For students to become useful and prosperous citizens in their country, students must be able to learn specific life skills, and not only what they have been trained and learned based on their academic curriculum, so that they are able to acquire and apply these life skills in their life’s experiences. As more and more children are raised in an environment where they belong to dysfunctional families or disadvantaged families, the schools have seen the need to help the homes and churches, which used to teach life skills to the children, and have included life skills training in their curriculum to extend this form of assistance to all students concerned with the goal of assisting the students in their transition to adulthood. The target life skills are on interpersonal skills, which teach students to understand what a meaningful relationship can bring and how to develop one, and on reflective skills, which trains students to reflect on whatever actions they have taken and teach them how to take responsibility on their actions. Values education training in schools incorporate a lot of life skills’ fundamentals and this can be initiated in the school’s environment, like personal accountability, routines, interaction, at recess time, respecting property.
When schools aim to teach their students on personal accountability, they initiate this process at the nursery level until the students finish schooling, in which schools train them to finish their tasks on time, learn how to subject their tasks for evaluation, and aim to reach each classroom’s and subject’s goals, all these are integral exercises of reflective and interpersonal skills.
Routines, which are classroom rules, provide specific instructions for students to obey, such as follow directions, raise your hands before speaking, remain on your work without wandering, work independently, are just some of the examples of good training in schools.
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Proper interaction skills are considered in training the students for higher levels of life skills, interpersonal and reflective skills, and such trainings are demonstrated in the following: listening to others in the classroom or in an assembly, knowing how to take turns, contributing and sharing, being courteous and respectful in the classroom, as well as in groups.
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Even in recess time, life skills are applied, such as sharing equipment and sports items, understanding the importance of teamwork, avoiding arguments, accepting sports rules, and participating in extra-curricular activities responsibly.
Schools also train the students to learn how to take care of school and personal properties, such that teachers perpetually teach and remind them on the following: tidying their classroom tables and chairs, returning materials to their proper storage, putting away coats, shoes, hats, etc to their appropriate places, and keeping all personal things organized and accessible.
Life skills are meant for all students, but more so for the special needs children, those with learning disabilities, autistic tendencies, and developmental disorders, such that providing them this training to acquire life skills will help them learn how to cope in life.