And it may mean being able to ask for advice and help in a time of need. Interpersonal Relationship Skills help us to relate in positive ways with the people we interact with. This may mean being able to make and keep friendly relationships, which can be of great importance to our mental and social well-being. It may mean keeping good relations with family members, which are an important source of social support. It may also mean being able to end relationships constructively.

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Coping with Stress is about recognising the sources of stress in our lives, recognising how this affects us, and acting in ways that help control our levels of stress. This may mean that we take action to reduce the sources of stress, for example, by making changes to our physical environment or lifestyle. Or it may mean learning how to relax, so that tensions created by unavoidable stress do not give rise to health problems. Empathy is the ability to imagine what life is like for another person, even in a situation that we may not be familiar with. Empathy can help us to understand and accept others who may be very different from ourselves, which can improve social interactions, for example, in situations of ethnic or cultural diversity.

What is empathy?:

What is empathy? Empathy is trying to place oneself in another’s shoes as if the person’s problems are one’s own. Accurate empathy is the ability to enter the student’s world and see things from their perspective. One has to step outside one’s own perspective To have an empathic response is not recalling one’s own experiences It is learned through a laborious process of listening and genuinely feeling for another

What does accurate empathy demonstrate?:

What does accurate empathy demonstrate? The experiences being heard and understood It leads to a greater capacity of exploring and accepting previously denied aspects of the self Facilitates in self-expression without inhibition The counsellor gets further opportunities to understand the person.

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Experiencing life skills Read the story of The Carrot, egg and coffee bean on page 45 of the CBSE – Teacher’s Manual on Life Skills, and answer the following questions: 1. Which are the life skills you feel emerge strongly in this story? ______________________________ 2. Has the story touched you? Why? _________________________________ 3. Are you a carrot, an egg or a coffee bean? _______________________________________

Role Plays :

Role Plays Page – 34-36 DAVIIER’s Teacher’s Handbook _________________________ Home Assignment for Day-II

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DAY - 2 Good Morning

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GROUPS PRESENTATIONS

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KEY MESSAGES

LEARNING TO HANDLE DIFFICULT SITUATIONS :

LEARNING TO HANDLE DIFFICULT SITUATIONS KEY MESSAGES: Decision making is a process which requires lot of practice. Decision making involves the identification of problem accurately. The next step includes collecting all the relevant information using the six helpers – What? Why? When? Where? How? Who? Then comes brainstorming on different possible solutions. Carefully analyzing all the possible solutions that has been listed, is another important step to be followed. And then finally, one alternative could be chosen. This choice will be based on your information, advantages, disadvantages, values and feelings. And in the end, one more step which mostly people forget is evaluating the decision. Did it work? Why/Why not?

CREATIVE THINKING AT WORK:

CREATIVE THINKING AT WORK Key messages: Creative thinking helps us deal with our problems, situations in our daily lives. Thinking about the problem from different perspectives, also helps us to be more open and confident about our decisions.

UNDERSTANDING FEELINGS :

UNDERSTANDING FEELINGS Key Messages: Sometimes we feel good, and sometimes we feel bad. Both kinds of feelings are normal. People can have different feeling for the same situation. Exploration of one’s feeling is important to manage the emotion.

SELF AWARENESS :

SELF AWARENESS Key Messages: Self-awareness refers to the conscious understanding of your thoughts, feelings, actions and interpersonal connections. Increased self-awareness can help you gain insight into the factors that influence your external world as well as your internal beliefs, values and morals.

LET’S COMMUNICATE EFFECTIVELY :

LET’S COMMUNICATE EFFECTIVELY Key Messages: Communication not only involves speaking but also listening. Communication has both the variables of verbal and nonverbal. Inconsistency among both can lead to distortion in understanding messages clearly.

MY INTERPERSONAL RELATIONSHIPS :

MY INTERPERSONAL RELATIONSHIPS Key Messages: Effective communication is the key of good interpersonal relations. Communication is not important only to start a relationship but also to maintain and end the relationship constructively. Recognizing and dealing with one’s feeling is important skills needed in the life of everyone’s lives.

STRESS AND ITS MANAGEMENT:

STRESS AND ITS MANAGEMENT Key Messages: Stress is natural and is part of everyone ‘s life. Stress is a normal part of everyone’s life. One needs to adopt positive coping strategies to deal with stress rather than resorting to smoking, alcohol or other substances of abuse.

Life Skills- a continued effort…:

Life Skills- a continued effort… Reinforcing and Supporting Eg . Self awareness- getting to know about oneself self control rights and responsibilities Communication- basic verbal and nonverbal skills Assertive communication resisting pressure without stress

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INTERDEPENDANCE OF DIFFERENT SKILLS

Interdependence between Life skills:

Interdependence between Life skills SELF AWARENESS + CRITICAL THINKING

EFFECTIVE COMMUNICATION:

EFFECTIVE COMMUNICATION Critical thinking+ Empathy+ Creative thinking

WORKING TOWARDS YOUR GOAL:

WORKING TOWARDS YOUR GOAL SELF AWARENESS + CRITICAL THINKING + CREATIVE THINKING

INTERPERSONAL RELATIONSHIP:

INTERPERSONAL RELATIONSHIP SELF AWARE NESS + EFFECTIVE COMMUNICATION +EMPATHY

ROADMAP FOR LIFE SKILLS…………VALUES:

ROADMAP FOR LIFE SKILLS…………VALUES Knowledge Reducing vulnerability of children Positive behaviour Attitude Values life skills for psychosocial competence + +

Path to a Positive Attitude:

Path to a Positive Attitude Awareness: We need to be aware of what we are thinking so that we can train our mind and become aware of our thoughts, thinking pattern and tendencies. Acceptance : Of what we are. We need to develop a spirit of love, brotherhood and compassion towards each other. Acceptance is the stepping stone to thinking. Attitude : If we have accepted what lies within our thoughts, we can change the way can change the way we look at others, situations etc. Positive thinking affects the body vibrations in a positive manner.

Positive attitude manifests in the following ways:

Positive attitude manifests in the following ways Positive thinking - Not giving up. Constructive thinking - Looking at failure and problems as blessings in disguise. Creative thinking - Believing in yourself and in your abilities. Motivation to accomplish your goals- Displaying self-esteem and confidence. Expecting success & optimism - Seeing opportunities. Being inspired & choosing happiness - Looking for solutions.

VALUE System :

VALUE System Inculcation of Constitutional Values in young Learners: To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem . To cherish and follow the noble ideals which inspired freedom struggle To uphold and protect the sovereignty, unity, integrity of India.

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To defend the country and render national service when called upon to do so . 5. To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women. 6. To value and preserve the rich heritage of our culture.

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7. To protect and improve natural environment. 8. To develop scientific temper and the spirit of enquiry. 9.To safeguard public property and to abjure violence. 10.To strive towards excellence in all sphere of individual and collective activity which leads to higher level of performance.

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Emotional Intelligence Freedom Respect Identify Progressive Appreciation (Differences) Dignity of Labor Non- conservatism Sensitivity Knowledge Creativity Emotional Stability Non-Stereotyped Identity Human Right Equality Universal Outlook GENDER SENSITIVITY GENDER SENSITIVITY

Why Focus on Adolescents?:

Why Focus on Adolescents? Large human resource (22% population) Caring, supportive environment will promote optimum development – physical, emotional, mental. Their behaviour has impact on national health indicators like total fertility rate, maternal and infant mortality rate and contraceptive usage rate. Adolescents are vulnerable to STIs, HIV/AIDS, sexual abuse Adolescent sexuality has implications on marriage, continuation of studies, pregnancy. Health of girls has inter-generational effect.

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Who are Adolescents Adolescents: 10-19 years Youth: 15-24 years Young people: 10-24 years Growth phases: Early adolescence: 10-13 years Mid adolescence : 14-16 years Late adolescence: 17-19 years

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Characteristics of Adolescence Significant period in life that signals a shift from childhood to adulthood. Period of rapid physical, psychological and social maturation. Stage of Experimentation Difficulties faced during this period Peer pressure Identity Crisis Experimentation Less information about the physical changes- unable to handle changes Mood Swings Lack of Communication Generation Gap

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Frame work of learning Knowledge refers to a range of information and its understanding. To impart this knowledge, teachers may combine instruction on facts with an explanation of how these facts relate to one another. Skills are abilities that enable people to carry out specific behaviours . Attitudes are personal preferences and subjective assessments that predispose one to act or respond in a predictable manner. E.g. gender sensitivity, respect for others, or respecting oneself.

Planning pyramid:

Planning pyramid GOAL OBJECTIVES CONTENT METHODS

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Teaching & Learning Methods for Life skill education: Brain Storming. Class Discussion Demonstration & Guided Practice. Role Play. Small Groups. Educational Games & simulations. Case Study & Anecdotes. Debates. Cultural Activities – Eg. Art, Music, Dance & Theaters.

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COUNSELLING MICRO-SKILLS

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The teacher has to go beyond his/her role of teaching and acquire the role of a counsellor too. How can teachers help ?

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Role of a teacher – Tell students about purpose of education in the Schools. Build one to one relationship with students Know everything about your students Make students aware of realities of life Inspire students to face problems with braveness Apprise students about probable dangers and hazards in and around school campus Is their a difference between a teacher and a Counsellor’s role?

In the role of a Counsellor:

In the role of a Counsellor Two Important things to remember always- All behaviours have a purpose All children want to be loved and appreciated

What counselling is not ? :

What counselling is not ? Counseling is not giving advice. A counselor creates a situation in which the person in question is able to find own solution to his or her problem

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One is feeling overwhelmed or depressed one needs someone to listen and help to work out what’s most important an issue or situation is seriously affecting ones day-to-day life one can’t make important decisions and are not sure what to do next. Counseling is definitely worth considering when:

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Non-judgmental and accept others empathize Believe Respect and allow one to work through ones experiences and emotions Respectfully challenge the perceptions or position when it’s necessary What makes a good counselor ?

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What makes a good counselor ? Have faith in ones ability to work through ones problems Allow one to make his/her own choices and respect the decisions taken. Be trustworthy and sensitive Maintains confidentiality

Becoming a Teacher Counsellor:

Becoming a Teacher Counsellor Pay attention; observe what the child is doing and the context. What are the other children or adults around the child doing ? What has been going in the child’s life Assess the situation, paying attention to the child’s usual behaviour, maturity level, and temperament

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Sometimes behaviour can be “normal” or “appropriate” for a child’s age but still unacceptable to adults Make a plan to deal with the problem – by speaking and making him/her feel safe and appreciated and modeling the better behaviour

Skills of a Counsellor:

Skills of a Counsellor Focus on all age groups. Help children to learn appropriate social skills, It will help them grow as good human beings Create a culture that fosters good social skills. School rules should be clear, consistent, and enforced. Schools may provide visual reminders, such as posters and key phrases, and key thoughts throughout the building.

Active listening:

Active listening Active listening is expressed by: Counsellor’s verbal and nonverbal cues Genuine concern for the client Making eye contact Assuming relaxed posture to make the client feel relaxed Being attentive and congruent Appropriately responding to facilitate free expressions and deeper understanding

CASE:

CASE Suppose the performance of most intelligent student of your class comes down. Suppose the students share with you that they are unable to concentrate on their studies. If children do not submit assignment and project in time. If the children refuse to participate in a dance competition just at the last moment. If you see children smoking on the campus.

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If children start taking beer on parties. If children share with you that there is frustration because of too much restriction at home. If children are stressed out with too high expectations from the parents. If children feel depressed during preparatory holidays for examinations. If a child does not mix up with others in class and does not participate in any activity. If you feel that students are spending too much time on T. V., Computer and Mobile.

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Volunteers – for Feedback Home Task: Preparing activities for sessions with Students

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DAY - 3

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SESSION With STUDENTS

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Assessment, Evaluation & Improvement

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Highlights of Revised Features of Scholastic and Co-scholastic Areas : Classes : VI- X Scholastic Areas: Assessment will be twice a year. Assessment on 9 Point Scale: ( A1 to E2) Numerical Assessment to be converted into grades. 2) Co-scholastic Areas: Assessment will be once in a year . Assessment on 5 Point Scale: ( A to E ) Numerical Assessment to be converted into grades. Fixed list of Behaviour Descriptors.

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PART-2 : Co-Scholastic Areas 2 (A) Life Skills 2 (B) Work Education 2 (C) Visual and Performing Arts 2 (D) Attitudes and Values PART-3 (A): Co-Scholastic Activities ( Any Two) Literary and Creative Skills 2. Scientific Skills Information and Communication Technology 4. Organizational and Leadership Skills PART-3 (B): Health and Physical Education ( Any Two) 1. Sport / Indigenous Sports 2 . NCC/ NSS 3 . Scouting and Guiding 4. Swimming 5 .Gymnastics. 6 .Yoga. 7 .FirstAid 8 . Gardening/ Shramdan

DETAILS OF BEHAVIOUR DESCRIPTORS PART – 2 CO-SCHOLASTIC AREAS :

DETAILS OF BEHAVIOUR DESCRIPTORS PART – 2 CO-SCHOLASTIC AREAS Sub-parts Area/Skill Class No. of Descriptors 2A Life Skills VI-VIII IX-X 50 30 2B Work Education VI-X 10 2C Visual & Performing Arts VI-X 20 2D (3) Attitudes and (10) Values VI-X 70

PART – 3A-CO-SCHOLASTIC ACTIVITIES (ANY TWO) :

PART – 3A-CO-SCHOLASTIC ACTIVITIES (ANY TWO) S. No Area/Skill Class No. of Descriptors 1 Literary & Creative Skills VI-X 10 2 Scientific Skills VI-X 10 3 Information & Communication Technology VI-X 10 4 Organizational & Leadership Skills VI-X 10

PART – 3B-CO-SCHOLASTIC ACTIVITIES (ANY TWO) :

PART – 3B-CO-SCHOLASTIC ACTIVITIES (ANY TWO) S.No Area/Skill Class No. of Descriptors 1 Sport/Indigenous Sports VI-X 10 2 NCC/ NSS VI-X 10 3 Scouting and Guiding VI-X 10 4 Swimming VI-X 10 5 Gymnastics VI-X 10 6 Yoga VI-X 10 7 First Aid VI-X 10 8 Gardening/ Shramdan VI-X 10

TOOLS AND TECHNIQUES OF EVALUATION :

TOOLS AND TECHNIQUES OF EVALUATION Tools are the instruments and means used for measuring the learning outcomes and techniques are the methods and ways. The various methods are: Observation : Used to assess the learners during varying times and over times for detailed observations of behavior as well as interests, challenges, patterns/trends. Checklist : A list of criteria that teacher determines are important to observe in a child at a particular time.

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Portfolio : Collections of evidences of learner’s work over a period such as specific photographs, paintings, models, finished products, special achievements, narrative reports and records etc. Anecdotal Records : Running cumulative description of actual examples of behavior as observed by teachers and counselor. Narrative Reports : A comprehensive report of the learner in a holistic manner. Reports can be incorporated in portfolio. Rating Scale : Record the degree to which the presence and absence of a particular ability, skill or process is found in learners.

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Descriptive Indicators : Thinking Skills: A - is original, flexible, fluent, raises questions, takes responsibility and builds on new ideas. B- is imaginative, identify a problem, generates new ideas and can take a decision. C is flexible, raises questions and implement well thought out decisions. D- Imaginative, generates new ideas and builds on them. E- Needs improvement

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ROLE OF MASTER TRAINER Conduct workshops for teachers of other subjects, learners and parents. Facilitate and monitor the integration of LS in co-curricular activities in schools with students. Compile assessment data for remedial training. Send duly filled in feed proformas to RD office and DAVIIER. Prepare Peer educators.

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ROLE OF PEER EDUCATORS Prepare stories as medium for developing life skills. Acting as bridge between adolescents and adults. Collect stories reflecting life skills and they can be used by the language teachers for comprehensive passages. Collect more resources from the print media that can be used to reflect upon. Make picture books, comic strips and cards based on stories. Technology can be used to prepare resources on stories compiled from different regions.