The life skills session at K.R Mangalam World School, G.K-II began with a hearty conversation introduction with the students on life skills. The counsellor gave students a set of instructions for online session which were thoroughly followed by them. The students were told about the topic of the day and a general discussion thereafter took place. Students were provided with information related to COVID19 and how it travels from one person to another with the help of a power point presentation. Later a video was also shown which spoke about different safety measures that must be taken during this time. The class was interactive and students took part in group discussions and shared their point of view as well.
After the discussion, the students were provided with tips on how to take care and manage oneself during this time period. At last, students were reinforced to share their experience as how they are feeling during this lockdown. They also mentioned helping their parents during this stressful time. The session was extremely insightful for students as they got to learn a lot about COVID-19 and even gained a positive outlook in respect to this tough and stressful situation.
Before beginning the class, a rapport was built amongst all the participants as they were asked about their routine and how they’ve been spending their time in the lockdown.
To start the topic, students were shown a video on the importance of time. The protagonists of the video were two children who were of their age, one utilized the time to its optimal and the other had a habit of procrastination. Later, many probing questions such as “can time come back?”, “can we afford to waste time” was introduced to the students.
Due to clear morale of the story, the students understood the advantages of optimal time application.
The discussion was followed by an activity. The students were provided with a blank time table in which they were supposed to fill-in the activities they would like to do for the coming week. They were encouraged to pick new activities each day.
By conducting this activity, students realized how they had been wasting their time, had disturbed sleep cycle and created bad eating habits during the lockdown. The session ended on a positive note where the students shared few ideas that they could practice at home (such as gardening and helping parents in household chores) with their friends.
Students interacted amongst each other and exchanged thoughts about why and how they feel a particular way. They tried remembering the triggers and how often had they thought about their emotions.
The presentation focused on removing gender based stereotypes by stating that feelings are experienced by both genders equally and there is no such thing as a “girl/boy feelings”. At the same time, uncomfortable feelings such as being scared, lovely, angry and ashamed were normalised and the students were told the importance of acknowledging and sharing these feelings with a supportive person.
The students were also given a list of commonly felt emotions. This was done to increase their emotional vocabulary so that it could further help them in communicating their emotions effectively.
To intensify the session, students were provided with a worksheet where they had to identify their emotions according to the situation and draw how their body physically reacts to such events. (5th class was also asked to differentiate between how they normally react to emotional situations and how should they react instead)
By the end of the session, students felt that it’s important for them to keep a check on their emotional state on day-to-day basis and keep a track of the same by maintaining a journal. As homework, students were asked to record their feelings and reactions to those, which was discussed in the next class.
Another session began with mindful check-in for 2-5 minutes by feeling one’s body and mind and simply allowing any waves of thoughts, emotions or physical sensation to just be. Once the students were in a calm and in a composed state, they were told about mindfulness and were explained the difference between being mindful and mind full. The students were explained about mindfulness and its importance in stressful situations through a power point presentation.
This was followed by The Present Moment activity. The worksheet was already shared with the students beforehand. The students were explained about it and were given a 5 minute time to complete the worksheet without getting distracted from their external environment. This activity helped the students to reflect on their present and they realized the power of present moment. The session ended on a soothing note with a silent mindful check out which lasted for 2-5 minutes.
To carry forward with self-reflection and positivity, the students were instructed to focus on happy and positive moments where they were asked to create a timeline for the same. The activity was aimed at making them acknowledge and re-collect their happy memories.
The students were told how important it is for everyone to rise up from the negative feelings and focus on being happy because all the emotions are controlled by one’s own self.