The Life-Education Certification Program for teachers (Train the trainer)

Phase 1: For 5th and 6th grade teachers 

Phase 2: For 7th and 8th grade teachers

Phase 3: For 9th and 10th grade teachers 

Teachers interested in instituting Life Education programs for grades Five to Ten can participate in this program. 

Phase I: Grades five & six

This phase enables teachers to undertake Life education classes for fifth and sixth grade. 

Grade five 

The understanding that life is a series of experiences and each of these is a story in our life is brought out through thoughtfully selected parables. The child begins this self-enquiry process and starts relating to every experience as a learning platform. This activity-based year blends learning with role-plays, games, and healthy interactions. Focus areas:

• Understand the value attributes and developing orientation towards Self
• Interpret the meaning and recognizing Values from actions, through a process of self-enquiry
• A strong foundation for the rest of the years
• Unstructured and based on play and group games

Grade six

After developing the ability to relate to one’s life stories more meaningfully, it is experientially understood that what I choose to learn starts guiding the beliefs I start living. This insight that behavior in any context is a result of one’s choices empowers the child to make appropriate and facilitative choices in life. Focus areas:

• Focus on how we form the behavior we stand for and develop a process for self-monitoring the same
• Experience the process of belief formation and get a self-orientation for the same
• Understand team building, effective communication, interpersonal relationships, social interaction and overall well-being
• Semi-structured and evolving based on the group dynamics

Phase II:  Grades Seven & Eight

This phase enables teachers to undertake Life education classes for grades seven and eight.

Grade seven 

When the power of choices is clear, students learn how to become life-long learners. They explore their own learning orientation and identify focus areas. They gain a deeper understanding of the process of learning to learn and the enquiry process. The understanding that any knowledge is of value only when it is applied helps integrate learning meaningfully to real-life contexts. Focus areas:

• Understand what goes into being an effective learner
• 5W and 1H way of enquiry and discussion
• Clarity on the concept of Change, Competition and Context sensitivity
• Understand mindfulness and the importance of being in the present
• Learn the cyclic process of ‘Learn to learn’

Grade eight 

When students are clear on values and learning, they begin to articulate the purpose of their lives and the dreams they want to fulfill. Students learn to become self-starters when they appreciate the possibility of mastering their circumstances. They understand the importance of a farsighted vision in channelizing their potential to the best and analyze how every goal achieved is a means to this larger purpose. Focus areas:

• Understand the path towards Excellence and focus on the ‘Vision’ cornerstone in detail
• Understand what stops one from being what they want to be and address the gap between what one is and what one wants to be 
• Understand what goes into setting a vision for oneself and monitoring oneself when working towards it
• Semi-structured and activity oriented

Phase III: Grades Nine & Ten 

This phase enables teachers to undertake Life education classes for grades nine and ten.

Grade Nine 

At this stage, students learn to assess their strengths and weaknesses and also understand the gap between their perception of self and how others experience them – all aimed at becoming a more integrated person. This process is facilitated by analyzing their orientations towards achievement, relationships, leadership, learning, and genuineness. This holistic understanding helps them align their vision and values towards excellence. Focus areas:

• Analyze the personal Value profiles and identify areas that need attention
• Charter clear action plans and understand the methodology to monitor self-progress
• Structured and activity/discussion oriented

Grade Ten 

At this stage, students learn to handle value conflicts in life and assess ways to deal with self and society. They get to do a social action project and experience themselves as responsible citizens of the country with clarity on their life vision and standing by certain values. Focus areas:

• Analyze the different requirements in society and develop the ability to think of social action projects
• Understand the life history of people who made a difference and envisage their own capacity to make a difference
• Pursue the major social action project
• Develop the ability to present and communicate with passion