Page 95 - Up_and_Aware_Class_8_Neat

UP AND AWARE - 8

Notes to the Facilitator

As Up and Aware for Grade 6-8 is an activity-based series, the facilitators would need the following
list of questions to reflect upon while carrying out activities in the classroom:

1. Is the activity highly structured physically, spatially, and temporally? Learners want to know: Who will
they work with? How much time do they have as a group or individually? What is the process?

2. Do learners know the rationale for an activity? Do they know why they are doing this activity? Do they
know how it will help them improve their abilities?
3. What is expected of them by the facilitator? Do group members know what you expect them to have,
show you, know, or tell others when they have finished the activity?
4. How will the learning activity affect motivation? Will the learners be motivated to participate in the
activity? Is the activity fun? interesting? valuable?

5. Does the activity accommodate various group speeds? When some groups complete the activity early,
what do they do?
6. How long will the activity take? Have you given them a task much longer than their attention span?

7. How will the learners feel when the activity has been completed? Is there something built into the
activity that will guarantee some sort of satisfaction when the activity has been completed? How can
you show them success?

8. Does the structure of the activity give learners time to process the new information before they are
asked to respond? Is reflection time built into the activity?

Each chapter has several activities and exercises to be done individually, in pairs or in groups. Given
below are pointers and suggestions for some activities in some chapters.

Chapter 2: Respect (Coping with Emotion)

‘…self-respect is a social virtue, a discipline, which requires an awareness of and sensitivity to the
feelings of others. It requires an ability and willingness to put oneself in someone else’s place; it requires
dignity and fortitude, and not always taking the line of least resistance.’
—Theodore Dalrymple

Discuss (on page 16):
As learners explore the definitions, meanings and their understanding of self-respect and self-love, write
down the answers on the board. This will aid them in the following exercise.
Exercise and Discuss (on page 16):

Ask learners to gather in a large circle and stand in silence. It should be a large circle because after all the
statements have been made, learners would have converged to the centre of the circle.

honesty open-minded individuality trust integrity respect commitment trust equality open-minded commitment 95
respect
individuality integrity commitment equality honesty equality individuality integrity honesty individuality integrity respect