Capacity Building Programme on

Life Skills

Training Manual
For
Master Trainers

Central Board of Secondary

Education
Academic and Training Unit
Shiksha Sadan, 17 Rouse Avenue, Delhi

Table of Contents
Introduction and Sharing of Agenda

Session 1
o
Perspective building on Life Skills
Session 2
o Transacting Life Skills
Session 3
o Familiarization with Life Skills through activities
Session 4

Assessment of Life Skills

Annexures
o Annexure 1- Attendance Sheet
o Annexure 2- Registration Form
o Annexure 3- Feedback Form
o Annexure 4-Checklist for Resource Person
o Annexure 5- Guidelines for Resource Person

CAPACITY BUILDING
PROGRAMME ON LIFE SKILLS
SCHEDULE
Annexure 6 List of Handouts

SESSIONS
Registration & Attendance
Welcome, Introductions and Sharing of the
Agenda (Ice-Breaker)
SESSION 1: Perspective building on Life
Skills
ACTIVITY 1: Need Analysis
o Handout 1A
ACTIVITY 2: Introducing Life Skills
o Handouts 1B and 1C
TEA (10:35 am - 10:50 am)
SESSION 2: Transacting Life Skills

ACTIVITY 3: Enhancing Life Skills in students

o Handouts 2A and 2B
ACTIVITY 4 Enhancing Life Skills through
Stories (Part 1)
o Handout 2C
ACTIVITY 5 Enhancing Life Skills through
Stories (Part 2)
o Handouts 2D to 2N
LUNCH BREAK (1.05 pm 1.35 pm)
ACTIVITY 6- Integrating Life Skills with other
subjects
SESSION 3: Familiarization with Life Skills
through Activities
ACTIVITY 7 Familiarization with Life Skills
through Activities
o Handouts 3A to 3D

DURATIO
N
8.30 am
30
9.00 am
minutes
9.00 am
30
-9.30am
minutes
9.30 am
65
10.35 am
minutes
9.30 am
20
9.50 am
minutes
9.50 am
45
10.35 am
minutes
15 minutes
10.50 am
180
2.20 pm
minutes
10.50 am
45
11.35 am
minutes
TIMINGS

11.35 am
12.05 pm

30
minutes

12.05 pm
-1.05 pm

60
minutes

30 minutes
1.35 pm
2.20 pm
2.20 pm
4.35 pm

45
minutes
135
minutes

2.20 pm
4.35 pm

135
minutes

TEA (to be served in the Hall during the session)

SESSION 4: Assessment of Life Skills

ACTIVITY 8 Assessing Life Skills

o Handouts 4A and 4B
Open House

4.35 pm
5.20 pm
4.35 pm
5.20 pm

45
minutes
45
minutes

5.20 pm onwards

Handout 1A (For Activity 1)

Need Analysis Questionnaire Individual Activity
This questionnaire consists of 12 questions. Please put a tick mark in front
of correct option. (You may tick more than one option, if you feel they are
correct.)
1. 'Act like a man' and 'Be like a lady' point to gender stereotype.
Which of the following skills is essential to contain damaging
effects of living up to gender stereotype?
a. Dealing with emotions
b. Coping with stress
c. Effective communication
d. Critical thinking
2. When a student says, "I would rather think upon a picture on
my own than trace on copy one," he/she is high on:
a. Problem solving skill
b. Decision-making skill
c. Creative thinking
d. Critical thinking
3. When a student expresses, 'I would rather have as a friend
someone who is lively and full of ideas than someone who is
nice and always wants to do what I want.' He/she has high
a. Creative thinking
b. Critical thinking
c. Problem-solving
d. Effective communication skills
4. Which one of the following indicates effective communication
skills if one receives unfavourable feedback?
a. I get angry and defensive
b. I withdraw
c. I deny the problem, make excuses
d. I note where I need to improve
5. One of the following statements is correct in the context of
managing emotions:
a. Only some people can learn how to manage emotion
b. Emotions cannot be controlled
c. Sharing one's own feelings/emotions is not good
d. Feeling different emotions at different times is normal
6. 'When time is right, I face my negative feelings and work
through, what the issue is'. This indicates presence of
a. Self-awareness
b. Empathy
c. Managing emotion
d. Critical thinking
7. You have
a. Given direction to a stranger
b. Donated blood
c. Offered your seat on a bus or a train to an elderly stranger
d. Done volunteer work for a charity
4

These actions are indicator of which life skill?

e. Empathy
f. Self-awareness
g. Interpersonal skills
h. Managing emotions
8. The process of decision-making involves the following steps in
an order. Select the correct order
a. Identify the problem, think of alternatives, analyse the
problem, decide on a course of action
b. Identify the problem, decide on a course of action, analyse the
problem, think of alternatives
c. Identify the problem, analyse the problem, decide on a course
of action, think of alternatives
d. Identify the problem, analyse the problem, think of
alternatives, decide on a course of action
9. To resist peer pressure, to encourage to say 'no'. How would
you advise the students to respond?
a. Reverse the pressure
b. Say 'no' and walk away
c. Give an alternative
d. Avoid a response
10.
Non- verbal signs of stress include
a. Avoiding eye contact
b. Fiddling with clothes
c. Stuttering
d. Chewing nails
11.
Advertisements try to attract attention and sell products by
using film stars, players, or famous persons for endorsement.
Which Life Skill is required to resist the impact of
advertisement
that
does
not
communicate
harmful
consequences of the use of the product?
a. Creative thinking
b. Problem-solving
c. Decision-making
d. Critical thinking
12.
Which of the following will help you to analyse the pros and
cons of any situation?
a. Creative thinking
b. Problem-solving
c. Self-awareness
d. Critical thinking
13.

Handout 1B (For Activity 2)

Activity Sheet -Group Activity
Answer the following questions:
1. What do you understand by Life Skills?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the different types of Life Skills?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the three broader types of Life Skills as followed
by CBSE?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What is the difference between Life Skills, Livelihood Skills
and Vocational Skills?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Why Life Skills are important for students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Handout 1C (For Activity 2)

6

Life Skills (Meaning, Need and Importance) (Individual

Activity)
Life Skills
Life Skills are defined as The abilities that will help learners to be successful in
living a productive life. They help students improve their personal and social
qualities.
WHO (1997) has defined Life Skills as, The abilities for adaptive and positive
behaviour that enable the individuals to deal effectively with the demands and
challenges of everyday life.
Here 'adaptive' means that a person is flexible in approach and is able to adjust
in different circumstances and 'positive behaviour' implies that a person is
forward looking and even in challenging situations, can find a ray of hope.
Life Skills include psychosocial competencies and interpersonal skills that help
people make informed decisions, solve problems, think critically and creatively,
communicate effectively, build healthy relationships, empathize with others, and
manage their lives in a healthy and productive manner.

Life
Skills

Life Skills fall into three basic categories which compliment, supplement and
reinforce each other:

Social or
Interpersonal
Skills

Emotional
Skills

Cognitive or
Thinking Skills

LIFE SKILLS

Thinking Skills
Self-Awareness
Problem Solving
Decision Making
Critical Thinking
Creative Thinking

Social Skills
Interpersonal Relationships
Effective Communication
Empathy

Emotional Skills
Managing Emotions
Coping with Stress

Ten Core Life Skills as identified by WHO

Self-Awareness includes the recognition of 'self', our character, our strengths
and weaknesses, desires and dislikes. Developing self-awareness can help us
recognize when we are stressed or under pressure. It is often a prerequisite to
effective communication and interpersonal relations, as well as for developing
empathy.
Empathy is required to develop a successful relationship with our loved ones
and society at large. It is the ability to imagine what life is like for another
person. Without empathy, our communication with others will amount to a oneway traffic. It can help us to accept others, who may be very different from
ourselves. This can improve social interactions, especially, in situations of ethnic
or cultural diversities. Empathy can also encourage nurturing positive behaviour
towards people in need of care and assistance, or tolerance, as is the case with
AIDS sufferers, or people with mental disorders, who may be stigmatized and
ostracized by the very people they depend upon for support.
Critical Thinking is an ability to analyze information and experiences in an
objective manner. Critical Thinking can contribute to a well balanced way of life
by helping us to recognize and assess the factors that influence attitudes and
behaviour, such as values, peer pressure and the media.
Creative Thinking is a novel way of seeing or doing things that is characteristic
of four components-fluency (generating new ideas), flexibility (shifting
perspective easily), originality (conceiving of something new), and elaboration
(building on others' ideas).
Decision Making helps us to deal constructively with decisions about our lives.
It can teach people how to actively make decisions about their actions in relation
to a healthy assessment of different options and, what effects these different
decisions are likely to have.
Problem Solving helps 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.
Interpersonal skills help us to relate in positive ways with people we interact.
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
maintaining good relations with family members who are the most important
source of social support. It may also mean an ability to end relationships
constructively.
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, and also

needs and fears. And, it would also mean being able to ask for advice and help in
the time of need.
Coping with Stress means recognizing the sources of stress in our lives,
recognizing how they affect us, and how we act in a way that helps us control our
levels of stress by changing our environment or lifestyle, and learning how to
relax.
Managing Emotions means recognizing emotions within us and others, being
aware of how emotions influence behaviour and being able to respond to
emotions appropriately. Intense emotions like anger or sadness can have
negative effects on our health if we don't respond to them appropriately.
(The definitions of the ten Life Skills as mentioned above have been adapted from "Life Skills
Education for Children and Adolescents in Schools"-Programme on Mental Health, World Health
Organization, Geneva, 1997)

All these skills are interrelated and reinforce each other. Together, they
are responsible for our psychosocial competence; build our self-esteem
and self-efficacy and nurture holistic development.
HOW DO LIFE-SKILLS HELP?

Thinking Skills
Thinking skills help a
person to:
Demonstrate
the ability to
be
original,
imaginative
and flexible
Raise
questions and
think
critically,
identify
and
analyse
problems
Implement a
well thought
out
decision
and to take
responsibility
Feel
comfortable
with
one's
own self at
the same time
accepting or
trying
to
overcome
weaknesses
while building
on
the
strengths for

Social Skills

Emotional Skills

Social-skills help a person to:

Demonstrate
the ability to
identify,
verbalize
and
respond
effectively
to
others'
emotions in an
empathetic
manner
Get along well
with
others
without
prejudices
Take
criticism
constructively
Listen actively
Communicate
effectively
using
appropriate
words,
intonation and
body language

Emotional Skills help a

person to:
Identify causes and
effects of stress on
oneself
Develop
and
use
multi-faceted
strategies to deal with
stress
Express and respond
to emotions with an
awareness
of
the
consequences

positive
concept

self-

Importance of Life Skills for students

Many research studies have demonstrated that Life Skills Education is very
effective in:

Promoting positive attitudes and behaviours among the young adolescents

Improving communication abilities
Promoting healthy decision making
Preventing negative and high risk behaviours
Promoting greater sociability
Teaching anger control
Increasing self-esteem and self confidence
Improving academic performance

Well designed and well delivered Life Skills Programme can help young
adolescents become more responsible, healthy and resilient both during
adolescence and adulthood.

Handout 2A (For Activity 3)

Life Skills Development (Individual Activity)
Ouane (2002) says "Life Skills are developed as a result of a constructive
processing of information, impressions, encounters and experiences, both
individual and social that are part of one's daily life and work, and the rapid
changes that occur in the course of one's life".
Life Skills Development is a life-long process that helps individuals grow and
mature; build confidence in one's decisions taken on the basis of adequate
information and thought, and discover sources of strength within and outside. It
is noteworthy that, from times immemorial, every culture and society has
invested in educating and empowering its younger generation to lead fulfilling
and responsible lives. For example, the 'Panchatantra' stories from India have
very important lessons in Life Skills enhancement that remain relevant to all
generations.
The Life Skills Program can be effectively provided to young adolescents by
teachers, peer educators, parents, counselors, psychologists, health workers and
social workers.
All these program providers or facilitators of Life Skills Education should

Be warm, caring, supportive and enthusiastic

Be resourceful
Be competent enough to guide and counsel students effectively
Have adequate knowledge about adolescence

10

Be positive role models for the students

No doubt transacting Life Skills Education is a challenging job but it is rewarding.

Schools play an important role in transacting Life Skills Education because the
traditional mechanisms for passing on Life Skills are no longer adequate.
Therefore, the schools are an appropriate place for the transaction of Life Skills
Education. Life Skills Programme can be infused in other school subjects and it
can also be introduced as a new subject.
While transacting Life Skills Education, students should be actively involved in a
dynamic teaching-learning process. The emphasis should be on those teaching
learning experiences that promote 'experiential learning' because Life Skills
cannot be learnt in abstract and theoretical way. So the critical components of
this type of education are participatory and interactive teaching learning
methods.
Greene (2003a) suggests a teacher should imagine, reflect and act with more
and more concrete responsibility. The teachers should not merely prepare Life
Skills lessons but they should be prepared and planned as a part of unified and
sequential programme which promotes psychosocial competence and mental
health of the young adolescents.
It is rightly said by Albert Bandura, "When people mentally rehearse or actually
perform modeled response patterns, they are less likely to forget them than if
they neither think about them nor practise what they have seen". So the
teachers and facilitators can make use of real life activities, worksheets and
assignments, simulation, drama, brainstorming, situation analysis, relaxation
exercises, games and many more such interactive and participatory techniques
to transact Life Skills Education. It is by participating in such learning activities
that young adolescents learn to manage themselves, their relationships and their
health related decisions.
It is advisable that whatever methods a teacher or facilitator chooses, they
should be learner centred, i.e. based on the particular needs, developments and
interests of the learners and help bring about positive behavior change.
Characteristics of a Classroom environment supportive of Life Skills
Education

Reflections of real life situations and contexts

Collaboration among teachers, disciplines and students
Encouragement of curiosity, exploration and investigation
Responsibility for learning opportunities
Acknowledgement of effort, not just performance
Focus more on process than product or final presentation

The role of teachers and facilitators in developing Life Skills differs from
traditional instruction in their being a guide and friend to facilitate learning. The
following behaviours promote Life Skills Education Development:

11

Requiring justification for ideas and probing for reasoning strategies

Confronting learners with alternatives and thought provoking questions
Asking open ended questions
Serving as a master of apprentices rather than a teacher of students as in
vocational education
Using Socratic discussion techniques, enquiry and debate to stimulate
critical thinking
Assigning simple assignments and projects based on Life Skills
Treating Life Skills as an independent subject as well as integrating it with
other disciplines
Providing opportunities for developing Life Skills
Allowing students to practise the skills in different situations, as actual
practice of skills is a vital component of Life Skills Education
Seeking cooperation and participation of parents in developing right
attitudes towards life among the students, as family is also one of the
basic institutions that lay the foundation of Life Skills
Acting as positive role models, as Life Skills are better caught than taught.

The schools should promote Life Skills Education by:

Creating a friendly, supportive, stimulating and structured learning

environment
Catering to the needs of all the students
Promoting mutual respect and individual empowerment
Encouraging collaboration among teachers and students
Strengthening community action by involving parents and outside
agencies in schools.

Life skills are part of everything that learners do and they can be part of
everything they learn. Schools should provide settings for enhancing these skills
through experiential learning experiences.

Handout 2B (For Activity 3)

Techniques to enhance Life Skills in students (Group Activity)
The following techniques are suggested to be used by the teacher or the
facilitator to enhance Life Skills in students:
S.
No
1.

Technique

Meaning

Discussion

2.

Debate

3.

Role Play

Involves exchange and sharing of ideas

experiences, facts and opinion on given topic
Can be used in large and small group
A discussion involving two opposing parties with
each group expressing opinions or views about
a given topic or subject
Short drama episodes or simulations in which
participants experience how a person feels in a
similar real life situation

12

4.

Brainstorm

5.

Story telling

6.

Songs and dances

7.

Drama

8.

Case studies

9.

Miming

10. Poetry and recitals

11. Question and

answer

12. Games

13. Working in small

groups and pairs

14. Simulations

15. Demonstrations

Free expression of ideas among participants on

a given issue or question
Telling of narratives with particular theme,
based on actual events
Musical compositions on topical issues and
themes
Composition in verse or prose intended to
portray life or character or to tell a story usually
involving conflicts and emotions through action
and dialogue
True or imaginary story which describes a
problem, a situation or a character
May also be a dilemma in which the participants
should come up with opinions on how they
would resolve the conflict
Acting without words by use of gestures, signs,
physical movement and facial expression
Whole idea is communicated through actions
Compositions which capture events, themes
and situations in a short and precise manner
Used in communicating feelings, opinions,
ideas, habit and other experiences
Can be in the form of songs, recitations, chants
or they can be dramatized to enhance
acquisition of various Life Skills
Here a teacher or the learner tries to find out
information through asking questions and
getting answers from the respondent
An effective method of teaching Life Skills
Education as it stimulates learners thinking and
creativity
A structured play can sometimes be used as an
educational tool for the expression of aesthetic
or ideological elements
Generally involves mental and physical
simulation, and often both
Students may be organized to do work in pairs
and small groups in the classroom
Promotes maximum participation from all the
students as they are involved both in thinking
and doing and cooperative skills such as
listening and communication skills, problem
solving and sharing of tasks
Imitation or enactment, as of something
anticipated or of a particular appearance or
form
A method of teaching by example rather simple

13

explanation or an act of showing or making

evident

14

Handout 2C (For Activity 4) Individual Activity

Story TIT FOR TAT
Long ago, there lived a man named Naduk who was a rich businessman
but later became bankrupt. He felt miserable but realized that there was
no use sitting and brooding over what had happened. He thought of a
solution and decided to go to another town for trading. Before leaving he
left his iron stick that weighed 500 kg to his best friend Lakshman.
Lakshman assured him that he would take care of the stick and would
return it when he came back. Feeling reassured, Naduk happily left his
friend's house.
In the new town, Naduk was able to establish his business and became
rich again. On his return he started living a luxurious life. He went to meet
Lakshman and asked him about the iron stick and requested him to return
it. Lakshman apologetically informed him that the naughty mice had
eaten up the stick, as he had no intention to return it, since it could fetch
him a large sum of money. Naduk did not react but calmly told Lakshman
that he had brought a gift for him which he had forgotten to bring, so if he
could send Ramu, his son with Naduk to bring the gift. Lakshman happily
agreed with him and sent his son with Naduk.
After reaching home, Naduk tactfully took Ramu to the storeroom and
locked him. When Ramu did not return till sunset, worried Lakshman went
to Naduk's house to find him. Naduk sadly informed him that on their way
home, an eagle swooped down and flew away with Ramu. He just could
not do anything. On hearing this Lakshman expressed his disbelief that
how could an eagle fly away with a 15-year- old boy. This led to a heated
argument and the case was taken to the court.
The judge asked Naduk to return Ramu to his father. He informed him
about the boy being taken away by the eagle. Judge found it unbelievable
and ordered him to return his son. Naduk justified his point by saying if
iron stick can be eaten by mice, why can't a 15-year-old boy be picked up
by an eagle. The judge understood what Naduk was trying to prove. The
judge ordered Naduk to return his friend's son and Lakshman to return his
stick.

15

Handout 2D (For Activity 5) Group Activity

Story Birbals Secret
One day as Birbal entered King Akbar's court, he saw all the courtiers
laughing and smiling. He asked the King, "Your Majesty, why is everyone
in a merry mood?"
"Oh, nothing in particular, Birbal," the King replied. "We were discussing
the colour of people's skin. Most of the courtiers and even I am a fair
complexioned man. How are you darker than us?"
As always, Birbal had an answer ready, "Oh! I think you do not know the
secret behind my skin complexion."
"Secret, what secret is it?" enquired the King.
"A long time ago, God created the world and filled it with plants, birds, and
animals. However, he was not satisfied. So he made his ultimate creationman. God was very happy to see His new creation. So He decided to gift
looks, wealth, and brains to all. He announced that every human was to
be given five minutes to gather the gifts they liked. I got busy in collecting
a brain full of intelligence and wit and had no time left to take the other
things. All of you were busy collecting looks and wealth and the rest is
history."
Hearing this no one had a suitable retort to make. But King Akbar laughed
out loud at Birbal's presence of mind in answering any query.

16

Handout 2E (For Activity 5) Group Activity

Story Puppies for Sale
A farmer had some puppies he wanted to sell. He painted a sign advertising the
pups and set about nailing it to a post on the edge of his yard. As he was driving
the last nail into the post, he felt a tug on his overalls. He looked down into the
eyes of a little boy.
Mister," he said, "I want to buy one of your puppies."
Well," said the farmer, as he rubbed the sweat off the back of his neck, "these
puppies come from fine parents and cost a good deal of money."
The boy dropped his head for a moment. Then reaching deep into his pocket, he
pulled out a handful of change and held it up to the farmer. "I've got thirty nine
cents. Is that enough to take a look?
"Sure," said the farmer.
And with that he let out a whistle, Here, Dolly!" he called.
Out from the doghouse and down the ramp ran Dolly followed by four little balls
of fur. The little boy pressed his face against the chain link fence. His eyes
danced with delight.
As the dogs made their way to the fence, the little boy noticed something else
stirring inside the doghouse. Slowly another little ball appeared; this one
noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner
the little pup began hobbling toward the others, doing its best to catch up....
"I want that one," the little boy said, pointing to the runt.
The farmer knelt down at the boy's side and said, "Son, you don't want that
puppy. He will never be able to run and play with you like these other dogs
would.
With that the little boy stepped back from the fence, reached down, and began
rolling up one leg of his trousers. In doing so he revealed a steel brace running
down both sides of his leg attaching itself to a specially made shoe. Looking back
up at the farmer, he said, "You see sir, I don't run too well myself, and he will
need someone who understands and can empathise. So I will take him and be
his best friend.

17

Handout 2F (For Activity 5)-Group Activity

Story A Rabbit and the Elephants
Once upon a time, there lived a herd of elephants in a deep jungle. Their king
was a huge elephant called Chaturdanta. In the middle of this jungle, there was a
big lake where all the animals went to drink water. It happened once that it didn't
rain for a whole year and the lakes went dry. The elephants, after a great deal of
discussion, decided to move to the other forest, where there was a lake called
Chandrasar. This lake was full of water and never went dry even if there were no
rains. And so, the elephants set out for the Lake Chandrasar.
They felt very happy upon reaching the lake. They bathed in its fresh water and
also enjoyed playing and spraying water on each other with their trunks. After
bathing and having quenched their thirst with the sweet water, they came out
and entered the deep forest.
However many rabbits lived in their burrows around the lake area. When the
herd of elephants walked around, they stamped on the burrows with their heavy
legs. Thus, many rabbits were either killed or were left physically injured and
handicapped. So, in order to salvage the grave situation, the rabbits held a
meeting and discussed this new calamity. At one point, they decided to shift from
that dangerous place and live elsewhere. But a rabbit named Lambkarna advised
them to exercise patience. He offered his services for the sake of his fellow
rabbits and said, "Don't worry friends. Just watch, how I drive these elephants
away from our forest.
The next day, Lambkarna sat on a high rock. The rock lay in the main path of the
elephants, leading to the lake. When the elephants passed by the rock, the rabbit
addressed the king of the elephants in a tough voice, "You're a cruel fellow.
You've trampled on many of my relatives and friends. I too am the king of
rabbits. I stay in Heaven with God Moon. God Moon is very annoyed with you."
The king elephant became frightened on hearing this. He said in a trembling
voice, "Please take me to God Moon. I'll ask for his forgiveness.
"All right", said the clever rabbit, "see me tonight at the lake.
The king elephant, then, as ordered by the rabbit, reached the lake that night.
The king rabbit and the king elephant both stood near the edge of the lake. It
was a silent and moonlit night. A mild breeze was blowing. The rabbit asked the
elephant to look carefully into the water of the lake. As soon as the king elephant
looked into the lake, he saw the reflection of a half moon in the water. Just then a
mild breeze blew and the reflection of the moon in the water began to move.
Pointing to the moving reflection of the moon, the king rabbit said, Now the God
Moon is angrier than ever.
Why? asked the king elephant. What have I done?
You have touched the holy waters of the lake, replied the rabbit.

18

The elephant bowed his head. Please ask the God Moon to forgive me. Never
again will we touch the holy waters of this lake. Never again will we harm the
rabbits whom the God Moon loves so much. And the king elephant and his herd
never came to the lake again. They did not guess that a clever little rabbit had
fooled them.

19

Handout 2G (For Activity 5) Group Activity

Story Mulla Nasruddin and Three Wise Men
One day some wise men, who were going about the country trying to find
answers to some of the great questions of their time, came to Mulla Nasruddin's
district and asked to see the wisest man in the place. Mulla Nasruddin was
brought forward, and a big crowd gathered to listen.
The first wise man began by asking, Where is the exact center of the world?
It is under my right heel, answered Mulla Nasruddin.
How can you prove that? asked the first wise man.
If you don't believe me, answered Mulla Nasruddin, measure and see.
The first wise man had nothing to answer to that, so the second wise man asked
his question. How many stars are there in the sky? he said.
As many as there are hair on my donkey, answered Mulla Nasruddin.
What proof have you got of that? asked the second wise man.
If you don't believe me, answered Mulla Nasruddin, count the hair on my
donkey and you will see.
That's foolish talk, said the other. How can one count the hair on a donkey?
Well, answered Mulla Nasruddin, How can one count the stars in the sky? If
one is foolish talk, so is the other. The second wise man was silent.
The third wise man was becoming annoyed with Mulla Nasruddin and his
answers, so he said, You seem to know a lot about your donkey, so can you tell
me how many hair are there in its tail?
Yes, answered Mulla Nasruddin. There are exactly as many hair in its tail as
there are in your beard.
How can you prove that? said the other.
I can prove it very easily, answered Mulla Nasruddin. You can pull one hair out
of my donkey's tail for every hair that I pull out of your
beard. If the hair on my donkey's tail does not come to an end at exactly the
same time as the hair in your beard, I will admit that I was wrong.
Of course, the third wise man was not willing to do this, so the crowd declared
Mulla Nasruddin the winner of the day's arguments.

20

Handout 2H (For Activity 5)-Group Activity

Story I can sleep when the wind blows
A young man applied for a job as a farm hand. When the farmer asked for his
qualifications, he said, "I can sleep when the wind blows."
This puzzled the farmer. But he liked the young man, and hired him. A few days
later, the farmer and his wife were awakened in the night by a violent storm.
They quickly began to check things out to see if all was secure. They found that
the shutters of the farmhouse had been securely fastened. A good supply of logs
had been set next to the fireplace.
The young man slept soundly. The farmer and his wife then inspected their
property. They found that the farm tools had been placed in the storage shed,
safe from the elements. The tractor had been moved into the garage. The barn
was properly locked. Even the animals were calm. All was well.
The farmer then understood the meaning of the young man's words, "I can sleep
when the wind blows.
Because the farm hand did his work loyally and faithfully when the skies were
clear, he was prepared for the storm when it broke. So when the wind blew, he
was not afraid. He could sleep in peace.

21

Handout 2I (For Activity 5)-Group Activity

Story Cats and Roosters
Once upon a time in Africa, roosters ruled cats. The cats worked hard all day and
at night they had to bring all they had gathered for the roosters. The king of the
roosters would take all the food for himself and for the other roosters.
The roosters loved to eat ants. Thus, every cat had a purse hung round its neck,
which it filled with ants for the king of the roosters.
The cats did not like the situation. They wanted to rid themselves of the king so
that the food they gathered through hard work and great difficulty would be their
own. But they were afraid of the roosters.
The roosters had told the cats that rooster's combs were made out of fire and
that the fire of their combs would burn anyone who disobeyed them! The cats
believed them and therefore worked from early morning until night for the
roosters.
One night, the fire on the house of Mrs. Cat went out. She told her kitten, Fluffy,
to bring some fire from Mr. Rooster's house.
When Fluffy went into the house of the rooster, she saw that Mr. Rooster was fast
asleep, his stomach swollen with the ants he had eaten. The kitten was afraid to
wake the rooster, so she returned home empty handed and told her mother what
had happened.
Mrs. Cat said, "Now that the rooster is asleep, gather some dry twigs and place
them near his comb. As soon as the twigs catch fire, bring them home.
Fluffy gathered some dry twigs and took them to the rooster's house. He was still
asleep. Fluffy fearfully put the dry twigs near the rooster's comb but it was no
use, the twigs did not catch fire. Fluffy rubbed the twigs against the rooster's
comb again but it was no use they would not catch fire. Fluffy returned home
without any fire and told her mother, "The rooster's comb does not set twigs on
fire.
Mrs. Cat answered "Why can't you do anything right! Come with me I'll show you
how to make fire with the rooster's comb." So together they went to the house of
Mr. Rooster.
He was still asleep. Mrs. Cat put the twigs as near to the rooster's comb as she
could. But the twigs did not catch fire. Then, shaking with fear, she put her paw
near the rooster's comb and gently touched it. To her surprise, the comb was not
hot, it was very cold, and it was just red colored.
As soon as Mrs. Cat realized that the roosters had lied to the cats about their
combs, she joyfully went out and told the other cats about the rooster's tricks.
From that day on, the cats no longer worked for the roosters.
At first, the king of the roosters became very angry and said to the cats, "I will
burn all of your houses if you do not work for me!
But the cats said, "Your comb is not made of fire. It is just the colour of fire. We
touched it when you were sleep. You lied to us.

22

When the king of the roosters found out that the cats knew that he had lied to
them, he ran away. Now, whenever roosters see a cat, they scurry away, because
to this very day they are afraid of cats.

23

Handout 2J (For Activity 5)-Group Activity

Story Know the Cleaning Lady
During the last year of the school a teacher gave his student a
questionnaire. There was one conscientious student who had breezed
through the questions, until he read the last one: "What is the first name
of the woman who cleans at your floor in the school?" Surely this was
some kind of joke. He had seen the cleaning woman several times. She
was tall, dark-haired and in her 50s, but how would he know her name? He
handed in his paper, leaving the last question blank. Just before class
ended, one student asked if the last question would count toward the
questionnaire grade and affect their CCE grades. "Absolutely", said the
teacher. "In your career, you will meet many people. All are significant.
They deserve your attention and care, even if all you do is smile and say
"hello." He never forgot that lesson. He also learned her name was
Suman.

24

Handout 2K (For Activity 5)-Group Activity

Story The Obstacles in our path
In ancient times, a King had a boulder placed on a roadway. Then he hid
himself and watched to see if anyone would remove the huge rock. Some
of the king's wealthiest merchants and courtiers came by and simply
walked around it. Many loudly blamed the King for not keeping the roads
clear, but none did anything about getting the stone out of the way.
Then, a peasant came along carrying a load of vegetables. Upon
approaching the boulder, the peasant laid down his burden and tried to
move the stone to the side of the road. After much pushing and straining,
he finally succeeded. After the peasant picked up his load of vegetables,
he noticed a purse lying on the road where the boulder had been. The
purse contained many gold coins and a note from the King indicating that
the gold was for the person who removed the boulder from the road way.
The peasant learnt what many of us never understand - "Every obstacle
presents an opportunity to improve our condition."

25

Handout 2L (For Activity 5)-Group Activity

Story Giving when it counts
Many years ago, there was a girl who was suffering from a rare and
serious disease. Her only chance of recovery appeared to be a blood
transfusion from her 5-year-old brother, who had miraculously survived
the same disease and had developed the antibodies needed to combat
the illness. The doctor explained the situation to her little brother and
asked the little boy if he would be willing to give his blood to his sister. He
hesitated for only a moment before taking a deep breath and saying, "Yes,
I'll do it if it will save her."
At the transfusion progressed, he lay in bed next to his sister and smiled,
as they all-did, seeing the colour returning to her cheeks. Then his face
grew pale and his smile faded. He looked up at doctor and asked with a
trembling voice. "Will I start to die right away?" Being young, the little boy
had misunderstood the doctor; he thought he was going to have to give
his sister all of his blood in order to save her and yet for sake of love, a
selfless and unconditional love he had agreed to lay his life for her.

26

Handout 2M (For Activity 5)- Group Activity

Story The Carrot, the Egg, and the Coffee Bean
A young woman went to her mother and told her about her life and how
things were so hard for her, She did not know how she was going to make
it and wanted to give up. She was tired of fighting and struggling. It
seemed that, as one problem was solved, a new one arose.
Her mother took her to the kitchen. She filled three pots with water and
placed each on a high fire. Soon the pots came to a boil. In the first, she
placed carrots, in the second she placed eggs, and in the last she placed
ground coffee beans.
She let them sit and boil, without saying a word. In about twenty minutes
she turned off the burners. She fished the carrots out and placed them in
a bowl. She pulled the eggs out and placed them a bowl. Then she ladled
the coffee out and placed it in a bowl.
Turning to her daughter, she asked, "Tell me, what you see?"
"Carrots, eggs and coffee", the young woman replied. The mother brought
her closer and asked her to feel the carrots. She did and noted the they
were soft. She then asked her to take an egg and break it. After pulling out
off the shell, she observed the hard boiled egg. Finally, she asked her to
sip the coffee. The daughter smiled as she tasted it rich aroma. The
daughter then asked, "What does it mean mother?"
Her mother explained that each of these objects had faced the same
adversity - boiling water - but each reacted differently. The carrot went in
strong, hard and unrelenting. However, after being subjected to the
boiling water, it softened and became weak. The egg had been fragile. Its
thin outer shell had protected its liquid interior. But, after sitting through
the boiling water, its thin inside became hardened!
The ground coffee beans were unique. However, after they were in the
boiling water, they had changed the water. "Which are you?" the mother
asked her daughter. "When adversity knocks on your door, how do you
respond? Are you a carrot, an egg, or a coffee bean?" Think of this; Which
am I? Am I a carrot that seems strong but, with pain and adversity, do I
wilt and become soft and lose my strength? Am I the egg that starts with a
break up, or a financial hardship, does my shell look the same, but on the
inside am I bitter and tough with a stiff spirit a hardened heart? Or am I
like the coffee bean? The bean actually changes the hot water, the very
circumstance that brings the pain. When the water gets hot, it releases
the fragrance and flavor.
If you are like the bean, when things are at their worst, you get better and
change the situation around you. When the hours are the darkest and
trials are their greatest, do you elevate to another level? How do you
handle adversity? - So Are you a carrot, an egg, or a coffee bean?

27

Handout 2N (For Activity 5)

Worksheet (Group Activity)
S.
No.

Name of the
Story

Name of the
Character that
displayed Life Skills

Life Skills Displayed

28

10

29

Handout 3A (For Activity 7)

Worksheet (Individual Activity)
This exercise is to find out how kind and empathetic you are towards other
people.
Read each item below. Circle "Yes" if the statement describes you or "No" if it
does not. If an answer to any one of the above is NO, then that person has to try
very hard to make changes to his behaviour in that area.
1
2
3
4
5
6
7
8
9
10

I
I
I
I
I
I
I
I
I
I

always speak to my parents, teachers and all elders with respect.

never hesitate to say sorry, when I am wrong.
listen to others about what they're going through.
try to understand other people's point of view.
compliment others when they do something nice.
help old and blind people to cross the road.
call for help whenever I see an animal in distress.
treat everyone with politeness. I do not scream and yell.
never step on a caterpillar/ant.
smile and say Thank You to the bus driver.

Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

No
No
No
No
No
No
No
No
No
No

30

Handout 3B (For Activity 7)

Worksheet Individual Activity
1. Three common situations in which I feel stressed are
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. When I am stressed, my thoughts are
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. When I am stressed, my feelings are
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Stress affects my health in the following ways
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. When I am stressed, what I normally do to make myself feel better
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

31

Handout 3C (For Activity 7)

Worksheet Individual Activity
After observing the role play:
1

3
4

Behaviour Attributes
The persons traits,
behaviours: body
language, tone of
voice.
The effect of a
persons behavior on
others
What people think of
him/her
Effect of such
communication on the
relationship

Aggressive

Submissive

Assertive

If I had to rate myself on a scale of 1-10 for being assertive, my score

would be:
___________________________________________________________________________
___________________________________________________________________________
My future plan for being assertive in the given situations:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

32

Handout 3D (For Activity 7)

Activity Sheet (Group Activity)
Theme:

Time required:
Life Skills enhanced:

Materials required:

Objectives:

Mode:
Process:

Key Messages:

33

Connecting with the real world:

Other co-scholastic areas and scholastic areas that could be

utilized for enhancing the same Life Skills:

34

Handout 4A (For Activity 8)

Activity Sheet (Group Activity)
Answer the following questions:
1. How Life Skills should be assessed?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What tools and techniques can be used to assess Life Skills?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How grades should be given to the students in Life Skills?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

35

Handout 4B (For Activity 8)

Tools and Techniques for assessing Life Skills (Individual Activity)
1. Observation
Observation can be planned or unplanned and based on 'on-the-spot'
record. Some observations teachers make about learners in the course of
teaching while other observations are based on planned and purposeful
activities and tasks. Method of observations used to assess the learners
during varying times and over times, detailed observations of behaviour
as well as interests, challenges, and patterns/trends that emerge which
allow teachers to create a comprehensive picture of the child.
Observations can be used as a tool of assessment in a variety of situations
-techniques like debates, elocution, group work, practical and laboratory
activities, projects, in play fields and school prayers, in clubs and festivals
can be used. Whereas observation can be biased and subjective, such
errors and risks can be substantially reduced by using an observation
schedule.
In collecting information to refine the definition about behaviour, it may be
necessary to observe the student in various settings (e.g., classroom,
cafeteria, playground, and other social settings), during different types of
activities (e.g., individual, large group, or cooperative learning), and to
discuss the student's behaviour with other school personnel or family
members. Information should be collected on:

Times when the behaviour does/does not occur (e.g., just prior to
lunch, during a particular subject or activity);
Location of the behaviour (e.g., classroom, playground);
Conditions when the behaviour does/does not occur (e.g., when
working in small groups, structured or unstructured time);
Individuals present when the problem behaviour is most/least likely
to occur (e.g. when there is a substitute teacher or with certain
other students);
Events or conditions that typically occur before the behaviour (e.g.,
assignment to a particular reading group);
Events or conditions that typically occur after the behaviour (e.g.,
student is sent out of the room);
Common setting events (e.g., during bad weather); and
Other behavioursthose are associated with the problem behaviour
(e.g., a series of negative peer interactions).

Concerns and risks in Observation as an assessment tool

Jumping to conclusions based on one or few observations

36

Skill of the observer in determining what is observed

Lack of sensitivity and objectivity in the way the observation is done
Observations are made in one situation and not across different
activities, settings and time period
2. Checklist
Checklist is a systematic recording of specific behaviour/action and helps
focus attention on particular aspects. Observation checklist records the
presence and absence of a particular ability or skill in the learner. It is a
list of criteria that the teacher determines are important to observe in a
child at a particular time. In case of thinking skills, the indicators are that,
the learner demonstrates the ability to

Raise original and imaginative questions;

generate new ideas; and
build on new ideas.

Checklists can be used in several areas of assessment. For example, as a

part of Life Skills, whether a student can dress up neatly, suitable to the
occasion or a student can confidently address the students during the
school prayer. Checklist is used where answer is in either yes or no
form. There could be a possibility of confusion. Checklists can be filled
only by collecting the information by observing or questioning or by
document analysis. Hence, checklist is primarily an instrument of data
recording and documentation.
An observation checklist is a listing of specific concepts, skills, processes,
or attitudes. It is designed to allow the observer to quickly record the
presence or absence of specific qualities or understanding. If the same
observation checklists used relatively frequently and over time, a
longitudinal profile is assembled. The observation checklist is most
appropriately used in situations where teachers wish to record information
on explicit student behaviour, abilities, processes, attitudes, or
performances. For example, it can help to assess communication skills,
cooperative learning skills, extent of participation, and motor skills. Some
suggestions for using observation checklists follow.

Observing and recording should not interfere with communication

with children.
Entries should be dated.
All the children should be observed in turn rather than focusing only
on those with special needs or abilities.
Observations should be limited to a few children daily or weekly.
Students should be made aware of the purpose of observation and
recording since awareness is the first step towards self-assessment.
37

Checklists should be organized in a systematic fashion (e.g., file

folders, binders, or electronic data files). The patterns of
development of each child become obvious if consistent records are
maintained.
Checklists should be based on the foundational and learning
objectives of the curriculum.
The format should be designed so that it could be used to discuss
student progress during conferences with students and
parents/caregivers.
The characteristics listed on checklists must be specific and easily
observable.
Anecdotal comments may be recorded as teachers use or interpret
checklists.
Checklists should not be used as report cards.

3. Portfolio
A portfolio is a collection of the learner's work, reflecting his/her learning
and development over a period of time. It can provide evidence of
progress in learning in scholastic area, a subject, or across number of
these, using a topic or theme as the focus.
Depending on its purpose, the portfolio can be used over an academic
session, a term, or a shorter period. Portfolios also provide opportunities
for collaborative assessment whereby the teacher and learner together
look at and talk about the learner's work, identifying positive features and
points for improvement.
Portfolios can exist in hard copy and/or electronically. An electronic
portfolio, also known as an e-portfolio or digital portfolio, is a collection of
a learner's work created using word processing, PowerPoint presentation,
concept/mind mapping, database and/or spread sheet software, and is
assembled by the learner.
What might the learner put in a portfolio?
The portfolio's contents depend on the portfolio's purpose(s). The teacher
decides on the purpose(s) of the portfolio before beginning to use it.
Examples of purposes might be: to show improvement in learners' work,
to show a range of work, to show learners' strengths and interests, or to
show their best work. The portfolio can represent both formative and
summative assessments. Depending on its purpose(s), the portfolio might
contain samples of the learner's work across the curriculum or in a
particular subject including:

38

Examples of written work at different stages of development

(stories, letters, poetry)
Project work in science, history or geography
Work samples in visual arts (Paintings and other examples of artistic
endeavour)
Charts or diagrams from mathematics or science
Photographs of the learner's participation in a physical
education/dance/drama activity, providing insight into the child's
emotional, social and psychological aspects of development
Audio-Video Recordings: Specific situation or over a time span to
cover important processes and aspects that can be recorded and
analysed later. Can include recordings of musical work, field trips,
experiments, performances etc.
Self-Assessment Sheets: Portfolio to provide evidence of the
learner's self-evaluation
Peer-Assessment Sheets: Excellent for assessing in team and
group-based activities, social projects and peer related behaviour.
Can be incorporated into the learner's Portfolio to provide evidence
of the learner's social Life skills
Parent-Assessment Sheets: Can be incorporated into the
learner's Portfolio to provide evidence of evaluation done by the
parent

Once the teacher has decided the purpose(s) of the portfolio, he/she
explains the concept to the learners. The teacher provides folders of
suitable size, or the learner might make his/her own.

The teacher arranges for storage (paper-based and/or electronic).

The teacher or learner (or both together) periodically select a piece
of work for the portfolio using the agreed purpose(s) and objective.
The learner attaches a short written statement explaining why this
piece was selected. (The emphasis should be on what the learner
has learned.)
The teacher and learner can assign a grade or comment to each
piece of work based on objectives related to learning goals or
outcomes, but it is important that the teacher is aware that
assigning grades rather than comments to items in a portfolio
changes the assessment role of the portfolio.

Portfolios
o
o
o
o
o

must be assessed on following dimensions:

Originality
Neatness/organization
Growth in concepts
Variety of choices
Individual activity from group focus
39

o Transfer of learning
4. Anecdotal Records
Anecdotal records derive its origin and meaning from the word anecdotes
brief events and episodes. An Anecdotal Record is the observed behaviour of a
student. It is a record of some significant episode happened in the life of the
student that sheds light on the conduct, thinking, skills and capabilities,
revealing significant features and characteristics about his/her personality.
In order to arrive at a trend or pattern, emphasis is on recording multiple
episodes or anecdotes. Every time, a teacher documents an episode or an
anecdote, she records her comments too.
Objective Description
When I walked into the class, the students greeted me. All of them were in a joyful
mood and did not want to study. I agreed. I divided them into groups and asked them
to play games in groups. Suddenly, I noticed that Shivang was studying a science
book and was totally engrossed in his studies. I became very curious and asked, Why
dont you play games with your friends? Shivang replied, I do not enjoy playing
these games. I enjoy reading my science books.
Comment:
Shivang is an intelligent boy who has got a scientific temper but lacks social skills. He
does not like to interact with others. He prefers to study Science in depth and thinks a
lot.
Guidelines for the Preparation of Anecdotal Records
We cannot set any limit on the number of anecdotes to be recorded. It depends
upon the time in hand of the teachers or counsellors. The following points should
be considered in connection with these records:

These supplement other records and should not be considered as

substitutes
The objective description of the behaviour should not be mixed up with the
subjective comments
Any significant behaviour, be it in the classroom, in the school or outside
the school, should be recorded
Students behaviour, whether it is favourable, unfavourable or neither of
the two should be recorded
The facts presented in all the anecdotes must be shifted and arranged so
that they may be studied in relation to one another
The record should be regarded as confidential. It should not fall into
irresponsible hands

40

Specimen of an Anecdotal Record

Name of the school:
Name of the pupil observed:
Observer:

Class:
Date and Place:

Objective Description: When I walked into the class, the students greeted
me. All of them were in a joyful mood and did not want to study. I agreed. I
divided them into groups and asked them to play games in groups.
Suddenly, I noticed that Shivang was studying a science book and was
totally engrossed in his studies. I became very curious and asked, Why
dont you play games with your friends? Shivang replied, I do not enjoy
playing these games. I enjoy reading my science books.
Comments of the Observer: Shivang is an intelligent boy who has got a
scientific temper but lacks social skills. He does not like to interact with
others. He prefers to study Science in depth and thinks a lot.
Uses of Anecdotal Records

They provide specific description of personality and minimize

generalizations.
They are very helpful in understanding the childs behaviour in diverse
situations.
They provide a continuous record.
They provide data for learners to use in self-appraisal.
A summary of these records is valuable when forwarding a pupils record
(when he is transferred from one school to another).
The new members of the staff may use these records and acquaint
themselves with the student body.
These records aid in clinical service.
They motivate teachers to use the records.

5. Rating Scale
Rating scale is used wherever a response or a learner behaviour is likely to
be in a continuum from excellent to bad or from satisfactory to
unsatisfactory.
Like observation checklists, they record the degree to which the presence
and absence of a particular ability, skill, or process is found in learners. It
is used to record and judge the quality of a learner's work against
specified criteria.
Rating scales are similar to observation checklists, but they include
representation of the degree to which specific concepts, skills, processes,
or attitudes exist in students and their work. Rating scales should not be
used as report cards.
41

Pointers for Behaviour Ratings

Example of rating scales

o 1-10 (1 being no behaviour observed)
o Faces (happy, neutral, sad)
o Continuous line
o Check mark
Must be 'rater friendly' and easy to implement across all settings
Frequency of collection
o Specific period of time
o Entire day
o Record immediately
Frequency of summary
o Daily
o Weekly
Location
o Where behaviour is noticed

42

List of Handouts
Session 1:
1. Handout 1 A: Need Analysis Questionnaire
2. Handout 1B: Activity Sheet
3. Handout 1C: Life Skills (Meaning, Need and Importance)
Session 2:
1. Handout 2A : Life Skills Development
2. Handout 2B : Techniques to enhance Life Skills in students
3. Handout 2C: Story Tit for Tat

4. Handout 2D Story Birbals Secret

5. Handout 2E- Story Puppies for Sale
6. Handout 2F - Story A Rabbit and the Elephants
7. Handout 2G Story Mulla Nasruddin and Three Wise Men
8. Handout 2H Story I can sleep when the wind blows
9. Handout 2I Story Cats and Roosters
10.
Handout 2J Story Know the Cleaning Lady
11.
Handout 2K Story The Obstacles in our path
12.
Handout 2L - Story Giving when it counts
13.
Handout 2M Story The Carrot, the Egg, and the Coffee
Bean
14.
Handout 2N - Worksheet
Session 3:
1.
2.
3.
4.

Handout
Handout
Handout
Handout

3A: Worksheet
3B: Worksheet
3C: Worksheet
3 D: Activity Sheet

Session 4:
1. Handout 4 A: Activity Sheet
2. Handout 4B: Tools and Techniques for assessing Life Skills

43