Life Skills Education Course Objectives and Teaching Methods

Course Title: Life Skills Education
Course Code : BED232
MM:100
GEETA DHASMANA
ASSISTANT PROFESSOR
FIMT
DELHI
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Objectives of the Course :
• To familiarize student-teachers in the theoretical foundations
of Life Skills Education
• To prepare student-teachers in training methodologies and
enable students to apply Life Skills in various spheres
• To develop professionals in Life Skills Education and enhance
the ability to contribute as youth workers specialized in the
area of Life Skills Education.
• To foster the spirit of social responsibility in students and
enhance social and emotional well being
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Unit - II: Process and Methods Enhancing the Life Skills
• Classroom Discussions
• Brainstorming and Role plays
• Demonstration and Guided Practice
• Audio and Visual activities, e.g. Arts, Music, Theatre, Dance
• Small Groups discussions followed by a presentation of group
•Educational Games and Simulation
• Case Studies, Storytelling, Debates
• Decision making and mapping of using problem trees.
https://cbse.nic.in/cce/life_skills_cce.pdf
http://cbseacademic.nic.in/web_material/doc/2014/9_Life%20Skills_Cl
ass_VIII.pdf
https://www.unodc.org/pdf/youthnet/action/message/escap_peers_
07.pdf
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Audio-Visual Activities:
Performing art through music have immense effect on learning
enhancement. Generally music activity helps in the following
areas –
● speech and communication
● motor skills
● academics like through song one starts learning alphabets and
that goes on.
● social skill
● practicing emotional behaviour
Music must be meaningful to the learner. Learner's favourite
song can be their teaching tool. Rhythm in music helps in higher
cognitive understanding. If there are barriers it can be overcome
through visual support with music. Engaging more senses helps
in comprehension.
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Decision making is an important skill at all stages in life. It
involves logical steps in choosing the best alternatives based on a
particular situation. Learners need to understand that there could be
more than one right or wrong answer.
The process of Decision Making involves the following process:
Identify the problem
Analyse the problem
Think of alternatives
Decide on a course of action
A decision represents a course of action chosen from a number of
possible alternatives.
One such model for decision making is given below.
P.O.W.E.R Model
Step 1 : P = PROBLEM
Identify the issue in the situation Stop and state ( or identify) the
problem.
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Step 2 : O = OPTIONS
Think of different options for your situation. The more options you
have, the better.
Step 3 : W = WEIGH
Look at the positive and negative consequences for every option
you have thought of. The things you value should guide you in your
decision making.
Step 4 : E = ELECT
Choose the best option, talk to a person you respect, then take the
best course of action. Elect the option which you feel is important to
you (values) and is a win-win situation for everyone.
Step 5 : R = REFLECT
Think or reflect about what happened because of your decision.
What could be the consequences of your action ?
{*Namibia Youth Programme : My Future, My Choice (UNICEF,
Namibia)
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10/09/2020
Unit 3:
Core skills (1)
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Self-Awareness
Self-awareness is the ability to see yourself clearly and objectively
through reflection and introspection.
Empathy:
Empathy' is the translation of the German term Einfühlung,
meaning, ‘to feel as one with’. It implies an ability to experience the
emotions that match the other person's emotions, to know what
the other person is feeling, or "walking a mile in someone else's
shoes", in order to understand the other person's perspective
properly. It enriches by making us look at people, situations and
objects outside ourselves - IT EXPANDS OUR VIEWPOINT.
According to Alvin Goldman, "Empathy is the ability to put oneself
into the mental shoes of another person to understand his/her
emotions and feelings".
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https://www.slideshare.net/AbhishekGhosh1/who-recommended-life-skills-self-awareness
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1. SWOT analysis is a way of looking at your situation by identifying:
Strengths, or those areas where you have an advantage over
others, or some unique resources to exploit;
Weaknesses, or areas where you or your organisation may be
weaker than others, and may find that others can do better than
you;
Opportunities, or possibilities that you can take advantage of to
help you achieve your goals and ambitions; and
Threats, or things that may prevent you or your organisation from
making a profit or achieving your goals.
Read more at: https://www.skillsyouneed.com/ps/personal-swot-analysis.html
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Johari Window model:
A Johari window is a psychological tool created by Joseph Luft and
Harry Ingham in 1955. It’s a simple and useful tool for
understanding and training:
self-awareness
personal development
improving communications
interpersonal relationships
group dynamics
team development; and
inter group relationships.
It is one of the few tools out there that has an emphasis on “soft
skills” such as behaviour, empathy, co-operation, inter group
development and interpersonal development. It’s a great model to
use because of its simplicity and also because it can be applied in a
variety of situations and environments.10/16/2020 24

https://www.selfawareness.org.uk/news/understanding-the-johari-window-model
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In this example, we are going to talk about how the Johari window works with an
individual within a team. In this instance there are two factors at work within the
Johari window.
The first factor is what you know about yourself.
The second factor relates to what other people know about you.
The model works using four area quadrants. Anything you know about yourself and
are willing to share is part of your open area. Individuals can build trust between
themselves by disclosing information to others and learning about others from the
information they in turn disclose about themselves.
Any aspect that you do not know about yourself, but others within the group have
become aware of, is in your blind area. With the help of feedback from others you
can become aware of some of your positive and negative traits as perceived by others
and overcome some of the personal issues that may be inhibiting your personal or
group dynamics within the team.
There are also aspects about yourself that you are aware of but might not want
others to know, this quadrant is known as your hidden area. This leaves just one area
and is the area that is unknown to you or anyone else – the unknown area.
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It is also possible to increase your open area by asking for feedback from people. When
feedback is given honestly to you it can reduce the size of your blind area. Maybe you
interrupt people before they have finished making their point which can cause frustration.
Alternatively people may always want to talk to you because you are a good listener.
Sometimes you don’t realise these aspects of your character until it is pointed out.
By working with others it is possible for you to discover aspects that neither of you may
never have appreciated before.
Some examples of unknown factors can be as follows:
•an ability that is under-estimated or un-tried through lack of opportunity,
encouragement, confidence or training
•a natural ability or aptitude that a person doesn't realise they possess
•a fear or aversion that a person does not know they have
•an unknown illness
•repressed or subconscious feeling
•conditioned behaviour or attitudes from childhood
For example, in an educational setting, a student’s contact with a tutor, may help them
understand how their experiences both in and outside of school can have an impact on
their learning. This discovery about themself would reduce the size of their unknown area.
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From a practical point of view in implementing the Johari window you need to look at two
steps.
Step one:
The place to start in the Johari window is in the open area. Make some notes about
yourself. Complete the Self Awareness Diagnostic. What are your strengths and your
weaknesses? What are you comfortable with and willing to share with others? Try and be
honest and clear about what you know about yourself already.
Step two:
Involve other people and ask for feedback about yourself. Be prepared to seriously consider
it. That doesn’t mean that you have to do everything that’s suggested, but you should at
least listen and think about it. Then give the person who provided the feedback some
acknowledgement or thanks for making the effort. Depending on how confident you are
you might prefer to do this as either a group exercise or on a one to one basis. Remember
that giving effective feedback is a skill and some people may be better at it than others.
When receiving feedback, be respectful, listen and reflect on what has been said. It may be
on receiving feedback you may want to explore it further that can lead to discovery about
yourself.
The Johari window as a tool does have its drawbacks:
•Some things are perhaps better not communicated with others.
•People may pass on the information they received further than you desire or use it in a
negative way.
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•Some people or cultures have a very open and accepting approach to feedback and some
do not. People can take personal feedback offensively so it’s important when facilitating to
exercise caution and start gradually.
The Self Awareness Diagnostic is a great accompaniment to the Johari window model. It
helps people to explore the qualities that make them who they are. The simple online
questionnaire provides instant feedback to the participant that they can positively use in
understanding their personal strengths and weaknesses, what belongs in their open space.
It can also objectively help the participant to start to process some of those attributes that
reside in their blind spot and can encourage discussion amongst the group without being
confrontational or causing contention.
What is unique about the Self Awareness Diagnostic is it explores not only an individual’s
‘soft skills’ and working style preferences but also how participants like to learn; their
learning styles. In an education or business environment this can be a great enabler for a
teacher or trainer to ensure all the members of the group are motivated and able to
achieve their full potential.
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Three Self (Real, Projected, Ideal):
The self-discrepancy theory states that individuals compare their
“actual” self to internalized standards or the “ideal/ought self”.
Inconsistencies between “actual”, “ideal” (idealized version of
yourself created from life experiences) and “ought/projected”
(who persons feel they should be or should become) are
associated with emotional discomforts (e.g., fear, threat,
restlessness).
Self-discrepancy is the gap between two of these self-
representations that leads to negative emotions.
Developed by Edward Tory Higgins in 1987, the theory provides a
platform for understanding how different types of discrepancies
between representations of the self are related to different kinds
of emotional vulnerabilities. Higgins sought to illustrate that
internal disagreement causes emotional and psychological
turmoil.
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Discrepancies create two major types of negative physiological
situations:
•absence of positive outcomes, which is associated with dejection-
related emotions.
•presence of negative outcomes which is associated with agitation-
related emotions.
The theory postulates three basic domains of the self:
Actual/ real
Actual self is your representation of the attributes that you believe
you actually possess, or that you believe others believe you
possess.The "actual self" is a person's basic self-concept. It is one's
perception of their own attributes (intelligence, athleticism,
attractiveness, etc.).
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Ideal
Ideal self is your representation of the attributes that someone
(yourself or another) would like you, ideally, to possess (i.e., a
representation of someone's hopes, aspirations, or wishes for you).
The "ideal-self" is what usually motivates individuals to change,
improve and achieve.
The ideal self-regulatory system focuses on the presence or absence
of positive outcomes (e.g., love provided or withdrawn).
Ought/ projected
Ought is your representation of the attributes that someone
(yourself or another) believes you should or ought to possess (i.e., a
representation of someone's sense of your duty, obligations, or
responsibilities).
The ought self-regulatory system focuses on the presence or
absence of negative outcomes (e.g., criticism administered or
suspended).
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Big Five Personality Traits: The OCEAN Model Explained
OCEAN: The Five Factors
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1. Openness to Experience
Openness to experience has been described as the depth and
complexity of an individual’s mental life and experiences (John
& Srivastava, 1999). It is also sometimes called intellect or
imagination.
Openness to experience concerns people’s willingness to try to
new things, their ability to be vulnerable, and their capability to
think outside the box.
Common traits related to openness to experience include:
•Imagination;
•Insightfulness;
•Varied interests;
•Originality;
•Daringness;
•Preference for variety;
•Cleverness;
•Creativity;10/16/2020 34

•Curiosity;
•Perceptiveness;
•Intellect;
•Complexity/depth.
An individual who is high in openness to experience is likely
someone who has a love of learning, enjoys the arts, engages
in a creative career or hobby, and likes meeting new people
(Lebowitz, 2016a).
An individual who is low in openness to experience probably
prefers routine over variety, sticks to what he or she knows,
and prefers less abstract arts and entertainment.
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2. Conscientiousness/ कर्त्तव्य निष्ठां
Conscientiousness is a trait that can be described as the tendency to
control impulses and act in socially acceptable ways, behaviors that
facilitate goal-directed behavior (John & Srivastava, 1999).
Conscientious people excel in their ability to delay gratification, work
within the rules, and plan and organize effectively.
Traits within the conscientiousness factor include:
Persistence;
Ambition;
Thoroughness;
Self-discipline;
Consistency;
Predictability;
Control;
Reliability;
Resourcefulness;
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Hard work;
Energy;
Perseverance;
Planning.
People high in conscientiousness are likely to be successful in school
and in their careers, to excel in leadership positions, and to doggedly
pursue their goals with determination and forethought (Lebowitz,
2016a).
People low in conscientiousness are much more likely to
procrastinate and to be flighty, impetuous, and impulsive.
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3. Extroversion
This factor has two familiar ends of its spectrum: extroversion and
introversion. It concerns where an individual draws their energy from
and how they interact with others. In general, extroverts draw energy
from or recharge by interacting with others, while introverts get tired
from interacting with others and replenish their energy with solitude.
The traits associated with extroversion are:
• Sociableness;
•Assertiveness;
•Outgoing nature;
•Energy;
•Talkativeness;
•Ability to be articulate;
•Fun-loving nature;
•Tendency for affection;
•Friendliness;
•Social confidence.
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People high in extroversion tend to seek out opportunities for social
interaction, where they are often the “life of the party.” They are
comfortable with others, are gregarious, and are prone to action rather
than contemplation (Lebowitz, 2016a).
People low in extroversion are more likely to be people “of few words
who are quiet, introspective, reserved, and thoughtful.
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4. Agreeableness
This factor concerns how well people get along with others. While
extroversion concerns sources of energy and the pursuit of
interactions with others, agreeableness concerns one’s orientation
to others. It is a construct that rests on how an individual generally
interacts with others.
The following traits fall under the umbrella of agreeableness:
Altruism;
Trust;
Modesty;
Humbleness;
Patience;
Moderation;
Tact;
Politeness;
Kindness;
Loyalty
Unselfishness;10/16/2020 40

Helpfulness;
Sensitivity;
Amiability;
Cheerfulness;
Consideration.
People high in agreeableness tend to be well-liked, respected, and
sensitive to the needs of others. They likely have few enemies and
are affectionate to their friends and loved ones, as well as
sympathetic to the plights of strangers (Lebowitz, 2016a).
People on the low end of the agreeableness spectrum are less likely
to be trusted and liked by others. They tend to be callous, blunt,
rude, ill-tempered, antagonistic, and sarcastic. Although not all
people who are low in agreeableness are cruel or abrasive, they are
not likely to leave others with a warm fuzzy feeling.
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5. Neuroticism/ मिोविक्षुब्धतठ
It encompasses one’s emotional stability and general
temper.
These traits are commonly associated with neuroticism:
• Awkwardness;
•Pessimism;
•Moodiness;
•Jealousy;
•Testiness;
•Fear;
•Nervousness;
•Anxiety;
•Timidness;
•Wariness;
•Self-criticism;
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•Lack of confidence;
•Insecurity;
•Instability;
•Oversensitivity.
Those high in neuroticism are generally prone to anxiety,
sadness, worry, and low self-esteem. They may be
temperamental or easily angered, and they tend to be self-
conscious and unsure of themselves (Lebowitz, 2016a).
Individuals who score on the low end of neuroticism are more
likely to feel confident, sure of themselves, and adventurous.
They may also be brave and unencumbered by worry or self-
doubt.
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MYERS-BRIGGS TYPE INDICATOR ASSESSMENT
ESTABLISH A PATH FOR LIFE-LONG PERSONAL DEVELOPMENT
Helping an individual understand their personality type is the first step
to personal and professional growth. The MBTI assessment helps
individuals understand their strengths, their preferred working styles,
and ultimately helps them see their potential. Used individually to
provide self-awareness and clarity of purpose, the MBTI assessment
also helps create a better understanding and appreciation between
team members and colleagues – enabling them to work better
together.
BENEFITS OF THE MBTI ASSESSMENT
•Greater understanding of yourself and others.
•Improved communication skills
•Ability to understand and reduce conflict
Knowledge of your personal and work style and its strengths and
development areas.10/16/2020 44

MBTI PERSONALITY PREFERENCES
Through a series of questions, the MBTI assessment helps individuals
identify their natural preferences in four areas of personality:
•How do you direct and receive energy?
•How do you take in information?
•How do you decide and come to conclusions?
•How do you approach the outside world?
Individuals natural preferences in these four areas are sorted into
one of 16 distinct MBTI personality types.
Understanding these personality types provides clients or employees
objective insight that they can use to enhance their professional and
personal relationships, as well as their direction, focus, and choices.
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USES OF THE MBTI ASSESSMENT
LEADERSHIP DEVELOPMENT
Successful leadership is critical to today’s organizations. The
MBTI instrument offers valuable insights for your organization’s
leaders, it deepens leaders’ understandings of their personality type
and the types of those they are leading to help them manage better,
provide more meaningful feedback, and improve individual and team
performance.
TEAM DEVELOPMENT
When people understand their own preferences and can recognize
the strengths others bring to a team, the entire team functions more
efficiently.
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CAREER DEVELOPMENT
Many aspects of choosing and managing a career a related to an
individual’s personality type. The MBTI Career Report explores
preferred work tasks and work environments – as well as most
popular and least popular occupations for a client’s type – and offers
strategies for improving job satisfaction.
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self-awareness is the key cornerstone to emotional
intelligence.
self-aware adult learner as one who:
has an independent self-concept;
can direct their own learning;
has accumulated a reservoir of life experiences that can
be a resource;
has learning needs closely related to changing social
roles;
is problem-centered and interested in the immediate
application of knowledge; and
is internally motivated, rather than externally, to learn.
If learners don’t have these skills of self-awareness,
then they can easily slip into self-deception.
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3 Examples of Self-Awareness Skills
So we know that self-awareness is good, but what does it
look like? How does one practice self-awareness?
Below are three examples of someone practicing self-
awareness skills:
Bob at work
Bob struggles with creating a quarterly report at work,
and he frequently produces subpar results. He notices the
discrepancy between his standards and performance and
engages in self-evaluation to determine where it comes
from and how to improve.
He asks himself what makes the task so hard for him, and
he realizes that he never seems to have trouble doing the
work that goes into the report, but he struggles with
writing it up cohesively and clearly.
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Bob decides to fix the discrepancy by taking a course to
improve his writing ability, having a colleague review his
report before submitting it, and creating a reusable
template for future reports, so he is sure to include all
relevant information.
Monique at home
Monique is having relationship problems with her
boyfriend, Luis. She thinks Luis takes her for granted and
he doesn’t tell her he loves her or share affection enough.
They fight about this frequently.
Suddenly, she realizes that she may be contributing to the
problem. She looks inward and sees that she doesn’t
show Luis appreciation very often and that she overlooks
the nice things he does around the house for her and little
physical touches that show his affection.10/16/2020 51

Monique considers her thought processes when Luis
misses an opportunity to make her feel loved and notes
that she assumes he purposely avoids doing things that
she likes. She spends time thinking and talking with Luis
about how they want to show and receive love, and they
begin to work on improving their relationship.
Bridget on her own
Bridget struggles with low self-esteem, which causes
depressive symptoms. She doesn’t feel good enough, and
she doesn’t accept opportunities that come her way
because of it. She begins working with a therapist to help
her build self-awareness.
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The next time an opportunity comes her way, she thinks
she doesn’t want to do it and initially decides to turn it
down; but, with the help of some self-awareness
techniques, Bridget realizes that she is only telling herself
she doesn’t want to do it because of her fear that she
won’t be good enough.
Bridget reminds herself that she is good enough and
redirects her thoughts to “what if I succeed?” instead of
“what if I fail?” She accepts the opportunity and continues
to use self-awareness and self-love to improve her
chances of success.
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These three stories exemplify what self-awareness can
look like, and what it can do for you when you tap into it.
Without self-awareness, Bob would have kept turning in
bad reports, Monique would have continued in an
unsatisfying relationship or broken things off, and Bridget
would never have taken the opportunity that helped her
grow.
https://positivepsychology.com/self-awareness-matters-
how-you-can-be-more-self-aware/
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Life Skills Importance for teachers
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•On the basis of their self awareness, (awareness of what they can
and cannot do) young people/teachers build their self-esteem and
self-confidence. On this too they build their assertiveness or ability
to respond confidently to any situation. Finally, self-knowledge
leads to self control so that people can cope with their emotions
and stress.
•Enhance quality of education through innovation, creativity
•Life skills education is very important especially for teachers who
prepared the young minds.
•to translate knowledge, attitude and values for handling real life
situations to the children helping them decide what to do, when to
do and how to do it with ease. This was also an approach towards
integrated self empowerment.
•Development of one’s interpersonal relationships with the people
around one, family and friends, peers, people in authority and
adults.
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•This is done in two ways.
(a) Positively through friendship formation and adjustment to
society in which they live. It also involves empathy or putting
oneself in the shoes of other people in order to understand them
and live happily with them.
(b) On the other side of the coin, interpersonal relations also
require the ability to resist unhealthy pressures from adults or
peers, to negotiate one’s way through difficult life situations both
in interpersonal relationships and in work situations, and, where
necessary, to advocate for change in the most effective manner.
These relationships are dependent on effective communication
which is also required for conflict resolution and management.
(c) Knowledge of oneself and interpersonal relationships must be
based on the development of creative and critical thinking in order
to be able to confront the challenges of life and make appropriate
decisions on what to do and how to solve problems.
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Thus, whether to resist or negotiate, how to assert oneself in
different situations, even how to cope with one’s emotions and
stress depend on one’s ability to think critically and creatively.
•It is important that children should be taught to access
information and activate prior information.
•Teachers should assist students in making personal connections
and making meaning of the new material and integrating these
learning with what they already know.
• Facilitating the transfer of knowledge and skills to real-life
situations is important.
•Children should be encouraged to think and ask questions when
they don’t understand.
•Developing personal goals and assisting them in the achievement
of these goals.
•Teaching and instilling the value of routines and schedules and the
importance of following them.
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•It would help teachers enhance quality of education through
innovation, creativity and equip children become more analytical in
approach, recognise the relationship between knowledge and
power.
•Teaching students to work cooperatively, reflect on their classroom
experiences and share them with peers’ teachers and parents.
•To help children with life skills schools should believe in a “growth
mindset”.
•When the school inculcates this as a practice child start to enjoy
learning.
•They understand that progress takes time and they keep trying
until they succeed. This helps them achieve success in any area as
they grow.
•The students don’t hesitate to ask for help, they are ready to put
efforts and love taking new challenges.
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•The children are no more afraid of failures and view mistakes as
opportunities.
•Students, as individuals and global citizens, are required to make
decisions, and increasingly, the types of issues they face demand an
ability to apply scientific processes and products. The decision-
making process involves identifying the issue, gathering data,
generating possible courses of action, evaluating alternatives, and
making a thoughtful decision based on the information available.
Students should be actively involved in decision-making situations
as they progress through their education.
•Confidence in speaking, discussion, debate, writing, and problem
solving provide a good start to providing a foundation for acquiring
the skills.
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•Students become independent in their own learning, where
teachers assume the role of facilitators, guiding them through their
learning process.
•learning to live together with other living beings.
•acceptance of diversity in perspectives of different societies and
cultures.
•Acceptance and importance of all living being as along ecological
and psychological social structures.
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The skills based approach may therefore be summarised
as follows:
Knowledge
Information
Social Skills
Self esteem/self awareness
Attitudes
Values
Influences
Personal confidence and competence
Source: UNICEF, 254 p.
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WHAT ARE THE BENEFITS OF LIFE SKILLS EDUCATION?
The World Health Organisation suggests the following:
Health Benefits
(i) Life skills education addresses the combination of
psychological and social (i.e. psychosocial) factors that
contribute to healthy behaviour.
(ii) The implementation of life skills education in schools
addresses the needs of all children.
(iii) The promotion of personal and social skills is an important
aspect of health promotion interventions that aim to empower
the individual to promote his/her own health as well as the
health of others and of the community.
Educational Benefits
(i) Life skills education introduces learner-centred and interactive
teaching methods which can have a positive impact on:
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 the relationships between teachers and pupils.
 young people’s enjoyment of learning.
 teacher’s job satisfaction.
 rates of drop out and absenteeism from school.
Life skills go well with the ethics of a teacher and wilt bring
serenity to schools. (Participants in pretest, Bushenyi)
(ii) Life skills have an impact on the teaching of academic
subjects, e.g. because of the introduction of interactive methods.
(iii) There are indications that life skills education can have a
positive impact on academic performance. Once the students or
pupils feel that they are involved in issues of relevance to their
own lives, they participate more and learn more.
Social Benefits
Life skills education can promote more pro-social behaviour and so
result in less delinquency among adolescents.
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Economic Benefits
(i) Life skills education, and the skills promoted, appear to be
amongst the ones most highly valued by the future employers of
young people.
(ii) Early prevention can be expected to reap maximum rewards
in regard to a healthy society, especially since the health and
social problems prevalent today have at their root a component
of human behaviour.
Political Benefits
Life skills education addresses the needs of the child as specified in the
United Nations Convention on the Rights of the Child and the Child
Statute of Uganda, 1995.
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The most practical way of teaching life skills in
school is to incorporate them in the lesson plans
so it's a win-win for all.
http://bweducation.businessworld.in/article/The
-Importance-Of-Life-Skills-As-Part-Of-The-School-
Curriculum/13-06-2018-151863/
10/16/2020 67

Integration with the teaching learning process:
These 5 strategies include the following ideas:
Use self-awareness assessments
Let students keep personal journals
Connect content to students’ personal lives
Teach mindfulness meditation
Have students create autobiographies
•Activities can also help in integrating them.:
WARM –UP
EMOTIONAL WHEEL
I FEEL
SHARING WITH UNKNOWN
COLLAGE MAKING
DRAWING
WORKSHEETS.
10/16/2020 68

10/16/2020 69
•CIRCLE OF QUESTIONS
•SHARING OF SITUATION FOR DECISION MAKING OR PROBLEM SOLVING… ME PARACHUTYE
VIDEO AT MANALI
•LISTEN AND RECAP
•DUM SHARAD
•QUIZ
•ALPHABETICALLY CHIT
•DEBATE
•WORD ASSOCIATION GAME
•DRAWING
•HOT OR NOT
•ONCE UPON A TIME………..
•WORD SELECTION
•DRAW AND DESCRIBE
•SPIN A YAN…
•PICTURE ELABORATION
•EMOJIS SLIDES
•SURVEY DAY BEFORE
•BEST CREATIVITY OF ANYBODY TEACHING.
•TRUTH AND LIE
•BLIND PARTNER

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