A 10-Point Plan for Skills (Without Being Overwhelmed)

The Scope of Teaching Life Skills in the Classroom Life skills are specific skills that students should be taught and learned on, for them to acquire and use in their life’s experiences so they can become productive constituents of their society, as well as successful. 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. Life skills, such as interpersonal skills, which teach students to appreciate a meaningful relationship and how to achieve one, and 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. Classroom rules or routines are needed for students to learn obedience to rules and the value of submissiveness, which are applied in classroom situations, such as follow directions, raise your hands before speaking, remain on your work without wandering, work independently, and many more.
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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. An integral part of reflective skills is found in the personal property training where students are taught how to care properly on school and personal properties, such as 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. While life skills training is provided for all students, but these are most beneficial for special needs children, those with learning disabilities, autistic tendencies, and developmental disorders, so that they are able to cope in life and learn to accept their special abilities for them to continue with life.