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Self Awareness Mdoule 1-Mamtha
Self Awareness Mdoule 1-Mamtha
Self Awareness Mdoule 1-Mamtha
Content: This session is a first step in understanding our feelings about ourselves. Self-esteem
describes how people feel about themselves. This influences their actions towards others and
what they accomplish in life.
People with high self-esteem may have a high regard for themselves. They know that they are
worthy of love and respect. They respect themselves. When people feel worthy of love and
respect, they expect it from others. Having self-esteem does not mean that you never get upset
or angry with yourself. Everyone gets frustrated at times. But someone with high self-esteem
can accept his or her mistakes and move on. If another person tries to convince or persuade
him or her to do something they really do not want to do, people who feel good about
themselves will be less likely to fall under another person’s pressure. They will make their own
choices based on their own desires
The opposite is also true. People with low self-esteem may be more likely to fall under the
influence of others, not trusting their own values or decisions. In order for young people to
develop and effectively use life skills, they must have an understanding of their own worth.
Believing they have self-worth is an integral part of all life skills sessions in this module.
Therefore, One’s self-picture or self-image is influenced by one’s and not the desires and values
of others. It reflects the messages received and taken in about oneself from ‘significant others’
whether these messages are explicit or implicit, verbal or non-verbal, valid or invalid.
Sub content: Sharing self-statements and opinions and having them accepted by others
helps to foster one’s sense of identity
Activity :1 ID CARDS
Objective of Activity: Students explore who they are – their likes, dislikes and opinions, how
they see themselves
Preparation: List of statement cards according to the situation need to be
prepared
1. Did you think other people were interest in hearing your statement?
2. How could you tell?
3. Is it hard for anyone to speak out in the group?
4. What makes it hard?
5. How well were people listening?
6. What would make it easier for you to speak in the large group?
7. Is there anything the rest of the group could do to help?
Debriefing:
Facilitator note: This exercise is suitable for less verbal students. Have students sit in a circle
if possible. Give encouragement to ‘have a go’ but allow participants to ‘pass’
if they really wish to. As the group progresses, encourage a little more
sharing. Cards are allocated stars according to difficulty – more stars
indicate more challenging cards.
Key messages Understanding our likes and dislikes is very important
Now I want you to think of yourself when you were ten years old. What
class were you in at school? What did the classroom look like? Where did
you sit? Who were your friends? What did you look like? How tall were you?
How had you your hair? What sort of clothes did you wear? What did you
like to do? What was your favourite TV programme? What sort of child were
you – were you lively, quiet, considerate, shy, or confident? What were you
like?
Discuss in pairs: In pairs, describe your picture to your partner and explain
what you remember about yourself as a 10-year-old.
Small group discussions: Ask students to list ways in which they’ve changed
as individuals since they were 10. Include changes in body, feelings, thinking,
and behaviour.
Large group discussion: Take feedback and discuss the changes and feelings
about those changes; what they like and dislike about being a teenager.
Duration 30 minutes
Instructions Explain that we have all made an impression of each other in one way or
another. We all have positive things that we would like to say to each other,
but sometimes we forget to tell each other the good thing. This exercise
gives us an opportunity to share with each other the impressions we have of
each other and have some fun at the same time.
Debriefing It is important that we identify strengths in ourselves and others and thank
them for participating wholeheartedly and also trusting each other
Facilitator note It is important to stress that we are focusing on positive things and good
things to avoid having anyone writing negative things on the cards. Before
this part of the exercise, emphasize that there is always something we can
appreciate about anyone, even if we do not get along too well with that
person. Your statement must be honest or the exercise will not be
worthwhile. People are very quick to dismiss positives and tell it is vital to be
honest and to be able to back up your statement with specific examples of
the behaviour or characteristic you like in that person.
Objective To help students identify things they can do when they feel down
Duration 30 minutes
Instructions 1.Introduction: It is important to like yourself and be your own good friend.
When you are feeling down, do something nice for yourself like dancing,
playing a game, meeting friends, listening to music, etc.
List 10 activities you like to do: Ask students to draw 2 columns on a page
and in the left hand column ask them to list ten things they like to do.
When they have the list complete, ask them to note in column 2 whether it
is something they like to do alone or with others: ‘A’ = alone; ‘T’ = together
( Individual exercise)
2.Small group discussion: On completion of the exercise, discuss the types of
things that students like to do; if they mainly like to do things by themselves
or with others;
3.Individual exercise: List 10 things you are good at. Being a good friend to
yourself also means that it is OK to think about the things you are good at.
We often think of the things we cannot do and think badly of ourselves. We
need to think of all the things that we CAN do. Write down/draw ten things
you can do. Include special skills, talents or abilities. Keep this list for
yourself and look at it when you are feeling down
Debriefing It is important that we identify strengths in ourselves and others and thank
them for participating wholeheartedly and also trusting each other
Facilitator note It is important to stress that we are focusing on positive things and good
things to avoid having anyone writing negative things on the cards. Before
this part of the exercise, emphasize that there is always something we can
appreciate about anyone, even if we do not get along too well with that
person. Your statement must be honest or the exercise will not be
worthwhile. People are very quick to dismiss positives and tell it is vital to be
honest and to be able to back up your statement with specific examples of
the behaviour or characteristic you like in that person.
SPECIAL NOTE: Students may need help in identifying positive things.
Key messages Self-esteem is enhanced by positive strategies for self-support
Activity 5 My place on the tree
Preparation A poster to be hung in front of the class for all the children to see or
xerox copies of the hand out of the tree picture
Duration 30 minutes
Materials: A copy of the tree picture on a large poster for all the children to see
Instructions Step 1:Show the children the picture and explain that the tree represents
life. The people on the tree are at different stages of their lives. They are
doing different things for different reasons.
Step 3: Show the children the figure(s) on the tree which show where you
feel you are in life today. Explain the reasons for your choice.
Step 4: In pairs or small groups, children discuss why they identified with
a particular figure. For example: I feel like I am at the bottom of the tree
waving and looking happy because I am just beginning the life skills (so I
am at the bottom of the tree). I am looking happy because I hope the
class will help me and I am waving at my friends who will be with me.
Facilitator Note: Try to ask the children to think deeply about their place on the tree and
to find reasons for their choices. If children find this difficult, do not
worry but note what the children feel or do not feel able to say. If some
children do not want to speak in the group, do not force them, but let
them think about their ideas and if possible talk about their ideas to one
friend.
Key messages
Below are some statements about how you may have changed since you were 10 years old. If
you agree with the statement put a tick in the box. If you disagree with the statement put a
cross in the box. If you are not sure, leave the box blank. There are no right or wrong answers.
We are all different, even though we have many similarities .
I have stronger muscles I notice things that are not fair and just in the world