Fr.John Class Notes

Looking at the brighter side

Aim

To help the participants to be aware of their attitudes and form a positive outlook to life.

Materials needed

Chart paper (or a big white sheet), pen

Procedure

Take a chart paper and mark a rather big dot at its centre (It should be done in advance).  The Animator shows the chart paper and asks the participants what they see. Most of them will say a dot.

Once their opinion is taken, the Animator tells them that what is prominent is the vast white space that is there on the paper, but what we tend to see generally is the dark spot.

Micro Group Discussion (10 Minutes)

The Animator divides the participants into smaller groups. Let each group choose the six office bearers needed for a micro group meeting. (Follow the method given in LTS Group discussion procedures). The Animator asks them to discuss the following questions among themselves. Let each participant take down in her notebook the major points that emerge during the meeting, for their benefit.

·     What are the lessons you learned from this exercise?

·     Relate this exercise to your life. How do you look at life and various events – with a positive outlook or a negative outlook? Reflect.

Macro group sharing (10 Minutes)

The micro groups come back to the macro group and the Reporters share the major outcome of the group discussion. The Animator helps them to collate them. Later, she/he adds from the following list the points that are missed out in the discussion.

Learning Outcome

·     Though small, we give more importance to the negative aspects of life. Both in our case and in case of others. It is also the way we see society. We often speak negatively about the people around us.

·     When we concentrate on the negatives, which are often very insignificant, we do not see the goodness in ourselves, in others and in the world.  Thus we miss the real flavour of life, the beauty of life that is unfolding before us.

·     It is very important to have a positive attitude towards life.

·     It is our attitude that makes the difference in our outlook towards life. We can cultivate our attitudes.  If we cultivate a positive attitude, we become constructive people, builders of society, the nation and the world.

·     We can build only with what we have. We have a number of positive elements (talents, strengths, hobbies etc) but often times we are not aware of them. However, we grieve about what we do not have or feel handicapped because of the negative areas in our lives. So take steps to realize who you are and what you have. Then build your life on solid foundations.

·     By nature, people tend to give importance to the negatives. Even newspapers give more importance to sensational news that is often destructive. Though there are a number of good things happening around, they do not get the publicity they deserve.

·     People tend to think that everything and everybody is corrupt and nothing is going to change or nothing can be done. In this context, we need to think about our commitment to the nation building process.

·     If we do good, what we do may look very insignificant, but it will have a ripple effect.

·     Transform weaknesses into strengths. (Ask the members to draw something beautiful with that dot. So that it becomes something they are proud of). For example, if you have a bad habit of speaking ill of others, try to speak good instead. This will help us to go ahead in life with more constructive and focussed energies.

·     Our faith tells us that God does not make trash. There is something beautiful in each one of us.

Points to Ponder

·     What are your strengths, good qualities? Do you draw energy from them?

·     Do you often dwell on your inabilities, your negative points? Do you give them the power to depress and discourage you?

·     Do you think about the need of transforming some of your weak points into strengths? What are they?

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·     What steps do you suggest to improve the sessions?

The Mystery of the Sleeping Seed

Aim:  To help the LTSers to realize the talents and strengths dormant in them.

Materials needed: One seed each for every participant. Preferably seeds with attractive colours and small enough to hold in their palms.

Procedure: Give one seed each to every participant. Tell them to hold it in the palm of their hands. Ask them to look at it as a mystery that is waiting to be revealed.

The Animator asks them questions like ‘is the seed dead?’ The answer will be ‘no, it is not dead’.

Animator: Yes, the seed is not dead, it is very much alive. But it is sleeping. If you put it in water, it will wake up and sprout (it will wake up as a person wakes up if you sprinkle water on her).

Yes, it is alive.  What are the possibilities sleeping in the seed? What are the things that will be manifested if it is given a chance to grow?

Animator: Let us sit in silence for a couple of minutes. Allow the seed to speak to you. Let each one write for herself what is revealed by the seed. For example, there are thousands of leaves sleeping inside. Given a chance, they will come out. In the same way, there are many things sleeping inside the seed.

Personal Reflection: The Animator gives the participants 2 to 3 minutes to make a list.

Micro group discussion (10 minutes)

Divide the participants into small groups. Let each group choose the six office bearers needed for a micro group meeting. (Follow the method given in Group Discussion procedures). Each member presents her list to the group. The Recorder records them and makes a list with the points shared by every participant. Let each participant take down in her notebook the major points that emerge during the meeting for their benefit.

Macro group sharing (10 minutes)

The micro groups come back to the macro group and the Reporters share the major outcome of the group discussion.  The Animator writes them on the chalkboard and helps them to collate them. Then she adds from the following list the points that are missed out in the discussion.

Learning Outcome

1.Leaves

2.Flowers

3.Bark

4.Stem

5.Roots

6.Seeds

7.Fragrance

8.Responsible for thousands of generations

9.Honey (Nectar)

10.                Colours

11.                It has the capacity to produce oxygen and refresh the air

12.                It can provide home for birds, insects small animals etc.

13.                It provides shade

14.                Can be converted to furniture even after its death

15.                It has medicinal value

16.                It purify the air n by absorbing CO2

17.                It prevents soil erosion

18.                It can produce paper, textile etc.

19.                It can provide manure

20.                It has the capacity to stop mighty clouds and bring down rain

21.                It can produce fossil fuels and other petroleum products

22.                It can transform into diamonds if subjected to high pressure and temperature, buried in the depth of the earth.

23.                It can cool the atmosphere

24.                It can produce its own food

25.                It adds colour and beauty to nature.

26.                They help to reduce dust in the atmosphere.

27.                They absorb sound and help to reduce noise pollution

28.                They can break big stones as the roots travel in the soil in search of food.

29.                It gives space for recreational purposes [children play under the tree]

30.                Life

A Few Questions for Personal Reflection

·     If a tree, standing in one place can achieve so many things, what are the things I can achieve as a human being, a superior being created in the image and likeness of God, who is endowed with intellect, reason and freedom?

·     What are the gifts and talents sleeping within me? Am I aware of them? Do I develop them?

·     If a tree can make so much contribution to the world, what contribution will I make as an LTSer?

·     A tree after its death, buried in the depth of the earth, subjected to high temperature and pressure, has the capacity to transform itself into diamonds and shine for eternity. How much more can I under life’s pressures still remain beautiful and do great things for others?

·     Depending on its ability to take pressure under the depth of the earth where it is buried for centuries, a dead tree can transform itself into various possibilities. It may decay and disappear if buried near the surface or left on the surface, it may become coal or petroleum products if buried in deeper depths or it can turn to diamonds in greater depths.  Are you ready to take the pressure and difficulties that come along in life and become ‘a person of substance?’

·     Wood, coal and diamonds – all three are ultimately made up of carbon molecules. It is the arrangement of the carbon atoms that makes coal ‘coal’ and a diamond a diamond. How do you understand this example in relation to your life?

·     The calorific value of wood (the value of a substance in terms of producing heat energy) is very little compared to coal. Wood burns for some time, gives away heat and turns into ashes and is dispersed by the wind. The heat producing capacity of coal is higher than wood and it gives more heat for a longer time. Nevertheless, it too is reduced to ashes and disappears. But the diamond still radiates light gracefully and shines for infinity. How do you relate this example to your life and its impact in the world?

·     All of us cannot be diamonds but we must try to become what God wants us to be. Taking this reality into consideration, how do you understand your call as an LTSer – to remain as an ordinary person or realize your potentials and ‘become what you are capable of becoming?’

·     Identify the most gripping moments during this session.  Write down in the notebook.

·     How important is this session at this juncture of your life?

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·     What steps do you suggest to improve the sessions?

Pooling the strengths

Aim

To help the participants to understand the importance of team-spirit.

Materials Needed

Chart papers, sketch pens or crayons

Procedure

Step 1

·     Place a chart paper on the table. Provide enough sketch pens or crayons.

·     Give the group 2 minutes to come and draw anything they like on the chart paper. (They can come together and may stand on all sides of the chart paper and draw.)  No participant should take more than 5 to 7 seconds to draw something on the paper.

Step 2

·     Once the drawing is over, turn the paper over (or use another chart paper).

·     Ask for 6 members who are good at drawing to come forward. (If it is a mixed group three boys and three girls. If the participants are from different classes or divisions give equal representation for all the classes).

·     Give them 7 minutes to draw one picture as a group. (Two minutes are for planning and 5 minutes are for drawing one picture as a team.)

·     Instruct them to draw one single picture. For instance, they may plan to draw a beautiful scenery. Let them have a leader who will divide the work among the members. (For example, one to draw the sun, another mountains etc.)

When the drawing is completed, let all the participants sit down. The Animator shows the first picture to the group and asks them to express their opinion about it. As they articulate their observation, a volunteer puts them on the chalkboard. If the members do not bring out the following points the Animator tries to elicit them by using probing questions and giving clues.

Evaluation of the Drawing I

·     Not neat

·     No planning

·     No unity

·     No theme

·     There is no message

·     Highly individualistic

·     Not beautiful

·     No creativity

·     No appropriate colours

·     Some pictures are not complete

·     Not organized, scattered here and there.

·     No proportion (some small, some big).

·     No relationship with one another (each one has drawn whatever they liked).

·     There is no specific direction for the pictures, since each one drew from different angles.

·     Some did not know what they were doing (simply drew something for the sake of drawing).

·     Some did not even contribute their share (did not even draw a picture, lost in the crowd)

Evaluation of Drawing II

The Animator shows the second drawing to the group and asks them to speak about it. As they express their observation, a volunteer puts them on the chalkboard.

·     The findings will be just opposite to the first one. (neat, beautiful, has a theme etc)

Points for Reflection

·     This exercise brings out the importance of team-spirit. Each of us made our contribution in the areas we are good at (some in drawing, several in giving colours while others giving ideas and so on). But altogether we could achieve something beautiful and meaningful.

·     Individually it is not possible to draw a picture like this in five minutes. But as a team we achieved it.

·     If we can achieve this much in five minutes and if we can work as a team how much more we can achieve in real life – we can build our society, nation and a better world.

·     Our collective effort is much greater than the sum total of our individual efforts. As citizens of the world we are invited to pool our talents, expertise, strengths and build a society, a nation and a world together.

Skills Cultivated

·     Team spirit

·     Learn to enjoy equal opportunities (for boys and girls or for different sections). Importance of equality.

·     Learn creative thinking

·     Learn to plan before taking up any project

·     Learn to reflect about life

·     Learn to cultivate social concern and a common vision

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·     What steps do you suggest to improve the sessions?

Communication Skills – Public Speaking I

Aim

To initiate the LTSers in the art of Public speaking

Procedure

Animator: Leaders need to master the art of communication. One of the important communication skills is the art of public speaking.

How to cultivate the art of public speaking? To begin with, let the members come up and speak about the sessions they have attended. For example, they may speak of what they learned from the LTS sessions, things they liked in the sessions and things they did not like etc. (They may also speak about their hobby, family, friends).

·     Initially, do not worry about the language (let them speak in any language of their choice). The first thing in public speaking is to build up confidence in oneself to come up and speak before others. Do not point out grammatical errors till they become confident in speaking.

·     Let them make a short speech – for a minute or two.

·     The Animator and the rest of the participants need to ensure a very supportive atmosphere.

·     Use a microphone if possible. Many students find it difficult to speak in front of a microphone. Speaking a number of times in front of the microphone will help them to get used to it.

·     Make sure everyone is given a clap when they finish their speech. It will help in confidence building.

·     Encourage those who find it difficult to speak. Allow them to go and come back for a second time if needed.

·     Be generous in giving positive feedbacks. Emphasize the areas they are good at. At the end, mention one or two areas they may need to improve.

Let them continue this simple speech practice for a month or so till they become confident in speaking.

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·     What steps do you suggest to improve the sessions?

Communication Skills – Public Speaking II

Aim

To introduce the LTSers to various skills in the art of Public speaking

Procedure

In the second stage, give a few steps to improve the art of communication. Let them practice one step at a time. For example, eye contact. Concentrate on this for a few times before you introduce the other steps one by one.

·     Eye contact – try to look at the eyes of the audience while speaking. Scan the audience in such a way that they feel that you are communicating to them personally.

·     Voice – cultivate a loud, clear and profound voice.

·     Clarity of words – pronounce the words clearly. Each word has a right to be heard.

·     Voice modulation – learn to modulate voice according to the stress and importance needed to be given to certain words and phrases in a sentence.

·     Gestures –show meaningful and graceful gestures.

·     Expressions – expressions are very important while speaking. Facial expressions help the speaker to communicate better. So have a warm smile at the beginning, at the end and at other appropriate moments.

Evaluation

For evaluation let the members come forward and speak. It will provide them an opportunity to learn to reflect and personalize the lessons (learned during the session) of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

How Do I Visualize My Growth?

Aim:

To help the LTSers to realize the importance of ‘becoming what they are capable of becoming’.

Materials needed:

Handout of the story of the Moso Bamboo plant.

Procedure:

The Animator reads the story of the Moso Bamboo plant slowly and with enough stress to drive home the message.

If the story is distributed among the members let them not read it, till the Animator reads it for them, so that the suspense is kept.

Animator: ‘The Moso is a bamboo plant that grows in China and the Far East. After the Moso is planted, no visible growth occurs for up to five years – even under ideal conditions!

Then, as if by magic, it suddenly begins growing at the rate of nearly two and a half feet per day, reaching a full height of ninety feet within six weeks.

But it’s not magic. The Moso’s rapid growth is due to the miles of root it develops during those first five years, five years of getting ready.’

‘The Sower’s Seed’ Brian Cavanaugh, TOR

Micro group discussion (20 Minutes)

The Animator divides the participants into smaller groups and asks them to discuss among them the following questions (Follow the method given in LTS Organization 2).

1.How do you understand and interpret this story in relation to your life as a student?

2.Before manifesting its vibrant and magnificent life to the world, the Moso bamboo plant takes five long years of solid preparation. How do you understand and compare the growth of the Moso with your student life?

3.Do you really think that you are seriously preparing yourself to face life with all its challenges? Discuss the preparations you are making.

4.Are you seriously working on laying the foundation of your life with serious study, reflection and action? Identify the foundations on which you are building your life.

5.What is the role of the LTS in helping you to grow as a person? What are the areas the LTS provide for your personal growth and leadership skills?

6.The aim of education is to make Homo sapiens (the scientific name of human beings) to human beings (in a qualified sense). Education in its right perspective, form people who are ‘fully human and fully alive’. The outcome of a comprehensive and well-integrated education is to form conscious, competent and compassionate women and men who will face life with courage and love. In this regard:

a)                         Are you conscious of the unjust socio-economic situation in which you live? Analyze the socio-economic structures. (In your own simple ways spell out what kind of systems you are faced with).

b)                       Are you competent enough to face such situations and to struggle to bring about justice? How are you preparing yourself as a leader in this context?

c)Are you compassionate enough to serve the needy and those who are denied justice? How do you understand ‘servant leadership’ in the LTS?

7.In this context, does your education make you conscious, competent and compassionate? Does the curriculum take care of the education of the heart? Discuss.

Macro group sharing (10 minutes)

The micro groups come back to the macro group and the Reporters share the major outcome of the group sharing. The Animator helps them to personalize the major learning outcome of the discussion.

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

How to participate in a group discussion?

Aim

To train the LTSers in the art of participating in meetings and group discussions.

Materials needed: 

The guidelines needed to run a meeting.

Procedure

Animator reads the text and explains the procedure.

Animator: Participating in a group discussion is an art. In a group discussion each member needs to know her/his role.  Sometimes the role may be just that of a participant and at other times, it may be that of an office bearer.  Often times these roles are exchanged in order to help the members to learn to play various roles in conducting a meeting effectively.

In the LTS, it is very important to learn the art of participating as a responsible member during a Unit meeting. There are two types of meetings in the LTS.

·     Micro Group Meetings: Small group discussions with 5 to 6 participants (ideally speaking 6 in an LTS meeting. But the Animators may decide on a smaller or bigger group according to the number of participants). In such discussions, each one may have a responsibility. Here the members learn the art of effective ways of running a meeting.

·     Macro Group Meetings: Larger group discussions where the micro groups come together after their discussions. Here presentation of the reports, clarification of the points, brainstorming, briefing the Unit about the decisions taken in the cells, evaluation, input session etc. are the major areas of concern. A lot more discipline is required to participate in the macro group meeting.

A few guidelines for a fruitful meeting

·     Respect others, especially who are responsible for running the meeting. Remember you are sitting and discussing with future leaders!

·     Do not interrupt when someone speaks.

·     Keep a notebook with you and keep a track of the major points discussed. This will help you to be involved in the discussion and refer to major points used by others when needed.

·     Put up your hand if you want to make a point. Wait till the facilitator gives you permission to speak.

·     Do not dominate the meeting by speaking for a long time.

·     Listen carefully when someone makes a point and learn to respect the views of others even when you do not agree. When you differ, tell gently that you respect their view point though you do not agree to what is said.

·     Spend a few minutes to reflect and put your thoughts together before you speak.  Put down your thoughts on your notebook. It will help you to communicate clearly, in an orderly manner with right and well chosen words (remember, you have limited opportunities to speak in a short meeting. Make a real impact when you speak!)

·     Do not let emotions to control you when you speak. If you are emotionally disturbed (angry, unhappy about the proceedings) you may gently tell the group that, ‘I feel this is not the way to go about with the discussion or I feel the decisions are not proper etc. Do not accuse others. When you say, ‘I feel…’, you own up your own emotions and speak for yourself without hurting others.

The Animator needs to take up in the macro group meetings the difficulties and challenges the groups face during the micro group meetings. Ask the participants to freely share the progress they make in the art of group discussions, and the challenges they encounter and help them to rectify what is needed.

Office-bearers to run a meeting

To run an LTS meeting successfully, the LTS Unit needs to have a few office bearers. They make sure that the purpose of the meeting is achieved. To give training for everyone, we adopt a method which gives opportunity for every member to get used with every office. In this method, we have six office-bearers to run a meeting – Facilitator, Recorder, Reporter, Materials Manager, Time Keeper and Quiet Manager.

Facilitator: It is the responsibility of the Facilitator to make sure that everyone actively participates in the discussion and keep the group on the agenda.

·     She/he makes sure no one dominates in the group discussion. If such a situation arises, tells them that every member needs to be given an opportunity and time to speak.

·     Thanks the one who made a point, before giving the chance to another person to speak.

·     If the group finds it difficult to proceed with the meeting, the Facilitator summarizes the major points discussed so far and invites the members to think further.

·     Makes sure when someone wants to make a point at a meeting, she/he has to get the permission of the Facilitator. Those who want to make an intervention put up their hands and the Facilitator takes note of, and give chance accordingly.

·     If anyone goes out of the topic, gently reminds the person to come back to the point.

·     If someone is quiet during the discussion (may be shy) asks the person gently, ‘Aakash, what is your opinion about it? We would like to hear you. Could you share with us your views on this matter?’ The Facilitator has to be very gentle in inviting such members without embarrassing them.

Recorder: The Recorder Records the flow of the discussion

·     The Recorder faithfully notes down the major points that arises from the discussion.

·     At the fag end of the meeting, she/he reads the main points to the group so that they may add or correct or rephrase what is needed.

·     Makes the final report with the help of the Reporter.

Reporter: The Reporter shares in the macro group the summary of the group discussion.

·     The reporter speaks for the group, not her/his personal view.

·     After the presentation the Reporter asks the entire group if they want any clarification regarding any point made by the micro-group. If someone would like to know anything specific, the Reporter answers. If not competent enough to answer on any of the questions, she/he may ask any of her/his group member to answer.

Materials Manager: The Materials Manager takes care of the handouts that are used during the meeting.

·     Collects materials from the Animator, distributes and collects back after the discussion.

·     Returns the materials back to the Animator after the meeting.

·     Makes sure that everything is in order before returning.

·     Makes sure that nothing is damaged or lost. If such a situation arises, she/he informs the Animator about it and does the needful to find what is lost or rectify the damages.

Time Keeper: The Time Keeper keeps track of the available time.

·     Makes sure that the meeting begins on time and ends on time.

·     If someone speaks for a long time gently reminds the person to make it short.

·     Reminds the group how much time is left.

·     Makes sure the discussion is over on time. Winds up the meeting a few minutes early to give time to the Recorder to read out the major points that came up in the discussion so that the group can help her/him to add any point if missed out.

Quiet Manager:  The Quiet Manager takes care of the sound/noise level of the group.

·     Ensures that the voice level of the group does not disturb the neighbouring groups.

·     Makes sure the speakers are audible when they make a point.

·     She/he tells gently to the members not to talk among themselves as the meeting is in progress.

·     Makes sure only one person speaks at a time.

Note: If there are fewer than 6 members in a micro group, one person may take up two responsibilities (for instance, Recorder and Reporter can be the same person or Time keeper and Materials Manager can be the same). If there are more than 6 members, the rest remain as participants.

The learning outcome by mastering the art of conducing a meeting

During the academic year make sure that everyone gets an opportunity to take care of various responsibilities in running a meeting and getting familiar with the responsibilities mentioned above. It is very important that every member becomes efficient in all the responsibilities mentioned above.

·     The LTSers will be able to organize and run the meetings confidently and effectively when they get opportunities in the future.

·     They will learn to speak their views during the meetings/discussions.

·     They will learn to listen and respect others.

·     They will learn to overcome the tendency to interrupt and learn to wait patiently for their turn.

·     They will learn to respect time (become punctual, learn to be brief in speaking as limited time is given to each one.)

Chinese Whisper

Aim

To realize the terrible effects of rumours

Procedure

The participants are asked to stand in a single long line or in a circle. The Animator asks the participants to pass on a message to their neighbour. The Animator whispers the message to the first person in the line. She/he is asked to whisper the same to the next person, who in turn whispers it to the one sitting next and so on. Once the message is passed on to the next person, the participants write down the message as they heard from the person who passed on to them.

The message is thus relayed to the whole group in whispers. The last person who received the whispered message is asked to report it aloud to the group. The Animator then reads the original message.

It will be interesting to know that the original message has been distorted during the whisper-relay. Without embarrassing the participants find out from where the message began to get distorted.

Learning Outcome

·     People normally do not take trouble to listen properly.

·     Lack of attentive listening can lead to distortion of the truth.

·     Lack of effort to listen attentively unfortunately causes confusion or misunderstanding.

·     We all are responsible in some way or other in distorting facts and figures in our conversation and communication.

·     We often enjoy speaking ill of others or making fun of others without realizing that they may hurt them very much.

It is very important to look into ourselves and see why we distort facts when we have to speak about others. Why do we add ‘masala’ to the information that we receive? The next person who gets the information from us embellishes the message with her addition and the message gets really distorted to the extent of harming innocent people.

Spread good news about others. Restrain from negative comments. Learn to speak good about others. You will make many people happy.

Compliment at least two people every day.

Forming letters

Aim: To inculcate team-spirit and cooperation among the participants

Procedure

Divide the groups into sub-groups. The Animator must position herself/himself on a higher level. The Animator may stand on the stage (or the table if no stage is available). She/he tells one alphabet loud and each team must form that letter quickly as possible. The team that forms the letter first wins. If two groups form at the same time, they may be judged for the best formation of the letter. The game may be repeated a few times.

Micro Group Discussion (10 Minutes)

The Animator asks the participants to sit in smaller groups. Let each group choose the six office bearers needed for a micro group meeting. (Follow the method given in LTS Oranization). The Animator asks them to discuss the following questions among themselves. Let each participant take down in her/his notebook the major points that emerge during the meeting, for their benefit.

·     What are the lessons you learned from this exercise?

·     Though it was a simple exercise, did you always manage to form the letters first? If not what were the reasons?

·     What is the most important learning of this game?

Learning outcome

1.We learn the importance of collaboration among the members of the group to reach the common goal (Here the common goal was formation of the given alphabet).

2.It helps us to cultivate the spirit of team spirit.

3.Though it is a rather simple exercise we need a lot of dedication to become successful groups.

4.We learn to adjust to the need of the group.

5.We see spontaneous leaders emerging in the process and all the members readily listen to the emerging leadership.

6.In a group the dedication of every individual is important.

7.We see many groups begin a lot of good initiatives. But lack of commitment of individual members affects the progress of the group.

Volunteers Needed

Aim

To help the members to come out of their shyness for volunteering.

Procedure

Step 1: The Animator asks for five volunteers. When the volunteers come forward, she/he appreciates them for their courage to come forward.

Brainstorming session

The Animator initiates a brainstorming session and analyses their action of volunteering. She/he encourages the members to reflect on the following questions.

1.Why did you volunteer?

2.Why the others did not volunteer?

3.What are they afraid of? Are their fears justified for being afraid?

4.In the context of leadership training, how will volunteering help?

5.What do we need to overcome in us in order to make our contribution?

Learning outcome

The Animator: What are the things you have learned from this exercise?

She/he writes the fruits of the discussion on the chalkboard. She/he then helps them to bring out some other important points they may have missed.

·     Volunteering is taking risk. Our feelings about risk-taking are coloured by our previous experiences. (If someone had laughed at us when one had volunteered at an earlier occasion she/he may hesitate a second time)

·     Usually the members in a group hesitate when asked to volunteer. They feel shy, hesitant, inadequate etc.

·     Volunteering is essential for the success of any programme and each one need to make an effort to volunteer for various tasks according to one’s own talents and limitations.

·     The more we volunteer the more we grow in self-confidence. Make maximum use of the opportunities available (remember, ‘opportunities are never lost, they are found by someone else’! If you do not volunteer or debate within yourself shall I or shall I not, by the time someone may grab the opportunity.)

·     Be concerned about the rest of the members of the Unit. Give sufficient opportunities to others also.

Ping pong

Aim

Procedure

The participants sit in a circle. The Animator or a volunteer stands in the centre. She/he points to any person and calls out Ping or pong or ping pong or pong ping.

Ping means the pointed person has to say immediately the name of the one on her/his right; if pong, the name of the person on her/his left and ping pong or pong ping the names of the persons on either side as per the order. If the person fails to say or delay she/he becomes the next volunteer.

Brainstorming session

The Animator initiates a brainstorming session and analyses their action of volunteering. She/he encourages the members to reflect on the following questions.

·     What was the purpose of the game?

·     What did you feel when your name was not easily remembered or not pronounced properly by your friends?

·     Why do you think the name of the person is important?

·     Is it necessary for each one to know the name of others in a class or in the LTS Unit or programme we attend?  Why?

·     What is the significance of a name to a person?

Learning outcome

The Animator: What are the things you have learned from this exercise?

She/he writes the fruits of the discussion on the chalkboard. She/he then helps them to bring out some other important points they may have missed.

·     The name signifies an individual with certain uniqueness.

·     People like to be called by name because they feel accepted and appreciated.

·     Knowing each other by name in a class/programme could help to create a friendly atmosphere and unity.

TV Adds

Procedure

The Animator divides the participants into smaller groups of 8-10.  She/he gives them 15 minutes to reproduce a TV add they are familiar with. They have to exactly reproduce the advertisement as it is.

Macro group discussion

The Animator initiates them into a discussion.

·     Why did you select this particular advertisement?

·     What is the influence of advertisements in our life? How do they influence our lifestyle?

·     What do the ads advertise? Do you think whatever they say are true?

·     Do you think at times you are taken for a ride by the advertisements?

·     Do the ads create need in us?

·     Do the ads make you feel incomplete at times? Do they tell you if you do not have the product advertised, you are not complete?

Learning outcome

·     We need to analyze the advertisements and see do we need what they offer.

·     Our self-worth does not depend on the external things. They may enhance our beauty.  The development of the person that we are is that what is important. 

The Human Machine

Aim

To make the participants understand the importance of team work.

Procedure

Divide the participants into small groups of 10. After each group has been formed, it is assigned a task: to mime a human machine. They may mime a pressure cooker, a clock, a printing press, bullock cart, sewing machine, fan etc. They may show the actions and sounds but no words.

Once the groups are ready each group come up and perform the action. All the members of the group have to combine demonstrate the task, while the others guess the human machine.

Analysis

What was the purpose of this game?

In this game what was your contribution?

Who took the lead in the group to get everyone’s idea together?

What was the role of a leader in the given task?

What are the requirements for teamwork?

What are the hindrances that can spoil teamwork? How to overcome them?

Learning outcome

We can achieve a lot in and through teamwork.

Planning is very important in a team project.

There need to be someone, a leader, to help the group to effectively accomplish its task.

Each member need to feel important in a group

Each one need to clear of her/his role in a group

Each member should be clearly communicated that her/his role is important in the entire scheme of the group.

Following the leader

Aim

To help the participants to realize how easily they follow others without thinking about the consequences.

Procedure

Let the participants sit in a circle. Choose a volunteer and ask her/him to go out of the room for a while. The group will choose one participant as a leader who will initiate certain actions like scratching the head, clapping hands, tapping the legs etc. The rest of the participants are asked to imitate the actions of the leader.

When the group is ready with the actions, the volunteer is called in. The task of the volunteer is to identify the leader. She/he is given three chances to find the leader. The leader changes the action often to bring in variety and fun. The leader has to try not to be caught so easily.

If the leader is identified by the volunteer, she/he becomes the next volunteer.  The game may continue for a few rounds depending on the availability of time.

After the game the Animator leads the group to a quiet reflection to personalize the meaning of the game.

A few questions for personal reflection

1.Did you like to do all the silly things the leader did?

2.Why did you follow the leader though some actions were silly?

3.What would have been the consequences if you did not follow the actions of the leader?

4.Did you follow the leader blindly? Why?

5.Could you have thought of other actions instead of what the leader proposed?

6.What prevented you from suggesting them?

7.Is following others a practice of our life? In what way?

8.Are these imitations of other people helpful to us?

9.Do we know of situations where followers blindly imitate leaders? What are the consequences?

10.            What does ‘following the crowd’ do to a person?

11.            How could you have used your individuality in this situation?

12.            When is following a leader or imitating a person good?

Micro group discussion (10 minutes)

Divide the participants into small groups. Let each group choose the six office bearers needed for a group meeting. (Follow the method given in LTS Organization 2). Each member presents her/his reflection to the group. The Recorder records them and makes a list with the points shared by every participant. Let each participant take down in her/his notebook the major points that emerge during the meeting for their benefit.

Macro group sharing (10 minutes)

The groups come back to the bigger group and the Reporters share the major outcome of the group discussion.  The Animator writes them on the chalkboard and helps them to collate them. Then she/he adds from the following list the points that are missed out in the discussion.

Learning outcome

·     Imitating others is a very common tendency among us.  Often we follow others blindly and trust them without thinking, leading to a lot of mistakes for which we are sorry later.

·     When we follow blindly, we do not think but merely surrender our individuality, our uniqueness to someone else. To follow a leader blindly means that we are liable to follow and imitate many others too.

·     Imitation in itself is not bad. Imitation of people with virtues and concern for others is in fact desirable.

·     When people, who are very close to us, like our parents, family members and friends, it is very difficult not to follow what they do and to believe and their values.

·     We must try to understand others and respect their individuality. At the same time we need to be convinced of our own values, goals and objectives and not let go of them too easily.

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·     What steps do you suggest to improve the sessions?

The Story of Two Brothers

Aim

To help the participants to become what they are capable of becoming.

Materials needed

Two potatoes – one big and one very small.

Procedure

Part one

Animator: Today I would like to introduce you to two brothers. (She/he shows them the potatoes). This is the big brother (shows the big potato) and this one is the small brother (shows the small potato).

Both the brothers were brought up by the same mother. They grew up in the same bed. One grew to an appreciable size while the other did not. The elder brother grew and ‘became what he was capable of becoming’ whereas the younger one remained much smaller than a normal size potato.

Brainstorming Session

Animator: The little brother who did not grow has a number of complaints and excuses to justify himself. Let us hear some of them. (Let the participants speak from the point of view of the potato the reasons for not growing. The Animator puts them together on the chalkboard).

·     I am the youngest; I started my life very late.

·     I did not get enough food and other resources.

·     Obstacles blocked my growth (like rock pieces and roots of other trees).

·     The soil quality was not good.

·     The environment was not conducive for my growth.

·     I was not naturally capable of growing big.

·     I did not know that I too could grow as big as my brother.

But we know these excuses are of no use now. There are no more chances left for this potato to grow and become big. Now nothing can be done. Blaming circumstances will not help.

Part Two

Animator: What about you? Which potato do you resemble? Are you happy with your growth rate?

It is a story to help us to think about ourselves. In our case, physical growth is automatic, if we have a healthy diet. But our attitude plays a greater role in our personality development, goal achievement plan, expression of our talents etc. Many of us do not take the pain to grow and to cultivate the potential that we have. By the time we realize the possibilities before us, it may be too late.

Brainstorming Session

The Animator initiates a brainstorming session.

What are some of the common excuses of youth for not becoming what they are capable of becoming?

Let the participants interact freely and spell out the reasons. The Animator puts them together at the end on the chalkboard.

·     Bad luck

·     Financial constrains did not allow me to blossom

·     My parents are partial to my other brothers/sisters.

·     I do not have talents like others.

·     I am the youngest and over pampered.

·     Nobody cares about me.

·     No one gives me a chance to prove my metal.

·     I am exploited and misused by others and I am unable to come out of those traumatic experiences.

·     No one likes me or takes me into confidence.

·     I am a loner and no one wants to be with me.

·     I feel inferior to others.

·     I am very shy

·     I am a chronic introvert

·     People laugh at me so I avoid them.

·     I am afraid to take risks.

·     I am afraid to make mistakes thus I lose many opportunities.

·     I have a number of psychological barriers and problems.

·     No one is there to motivate me.

·     I am lazy and not diligent.

This list can go on. Various people have various excuses.

Personal Reflection

Animator: If you have not grown sufficiently, look into yourself. Do you justify yourself?

Do not feel bad about it. Once you accept that you can change, you will realize that you can work on your potentials and come out of yourself.

·     What prevents you from becoming what you are capable of becoming?

·     What are your excuses for not growing, for not igniting your mind?

The Animator gives some time for the participants to identify their personal excuses from the above common excuses.

My Excuses (list your excuses)

Once the task of identifying their own excuses is over, the Animator continues.

Animator: Unless you look into yourself, identify your excuses, accept them and then take steps to rectify the areas that need attention, you will always be a loser.

You often speak of helping others, but hardly speak of helping yourself. First of all dedicate yourself to your own growth so that you can ‘become what you are capable of becoming’.

When you achieve great things in life, you make your country proud. When each of you develops in areas you are good at and achieve your goal, the society grows and the nation becomes a developed nation. (We will discuss it in another session.)

Action plan

Make an action plan as to how you are going to work on the areas that need attention.

1.

2.

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

·      

Reward

Aim

To help the participants to reflect on life and its meaning.

Materials needed

The story ‘reward’, notebook, pen

Procedure

The Animator initiates the participants into the session with the help of the following story.

Animator: Once a king said to his minister, “I have three questions for you. Find answers for them.”

1.What is that which you give here and for which you receive a reward here?

2.What is that which you give here but for which you receive a reward in the next world?

3.What is that which you give here and for which you receive a reward neither here nor in the next world?

“O, king,” said the minister, “give me seventy-five thousand rupees and grant me a week to find answers to your questions.”

The king paid seventy-five thousand rupees and the minister departed from his presence.

At the end of the week, he returned to the king, “O, King, from the money you gave to me, I deposited rupees twenty-five thousand in a bank. It is credited to your account. The amount is given here and you will be rewarded for it here. You will get the capital and the interest whenever you wish. This answers your first question.

The answer to your second question: I have spent twenty-five thousand in charity. I, in your name, fed the poor and gave cloth to them. You will be rewarded for this in the next world.

The answer to your third question: the remaining twenty-five thousand rupees I squandered away in vain pleasure – I ate, drank, partied with my friends, and spent on all the fancy things I wanted. For this you are rewarded neither here nor in the next world.

The king was satisfied with the answers given by his minister. He rewarded him with gifts.

Source unknown

Questions for personal reflection

·     What moral do you learn from this story?

·     The LTS believes in a world-affirming spirituality. We are not meant to run away from the world. We must improve the world in which we live. It is not wrong to live a comfortable life within limits. What is your response?

·     When does our concern for making money become unhealthy?

·     How do you understand the second answer the minister gave to the king? How is it applicable to you as an LTSer?

·     How do you understand people’s craze for pleasure and cheap fame by indulging in drinking, smoking, drugs, cheap fashion and fast friends? Do you take to them because you want them or because or peer pressure? What do you feel after indulging in such things?

·     LTSers know the way, show the way and walk the way. We need to be indicators of goodness in society. In a world that follows materialistic values without studying their repercussions, how do we become counter-cultural (go against the negative forces that are destroying the fabric of society)?

·     How do we understand the need of a value system, as leaders committed to heal our broken world?

Micro group discussion (10 minutes)

After the individual work divide the participants into smaller groups (meetings/discussions as per the LTS method given in session 2). Ask them to discuss among them the findings of the personal reflection. Let the participants take down in their notebooks the major points that emerge during the meeting for their benefit.

Macro group discussion (10 minutes)

The micro groups come back to the macro group and the Reporters of each group share the major outcome of the group discussion. The Animator helps them to collate them and then adds points that are missed out in the discussion.

Action plan

Finally, the Animator helps each member to draw an action plan. She/he follows up the progress of the members in these areas during the academic year.

The values I have personalized from this session

1.

2.

Evaluation

For the evaluation of each session let all the members come forward and participate. It will provide them an opportunity to learn to reflect and personalize the lessons learned during the session of the day and practice public speaking skills.

·     What are the things you learned in this session?

·     What are the things you liked in this session?

·     What are the things you did not like in this session?

Training areas that are taken care of in this session

·     Public speaking

·     Learning to reflect on life