25 March, 2010

hellooo

Hellooo to everyone who is following our blog.
We have just completed Phase II of MIG 2008 successfully. Within a few days I will post the comments of the participants. The comments I am referring to are from the Programme Evaluation forms all the participants filled in.
In the last session we covered the topic 'Understanding "self"'. We discussed
  • self concept
  • self esteem
  • self image
  • Ideal image
  • self awareness
  • self identity
I think 'self' is a very interesting topic. It is one of the most difficult topics in Life Skills. The focus of our work is on facilitating self-understanding and enhancing self-esteem.
Kant, the German philosopher, proposed that self-knowledge is the beginning of all wisdom’, thus if we know ourselves well it would give a good foundation on which to build our lives. This knowledge would enable us to know our likes and dislikes, strengths and weakness, which would allow us to change our negative behaviour, maintain self-control and become more responsible humans.
When people know themselves they can maximize outcomes because they know what they can and cannot do’

Anything Fabric

Anything Fabric

How to Play: Participants stand in a circle. The teacher shows the fabric to the students, saying "What could this piece of fabric be? We are going to pass it around the circle and each of you will show us something that it could become."

The teacher demonstrates, turning the fabric into something (for suggestions, see list below) and then says what it is .

The fabric is passed from child to child , with each student sharing an idea.

If an idea is repeated, such as "a hat", the teacher asks the student to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice or even more. We played it the participants of the MIG phase II teachers in the evening after class and the fabric traveled round the circle three times.

A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric.


a duster

a sari

a dhoti

a loin clothe ( लंगूत)

a diaper

a stainer

15 March, 2010

Fabulous February 4th session -

date.20.2.2010
10.00 am - to -1.00 pm ..

General session.....EMPATHY

post lunch - 2.oopm to 5.30pm

  1. "Change" (doing things differently ,in pairs,atypical actions)
  2. "Blind walk"
*playing both the roles ( being blind and also being guide)
*Variations of blind walk.
- with touch or holding hands
- spoken instructions only
3. convince me.


date 21-2-2010

morning -10.00am to 1.00 pm

  • Empathy role plays (perspective taking)

  1. Star story
  2. Four strangers wake up in a strange hotel room in a strange town
  3. every body shrinks (size change)
  4. seven in a one blow
  5. stranger arrives from a different era.

post lunch -2.00pm to 5.30pm

General session-

01 March, 2010

Tolerance

Tolerance

In the aftermath of the recent terrorist attacks on the soil of our country, all of us have been looking for ways to regain control of our lives and to cope with feelings of horror, loss, fear, and anger. For our children's sake--as well as our own--it is vitally important that we use only positive ways to deal with our emotions. We now have an opportunity to instil in our children some of the most valuable lessons they will ever learn about tolerance-extended not only toward their own friends and family, but toward all the innocent members of society.
If, on the other hand, we let ourselves fall into a destructive pattern of hatred, racism, and revenge, we risk instilling in our children those very same harmful traits and perpetuating a cycle of violence.
In reaction to the recent events, many people lash out--verbally, if not physically--against people who come follow different religions. While many of us feel the need to express our anger about the vile acts that took place, it's important that you take the time to think long and hard about the message you are sending your children. Help them to respond in a healthy way instead of falling prey to the urge to act destructively on their natural feelings of anger.
Tolerance is an attitude of openness and respect for the differences that exist among people. The concepts of diversity and tolerance can also be related to gender, people with physical and intellectual disabilities, and other differences, too.
Tolerance means respecting and learning from others, valuing differences, bridging cultural gaps, rejecting unfair stereotypes, discovering common ground, and creating new bonds. Tolerance, in many ways, is the opposite of prejudice. But does tolerance mean that all behaviours are accepted? No, I think behaviours that break social rules, like bullying, stealing and lying should not be tolerated Tolerance is about accepting people for who they are — not about accepting bad behaviour. Tolerance also means treating others the way you would like to be treated.
Like all feelings, tolerance is often taught in subtle ways. Even before they can speak, children closely watch and imitate their parents. Children of all ages develop their own values, in great part, by mirroring the values and attitudes of those they care about.
Many parents live and work in diverse communities and have friends who are different from themselves in some ways. Parents' attitudes about respecting others are often so much a part of them that they rarely even think about it. They teach those attitudes simply by being themselves and living their values. Parents who exhibit tolerance in their everyday lives send a influential message. As a result, their children learn to appreciate differences, too. Of course, celebrating differences of others doesn't mean giving up your own heritage. Parents can teach tolerance by example — and in other ways, too.
I read an interesting game that they do in the USA with 4-year-olds. Each child is given a lemon and given time to “get to know their lemon.” The children spend about 10 minutes playing with the lemon, rolling it around, throwing it or whatever else they want to do. Then, all the lemons are put into a bucket, and the children are asked to find their lemon. Amazingly, they always find their own lemon... When asked how they knew it was theirs, the children can point out specific characteristics of their lemon, such as lumps, bruises or colour differences. The teacher then remarks that people can also be different but once you get to know them, they become special to you.
Then they peel the lemons and ask the children to again pick out their lemons. This time they cannot because they all look the same. And that is the point. We are all the same on the inside.
It’s a 15-minute exercise but it stays with a child for life. Teaching tolerance is not about lecturing; it’s about exposing them to a variety of cultures and being a good example. If you treat everyone with respect, your children will too.
Talking together about tolerance and respect helps children learn more about the values you want them to have. Giving them opportunities to play and work with others is important as well. This lets children learn firsthand that everyone has something to contribute and to experience differences and similarities.
Notice your own attitudes. Parents who want to help their children value diversity can be sensitive to cultural stereotypes they may have learned and make an effort to correct them:
o Demonstrate an attitude of respect for others.
o Acknowledge and respect differences within your own family.
o Demonstrate acceptance of your children's differing abilities, interests, and styles.
o Value the uniqueness of each member of your family.
o Form an identity of yourself it is important
o Honour your family's traditions and teach them to your children and to someone
outside the family who wants to learn about the diversity you have to offer.
Learn together about holiday and religious celebrations that are not part of your own tradition. My children had the greatest opportunity to learn about diversity and celebrate it. We lived in a building with a Punjabi-Hindu family, two South-Indian –Hindu families, one Syrian-Christian family from Kerala, two Catholic families from Goa and one from Chennai ( the father is a Hindu from Bengal), one Jain, one Bohra-Muslim, one Parsi, one Muslim, one Bengali-Hindu and our family Gujarati-Hindu.!!!! We celebrated all the Indian festivals together. What fun all the children had when they lit the Holi fire and then ran up and down offering everybody slightly burnt coconut Prasad. We had sheer korma for Idd and Christmas cake to celebrate the birth of Christ.
I remember during the Mumbai riots when Muslims else where in the city felt unsafe Tyab uncle and Sakina aunty on the floor above us felt safe because Paresh reassured them the mob would have to pass our floor first to reach them. And he under no circumstances would let any harm come to them. My children learnt this and I am proud to say they have friends of all castes and religions. The best and most beautifully illustrated Mahabharata was gifted to my children by Tyab uncle!
Remember that children are always listening. Be aware of the way you talk about people who are different from yourself. Do not even make jokes that keep alive labelling Some of these may seem to be harmless fun, they can spoil all the learning of attitudes of tolerance. Answer children' questions about differences honestly and respectfully. This teaches that it is acceptable to notice and discuss differences as long as it is done with respect.
Keep in mind the powerful effect the media have on shaping attitudes. Point out and talk about unfair stereotypes that may be portrayed in the media. At ever step point out the wrong.
Remember that tolerance does not mean tolerating unacceptable behaviour. It means that everyone deserves to be treated with respect — and should treat others with respect as well.
Help your children feel good about themselves. Children who feel badly about themselves often treat others badly. Children with strong self-esteem value and respect themselves and are more likely to treat others with respect, too. Help your child to feel accepted, respected, and valued. Give children opportunities to work and play with others who are different from them.
When parents encourage a tolerant attitude in their children, talk about their values, and model the behaviour they would like to see by treating others well, children will follow in their footsteps. 

By
Dr Swaroop Rawal

See the change where "life skill programme" is running.

ઝાલા બીન્દુબા મહિપતસિંહ

રાજપુર પ્રાથમિક શાળા

તા.જી . ગાંધીનગર.

પરિચય- બીન્દુબા આ જ નાનકડા ગામ માં રહી ૮ વર્ષ થી કામ કરે છે.

વિષય- લાઈફ સ્કીલ થ્રુ ડ્રામા માં થી મારી શાળા રાજપુરમાં આવેલ બદલાવ.

1. બાળકોના અંદરો અંદર ના ઝગડા ઓછા થઇ ગયા છે.

2. બાળકો ને શાળા વધારે ગમતી થઇ છે.

3. બાળકો ને હવે રાજા નથી ગમતી.

4. બાળકો માં સ્ટેચ્યુ માઈમ ડ્રામા ની સ્કિલ ઘણી કેળવાઈ છે.

5. બાળકો થોડા સમય માં વધુ શીખતા થયા છે.

6. ગામના પ્રશ્નોના ડ્રામા બનાવી રજુ કરતા થયા છે જેથી તે પ્રશ્નો ગામના લોકો ને સમજાય અને તેના નિવારણ માટે વિચારતા થાય.

7. બાળકોની સર્જનાત્મકશક્તિ ખીલી છે.

8. બાળકોમાં નેતૃત્વ શક્તિ પણ ખીલી છે તેઓ હવે જાહેર માં બોલતા ગભરાતા નથી.

9. શિક્ષક ની હાજરી માં અપશબ્દો બોલવાનું તા ટાળે છે.

10. પોતાની જાત વિષે થોડું જનતા થયા છે એટલે કે સેલ્ફ અવેર્નેસ વધતી જાય છે.

11. કોઈ પણ વિષય આપવામાં આવે તો તાત્કાલિક તેઓ તે વિષય પર સ્ટેચ્યુ કે માઈમ કરતા થયા છે.

12. પોતાને આપેલું કામ જવાબદરી સાથે પૂરી ગંભીરતા થી કરતા થયા છે.

13. બાળકો વચ્ચે અંદરો અંદર નું અન્ડરસ્ટેન્ડીંગ વધ્યું છે.

14 February, 2010

Joy full January

Phase II

3rd session – 30/31January 2010

30.1.2010

Morning- 10.00 am -1.00 pm

General session

Post lunch- 2.00 pm- 5.00 pm

Effective Communication skills- Listening Skills

Eye Contact – focusing and maintaining

Game – Pair Conversation

  • Playing ‘catch’ with the ball in circle-

  1. Correct name and proper eye contact
  2. Correct name without eye contact
  3. Correct eye contact and incorrect name.

Non-Verbal Gestures – nodding and smiling

Game – Pass the ‘emotion’ with ‘Ooohhh!’ and ‘Aahh!’

Non-Verbal Barriers –avoiding eye contact

fidgeting

gestures of exasperation,

quick movements ,

closed arms


Being attentive and listening with respect and interest

Game- Sitting back to back and drawing

Empathetic Listening

Game – Blindfold game- following instructions to avoid hitting obstacles

Listening to yourself

  1. in two groups
  2. with friends instruction
  3. walking with friend including instruction.

31.1.2010

Morning

9.30 am – 11.30 am General Session- Effective Communication-

Communication Tree and Cycle of Effective Communication

11.30 am – 1.00 pm – in groups - Effective Communication (cont.)

Game – giving multiple instructions

clap sound

Post Lunch- 2.00 pm- 5.00 pm

Game- hear/ receive the sound and pass on the same sound

hear/ receive the sound and pass on a different sound

two persons converse and the third tries to guess- mood of conversation

  • correct expressions
  • inconsistent expressions
  • gibberish
  • from receiver's expression.

Drama in miscommunication

  • with physical barriers------ like deaf, dumb, color blindness,ETC.

Basic thought of L.S. programme

જો વ્યક્તીનો પોતાનો વિકાસ થાય તો તે તેના આસપાસ ના સમાજ નો ચોક્ક્સ પણે વિકાસ કરવા નો જ. મનુષ્યની એ જ સામાન્ય પ્રકૃતિ છે.લાઈફ સ્કિલ્સ માં વ્યક્તિ વિકાસ ના જ મહત્વ ના મુદ્દા શીખવવા માં આવે છે.

હવે ખ્યાલ આવે છે કે લાઈફ સ્કીલ પ્રાઈમરી સ્કુલ માં કેમ શીખવાડાય છે.

ચેપી રોગ ની જેમ લાઈફે સ્કીલ એ ચેપી પ્રોગ્રામ છે. તેનો ચેપ એક બીજા ને લાગ્યા વગર રહેતો જ નથી.

why do i like life skill programme?

રીફ્લેક્શન કરતા કરતા ધ્યાન માં આવ્યું કે લાઈફ સ્કીલ એવો પ્રોગ્રામ છે જે લક્ષ્ય સુંધી પહોંચવા નો રસ્તો કે રીત નથી બતાવતો પણ વ્યક્તિ ને જાતે જ રસ્તો શોધી લેવા તથા જાતે પ્રયત્ન કરી લક્ષ્ય સુંધી પહોંચી જવા માટે સક્ષમ બનાવે છે.લક્ષ્ય સુંધી પહોંચવા માં જે જે મુશ્કેલીઓ આવે તેનો સામનો કેવી રીતે કરવો તેમાંથી બહાર કેવી રીતે નીકળવું તે શીખવે છે માટે દુનિયા ના કોઈ પણ ખુણા માં આપણે હોઈએ કોઈ પણ કામ કરતા હોઈએ લાઈફ સ્કિલ્સ મદદરૂપ નીવડે જ છે.

આ પ્રોગ્રામ માં "કમ્પલ્સરી" એવો કોઈ શબ્દ જ નથી. તમે તમારી અનુકુળતા મુજબ ઈચ્છા મુજબ પૂરે પૂરી સ્વતંત્રતા થી તેને શીખી અને શીખવી શકો છો . તેમાં તમારા પોતાના નવીન પ્રયોગો કરવાની પણ છુટ્ટી છે.અને માટે દર વખતે એક જ ગેમ શીખવતી વખતે કઈ નવો જ અનુભવ થાય છે. એક ની એક જ ગેમ માંથી દર વખતે નવું શીખવા મળે છે.

12 February, 2010

A letter from Jignesh Goswami

Jignesh Goswami
5.2.2010
Respected Madam,
How are you?
I am writing a letter to share my latest experience at the Govindpur Madhyamic School. 348 students and 12 teachers attended my lecture. And the subject was one which is very dear to all of us- ‘Life Skills through Drama in Education’.
I started my lecture with the sentence….
Mentioning your name-Dr. Swaroop I acquainted them with them about how you introduced us to the concept of Life Skill learning through Drama in Education. I further went on to say that – ‘subject’ here is not drama or play or theatre…But it is about an innovative method in teaching and learning life-skills…It is about the process of doing drama and not the product of making a play…
The Chief Minister of our state Gujarat invited her to head the programme in using an innovative educational method to teach children life skills….
I highlighted the most important life skills which, I think, are: Value of Emotions, Self-awareness and effective communication… During my lecture I used examples given by Dr. when she was our facilitator..
I named my friends and peers and have a line to describe each of them…
• Bharatbhai- always teaching Life skills…every where
• Ramanuj- Reality of life for young people
• Rakesh- Life of the village and life skills
• Binduba- Heart of the life skills education
• Nima-mani- the school is the best institution for life skill education

Finally I got everyone to play the game - Do you like?!?

All the students and teachers were very happy and agreed with me concerning the contents of my lecture……..
 
Jignesh Goswami in our training programme with his lion mask!

08 February, 2010

The Change is a matter of insight!

Here is a letter from one of my trainee....
Patel Ghanshyam l.
Ravaliyavadar pra. shala
ta:drangadra
dist:surendranagar                                                                                        
                                                                                          
                           
 Dear Madam,
 I’m Ghanshyam
         1st of all, I am happy because now I love my school and class and student. Due to this training, I have become a loving teacher in our school. Now I feel that I have become ‘teacher’ in the true sense…for the first time.
 After the second training, day, this following changes have happened in my class and to me.
1.      I love my students and they also love me so much and also take care of me. One day I forgot my lunch box….. on  the second day I forgot my sweater... on the third day I  told my students, jokingly, that I’m not happy today because you can’t take care me….as I have not forgotten anything…. two students came running  to me and told me that... it will always be our duty to take care of you…you don’t worry.!!!
2.       Dear Madam, before this training in my student were not concerned for each other. They did not feel emotions like, sympathy for each other. Now after training I have noticed they really feel more emotion for each other ....they take care of other student and also care so much more for me …..Sometimes I think they care for me more than my wife does!.
I will give you an example …one day we went Gandhinagar for our school tour. On the return journey one boy named Vijay who was sitting by the window was feeling very cold because of winter breeze. So my student named p return Prakash told him please take my sweater…Vijay refused the offer. But Prakash insisted saying, please take my sweater you have fever.  Then Vijay took sweater. Prakash helped him. I love this moment my students shared with each other.
Another example of the gain through life skills training is …In our village lots of students live at field so one day a girl went at field to take care of the  buffalo and after return she picked big bors ( a kind of fruit) from the field. Not only for herself, not only for me but for the whole class. I am so impressed with this act of hers. I am so happy she cares for her peers and wants to share thing with them.
 In my class when students feel that I have wronged them ,I say “Sorry yaar” and when they are at fault they say “sorry sir, we will not repeat this mistake”.. I think this is a plus point/ good point of my class.
3.      I touched on the topic of gender education for some time. Now I’m happy because in my class they have lessened the differences between the girl student and the boy student. Now they think of themselves as ‘student’ fill that we are students
One day I saw...ek chokari chokara na sholder per hath rakhi ne vat karti hati....[ one girl had put her hands on a boys shoulder while talking]. They disregarded that she is girl and he is boy….good feeling after seeing that !!!!
4.      One student Shakti...te bahuj tofani []...daily 3 thi 4 tofan ni fariyad ave....tene hu roj fariyaad ave etle ubho karu ane prem thi kahu " beta tara thi avu na karay yaar..tara aa dost ne khotu lage ...ane tu dahyo che. kem tu aavu kare che?...have aavu naa karto ok?...sit down"  avu lagabhag 1 week karyu pachi ek divas tene bheti ne kidhu tu dahyo thayi gayo che te kem aavu karyu ..tena matha per haath fervyo ane kahyu have mane tara per visvash che k tu have tofan nahi kare...te divash thi Shakti ni fariyaad have aavti nathi ane bija students ne samjave che k tofaan na karay sir ne dukh thay really i m so happy.
One student Shakti …he is very naughty.. everyday there are 3-4 complains about him..as soon as there is a complain about him I make him stand up and tell him.” Child, you should not do this ..your friend will feel bad.. you are  a good child.. why do you do this? ..now do not repeat this ok? Sit down.” After about 1 week I called him near me, made him sit down and ran my hand through his hair patted him on his head lovingly and said,” Child, I have faith in you that you will not be naughty .” Since that day there are no complains about Shakti. In Fact I heard him telling some other students do not be naughty , Sir, will feel bad. I am so happy to see the transformation in Shakti…
5.      We prepared the statue of MAKARSNKRATI.
1st step was giving fodder for cow and giving chocolate for children.
2nd step was enjoying for kiting and
3rd step was one boy falls down from the terraceand everone is in shock.
but one boy told me- Sir, in 2nd step we should change… that one boy was enjoying cutting the other kite and another boy was sad as he his kite is cut….and I accept his advise and thanked him.
6.      1st January we welcomed 2010 with ‘emotion ni rangodi ni compitition’ [ Rangoli competion of Emotions] yojel jema badha students khubaj saras rite envolv thai ne bhag lidho ane ame badha techers bhega thai ek big smile emotion dori welcome 2010 lakhelu jena photograps pan che...
1st January we welcomed 2010 with ‘emotion ni rangodi ni compitition’ [ Rangoli competion of Emotions] All the students were involved in the activity and participated well. All the teachers got together and drew a huge smiley face to welcome the New Year…and took photographs…
I think this training for me the best training of my life and it is good for not only my school but also for me….now for 24 hours I think  about my classroom and  my student. I really am thankful dear Swaroop madam And to CM sir Narendrabhai Modi...thanx...for giving us this 
programme…..                                            
Some photographs of the situations  mentioned in the above letter......