Page 97 - Up_and_Aware_Class_7

UP AND AWARE - 7

decided rights. For example, learners may say that it is their ‘right to NOT be teased or bullied’, or their
‘right to be friends with whosoever they choose’ or their ‘right to NOT be spoken rudely to’.

Ask learners to pick the ten most important rights by consensus to write on a chart paper to put up in the
class. Learners and facilitators can use the pin-up to remind each other to respect others’ rights.

Exercise and Discuss (on page 13):
Make learners brainstorm ground rules to respect their desired rights and the consequences if their
rights are violated. For example, if someone feels bullied then he/she can talk about it with a teacher
in the presence of all the learners. He/She may seek an apology to restore his/her dignity. Make them
brainstorm Dos and Don’ts of words and actions that respect or disrespect others’ rights.

Make learners pick the ten most important Dos and Don’ts, by consensus, to put up in the class.
Learners and facilitators can use the pin-up to remind each other to respect others’ rights.

Chapter 2: Respect (Interpersonal Relationship)

Beginning (on page 15):
Definitions:
• refrain – to keep away from doing, feeling or saying something
• dispute – quarrel or fight
• repel – to force back or push something away
• mingle – to become mixed or united with something
Ask learners how they can best exemplify Buddha’s saying? What are the skills that are needed to mingle
with others and to respect others when they interact with them? Simply saying that they respect someone
or something is not respect.

Tell them that this chapter will orient them with the skills that are needed to show and practise respect.
Paired Exercise (on page 15):
Picture 1: Everyone is talking and no one is listening.

Picture 2: One person is talking and the other one is not listening, rather is thinking about
something else.

Picture 3: Many people are talking together and one person is not. Look at the posture. It is not a
listening posture.

Role play:
Ask two learners to volunteer. Send one out of the class telling him/her to come back in, on cue, and
to talk about anything of interest to him/her. Instruct the other (do not let the rest of the class hear the
instructions given to either learner) to do the following when the other learner speaks:
• look away
• fidget with hands and legs
• sit back lazily on the chair
• laugh inappropriately
• yawn
• look impatient
Ask the class to observe the interaction.

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