This document outlines the class topics and assignments for an online teacher training course called "Education for Life". The class covered tools and stages of child development, techniques for focusing attention and awakening energy in students, and determining personal strengths. Assignments included observing strengths in children, labeling classroom activities by development tool, and teaching calming techniques. The next class will cover motivating children.

1. Education for Life
Teacher Training
Online Class
While you wait for everyone, please
think about what you like to do in your
leisure time. Jot down a list of three or
four activities you especially enjoy,
other than meditation.

2. Introduction to EdforLife, Class # 2
 Teaching the Whole Child:
Tools and Stages of Development

3. Class Outline
 Centering
 Awaken Energy and Focus Attention
 Photos of great examples
 Review through questions and photos
 Think about your own preferred modality
 Discuss Assignment #2
 Go through handouts
 Share Assignment #1
 Receive assignments for Class 3

4. Visualization & Intention

5. Assignment discussion
 Write a brief paragraph describing a situation in which you were
challenged to accept a situation with as child as it was, and how you dealt
with the challenge. Did it feel awkward to stop and practice acceptance
and self-calming? What happened?

6. Techniques for Awakening Energy
Review
 Tense and relax
New
 Thumbs up (early childhood)
 Stand up if it is true (older kids)
 Super-conscious Living Exercises (see
demonstration on YouTube)

7. Superconscious Living Affirmations
Rasie your hand if you know the movements to these.
 I am awake and ready!
 I am positive, energetic, enthusiastic.
 I am master of my body; I am master of
myself.
 Awake, rejoice, my body cells!
 Be glad my brain; be wise and strong.

8. Techniques for Focusing Attention
Traditional
 Use visual aids
 Get students involved in the topic by eliciting a
response from them
New
 Touch two chakras
 Touch a body part for younger children
 Clap and miss

9. body

10.  feeling

11. will

12. intellect
einst_7.jpg

13. Quick Review
 All of the following are Tools of Maturity,
except:
 a. Body
 b. Intellect
 c. Will
 d. Spirit

14. Quick Review
 During the ages of 6 – 11 years, which
Tool of Maturity is the primary focus?
 a. Feeling
 b. Will
 c. Intellect

15. Quick Review
 Maturity is which of the following?
 a. Relating appropriately to others’
realities
 b. Expansive
 c. The goal of Education for Life
 d. All of the above
 e. None of the above

16. Quick Review
 A primary emphasis on achieving goals and
successfully meeting challenges is compatible
with which stage of maturity?
 a. Foundation years
 b. Feeling years
 c. Will years

17. Predominant Tool of Maturity
 Let’s look at photos with the thought of what the
predominant Tool of Maturity might be in each on.
There are no right and wrong answers; this is a matter
of opinion and discussion.
 Type the Tool you think each picture best illustrates
into the Chat window.

18. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

19. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

20. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

21. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

22. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

23. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

25. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

26. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

27. Choose the Predominant Tool
 Rating Scale:
 a. Body
 b. Feeling
 c. Will
 d. Intellect

28. Tools of Maturity: Four elemental types
Which are you?
 Moving, acting, expressing through the
body
 Feeling harmony, enjoying friendship, arts,
music
 Changing the outcome, mastering
challenges, accomplishing
 Seeking to know, understanding new
concepts/relationships/ideas

29. Determining Your Preferred Modality
 With which statement do you feel most
strongly identified?
 To Move is to live
 To Feel is to live
 To Accomplish (succeed) is to live
 To Understand is to live

30.  Look at the activities you wrote down at
the beginning of class and see whether
any of the Tools predominates.

31. Think about Assignment 2 for today
Expanding Awareness
 As you read Chapters 14 - 19 in Education for Life,
look for ways the strengths in your children and
those around you. If someone is challenged to be in
the heart and to be kind, do they have another
strength such as physical energy and willingness to
move? Can you see that a difficult child who
challenges you may have the gift of a strong will and
needs your help to use it to achieve goals?
 Choose a child to observe and fill out the Tools
Evaluation form on that child. Bring to the next class.
(You do not need to turn in.)

32. Look at the handouts
 Tools
 Building on Strengths
 How to Develop 4 Tools (as an adult)
 Stages of Maturity

33.  Irene’s comments

34. Assignment 1
 Self-Study
 Observe yourself and notice what you are doing when you feel
“in the flow” of energy. Do you think these occasions tell you
anything about the Tool(s) of Maturity most natural for you? Is
there a Tool that makes you feel blocked where you need to
develop more willingness?

35. Assignment 2
 Expanding Awareness
If you are teaching, choose a week for this activity. If you are a
parent, you might want to do this activity over a week-end.
At the end of each day, write down the activities you did during
the school day and label each with the Tools it most
incorporates. At the end of a few days, look back over your
labels and notice whether or not you are designing activities
that appeal to each Tool. Which Tool are you strong in as a
teacher? Where do you think you can improve?
Write a paragraph about what you observed and learned in this
activity (you may also mention what you perceive as your own
dominant Tool and how you think this influences your
leadership as a parent or teacher).

36. Assignment 3
 Teacher Composure and Magnetism
Teach a child or a group (of children or adults) one of the
new calming or focusing techniques (touching a body part,
touching third chakra and spiritual eye, or clap and miss).
Use it at a time it is needed—usually right after a transition
—and see whether it works for your group…and/or for you!
Write a brief paragraph on what you tried, and how it
worked or didn’t work.
Both paragraphs are due November 10. Please be as brief
as you can.
 Send to: eflbharati@gmail.com

37. To do before the next class,
Specific Gravity/Motivating Children
 Sthe written paragraph on Expanding Awareness
to eflbharati@gmail.com by November 10.
 Read Education for Life, Chapters 10-13
.
 Watch video

38.  Do you have a question about today’s
presentation?
 A comment?

39. Other Courses
Curriculum and Lesson Planning
 Three classes
 Begins in January
 Cost: $375. No registration fee.
 Discount for Living Wisdom School
teachers, aides

40. Conscious Classroom Management
 Starts November 15, six classes.
 Working with the energy of the children to
channel it in positive ways BEFORE
problems occur
 Learning and practicing keys to
enlightened classroom management:
Composure, Encouragement,
Assertiveness, Choices, Positive Intent,
Empathy, Consequences

41.  Good-bye!
 Namaste
 Ciao
再见