Professional Documents
Culture Documents
Life Skills Set New - English & Kannada
Life Skills Set New - English & Kannada
Skills Curriculum
Introduction
to
Life
Skills
...................................................................................................
2
Developing
Decision
Making
Skills
...................................................................................
10
Importance
of
Communication
Skills
................................................................................
16
Practicing
Assertiveness
Attack
and
Avoid
....................................................................
23
Passive,
Assertive
and
Aggressive
....................................................................................
28
Personal
Relationships
.....................................................................................................
35
Dreams
as
Inspirations
....................................................................................................
43
Introduction
to
Life
Skills
This
session
helps
kickstart
the
Life
Skills
module
with
a
creative
way
to
define
life
skills.
Mentees
first
understand
through
a
role
play
some
of
the
risks
they
face
as
young
people.
They
then
identify
the
skills
necessary
to
lead
a
healthy
and
successful
life.
Goals
By
the
end
of
the
session
Mentees
will:
Be
able
to
identify
key
life
skills
Be
able
to
list
some
risks
that
might
be
faced
by
young
people
in
the
community
Art materials
Pens
Paper
Materials
Schedule
People
English version.
Nita
dropped
out
of
school
at
16
to
get
married
to
her
boyfriend.
She
has
been
advising
her
friend,
M eena,
to
stay
in
school
and
to
avoid
getting
involved
with
boys
and
so
on,
till
she
finishes
her
education
Despite
her
friends
warning,
Meena
became
involved
with
a
boy
and
has
eloped
and
got
married.
She
comes
to
break
the
news
to
her
friend.
Nita
is
sitting
outside
her
house.
She
is
rocking
her
baby
in
her
arms.
As
she
sits
alone
with
the
baby,
she
talks
about
how
tired
she
has
been
taking
care
of
the
baby.
She
says,
Oh,
my
babyhow
troublesome
you
are!
Keeping
me
up
all
night!
Wont
you
ever
settle
down?
Nita
sees
Meena
approaching
and
welcomes
her
warmly.
Meena
sits
down
and
enquires
about
the
h ealth
of
the
baby.
Nita
tells
her
that
the
baby
has
been
sick
and
has
yet
to
sleep
through
the
night.
The
friends
chat
for
a
moment
before
Nita
comments
that
it
is
odd
to
see
Meena
like
this
during
a
school
day.
Nita
asks
Meena
why
she
is
not
in
school,
but
Meena
avoids
the
topic
by
asking
Nita
about
Nitas
husband,
Raju.
Nita
responds
by
saying
that
she
has
not
heard
from
him
since
the
birth
of
their
baby.
She
has
heard
that
he
has
now
gone
to
Bangalore
for
work,
but
he
has
never
come
to
see
her
or
the
b aby.
Nita
reminisces
that
she
too
could
have
gone
to
the
Bangalore
for
her
higher
studies
her
marks
in
exams
were
so
high.
She
reminds
Meena
of
how
important
it
is
to
avoid
these
boys
and
stay
in
school.
Now
she
has
a
baby
and
no
proper
education
even,
to
support
herself
and
the
b aby.
Nita
asks
again
why
Meena
is
here
on
a
school
day.
M eena
says,
Do
you
remember
the
advice
that
you
are
always
giving
me?
Nita
responds:
Dont
make
the
same
mistakes
I
madeforget
these
boys
until
you
are
finished
with
your
studies.
I
told
you
that
if
you
do
become
involved
with
any
boy,
do
not
get
married
till
you
have
finished
with
your
studies.
Nita
becomes
suspicious
and
says
in
agitation:
Ah!
But
come
on,
my
friend,
what
are
you
really
doing
here?
Are
you
in
trouble?
What
is
it?
Meena,
now
in
tears,
confesses
that
she
h as
gotten
married
to
Venu,
a
boy
who
used
to
hang
around
outside
her
college
a
lot.
Nita
becomes
angry.
She
reminds
Meena
of
all
the
advice
she
has
given
her;
she
reminds
M eena
of
the
example
of
her
own
life.
Meena
says
in
protest,
But
he
loves
me!
He
h as
promised
never
to
leave
me
ever!
Nita
reminds
Meena
that
Raju
had
promised
her
the
same
thing.
Nita
asks
Meena
why
she
got
married
despite
all
her
warnings.
M eena
says
that
Venu
threatened
to
leave
her
if
she
did
not
get
married
immediately.
He
said
it
was
the
only
way
to
show
him
that
she
loved
him.
She
did
not
know
what
to
do.
Referring
back
to
the
role
play,
ask
leading
questions
to
invite
the
participants
to
explore
the
situation.
Some
examples
might
be:
1.
Is
this
a
realistic
situation?
Have
you
seen
this
happen
in
our
community?
2.
Do
you
think
Meena
understood
the
risks
of
getting
married
with
Venu?
3.
If
she
understood
what
could
happen
and
had
all
of
the
information,
why
did
she
get
married
anyway?
4.
What
were
some
of
the
things
Venu
said
to
pressure
Meena?
5.
Did
Meena
have
good
reasons
for
not
listening
to
the
advice
Nita
gave
her?
6.
What
will
happen
to
Meena
now?
What
do
you
think
will
happen
between
her
and
Venu?
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Lets
get
active
creating
bridges
(20
minutes)
Using
the
poster
paper
and
creative
materials,
mentors
and
mentees
7
should
draw
a
picture
of
a
river,
with
two
banks
on
either
side.
On
the
right
hand
bank
write
Positive,
healthy
life
Place
the
risks
that
you
have
identified
in
the
water
of
the
river.
Once
the
picture
has
been
drawn
and
the
risks
identified,
mentors
and
mentees
should
think
about
what
knowledge
young
people
already
have
to
help
them
tackle
risks.
Try
to
think
beyond
school
knowledge
and
think
about
community
and
cultural
beliefs
and
practices.
Put
any
ideas
mentors
and
mentees
think
of
into
the
left
hand
bank.
Now
mentors
and
mentees
should
discuss
how
they
plan
to
cross
the
river
of
risks.
Currently
the
poster
shows
that
mentees
have
identified
the
risks
in
their
community
and
that
they
have
the
knowledge
to
set
them
on
their
way
to
a
successful
and
happy
life.
But
even
though
people
know
the
risk
and
have
the
knowledge
about
these
dangers,
that
does
not
mean
that
they
do
not
engage
in
risky
behaviors.
Ask
mentees
to
think
about
what
skills
we
need
to
put
our
knowledge
into
practice?
How
do
we
need
to
get
across
the
water
safely?
Every
skill
identified
should
be
written
down
between
the
two
banks
of
the
river.
References:
Peace
Corps,
Life
Skills
Manual,
Publication
M0063.
2001.
Accessed
online
at
http://multimedia.peacecorps.gov/multimedia/pdf/library/M0063_lifeskillscomplete.pdf
Video clipping
Scenario Cards
Materials
Schedule
10
http://www.youtube.com/watch?v=VSnPjiLEA2Y&feature=emshare_video_user
11
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j. jw/z U Da
Evgg qj
rz U D
PlAz iU U 0iQP iU jUt
AwP grU U zsP APU jUt
w0iAz D0i/Pz
svAU PP
juU
As
Mentors
bring
up
the
experiences
shared
by
mentees
in
the
first
activity
and
ask
them
to
explain
which
of
the
steps
they
used
and
which
they
think
they
should
have
used
to
improve
their
decisions.
Mentors
help
mentees
understand
that
following
these
steps
are
the
key
to
making
good
decisions
Mentors
use
the
flip
card
for
the
same
scenario
to
discuss
some
of
the
positive
and
negative
consequences
for
the
decisions.
Mentors
can
focus
on
what
mentees
had
not
thought
about
12
1. One
day
Gita
is
walking
home
from
school
with
her
friends.
One
of
her
friends
tells
her
that
she
has
a
copy
of
the
answers
for
the
upcoming
grade
10
class
exam.
She
offers
a
copy
to
Gita.
What
should
Gita
do
and
why?
2. Veena
is
a
15yearold
girl
living
in
a
small
town.
Veena
is
taking
care
of
four
younger
siblings,
and
cannot
find
money
for
food.
Veena
has
a
friend
near
the
market
who
has
been
offering
her
nice
gifts
and
buying
some
food
for
her.
Recently,
he
has
suggested
that
Veena
should
meet
him
alone.
What
should
Veena
do
and
why?
3. Sarah
is
an
18
year
old
girl.
She
has
just
completed
her
studies
at
school
and
wants
to
continue
on
to
pursue
her
studies
at
college.
One
day
she
dreams
of
being
a
secretary
in
a
large
office
in
town.
However
the
other
day
her
parents
approached
her
with
an
offer
of
marriage
from
a
boy
in
the
village.
Sarah
doesnt
want
to
upset
her
parents,
but
she
is
also
scared
that
getting
married
will
mean
that
she
is
unable
to
continue
her
studies.
What
should
she
do
and
why?
13
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PZj/A0i P0iz0iiU P Ptv. Dzg
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K iqP v KP?
Lets
Remember
(10
minutes)
1. Mentors
emphasize
the
point
that
is
important
to
accept
responsibility
for
your
actions.
Young
people
should
learn
early
that
each
of
their
actions
comes
with
a
consequence;
and
that,
after
being
given
the
opportunity
to
make
a
decision
and
choose,
they
must
accept
responsibility
for
the
choices
they
make.
This
is
the
very
essence
of
what
it
means
to
be
an
adult.
2. Mentors
emphasize
that
very
often
there
is
no
clear
right
or
wrong
answer.
It
is
important
to
be
aware
of
the
fact
that
each
decision
will
have
its
positive
and
negative
consequences.
3. Mentors
emphaize
that
the
key
to
good
decision-making
is
to
follow
right
decision-making
process.
Lets
share
experiences
(5
minutes)
Mentors
share
any
experiences
of
decision
making
that
they
made
in
the
past,
what
process
they
followed,
and
what
they
learned
14
Step
5
References:
Peace
Corps,
Life
Skills
Manual,
Publication
M0063.
2001.
Accessed
online
at
http://multimedia.peacecorps.gov/multimedia/pdf/library/M0063_lifeskillscomplete.pdf
15
Video clipping
Match sticks
Materials
Schedule
People
Lets
share
experiences
(5
minutes)
Mentors
encourage
mentees
to
talk
about
what
they
know
about
16
communication skills
Discuss
o What
could
have
been
the
outcome
if
there
was
an
effective
communication
o What
emotions
could
be
inferred
from
the
body
language
Mentees listen and use the match sticks to draw the figure.
o
Attempt
1
A. Mentor
describes
the
first
figure.
B. Mentees
do
what
is
told
and
are
not
allowed
to
ask
questions
during
the
activity.
o Attempt
2
A. Mentor
describes
the
other
figure
B. This
time
mentees
get
the
opportunity
to
ask
17
18
Mentors
write
these
emotions
onto
separate
pieces
of
paper
and
place
them
in
a
pile
upside
down.
Mentors
and
mentees
must
express
these
emotions
to
one
another.
However,
they
can
only
use
the
words
Jabber
Jabber
and
must
try
to
express
these
statements
through
their
body
language
only.
Mentees
spend
ten
minutes
or
so
acting
out
these
emotions
and
any
others
they
can
think
of
to
one
another.
The
other
partners
in
the
group
should
try
to
work
out
what
emotion
the
actor
is
trying
to
enact.
After
mentees
have
finished
acting
out
the
emotions,
consider
what
the
exercise
meant.
In
particular:
If yes, why?
After
having
completed
these
two
exercises,
why
do
you
feel
that
communication
is
such
an
important
life
skill?
19
20
g.aspx)
Tips
for
Public
Speaking
Being
nervous
before
giving
a
speech
is
natural
and
even
beneficial,
but
too
much
nervousness
can
be
damaging.
1. Know
your
material.
Pick
a
topic
you
are
interested
in.
Know
more
about
it
than
you
include
in
your
speech.
Use
humour,
personal
stories
and
conversational
language
that
way
you
wont
easily
forget
what
to
say.
2. Practice.
Practice.
Practice!
Rehearse
out
loud
with
all
equipment
you
plan
on
using.
Revise
as
necessary.
Work
to
control
filler
words;
Practice,
pause
and
breathe.
Practice
with
a
timer
and
allow
time
for
the
unexpected.
3. Know
the
audience.
Greet
some
of
the
audience
members
as
they
arrive.
Its
easier
to
speak
to
a
group
of
friends
than
to
strangers.
4. Know
the
room.
Arrive
early,
walk
around
the
speaking
area
and
practice
using
the
microphone
and
any
visual
aids.
5. Relax.
Begin
by
addressing
the
audience.
It
buys
you
time
and
calms
your
nerves.
Pause,
smile
and
count
to
three
before
saying
anything.
("One
one-thousand,
two
one-
thousand,
three
one-thousand.
Pause.
Begin.)
Transform
nervous
energy
into
enthusiasm.
6. Visualize
yourself
giving
your
speech.
Imagine
yourself
speaking,
your
voice
loud,
clear
and
confident.
Visualize
the
audience
clapping
it
will
boost
your
confidence.
7. Realize
that
people
want
you
to
succeed.
Audiences
want
you
to
be
interesting,
stimulating,
informative
and
entertaining.
Theyre
rooting
for
you.
8. Dont
apologize
for
any
nervousness
or
problem
the
audience
probably
never
noticed
it.
9. Concentrate
on
the
message
not
the
medium.
Focus
your
attention
away
from
your
own
anxieties
and
concentrate
on
your
message
and
your
audience.
10. Gain
experience.
Mainly,
your
speech
should
represent
you
as
an
authority
and
as
a
person.
Experience
builds
confidence,
which
is
the
key
to
effective
speaking.
A
Toastmasters
club
can
provide
the
experience
you
need
in
a
safe
and
friendly
environment.
21
(Source:
http://www.toastmasters.org/tips.asp)
Lets
get
active
speech
(15
minutes)
References:
Peace
Corps,
Life
Skills
Manual,
Publication
M0063.
2001.
Accessed
online
at
http://multimedia.peacecorps.gov/multimedia/pdf/library/M0063_lifeskillscomplete.pdf
22
Materials
Schedule
Video clipping at
Chart paper
Mentors
ask
mentees
to
express
what
they
are
feeling
about
each
statue/tableau
(powerless
and
poweful)
in
one
word.
(Hint
-
words
like
proud,
scared,
humble,
and
so
forth)
Mentors
ask
mentees
which
of
the
two
positions
felt
more
familiar
to
them?
And
discuss
o Who
was
powerful
and
powerless
in
the
video?
o The
emotions
associated
with
power
(powerful
and
powerless).
How
do
these
emotions
affect
us?
24
o If
they
think
they
do
this
action
often,
they
should
stick
a
green
sticker
in
front
of
the
word
or
phrase.
o If
they
think
they
do
this
action
sometimes,
they
should
stick
orange
sticker
in
front
of
the
word
or
phrase.
o If
they
think
they
never
do
an
action
you
mention,
they
should
stick
red
sticker
in
front
of
the
word
or
phrase.
NOTE:
Do
not
mention
that
these
actions
come
under
two
categories
of
behaviour.
Just
read
the
words
out
in
a
list.
Attacking
Behaviours
Avoiding Behaviours
Nagging
Withdrawal
Shouting
Sulking in silence
Persisting (I am right!)
Feeling ill
Interrupting
Exploding
Sarcastic
Insulting
Correcting
rz
AzP j0iz
PUqz
iV PgUz
Aq r0iz(
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j)
qPUwz JAz z
q( q)
Eg Az ivqz
CgU/CR
zs Pz
r0iz
TvAz Egz
25
AU/C iqz
E Q0i
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C/Ci
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iqz
jrz
Once
the
activity
is
done,
mentors
now
point
out
that
the
behaviours
here
come
under
two
categories.
Mentors
list
out
which
words
come
under
which
category.
Mentees
also
arrange
the
actions
as
mentors
list
out
the
categories.
Mentors
brainstorm
on
the
word
attack
and
then
the
word
avoid.
Mentees
call
out
what
each
word
means
for
them.
There
may
be
good
and
bad
feelings
expressed
about
each
word.
These
can
be
noted
on
the
chart
or
board.
Mentors
ask
mentees
to
think
of
one
personal
reason
why
they
would
behave
in
an
attacking
or
avoiding
way.
26
If
mentees
are
unable
to
answer,
suggest
that
Where
are
you
going?
said
while
looking
straight
at
the
person
with
a
big
smile
and
speaking
with
a
strong,
certain
voice,
will
be
interpreted
more
positively.
Try
other
examples,
like
What
time
are
you
coming
back?
or
What
are
you
doing?
and
so
forth
For
the
next
week
mentees
must
record
instances
when
they
used
attacking
or
avoiding
behaviour.
Mentees
must
also
note
down
where
they
were
able
to
change
things.
References:
Peace
Corps,
Life
Skills
Manual,
Publication
M0063.
2001.
Accessed
online
at
http://multimedia.peacecorps.gov/multimedia/pdf/library/M0063_lifeskillscomplete.pdf
27
Materials
Schedule
Video
Mentees
also
share
if
they
were
able
to
change
such
behaviours
after
they
noticed
it.
How
did
they
change
it?
Lets
watch
a
video
(15
minutes)
Mentees
watch
the
video
at
http://www.youtube.com/watch?feature=player_detailpage&v=PyG2j
tA_rd8#t=24s
28
Step
1
29
Passive
Behaviour
Giving
in
to
the
will
of
others;
hoping
to
get
what
you
want
without
actually
having
to
say
it;
leaving
it
to
others
to
guess
or
letting
them
decide
for
you
Taking
no
action
to
assert
your
own
rights
Putting
others
first
at
your
expense
Giving
in
to
what
others
want
Remaining
silent
when
something
bothers
you
Apologizing
a
lot
Acting
submissivefor
example:
talking
quietly,
laughing
nervously,
sagging
shoulders,
avoiding
disagreement,
Hiding
face
with
hands
wsnz/0i qP
30
Un0iiV qP
DPtPj qP
JzjVg QU zjP0iq Cx QAx jw0i
C0iU, EZU Cx sU Prz
vg U vPrPz Cx aAwz v PUUV
gzz
EvgjU vAzg0iizg, vz DUP J Q
Evgg t/CPg Zz
31
There
are
two
role
plays.
Each
mentee
should
take
the
role
of
the
person
who
responds
assertively
in
atleast
one.
j zg m z0iz U gt
Gv Uw0ig. Eg 10 vgUw0i Nzvg.
ZAr lP P vgUw PP z tP
g rP Cjg Vz. D ,
zyUU Dg v 0i vg Cg F
t G0iVP.v a Pq g ng
avz r Pm PPAz
UAz D qwz. PPU AUz tAz g.
50 vUzPAq Pm PtAz gtU
av. v Evg zyUUV RZ iq
tz, U 0i a P vjzg, g. 50
Pr0iUgz 0iijU w0i JAz gtU
v. Dzg F jw t P0iz gtU E.
C U/iwU U wQP?
Arjun
and
Meera
are
good
friends.
Arjun
is
a
very
friendly
boy
and
is
popular
with
all
the
girls
in
the
college.
He
has
been
paying
special
attention
to
Meera
over
the
last
one
week.
He
approaches
Meera
with
the
suggestion
that
they
bunk
class
and
go
for
a
movie,
and
then
go
spend
sometime
in
the
park
near
the
movie
theatre.
Meera
knows
that
Arjun
has
started
smoking
in
the
last
one
month,
and
does
that
frequently
after
school.
Arjun
keeps
telling
Meera
that
it
is
cool
to
break
the
law
in
college
and
to
smoke.Meera
doesnt
feel
comfortable
going
with
Arjun.
How
should
she
respond?
Cd U g M0i vg. Cg 1 0i
P Nzwzg. Cd, qU v
Pf J qV0igAU d0iVz. Pz
MAz gAz C g U U
Pqwz. vgUwU ZPg qz av q
Ut, g y0ilg Eg P
v PP0it JAz C gU av.Pz
MAz wAUAz Cd Ugm z DgAgz
v Pd Vz Avg z z zz gU
Uwz. Pf 0iU GAX zs
33
iqzg e Ez JAz Cd gU v.
Cd ev U gU EUw. C U
wQP?
After
mentees
act
out
the
role
plays,
mentors
identify
the
behaviours
that
were
coming
across.
Mentor
give
ideas
for
improvement
while
appreciating
what
mentees
have
done.
If
necessary,
mentees
redo
the
role-play
until
assertive
behaviour
is
clearly
seen.
Lets
remember
(5
minutes)
When
mentees
are
ready,
suggest
that
each
pair
move
from
the
attacking
or
avoiding
stance
to
a
more
assertive
posture.
For
the
next
week
mentees
try
out
2
instances
when
they
used
assertive
behaviour.
References:
Peace
Corps,
Life
Skills
Manual,
Publication
M0063.
2001.
Accessed
online
at
http://multimedia.peacecorps.gov/multimedia/pdf/library/M0063_lifeskillscomplete.pdf
34
Personal
Relationships
Realizing
ones
self-worth
and
the
value
of
personal
relationships
is
critical
to
our
success.
In
this
module,
the
mentees
will
be
encouraged
to
think
about
and
share
the
strengths
and
challenges
of
their
personality,
value
their
personal
relationships
and
identify
their
role
models.
It
involves
encouraging
the
mentees
to
imbibe
the
positive
traits
and
deal
with
the
challenging
ones
to
enhance
their
self-esteem.
Mentees
will
also
be
guided
to
create
their
network
map
of
family
members
and
friends
that
they
can
access
as
and
when
required.
Goal
By
the
end
of
the
session
mentees
will:
Have
identified
their
strengths
and
challenges
Materials
Schedule
Video clipping at
35
Mentors
make
mentees
aware
that
each
one
has
strengths
and
challenges
in
themselves.
It
is
important
to
value
people
despite
these.
It
is
important
to
value
family
members
and
people
in
ones
social
circle
as
each
connections
has
something
to
offer.
36
37
Mentees
also
write
what
quality
of
theirs
they
will
share
with
their
network
in
each
aspect.
APPENDIX
1
38
39
40
41
APPENDIX
2
42
Dreams
as
Inspirations
There
can
be
no
greater
inspiration
than
the
opportunity
to
pursue
ones
dream.
In
this
session,
mentees
will
be
encouraged
to
think
about
and
share
their
dreams.
Dream
is
defined
here
as
goal
that
is
very
dear
to
the
mentee;
something
that
they
may
consider
challenging
but
is
still
inspiring
for
them.
This
could
be
an
ongoing
activity,
with
a
timely
guidance
from
the
mentor
to
the
mentees.
Goal
By
the
end
of
the
session
mentees
will:
Have
thought
about
his/her
dreams
and
will
have
shared
it
with
the
mentor
Materials
Schedule
Video clipping
Activity
time:
90
minutes
43
After
the
mentees
share
their
dreams,
tell
mentees
that
dreams
are
closely
linked
to
the
future.
Prompt
them
to
think
more
about
the
future,
by
answering
some/all
of
these
questions:
Where
do
you
see
yourself
5
years
from
now
describe
your
life?
If
anything
were
possible,
what
would
you
ask
for?
44
45
46
To
get
this
to
stick/remain
with
the
mentee
for
long,
use
the
simple
goal
and
activity
planner
at
the
end
of
the
session
to
make
the
mentee
write
out
their
final
goals
and
activities,
with
47
timelines.
Once
they
complete
a
goal
and
ready
to
move
to
the
next
one,
they
can
join
the
in
between
path
with
a
thick
line.
48
References:
Ongoing
trainings
for
mentors
-
Twelve
Interactive
Sessions
for
U.S
Department
of
Education
Mentoring
Programs
(2006),
Mentoring
Resource
Centre
49