Grade V

©SCERT, Delhi
January 2022
ISBN: 978-93-93667-75-5
1100 Copies

Patron
Sh. Manish Sisodia
Deputy Chief Minister and Minister of Education, Govt. of NCT of Delhi

Chief Advisor
Sh. H. Rajesh Prasad, Principal Secretary (Education), Govt. of NCT of Delhi

Advisors
Sh. Himanshu Gupta, Director of Education Govt. of NCT of Delhi
Sh. Rajanish Singh, Director SCERT, Govt. of NCT of Delhi

Guidance
Sh. Nahar Singh, Joint Director Academic SCERT, Delhi

Chief Editor
Dr. Anil Kumar Teotia, Chairman, Happiness Curriculum Committee

Editors
Dr. Shyam Sundar, Assistant Professor, DIET Daryaganj
Dr. Karamvir Singh, Assistant Professor, DIET Daryaganj

Publication Officer: Dr. Mukesh Yadav, SCERT Delhi

Publication Team: Mr. Naveen, Ms. Radha, Mr. Jai Bhagwan
Published by: State Council of Educational Research and Training, Delhi
Printed by: M/s Star Forms, Delhi # 9810520802

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 Teacher’s Handbook for Happiness
Class-V

ISBN : 978-93-93667-75-5

Chief Editor
Dr. Anil Kumar Teotia
Chairman, Happiness Curriculum Committee

Editors
Dr. Shyam Sundar
Assistant Professor, DIET Daryaganj
Dr. Karamvir Singh
Assistant Professor, DIET Daryaganj

Contributors
Ms. Shujauddin Mr.Rajeev Jha
Asst. Professor, DIET Daryaganj, Delhi Asst. Professor, DIET Moti Bagh, Delhi
Ms. Geetika Ms. Neeru Puri
Asst. Professor, DIET Rajender Nagar, Delhi Mentor Teacher,
Ms. Supriya Dte of Edn, GNCT of Delhi
Mentor Teacher, Ms. Preeti Kaul
Dte of Edn, GNCT of Delhi Translator, Freelance
Ms. Manju Ms. Shweta Kumar
Learner English, GGSSS No.1 Najafgarh, Delhi TGT English, SKV Mohan Garden , Delhi

State council of Educational Research and Training

Varun Marg, Defence Colony, New Delhi -110024

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 Dr. Anil Kumar Teotia
Chairman

Acknowledgement
At the outset I would like to extend my heartfelt gratitude to Sh Manish Sisodia, Hon’ble Deputy
Chief Minister and Minister of Education to the Government of the NCT of Delhi for his consistent
guidance and support in developing this document. I am grateful to Sh. H. Rajesh Prasad, Principal
Secretary (Education) to the Government of the NCT of Delhi for continuously motivating my team to
work untiringly in developing the translated version of the Happiness Curriculum Handbooks.
I am grateful to Sh. Himanshu Gupta, Director of Education, government of NCT of Delhi for
continues support in every endeavour of Happiness Classes. It gives me immense pleasure to be grateful to
Sh. Udit Prakash Rai, the then Director of Education to the government of NCT of Delhi as he has been
extending his unconditional support in materialising the vision of the Happiness Curriculum.
My sincere thanks are due to Sh. Rajanish Singh, Director, SCERT for guiding us and providing
necessary amenities for developing this material to be delivered at the international level. It would not have
been possible without the continuous support received from Dr Nahar Singh, Joint Director (SCERT), so
our gratitude is due to him equally.
We are grateful to Sh. A. Nagraj Ji, propounder of the philosophy called Madhyasth Darshan or Co-
existentialism. This Darshan is the core basis of the Happiness Curriculum. Besides, we are grateful to Sh.
Som Tyagi, who has been putting in his best efforts to build the capacity of team education of Delhi
My sincere thanks are due to Abhibhavak Vidyalaya, Raipur (Chhattisgarh), Abhyuday Sansthan,
Dhanora, Hapur (Uttar Pradesh), Abhyuday Sansthan, Achhoti, Raipur (Chhattisgarh) and Maanav
Teerth, Bemetra (Chhattisgarh) as these organisations have played a pivotal role in providing foundational
knowledge and skill for developing this material.
We are thankful to Mr. Shailander Sharma, Advisor to Director of Education, Govt. of NCT of Delhi
and Dr. B.P. Pandey, Nodal Officer Happiness Curriculum, Directorate of Education for their consistent
support & guidance at every moment.
I am grateful to the support staff and the ministerial staff for making the process smooth for creating
this document.
Last but not the least I am grateful to the members of the families, of the team involved in developing
handbooks, for their patience and cooperation and sparing the team for working in this pious task of
humanisation of education.
Thank you all

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 Index

Brief Outline of Happiness Curriculum 1

Note for Teachers 8

Mindfulness Section 11-95

Session 1: Introduction to Mindfulness 13

Session 2: Mindful Belly Breathing 17

Session 3: Temperature of the Breath 21

Session 4: Mindful Listening I 25

Session 5: Mindful Listening II 29

Session 6: Mindful Seeing I 33

Session 7: Mindful Seeing II 37

Session 8: Mindful Seeing III 41

Session 9: Mindful Drawing 45

Session 10: Mindful Smelling 49

Session 11: Mindful Standing 54

Session 12: Mindful Walking 58

Session 13: Heartbeat 62

Session 14: Mindfulness of Feelings I 66

Session 15: Mindfulness of Feelings II 70

Session 16: Breathing Colours 74

Session 17: Happy Experiences 78

Session 18: Word Association 82

Session 19: Mindfulness of Thoughts 86

Session 20: Thoughts as Traffic 91

Story Section 96-135

1. Mom’s Specs 98

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 2. Learning is Happiness 100

3. Raju’s Intent 102

4. Dilemma 104

5. Problem or Solution 106

6. Little Yet Significant Things 108

7. Wheelchair 110

8. Neeta’s Pen 112

9. Finding Happiness 114

10. Happy Person Spreads Happiness 116

11. Don’t Worry, When I Am Here! 118

12. My Dear Dad 121

13. Let’s Go For Picnic 123

14. Inner Thoughts 125

15. The Man with a Sticker 127

16. The Umbrella 129

17. It Makes a Difference 131

18. Gift-Wrap 133

19. Road Block 135

Activity Section 137-180

1. Snakes and Ladders 138

2. Three Corners 140

3. Material Things or Respect: What is Your Preference 142

4. Value addition 144

5. Cooperation 146

6. Good Qualities/ Habits of My Partner 149

7. What is more Important-Goods or Goal 151

8. Turn by Turn 153

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 9. Gift of Inventions 155

10. Think Differently 157

11. My Journey? 159

12. Respect or Recognition 161

13. It Feels Good When…. 163

14. My Needs/ Wants 165

15. Rules for Convenience 167

16. Is It Good or Not? 169

17. Anger ----- Strength or Weakness? 172

18. To Do or Not to Do 174

19. I was Happy, When… 176

20. Feeling Good and Being Good 178

21. Riddles / Do You Know? 180

Expression Section Note 182

1. Gratitude 185

Session 1.1 185

Session 1.2 186

Session 1.3 187

Session 1.4 188

Session 1.5 189

Session 1.6 190

Session 1.7 191

2. Affection 192

Session: 2.1 192

Session: 2.2 193

Session 2.3 194

Session: 2.4 195

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 Session 2.5 196

Session 2.6 197

Session 2.7 198

Session 2.8 199

3. Care 200

Session 3.1 200

Session 3.2 201

4. Respect 202

Session 4.1 202

Session 4.2 203

Session 4.3 204

Session 4.4 205

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 Brief Outline of Happiness Curriculum

1. Why Do We Need Happiness Curriculum?

1.1 Context & Background

All students are born and raised in different situations. The environment in which students grow
up today is inconsistent and unstable, with constantly changing social and economic dynamics, making
it hard to imagine what the future in which students of tomorrow will live and work, turn out to be like.
Many students grow up in the confines of multi storied apartments with excessive exposure to unguided
electronic media, unlimited screen time and little orientation to the natural world and society. Many others
grow up in difficult circumstances with little nourishment for the body and the mind, some not even
having seen a book or a toy until they go to school. In both cases, there is either an over stimulation or a
deficit in these areas with our students leading to a psychological crisis that is spinning out of control.
The challenges in the school system have gone beyond poor learning standards and academic
results. A research conducted by Kumar, 2013 indicates that India has arrived at alarming suicide rates of
students. In addition to the challenges of learning and achievement, students come to school with stressors
arising from many sources including family-system disturbances, peer-interaction conflicts, socio-cultural
components, and vulnerabilities to physical and mental health risk factors. Research revealed 26 suicides
reported every 24 hours due to issues including drugs, broken families, fights with friends and breakups.
Prolonged exposure to such stressors leads to long term physiological and emotional disturbances, which
severely hinders a child’s learning and development.
According to the World Happiness Report 2017, India is among the world’s least happy nations and
ranked 122 among 155 countries in the global ranking, and further slipped to 133 among 155 countries in
the World Happiness Report of 2018.
This poses a significant challenge for society and families on how students should be nurtured and
prepared. Lack of trust, insecurity, impulsivity, social comparisons, over achievements, lack of sense of
identity and low self-esteem can lead to skewed, imbalanced growth, the repercussions of which could be
dreadful and far-reaching.
This compels us to re-think the purpose of education more than merely improving the student’s
scholastic performance.
We as adults have designed educational and school systems for students. How happy are students
within these systems? This question requires us to consider the critical linkage between happiness and our
current education system (UNESCO, 2016).
In today’s fast paced world, we struggle hard to achieve the best of everything but the element of
happiness remains missing. However, if one learns to be happy with oneself, stress levels reduce automatically

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and one develops a deeper insight not only of the self, but also of others. Consequently, a happy being with
deeper insight tends to have greater inclination for self-discovery and lower self-deception.
The schools in India need to implement a curriculum which not only promotes development in
cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the
students. Thus, a combination of building capabilities in scholastic areas of Literacy, Maths, Science and
other subjects with huge emphasis on co-scholastic skills of mindfulness, self-awareness, critical thinking,
reflection and inner-stability seem to be the need of the hour. Against this backdrop, the need to raise and
prepare future citizens who are mindful, aware, awakened, empathetic, firmly rooted in their identity with
wings that can help them thrive in this uncertain world, seems to be necessary now, more than ever before.

Happiness – In School Setting

Education is the basic social need of a society. Educators and schools across the globe are realizing
the need for a wellness lesson for school children. Boniwell & Ryan (2012), Applied Positive Psychology
Researchers at University of California, Berkeley, have developed a curriculum that is being implemented
in UK, France, Australia and Japan. It is also observed that self-aware, sensitive and emotionally mature
children are far more successful in life owing to their ability to manage stress, anxiety, trust and relationships
with their family and friends. Education thus will have to ensure, it meets society’s need with changing
time and space, be it moral, societal or even character building.
Numerous researches suggest that the primary purpose of education is to create confident, mindful,
responsible and happy individuals who collectively build a happy and harmonious society. In today’s world
all of us are striving hard to attain happiness and everything we do in life is just a presumed step towards
happiness.
The National Curriculum Framework, 2005 also mentions that education must be seen as a liberating
process for the learners. According to the aims of education in NCF, 2005, education must be a process of
self-discovery and of learning more about one’s inner self. However, self-discovery and self-knowledge is
diametrically opposed to self-ignorance and self-deception, as a result of which individuals today feed into
their inflated egos and continue the vicious cycle of deception of self and others. This leads to cycles of
exploitation and injustice in the society, which the education system therefore, must free learners of.
Happiness has now become a part of the global policy agenda. In 2011, the United Nations General
Assembly recognized happiness as a fundamental human goal in Resolution 65/309 entitled ‘Happiness:
towards a holistic approach to development’. According to the 2015 World Happiness Report (Helliwell,
et. Al., 2015), schools that prioritize learner well-being have the potential to be more effective, with better
learning outcomes and greater achievements in learners ‘ lives (Layard and Hagell, 2015).
Research has begun to show that students learn better if they are happier. Professor Alejandro Adler,
of Pennsylvania University (2015), led a study into the effect of happiness classes on performance in
Bhutan. More than 8000 students at 18 schools were assigned either a placebo Curriculum or a happiness
curriculum which targeted 10 non-academic life skills including empathy and self-awareness. The study
concluded that the happiness curriculum substantially and significantly increased students’ performance
on standardized tests.

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 In this context, we can see an increasing emphasis on building awareness and mindfulness amongst
learners around the world. Mindfulness is “paying attention in a particular way; on purpose, in the present
moment, non-judgmentally” (Jon Kabat Zinn, 1982). It is the practice of bringing attention to our thoughts,
feelings and actions as they arise from moment to moment.
Mindfulness is rooted in the science of cognitive neuroscience and child development. It is a highly
researched and proven practice by neuroscientists to enhance attention and self-regulation. The amygdala
is a region of the brain that determines how much stress we experience and is central in modulating our
fear responses. In a study conducted by the National Institute of Health, mindfulness meditation has been
shown to reduce the activity of the amygdala and even change the size of this area of the brain. Further,
mindfulness improves decision making, leads to greater emotional stability, abstract planning and less
reactivity. Regular short practice of mindfulness rewires the neural connections of the part of the brain
which enables us to feel happier, calmer, less anxious and stressed.
UNESCO’s fundamental principles (four pillars of learning) for reshaping education provide
guidelines for educators for fundamental aspects of learning. They are –
Learning to know: to provide the cognitive tools required to better comprehend the world and its
complexities, and to provide an appropriate and adequate foundation for future learning.
Learning to do: to provide the skills that would enable individuals to effectively participate in the
global economy and society.
Learning to be: to provide self-analytical and social skills to enable individuals to develop to their
fullest potential psychologically, affectively as well as physically, for an all-round complete person.
Learning to live together: to expose individuals to the values implicit within human rights,
democratic principles, intercultural understanding and respect and peace at all levels of society and human
relationships to enable individuals and societies to live in peace and harmony.
Aristotle is often cited to have said: ‘Happiness is the meaning and purpose of life, the whole aim
and end of human existence’ (Crisp, 2000) and that Happiness is the only self-sufficient achievement of
learning.” Indeed, all human endeavours, starting from birth and throughout life, are pursued to this end,
and require happiness to be embedded within them. Happiness is seen as something that is based on
positive friendships and strong relationships.
The need for interventions that provide meaningful experiences for present wellbeing and future
success appears indispensable. Dorothy Nolte says, ‘children learn what they live’, and it seems to be
something both theory and wisdom agree with. The quality of what children experience in their childhood
is a key determinant of how they learn develop and live.
Henceforth, taking a step further to address these long-term societal issues and issues of mental
health and wellbeing among students, the Delhi government has initiated this project on “Happiness
Curriculum” from Nursery to Vlll. As Mahatma Gandhi said, “If we want to reach real peace in this world,
we should start educating children.” Thus, the introduction of the Happiness Curriculum in schools is to
educate children to ensure harmony with their inner being and discover self in the process of learning. If
we inculcate happiness in the children right from their childhood, they will grow up to become stress-free

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and happier adults. This curriculum is just a stepping-stone towards establishing a better, positive and
vibrant society with happy individuals.

CONCEPT:
Happiness is the underlying aspiration behind every human activity. Indeed, there is unanimous
consensus among human beings. Is happiness something to be understood, experienced and achieved,
or does it just come to us at its own time? Do possibilities of happiness lie within us or outside? These are
questions that concern adults and children alike.
According to A.Nagraj (1999),’a state of no-conflict, synergy, or a state of being in acceptance is
happiness.’ He also stated that, when one is in harmony within and with the world outside, one experiences
absence of struggle or synergy, and feels the need to make this state sustainable and continuous. Further,
an inner state of happiness promotes factors that allow individuals, communities and societies to thrive
and flourish.
The concept of sustainable happiness was developed by O’Brien (2008). It is defined as “happiness
that contributes to individual, community or global well-being without exploiting other people, the
environment or future generations.”
Happiness at the outset can be seen to come from the fulfillment of our desires. Many of our desires
are to do with fulfillment through the five senses such as when we play a game, listen to pleasant music,
eat tasty meal, smell a flower, etc. The satisfaction we derive out of such actions is in the form of pleasure.
In addition to such sensory pleasures, we also experience happiness and satisfaction, when our desire for
feelings such as security, love, affection and care are fulfilled in all our relationships.
From a developmental perspective, as children grow up, their cognitive, psychomotor and affective
abilities develop further. As per Piaget’s theory of cognitive and affective development (1970), theoretical
and hypothetical thinking, and abstract reasoning start to develop. There is a strong desire to seek
knowledge, to understand the world and to find meaning and purpose.
A.Nagraj (1999) proposed a model for happiness, in which he addresses the four dimensions of
human living as an integrated form of the material, behavioral, intellectual & experiential aspects. These
correspond to our senses, feelings, learning (understanding) and awareness. Put together, these form a
‘Happiness Triad’. In other words, human beings seek fulfillment from all these aspects of living, which
correspondingly results in happiness, peace, satisfaction, etc. that together constitute ‘human happiness’:

The Triad for Happiness:

1. Through our senses: This is the pleasure we get via inputs through the 5 senses of sight, sound,
touch, smell and taste. We can observe/experience that happiness through our senses like eating,
watching a film, or listening to music are highly enjoyable but shorter in duration. Happiness from
tasting a piece of sweet, or watching a good film could last from few seconds to a couple of hours.
Hence, this can be classified as Momentary Happiness, which can be achieved by eating, drinking,
listening to a joke, playing a game, watching a film, through the five senses.

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2. Feelings in relationships: Humans intrinsically desire sustained feelings of affection, care, love,
gratitude and values of trust, respect, confidence etc., in relationships with friends and environment.
When we feel affection, trust, respect or love for someone, satisfaction from such feelings stays with
us for a longer time. We say we feel happy, when we feel these positive emotions towards a person.
This is Deeper Happiness, to do with contentment and peace. Their impact on our inner state is
longer and helps us ‘be’ in a relationship.
3. Learning (change in behaviour according to constructive understanding) and Awareness: This
is to do with being aware of our thoughts, being mindful of our actions and having no conflicts
within. This happiness is what we experience when we solve a problem, learn something new,
understand a concept or some meaning that stays with us for a much longer period. Hence,
Sustainable Happiness, involves clarity of thought, deeper understanding of self, being able to
focus, being mindful, finding cause, purpose and interconnectedness in our living, etc.
Sustainable happiness that is born of such understanding is an antidote to social, emotional and
behavioural difficulties. A person who derives happiness from learning (constructive understanding
reflective from changed behaviour) and awareness and is able to sustain his/her happiness, is
balanced in the face of difficult situations and is able to retain a sense of calm and peace. This
individual will also be empathetic, compassionate and will be able to find meaning and purpose in
life.

Learning
and
Awareness

Harmony
Happiness in
Feelings

Through
the Senses

Mindfulness plays a key role in moving towards sustainable happiness. Mindfulness involves
acceptance, that is, paying attention to our thoughts and feelings without judging them- without believing,
for instance, that there’s a “right” or “wrong” way to think or feel in a given moment. In practicing
mindfulness, we become aware of our current thoughts and experiences, observe them carefully accept
them. This allows us to let go off our thoughts in order to attend to another present moment and experience.

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 Today, learners are exposed to a high level of sensory happiness in its different varieties and forms.
This seems to have become the primary goal to attain in life. We hence see a thrust for higher incomes,
which education seeks to fulfill with intense levels of skill building. However, the crucial aspects of
harmony, feelings in relationships understanding and awareness are largely ignored in the current education
system. The focus is thus partial (only material) leaving the aspects of feelings/relationships and learning/
awareness unaddressed. The resulting happiness too, thus, tends to be partial and short lived. Thus, even a
highly skilled and competent individual can remain unhappy and dissatisfied, despite excellent academic
qualifications, due to conflicting emotions within and lack of clarity of lasting happiness.
This Happiness Curriculum seeks to bridge the above mentioned gap. It is an endeavour to guide the
attention of students towards exploring, experiencing and expressing happiness in not just the Momentary
but deeper and sustainable forms as well. This will enable the learner to comprehend happiness within self,
relationships and society. This will be a paradigm shift where a learner moves from searching happiness
externally from senses to be able to ensure it within oneself through learning and awareness and ensure
continuity of positive emotions and feelings.

3. SYLLABUS OUTLINE:
The curriculum outline is designed on the basis of the Happiness Triad. The overall purpose is
to support students in their journey to Sustainable Happiness through engagement in meaningful and
reflective activities. Regular happiness classes will enable students to reflect on the relationship between
their feelings, thoughts, behaviour and their impact on themselves, family, other people and natural
environment. The syllabus is universal and designed age appropriately. Like any other subject, students
(for classes l to Vlll) will have a happiness period every day. The Happiness Curriculum Teacher Manual
includes description of mindful activities, stories, activities and reflective questions. The intended outcome
is to enhance students’ level of awareness, mindfulness and deepen learning to lead a happier, meaningful
life

CLASS V
The happiness curriculum designed for Class III to V consists of developmentally age appropriate
mindfulness activities, evocative stories and reflective activities. The students learn to cooperate in group
settings, are more expressive and begin to develop their own point of view.

S.No Units Modules & Sessions

1 Exploring Happiness through 1. Learning to be aware of one’s thoughts
Learning and Awareness 2. Learning to be aware of one’s emotions
3. Learning to be mindful
4. Learning to focus
5. Knowing one’s desires
6. Developing reflective abilities
7. Developing critical thinking

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2 Experiencing happiness in Happiness in Family:
relationships through Feelings 1. Trust, Respect
2. Gratitude and Care
3. Exploring Similarities and Uniqueness between others
and myself
Happiness in Teacher- Student relationship:
1. Respect
2. Gratitude
Happiness in peer relations:
1. Trust
2. Affection
3. Cooperation and Supportive behaviour
4. Communication and Collaboration
3 Happiness through Active 1. Creative expression of oneself
Participation 2. Communication and Collaboration
3. Joy in participation in school
4. Joy in participation in family

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 Note For Teachers

Every human being wants to be happy irrespective of the caste, creed, religion, sex, area or a sect one
belongs to. Happiness is the ultimate desire of everyone. In spite of it when we ask someone weather
he or she stays happy all the times, the facial expression of the person gets changed. Different people
respond differently to this question. So there is a contradiction between the desire and the reality of life.
Everyone wants to be happy but everyone is not. In order to unfold this riddle and find an amicable and
universal solution to this typical question as to why one cannot be happy forever, the SCERT Delhi along
with dedicated educationists from non government sectors of the society has prepared this Happiness
Curriculum. Regular practice of the Happiness Curriculum in the class will not only help students to be
happy always but will also create interest in teaching learning process and students will start focusing on
their studies. The content of this curriculum has been divided into Mindfulness, Stories, Activities and
Expression. Happiness teachers are expected to practice with their students as per the guidelines given in
the Teacher’s Handbook.
Happiness can also be practiced and developed into a habit just like the practice of Science, Mathematics,
History, Language, etc. in a formal education system. Teaching and practice of Happiness in the classroom
might have been a ridiculous terminology two decades ago but now such practices are being undertaken
in various corners of the world. Through Happiness Curriculum, we try to imbibe into our students the
habit of being happy all the times and contribute towards the happiness of others.
In order to ensure the practice of happiness among students this subject has been introduced as a compulsory
subject at elementary school level in the govt schools of Delhi. Our happiness is primarily governed by
thoughts and feelings and state of mind. So the components of this curriculum address all these issues in
depth. The material in mindfulness section focuses on awareness where as the primary emphasis of story
section is to develop critical thinking among students. Activities focus on thoughtfulness and expression
section lays emphasis on the expression of human tendencies and feelings.
The content material of this Teacher’s Handbook has been divided into four sections:
1. Section 1: Mindfulness
2. Section 2: Story
3. Section 3: Activities
4. Section 4: Expression
During the mindfulness practice we become aware of our surroundings, our thoughts, feelings and
sensations. The regular practice of mindfulness help students perform better. They get emotional stability
and progress towards peace and happiness. Regular practice of mindfulness enables students not to react
in odd situations rather to respond after giving an in-depth thought to the various aspects of the concept.
This curriculum contains stories which are primarily deemed to bring desirable changes in the behaviour

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of students. These stories have been created and collected in order to make students think deeply and
Critically. The primary objective of the stories is to develop students into a better human being through
self evaluation.
The activities of Happiness Curriculum will help students learn about their role towards their self, family,
society and nature through games and activities. This will certainly develop better analytical ability, logical
reasoning and decision making among our students. This will further help them look at the universal
entities as they are. This curriculum is an attempt to create such an environment where happy and socially
useful human beings are developed.
Under the component of Expression every student will be provided with an opportunity to express one’s
feelings on the last day of the week. During this period they are sharing the positive changes in them.
Students will also share with their counterparts the positive changes coming into their own lives, so that
others get motivated. Questions under expression section have been designed in such a manner that these
questions help students to recognise the contribution of others into their own lives and to get motivated
to contribute into other’s lives. Teachers will observe the changes occurring in their students’ behaviour
during the entire process.

Weekly Schedule

Happiness Period Class 5

Monday Mindfulness
Tuesday 2 to 3 Minutes of Mindfulness at the beginning of the period
Story and Discussion- 30 Minutes
1-2 Minutes of Mindfulness at the end of the period
Wednesday 2 to 3 Minutes of Mindfulness at the beginning of the period
Story and Discussion- 30 Minutes
1-2 Minutes of Mindfulness at the end of the period
Thursday 2-3 Minutes of Mindfulness at the beginning of the period
Activity and Discussion- 30 Minutes
1-2 Minutes of Mindfulness at the end of the period
Friday 2-3 Minutes of Mindfulness at the beginning of the period
Activity and Discussion 30 minutes
1-2 minutes of Mindfulness at the end of the period
Saturday 2 to 3 Minutes Mindfulness in the beginning of the period
Expression by students for 30 Minutes
1-2 Minutes of Mindfulness at the end of the period

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 Daily Mindfulness Check-in and Check-out
• Everyday the Happiness class will begin and end up with mindfulness practice. On Monday or the
first working day of the week mindfulness activity will be undertaken as per the guidelines given
under this section in this handbook
• Mindful check-in will be for 2 to 3 minutes in the beginning of the class where the students will be
asked to focus on their breath. The primary purpose of mindful check-in is to prepare the class for
the daily routine.
• During the first few days the duration of mindful check-in should be kept 1 minute which can be
extended to 2 to 3 minutes in the due course. However on the first working day, which is generally
Monday, of the week, mindfulness activity will be undertaken as per the guidelines given in the
mindfulness section of this handbook.
• In mindfulness, on the days of stories or activities, students are supposed to be instructed to focus on
their breath only and no questions are to be asked on mindfulness on these days.
• During the check out students will be asked to sit silently for 1 to 2 minutes at the end of the class
and to focus on whatever had been done in the class during that period.
• Initially this practice can be started with 1 minute duration which can be extended to 2 minutes in
the due course.
• Teachers are emphatically requested to start everyday with mindful check-in and end up the happiness
class with mindful check out daily.

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 Mindfulness Section

Note for Teachers: All teachers should read the chapter before taking a class on mindfulness. With the help
of this section chapter you will be able to take classes on mindfulness trough out the year

What is Mindfulness?
To understand this, read the sentence given below-
Are you mindful or mind-full?
• To be mindful means to be aware of the present moment.
• To be mind-full means to be stuck in different thoughts and to be unaware of the present
moment.
Therefore, Being aware of and focusing on the present moment is Mindfulness.
Mindfulness is the basis of Happiness

Points to be understood about this class:

Mindfulness class will be conducted every week on Monday or the very next day (in the case Monday is a
holiday). The class will be for 35 minutes which will be divided into three phases:
1a. Mindful Check-in, In the starting 3-5 minutes.
1b. Discussion on Mindfulness Practice
After the practice, there will be a discussion on students’ experiences for 10 minutes. During this,
the teacher will ask students about their experiences and how mindfulness has affected their daily
routine or behaviour. Teachers are requested not to give direct answers rather guide students to
explore themselves and give answers.
2a. Mindfulness Activities
In mindfulness practice for 5 minutes be aware of your thoughts and sensations in your body which
will be done through different activities. These activities will be different for every week.
2b. Discussion on the activity for 15 minutes.
Teachers are requested to identify a different set of students every week and motivate them to
participate in the discussion on activities so that every student get's a chance to participate and
share his/her experiences with the class
3. Silent Sitting for 1-2 minutes should be practiced to conclude the class daily.
Mindfulness is a scientific technique. School students and teachers are practicing to be aware of the
present moment worldwide. It’s a simple technique that can be practiced by anyone anywhere and
anytime.

11
Mindfulness has several benefits:
• Helps students maintain attention during class/studies.
• Helps to be attentive towards what the teacher is saying.
• Helps in being focused during studies at home/school.
• Improvement in understanding and learning.
• Helps in concentrating on any task,be it studies or anything else.
• Increases awareness span.
• Helps in putting a check on what we do, eat, speak or act which in turn keeps us aware of
whether our actions are justifiable or not.

Points to remember:
• Take care that students are not asked to chant a mantra or utter a word during this time.
• Don’t exercise any kind of pressure on students, be it non verbal or non verbal, during the
mindfulness/ happiness class. Eg, Scolding a student or using harsh words, etc.
• Ensure that all students participate in the discussion.

Some points for Special Attention of Teachers:

• Teachers should also participate in the class. Eg, We can also practice mindfulness along with
students, etc..
• While entering the class, be aware of your mental state and try to keep your thoughts stable
during the class. Don’t forget that Students learn from our actions rather then words.
• Deal your students with love, harmony and kindness. Be Polite while speaking.
• Before starting the practice ensure that the classroom environment is silent and all students
feel at ease.
• Ensure that every student gets a chance to share his/her experiences with the class. For this
purpose, the classroom environment has to be conducive and safe for the child.
• By practicing mindfulness we do not intend to suppress, snatch or distance anyone from
feelings/thoughts. The objective of our endeavour is to make our students aware of their
surroundings, feelings and thoughts so that they are capable of responding in a better way in
their day-to-day life.

12
 Session 1: Introduction to Mindfulness

Distribution of time:
1. a. Mindfulness Check-in: 2 to 3 minutes
b. Discussion on Mindfulness: 10 minutes
2. Introduction to Mindfulness: 20 to 30 minutes
3. Silent check-out: 1 to 2 minutes

1.a. Mindful-Check in: 2 to 3 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and then
taking-it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing out.
• Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)

13
 • Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently
• Help in focusing in class
• To realise what’s their feeling at the moment ( happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period it disscusion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

14
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2. Introduction to Mindfulness: 20 to 30 minutes

Objective: To introduce students to the practice of mindfulness.

Mindfulness Practice
Teacher can discuss with students in the following manner:
• “Welcome to the happiness class. As you all know last year in happiness class every week on
the first day you used to have a mindfulness class in the same way, every week on the first day
you will be doing different activities of mindfulness .”
• “Would anyone like to tell me what is mindfulness?”
• “Last year what did you gain after knowing about mindfulness?”

Proposed points of discussion following the activity:

• Now the teacher can ask students to sit silently. after this students can close their eyes for
the next one minute and let the thoughts come in. After opening their eyes you can ask
them whether their thoughts were about the past/ past event / future planning/stress or
present. (ask students whether their thoughts were from which category and they should
raise their hands for it)
(Generally it is found that thoughts are about past or future where as we are working in the present.)

Are you mindful or mind full?

• Mindful means to be present in the present moment.
• Mind full means to be stuck in different thoughts and not be aware of the present.
• From mindfulness practice:

15
 • During studying students' focus is maintained in the class. While studying at school or home
students' focus improves.
• Improvement in paying attention to the teacher.
• Decrease in tension, sadness, stress, loneliness.
• If our attention is on the current task the task will get over soon, it will be done in a better
manner and without stress.

Do’s and Don’ts

• Discuss the above points with students according to their level and the examples related to
their life.
• Motivate all students to answer.
• Teacher should accept all the answers given by students.

3. Silent Check-out: 1 to 2 minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class.
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same

•••

16
 Session 2: Mindful Belly Breathing

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Belly Breathing: 5 minutes
b. Discussion on Mindful Belly Breathing: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to their close eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing out.

17
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Lowmood occurs less frequently.
• Help in focusing in class.
• To realise what’s thier feeling at the moments ( happiness, sadness, anger, etc).
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period it disscusion can be held with students about their experience,
challenges and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

18
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Mindful Belly Breathing: 5 minutes

Objective: The focus of students should stay on the in and out breath.

Steps of the Process:

• Students should be told that in mindful breathing the focus is one very the every in and out
breath.
• Students should be asked to sit in a comfortable position and to close their eyes. Those who
feel uncomfortable in closing their eyes can just lower their gaze.
• Tell students to focus on their in-breath and out-breath.
• Ask students to keep one hand on their stomach.
• Students should focus on the rising and falling of the stomach along with their breathing.
Students should pay attention when their stomach goes in and comes out while breathing.
• If you find that students are unable to focus on the breathing and stomach then tell them that
while breathing in the stomach goes out and while breathing out the stomach goes in.
• After getting the activity done for 1 to 2 minutes ask students collectively the following
questions:
• Did you feel your stomach filling up with air?
• Did you feel your stomach going in?
• When did your stomach go in?
• When did your stomach come out?
Get the activity done for 1-2 minutes and ask students to pay attention to the breathing pattern.

19
2.b. Discussion on Mindful Belly Breathing: 15 minutes

Proposed points of discussion following the activity:

• While breathing, did you ever notice your stomach before?
• Why does the stomach come out while breathing, in and goes in when breathing out?
• Discuss that while focusing on the stomach along with breathing our breath becomes slow
and deep. We can practice this anytime and anywhere.
• While taking Deep and focused breath how do we feel?

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class.
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

20
 Session 3: Temperature of the Breath

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Temperature of Breath: 5 minutes
b. Discussion on Temperature of Breath: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

21
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment ( happiness, sadness, anger, etc).
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period it discussion can be held with students about their experience,
challenges and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

22
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Temperature of Breath: 5 minutes

Objective: To make students aware of their breath and to shift their

attention to the in and out breath and knowing whether its warm or cool.

Steps of the Process:

• Students should be told that today the focus will be whether the breath going in and coming
out is cool or warm. To feel this place your index finger under your nose. (Demonstrate to
students)
• The teacher will demonstrate by placing the index finger under the nose and ask them to feel
which breath school and which one is warm?
• Teacher should tell students that while breathing in the air will be cold and while breathing
out the air will be warm.
• Practice this for the next one minute.
• This activity will be repeated after the discussion again.

2.b. Discussion on Temperature of Breath: 15 minutes

Objective: Students should focus on coolness and warmth of in and out

breath.

23
 Proposed points of discussion following the activity:
• How did the in breath feel? (Cool or warm)
• How did the out breath feel? (Cool or warm)
• What new did you learn about your breathing?
• How did you feel after knowing about your breathing?

Do’s and Don’ts

If any student is unable to feel the coolness or warmth of the breath there should be no pressure.
Students should be told that with constant practice they will learn how to focus on their breath.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class.
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

24
 Session 4: Mindful Listening I

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Listening: 5 minutes
b. Discussion on Mindful Listening: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teachers will prepare students to get

ready for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close thier eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teacher should tell students that they will start with the Mindful-check in. This will be done
for approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

25
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check -in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment( ( happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share share the.
• During this period discussion can be held with students about their experience, challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

26
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Mindful Listening: 5 minutes

Objective: Students should focus on the sounds coming from the

surroundings.

Steps of the Process:

• Teachers should ask 324 students to come forward and to make sounds with the help of their
hands or feet.
• For example: Clap your hands, Click your fingers, Walk with a rhythm
• Students can make a rhythm with all the sounds.
• Teacher- please ask students to sit comfortably with their eyes close. student to take deep
breath in and focus on the sounds coming from your surroundings. ( Selected students can
start with the sounds)
• Teacher can give 3 to 4 minutes for this activity. Teacher can ask students to open their eyes
when they feel comfortable.

2.b. Discussion on Mindful Listening: 15 minutes

Proposed points of discussion following the activity:

• Could you focus on the sounds created by students?
• Which all sounds could you hear?
• Was your mind wandering? Were you aware about it.
• Were you able to bring back your focus to the sounds?

Do’s and Don’ts

• Teacher should ensure that no student is hurt while creating the sounds

27
 • Teacher should accept all answers and should not categorise them as right or wrong.
• Teacher can get this activity done many times with different set of students.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

28
 Session 5: Mindful Listening II

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Listening II: 5 minutes
b. Discussion on Mindful Listening II: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful-check in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing out.

29
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment((happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
sharethe same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

30
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Mindful Listening: 5 minutes

Objective: Students will be able to focus on the sounds coming from the
surroundings.

Steps of the Process:

• Students should be told that they will be focusing on the sounds coming from their
surroundings. This is called mindful listening.
• Students can sit comfortably straighten their backs and close their eyes. If anybody feels
uncomfortable, they can just lower their gaze.
• Ask students to listen to the sounds once they close their eyes. It can be the sound of the fan
or traffic or someone talking or someone laughing, etc.
• Ask students to take the focus on the sounds coming from the surroundings. Don’t judge the
sounds as good or bad just focus on them.
• If any student finds that the mind is wondering just gently be aware of it and bring your focus
back to the sounds.
• After 1 to 2 minutes students can open their eyes and ask them collectively which all sounds
did they hear? After this proceed with the activity in the following manner-
• Again students will focus on the sounds they might here some sounds which did not hear in
the first place.
• Again ask students to sit comfortably straight on their backs and close their eyes gently.
• Teacher should ask students to focus on the different sounds coming from their surroundings.
• Students should focus on the different sounds in the surroundings. Which all sounds are
continuous?
• Don’t judge any sound as good or bad just focus on them.
• If any student feels that his mind has wandered off then gently be aware of it and bring your
focus back to the sounds.

31
Get this activity done for 2 to 3 minutes.

2.b. Discussion on Mindful Listening II: 15 minutes

Proposed points of discussion following the activity:

• How did you feel during this activity?
• Was there any difference between the first and the second time of the activity?
• How many feel that you mind wandered off while focusing on sound?
• If your mind had wandered off, were you able to bring back your focus to the sounds?
• What would be the benefit of practicing this activity? (This will help us to listen better
when we sit silently. We can hear different sounds which we might not hear normally)

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

32
 Session 6: Mindful Seeing I

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Seeing-I: 5 minutes
b. Discussion on Mindful Seeing-I: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their back and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

33
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently
• Help in focusing in class
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

34
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Mindful Seeing-I: 5 minutes

Objective: To prepare the students to see the things with focus around
them.

Steps of the Process:

• Ask the students:
→ What all things can you see right now? ( for eg-chair, table,etc).
→ What all colours and shapes can you see in the classroom?
• The teacher tells students that will describe an object and you have to guess it. (For example
,teacher can say:
→ I can see something black, which is square/rectangular in shape and is in front of you.
(blackboard)
→ I can see something in square shape and we use it to keep all our items. (Desk)
• The teacher can use such examples so that the aim of the activity is established.
• Now ask students to speak a few lines about an object and ask their classmates to guess it.

2.b. Discussion on Mindful Seeing-I: 15 minutes

Proposed points of discussion following the activity:

• How was your experience?
• Could you identify the object on the basis of description?
• Had you not focused on the object, could you identify and name it correctly?
• What are the benefits of mindful seeing?

35
3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes.
• During this silent sitting, students will reflect upon the activities done throughout the class.
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

36
 Session 7: Mindful Seeing II

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Seeing-II: 5 minutes
b. Discussion on Mindful Seeing-II: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful-Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep the hands on the desk or on their thighs.
• Teacher should tell students that they will start with the Mindful-check in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

37
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share about it.
• During this period it can be discussed with students about the experience, challenges and
questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

38
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students

2.a. Mindful Seeing-II: 5 minutes

Objective: To prepare the students to see the things with focus around
them.

Steps of the Process:

• Teachers should ask students to see the things, with attention, around them.
• Ask students what all things can they see right now? ( for eg. chair, table, blackboard, duster,
books, pen, window and door etc).
• Students’ attention can be brought to any one object like duster, fan, chair, table, etc.
• Bring the students attention to the object’s shape, colour, formation, position in the room, etc.
• If the students' focus is on the desk then the following questions can be asked:
→ Can you see the four legs of the desk?
→ Are all 4 legs the same?
→ Is there any scratch on it?
→ Is the colour of the desk all over the same?
→ How is the desk small or big?
→ How is the desk hard or soft?
→ How is the desk rough or smooth?
→ Are you able to focus on something else as well on the desk?

Teacher in the class can take students’ attention to different perspectives about any object.

39
2.b. Discussion on Mindful Seeing-II: 15 minutes

Proposed points of discussion following the activity:

• How did you feel after paying attention?
• Have you ever seen any object previously with so much attention? (here tell the students
that when we pay attention, we are able to see things around us and understand them
better.)
• By paying attention, what all things can we learn about the object?

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes.
• During this silent sitting, students will reflect upon the activities done throughout the class.
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

40
 Session 8: Mindful Seeing III

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Seeing-III: 5 minutes
b. Discussion on Mindful Seeing-III: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close thier eyes they can lower their gaze.
• Students can keep the hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

41
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
the same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

42
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindful Seeing-III: 5 minutes

Objective: To prepare the students to see the things with focus around
them.

Steps of the Process:

• Tell students that they will do an activity in which they will try to see an object with attention.
• The teacher asks students to take out a book.
• The teacher takes students’ attention to the colour of the book and its cover.
• The teacher tells the students to open their book to any page and pay attention to the words
written on it.
• Now the teacher can take students’ attention on to the sentences and the gaps between the
sentences on the given page.
• The teacher can also take the students' attention to the pictures and the colours in it.
• The teacher asks the students to pay attention how to book feels in their hands.

Note for Teacher:

• Motivate all the students to answer.
• The teacher should accept all the answers given by the students.
• No negative feedback should be given.

43
2.b. Discussion on Mindful Seeing-III: 15 minutes

Proposed points of discussion following the activity:

• Were you able to take your attention to the fonts? Share your experience.
• Were you able to take your attention to the gap between the words? Share your experience.
• Were you able to pay attention to the different colours of the page? Was there a single
colour on this page?
• Did your mind wander off during this activity? Were you able to bring it back to the page?

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

44
 Session 9: Mindful Drawing

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Drawing: 5 minutes
b. Discussion on Mindful Drawing: 15 minutes
3. Silent check-out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep the hands on the desk or on their thighs.
• Teacher should tell students that they will start with the Mindful-check in. This will be done
for approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

45
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath isgoing in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
the same.
• During this period discussion can be held students about the experience challenges and
questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

46
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindful Drawing: 5 minutes

Steps of the Process:

• Teacher should ask students to make any drawing in 10 minutes. To make this drawing they
can use any pencil, color, paint, etc.
• Once the drawing is made, ask 1-2 students to come forward and discuss their drawing. No
teacher or student should comment on the drawing.
• After this make pair of 2 students and give them time to tell each other about their drawing.

2.b. Discussion on Mindful Drawing: 15 minutes

Proposed points of discussion following the activity:

• Were you able to discuss your drawing?
• When your partner was discussing their drawing were you able to look at it without
judging it or giving your feedback.

Note for Teachers: Teachers should accept all answers and they don’t have to judge them as right or wrong
or give feedback.

3. Silent Check out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class

47
 • No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

48
 Session 10: Mindful Smelling

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Smelling: 5 minutes
b. Discussion on Mindful Smelling: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teachers will prepare students to get

ready for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teacher should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and then
takeit to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

49
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s going on in the heart (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

50
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindful Smelling: 5 minutes

Objective: To help students identify different smells coming from the

environment and take their attention to it.

Steps of the Process:

• The teacher will tell students to practice mindful smelling today.
• The teacher should ask students what smells they sense everyday.
• The teacher can place responses on the blackboard. Eg.

Serial Number Smells from the surroundings

1. The Smell of the rain
2. Smell of trees and plants
3. The Smell of flowers
4. The Smell of wet mud
5. The Smell of cooking the food
6. -------

• The teacher tells students that they shall practice mindful seeing for which they will focus on
various smells coming from their surroundings.
• The teacher asks students to sit comfortably and close their eyes, inhale 2-3 long deep breaths
through their nose and breathe exhale through their mouth.
• With the next breath take your attention to the smells present in your surroundings.
• Keep your focus on the smell and explore how does it make you feel?. How do you feel when
you smell it?
• Do you feel any particular emotion due to a smell? Try to stay with that emotion. (teachers
wait for 30 seconds)

51
 • The teacher tells the students to bring back their focus on the smell, if it has shifted somewhere
else
• The teacher asks students to open their eyes whenever they feel comfortable.

Do’s and Don’ts

• The teacher should be aware of the different smells coming from the surroundings so that he/
she can take students’ attention to it.
• For this activity the teacher can take students to the playground.

2.b. Discussion on Mindful Smelling: 15 minutes

Proposed points of discussion following the activity:

• How are you feeling right now?
• Were you able to smell something particular? Which one?
• When you took your attention to the smell, how did you feel? Can you identify the
emotion?
• While paying attention to the smell, could you identify any new smell? Discuss
• What are the benefits of paying attention to smells around you?

Do’s and Don’ts

• Motivate all students to answer.
• The teacher must accept all answers given by students.
• The teacher must avoid giving any negative feedback.

3. Silent Check out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class

52
 • No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

53
 Session 11: Mindful Standing

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Standing: 5 minutes
b. Discussion on Mindful Standing: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the current
moment from the task they were doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
in approximately three minutes.
• Students should take their attention to the sounds coming from the surroundings and bserve
them..
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing out.

54
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

55
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teachers should accept all answers of students.

2.a. Mindful Standing: 5 minutes

Objective: To take students’ attention to their standing posture

Steps of the Process:

• The teacher tells students to step away from their desk and stand comfortably.
• All students should let their hands, legs and shoulders relax and focus on their breathing.
Take two to three deep breaths and breathe out through the mouth.
• With the next breath they can take their focus to their standing posture. Focus on your legs
and see how your you feet are touching your shoes. Be aware of any sensation you are feeling
in your feet. (wait for 30 seconds)
• Bring back your focus on your feet, if it has shifted somewhere else.
• With the next breath feel the weight of your body. Where can you feel it the maximum? It can
be in your legs, your feet or anywhere else. (wait for 30 seconds)
• Take a deep breath in and whenever you feel comfortable, open your eyes.
• Give one minute to the students to return to their places.

2.b. Discussion on Mindful Standing: 15 minutes

Proposed points of discussion following the activity:

• How are you all feeling?
• Were you able to feel sensation in your legs?
• Were you able to feel the weight of your body?
• Was this activity easy or difficult? Why?
• How was normal standing different from mindful standing?

56
Do’s and Don’ts
• Motivate all students to answer.
• The teacher must accept all the answers given by students.
• The teacher must respect all the thoughts of students and should not give any negative
feedback.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

57
 Session 12: Mindful Walking

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindful Walking: 5 minutes
b. Discussion on Mindful Walking: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep the hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing out.

58
 • Ask students not to change their breathing pattern. Just be aware of their breathing. (Wait for
10 seconds)
• Ask students to focus on when the breath is coming in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

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Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teachers should accept all answers of students.

2.a. Mindful Walking: 5 minutes

Objective: To get students’ attention on their walking.

Steps of the Process:

• The teacher should tell students that now they will practice mindful walking. (The teacher
can take the class outside for mindful walking, if required)
• Ask students to step away from the desk and stand comfortably. All students should let their
hands, legs and shoulders relax and focus on their breathing. Take two to three deep breaths
and breathe out through the mouth.
• With the next breath they can take their focus to their standing posture. Focus on your legs
and see how your you feet are touching your shoes. Be aware of any sensation you are feeling
in your feet.
• Now with a deep breath slowly take your feet forward. When you are doing this focus on your
foot when it goes up in the air till the time it comes back to the ground.
• Now take your focus to your body. How are you standing?
• The teacher tells students to take another step and pay attention to the next step. Now slowly
take steps while walking and feel these steps. (The teacher should wait for 30 seconds and let
the students continue with the activity.)
• Teachers should tell students that while they are walking they should also pay attention to
how changes are occurring in their body. How is their breath right now? Are you feeling
any changes in your body parts? (Teachers should wait for 30 seconds and let the students
continue with the activity)
• If you feel that your mind is wandering then you can take your attention back to your steps.
• Take a deep breath in and whenever you feel comfortable, open your eyes.
• Give one minute to the students to return to their places.

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2.b. Discussion on Mindful Walking: 15 minutes

Proposed points of discussion following the activity:

(Teachers can ask questions from their side in order to establish the aim of the activity)
• How are you feeling?
• Have you ever focused before on your walking?
• How did you feel after paying attention to your walking?
• Would anyone like to share one’s experience?
• What do you think happens when we don’t pay attention to walking?

Note for Teachers: Teachers should accept all answers given by students and not to judge them as right or
wrong.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teacher should give them a chance for
the same.

•••

61
 Session 13: Heartbeat

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Heartbeat: 5 minutes
b. Discussion on Heartbeat: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing in and breathing-out.

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 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

63
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Heartbeat: 5 minutes

Objective: Students are aware of their heartbeat and breathing.

Steps of the Process:

• The teacher should ask students to sit comfortably. Students can close their eyes or lower their
gaze.
• Ask students to take 3 long deep breaths and breathe out. Breathe in and breathe out (3 times)
• Ask students to keep their fingers or hands on that part of the body where they can feel their
heartbeat. Eg:-Side of the neck, below the jaw, wrist, heart
• Ask students to notice how their heart is beating is it slow or fast?
• Ask students to focus on how they are feeling right now?
• Ask students that is this feeling related to the heartbeat? If if the heartbeat is fast so other
thoughts also different or when the heart beats slow are the thoughts different? (Wait for 20
seconds)
• Ask students to open their eyes gently and and jump 10 times without saying anything
alertness stand up.
• Ask students to again sit down and focus on their heartbeat.
• Ask students that are they able to notice any changes in them. Has the heartbeat changed? Has
the breathing changed?
• Ask students to close their eyes again and focus on the heartbeat till the time it slows down.
(Wait for 30 seconds)
• Ask students to open their eyes whenever they feel comfortable.

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Do’s and Don’ts
• If any student feels uncomfortable while jumping then there should be no pressure on them
to do so.

2.b. Discussion on Heartbeat: 15 minutes

Proposed points of discussion following the activity:

• What difference did you notice before and after jumping?
• Did you feel that your thoughts are connected to your heart beat? Your thoughts are
different when your heart is beating fast and they change when your heartbeat slows?
• What changes did you notice in your body and thoughts during the activity? Discuss

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

65
 Session 14: Mindfulness of Feelings I

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindfulness of Feelings-I: 5 minutes
b. Discussion on Mindfulness of Feelings-I: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teacher should inform students that they are supposed to bring their awareness to the current
moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

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 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teachers can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write their thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about their experience, challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

67
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindfulness of Feelings I: 5 minutes

Objective:
• To identify the feelings.
• To discuss about the feelings and understand them better.

Material Required: Pictures related to different feelings

Steps of the Process:

• Teachers will tell students that they will be talking about their feelings today. (In our lives we
experience different kinds of feelings like happiness, sadness, anger, fear, satisfied, tension, etc.)
• The teacher will show different pictures of feelings to students either in the form of handouts
or can draw different feelings’ faces on the blackboard.
• Ask the students to identify them.
• The teacher tells students that some people are more or less sensitive to a particular feeling..
• No feeling is right/ wrong/good or bad.
• Every human being gets an experience of all feelings at least once in their lifetime.

2.b. Discussion on Mindfulness of Feelings I: 15 minutes

Proposed points of discussion following the activity:

• When you are happy how does your face look like?
• When do you feel happy?
• When you are happy what do you do?
• What do you feel in your body when you are happy?
• How does your face look like when you are sad?
• When do you feel sad?
• What do you do when you are sad?

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Do’s and Don’ts
• Create a safe environment. Accept and respect each student’s feelings.
• Don’t show any appreciation for positive thinking or behaviour.
• Don’t be biased and judgemental.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

69
 Session 15: Mindfulness of Feelings II

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindfulness of Feelings-II: 5 minutes
b. Discussion on Mindfulness of Feelings-II: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

70
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

71
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindfulness of Feelings I: 5 minutes

Objective:
• To identify the feelings.
• To discuss about the feelings and understand them better.

Steps of the Process:

• Tell all students that you shall do an activity with them which will help them to be happy.
• Now ask studentsto:
→ Sit in a comfortable position.
→ Straighten your back and let your shoulders relax.
→ Gently close your eyes.
→ Now take a deep breath in through your nose and breathe out through the mouth.
→ Repeat this 1-2 times
→ Take a deep breath in through your nose and breathe out through your mouth.
• Now the teacher asks students to imagine a place or situation where they feel happy and
peaceful.
• Ask students what are they doing there? Whom are they with?
• Explore your body and find where can you feel happiness? Is this in your heart, your stomach
or in your hands? Keep feeling the sensation of happiness in your body. This can be a very
slight sensation.
• Now tell students to breathe in slowly and breathe out. While breathing in think as if you are
smiling. While breathing out think as if you are smiling.”
• Now ask students to shift their focus to their surroundings and open their eyes whenever they
feel comfortable
• Now look at each other and give a smile.

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2.b. Discussion on Mindfulness of Feelings II: 15 minutes

Proposed points of discussion following the activity:

• How are you all feeling?
• Where all could you feel the happiness in your body?
• Which place did you imagine where you get happiness?
• How did you feel after imagining happiness in your body?

Note for Teachers

• To control our feelings we need to know about them first. Its important to be aware of them.
Feelings help us communicate with ourselves and others. Feelings affect our behaviour. They
help us do our work. Every human in the world experiences different feelings.
• Experiencing any feeling is not good or bad. Its important how we behave according to our
feelings.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

73
 Session 16: Breathing Colours

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Breathing Colours: 5 minutes
b. Discussion on Breathing Colours: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

74
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same..
• During this period discussion can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

75
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Breathing Colours: 5 minutes

Objective: Students are able to take their attention on the emotions

through imagination of colours and control their emotions.

Steps of the Process:

• Tell students to sit comfortably and close their eyes. If anybody feels uncomfortable in closing
their eyes they can just lower their gaze.
• Now focus on your breathing. Take a deep breath in and breathe out.
• During this activity let your breathing be normal. Don’t try to change it.
• Now imagine a colour which you like. It can be any colour which you like.
• Now imagine a colour which you do not like. A colour which makes you angry.
• Now imagine that your favourite colour is all around you. This colour is in the air.
• Now take a deep breath in and imagine that this colour is going inside you while you breathe
in and is spreading in your whole body.
• Can you breathe out the colour which you do not like is coming in.
• Now this colour is mixing with your favourite colour in the air and slowly disappearing.
• The teacher tells students to feel that for next 3 minutes their favourite colour is going inside
when they breathe in and while breathing out the colour they do not like is coming out.
• Now slowly open your eyes whenever you feel comfortable.

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2.b. Discussion on Breathing Colours: 15 minutes

Proposed points of discussion following the activity:

• How are you feeling?
• How did you feel while inhaling the breath?
• How did you feel while exhaling the breath?
• When can you do this activity? ( Eg. When you are not feeling well, before sleeping, before
studying, etc.)

Do’s and Don’ts

• Students can be told that they can learn to pay attention to their breathing with consistent
practice.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

77
 Session 17: Happy Experiences

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Happy Experiences: 5 minutes
b. Discussion on Happy Experiences: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

78
 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion can be held with students about their experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

79
Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Happy Experiences: 5 minutes

Objective: To make students experience happiness. By doing this activity

we increase our awareness-how is our body, our thoughts,our feelings, our
behaviour when we are happy. We can do this activity anytime anywhere
when we want to feel happy.

Steps of the Process:

• The teacher should tell students that they will do an activity which will make them feel happy.
• Teacher should tell students to sit in a comfortable position. Straighten your backs and relax
your shoulders. Gently close your eyes. Take a deep breath in and breathe out through the
mouth. Repeat it again for 1-2 Times. Take a deep breath in and breathe out through the
mouth.
• Ask students to imagine a place or situation where they feel happy and peaceful. What are
they doing in the situation? With who all are you there? (wait for 10 seconds)
• Teachers should tell students to explore where they are feeling the happiness in the body. Is it
in the heart, or stomach or in hands. (wait for 10 seconds)
• Teachers should tell students to keep experiencing the happiness in the body. Students should
focus on how they are feeling. What is going on in your body?
• Ask students that along with that they should bring your focus to the thoughts. What thoughts
are coming in their mind right now? Is there one thought or many? Students should stay with
these thoughts for some time. (Wait for 10 seconds)
• The teacher should tell students to breathe in slowly and breathe out. While breathing in
think “I am smiling”. While breathing out think “I am smiling”.
• Now ask students to slowly bring their attention back to the surroundings and whenever they
feel comfortable they can open their eyes.
• Now ask students to look at each other and give a smile.

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2.b. Discussion on Happy Experiences: 15 minutes

Proposed points of discussion following the activity:

• How are you feeling?
• Where all in your body can you feel happiness?
• What were you doing in the place where you imagined that you would be happy?
• What are the benefits of doing this activity? ( With regular practice of this activity you can
feel positive feelings like happiness, love, satisfaction, gratitude, pride, hope, curiosity, etc.
With this we have increased satisfaction and well being.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

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 Session 18: Word Association

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Word Association: 5 minutes
b. Discussion on Word Association: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

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 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period it discussion can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

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Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Word Association: 5 minutes

Objective: To help students identify their thoughts

Steps of the Process:

• Teachers should say a word and students should express any thoughts or images which are
coming to the mind related to this word. Teachers should write the words on the blackboard.
Eg- after listening to the word ‘cloud’ many thoughts come to mind- sky, rain, blue, water,
white, dense clouds, etc. All these are thoughts.
• Other words which can be used by the teachers are flowers, food, day, book, friends, teacher,
reading, happy, study, etc.
• Teachers can do this activity with 5-6 different words.

2.b. Discussion on Word Association: 15 minutes

Proposed points of discussion following the activity:

• Do you also get different thoughts? (some related to the past and others related to the
future? Some thoughts are related to stress worry anger hope and happy. We all get
thousands of thoughts of which we are not aware and don’t pay attention to them.)
• Have you ever noticed how many thoughts and what kind of thoughts come to your mind?
• When do you get more thoughts and when do you get them less? How do you feel when
you get more thoughts and how do you feel when you get less thoughts?
• Scientists have called humans mind as a monkey mind.just like a monkey who cannot sit
at one place and keeps jumping from one place to another the same way human mind
keeps running.
• Ask students to pay attention to the thoughts and explore whether they have a monkey
mind or not?

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Do’s and Don’ts
• Teachers should use a calm voice when giving instructions.
• If any student does not want to do this activity then don’t force them to do.

3. Silent Check-out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teacher should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

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 Session 19: Mindfulness of Thoughts

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Mindfulness of Thoughts: 5 minutes
b. Discussion on Mindfulness of Thoughts: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close their eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
taking it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

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 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment (happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discussion it can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

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Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Mindfulness of Thoughts: 5 minutes

Objective: To help students identify their thoughts

Steps of the Process:

• The teacher should inform students that they will now do mindfulness of thoughts activity.
They will also take their attention towards their thoughts. Now students should sit comfortably.
Now keep your hands on your thighs.
• Now the teacher should tell students to take 2-3 deep breaths and close their eyes. Students
who don’t feel comfortable in closing their eyes can just lower their gaze.
• The teacher should tell students that in this activity they should take their attention towards
their thoughts. Students should focus on the coming and going of thoughts. Are these thoughts
related to the past or future? All these thoughts can be related to their experiences. (Wait for
1 minute)
• Teacher should tell students that let these thoughts come and go. Don’t try to stop the thoughts
and don’t judge them as right or wrong. If you feel like judging them then also be aware of it
and bring your attention back to the thoughts. (Wait for 1 minute)
• The teacher should tell students that the way breathing comes in and goes out the same way
thoughts will come and go. Just watch the coming of thoughts and don’t try to stop them.
(Wait for 1 minute)
• The teacher should tell students to slowly focus on the sitting posture and bring back their
attention to the surroundings. Whenever students feel comfortable they can gently open their
eyes.

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2.b. Discussion on Mindfulness of Thoughts: 15 minutes

Proposed points of discussion following the activity:

( Teachers can ask questions from their side as well in order to understand the Objective of the activity)
• How are you feeling?
• What did you learn about your thoughts?
• Was there a single thought or many thoughts?
• Did you find any difference between your thoughts at the beginning and end of the activity?
• Did you find this activity easy or tough?
• Were you getting stuck in your thoughts?
• Were you able to become aware of your thoughts?

Note for Teachers:

Teachers can tell students that through this activity we can be aware of the thoughts in the present and
can be aware of the speed and nature of these thoughts.with regular practice of this activity the thoughts
become stable and the mind becomes calm. Remember this that through this activity we are not trying to
stop or end the thoughts.

Do’s and Don’ts

• Teachers should ensure that they use a calm voice.
• If any student doesn’t want to do this activity then they should not be forced.
• Don’t force students to close their eyes. They can just lower their gaze for the activity.
• Teachers should accept all answers given by students and they should not judge them as right
or wrong and no feedback is given.

3. Silent Check out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

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 Steps of the Process:
• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

Do’s and Don’ts

• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

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 Session 20: Thoughts as Traffic

Distribution of time:
1. a. Mindful Check-in: 3 to 5 minutes
b. Discussion on Mindfulness: 10 minutes
2. a. Thoughts as Traffic: 5 minutes
b. Thoughts as Traffic: 15 minutes
3. Silent check out: 2 minutes

1.a. Mindful Check-in: 3 to 5 minutes

Objective: Through this activity teacher will prepare students to get ready
for the class.

Steps of the Process:

• Teachers should inform students that they are supposed to bring their awareness to the
current moment from the task they are doing. They can practice this anytime and anywhere.
• The teacher should tell students that they can sit comfortably, straighten their backs and close
their eyes. If someone is unable to close thier eyes they can lower their gaze.
• Students can keep their hands on the desk or on their thighs.
• Teachers should tell students that they will start with the Mindful check-in. This will be done
for approximately three minutes.
• Students should take their attention on the sounds coming from the surroundings and then
take it to their breathing.
• Tell your students that sounds can be low or high, continuous or interrupted. (Wait for 20
seconds)
• Ask students to be aware of the sounds. Pay attention to where the sound is coming from.
(Wait for 30 seconds)
• Ask students to focus on their breathing. Focus on breathing-in and breathing-out.

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 • Ask students not to change their breathing patterns. Just be aware of their breathing. (Wait
for 10 seconds)
• Ask students to focus on when the breath is going in and when it is going out. Is there any
difference between the breath going in and breath going out? Is the breath cold or warm, fast
or slow, low or deep? (Wait for 20 seconds)
• Now ask students to slowly shift their focus to their sitting posture and open their eyes
whenever they feel comfortable.

Do’s and Don’ts

• Give time to students to sit comfortably before starting the check-in.
• If you feel that the focus of a student is being lost during the practice then without taking their
name ask the whole class to pay attention.

1.b. Discussion on Mindfulness: 10 minutes

Objective: To know the experience and advantages of mindfulness from

students.

Proposed points of discussion following the activity:

• Ask students to think for 2 to 3 minutes about the changes they have experienced due to
mindfulness. Ask them to think about the previous week’s mindfulness activities, what
was the experience and how did they practice it. Also, they should think about how we can
use these activities apart from the happiness period.
• After this the teacher can discuss with students how mindfulness has improved their life
like
• Low mood occurs less frequently.
• Help in focusing in class.
• To realise what’s their feeling at the moment(happiness, sadness, anger, etc)
• Tell students that they can write the thoughts in the notebook. Ask some of students to
share the same.
• During this period discusson can be held with students about the experience challenges
and questions related to mindfulness practice.
• Discuss the articles brought by students on mindfulness.

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Do’s and Don’ts
• Ask students to bring good articles on mindfulness that can be discussed in the class.
• Motivate all students to answer.
• Students who hesitate in sharing their experiences can write it down somewhere.
• Teacher should accept all answers of students.

2.a. Thoughts as Traffic: 5 minutes

Objective: To see thoughts as traffic with a calm mind. The Objective

of this activity is to be aware of your thoughts with kindness and not to
judge them as right or wrong. Through this we will be able to view our
thoughts in a better and clearer way.

Steps of the Process:

• Teachers should tell students that they can sit comfortably. Relax their shoulders. Take a deep
breath in and slowly breathe out. With the next breath you can slowly close your eyes. if
anybody feels uncomfortable in closing their eyes they can lower their gaze.
• With the next breath students will become aware of their surroundings. Attention to the
sounds which are coming from around you. (Teacher should wait for 30 seconds)
• The teacher should of students whether they are breathing normally? Ask students to imagine
that they are standing near a major road silently. Without any thinking they are just looking
at the cars which are coming and going.
• The teacher should ask students to view their thoughts as cars which are coming and going.
Every thought is like a vehicle travelling on the road.just like the vehicles are coming and
going the thoughts also come and go.
• The teacher should tell students to not label their thoughts as good or bad. Don’t try to change
or stop the thoughts. View the thoughts as traffic. Thoughts are coming and going and you
are viewing them silently.
• Teachers should tell students that it is possible that while they are viewing the thoughts they
get stuck with the thoughts or their mind wanders off. In this condition bring your attention
back to your breathing.
• Now for next one minute we will view our thoughts. Let the thoughts come and go. Don’t stop
the thoughts. (Wait for 1 minute)
• The teacher should tell the student that with the next breath they should bring their focus on
their sitting posture. Now bring your focus back to the sounds coming from your surroundings.
Whenever you feel comfortable you can gently open your eyes.

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2.b. Discussion on Thoughts as Traffic: 15 minutes

Proposed points of discussion following the activity:

• How was your experience?
• Were you able to focus on your thoughts?
• What did you feel about your thoughts? What difference did you feel at the start, the
middle and end of the activity?
• Did you notice that some thoughts were again and again colliding with each other? How
did you feel during this?
• Did you know is that some thoughts stayed in your mind for a longer duration compared
to others?

Do’s and Don’ts

• Teachers should give full chance to students expression.
• Teachers are requested to hear students, thoughts carefully. No student should be appreciated
or depreciated.
• Students’ experiences should not be compared with one another as they all are unique.

3. Silent Check out: 2 Minutes

Objective: Students should reflect on the thoughts and feelings generated

by the activity.

Steps of the Process:

• The class should be concluded with silent sitting for 1-2 minutes
• During this silent sitting, students will reflect upon the activities done throughout the class
• No instructions to be given during this period.
• Students can choose to close their eyes or lower their gaze.

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Do’s and Don’ts
• Teachers should not ask any questions at the end.
• If any student wants to share his/her experience, the teachers should give them a chance for
the same.

•••

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 Story Section

Story has been the most popular pedagogy of teaching since humans started to speak. We present
our point of view or learning to others in the form of a story. It has been used in the classrooms abundantly
and students focus on the content easily, which is narrated to them through a story. They love listening to
stories told by parents and grandparents, and love repeating them too.
While creating the content for ‘Happiness Curriculum’, the question about selection of stories was quite
pertinent. We all have been listening to stories of fantasy in which the characters are imaginative. Animals
speak, plants think and walk etc. Such stories have not been included in the happiness curriculum. The
reason behind this is that we want our students to relate to the situations and characters of the story and
develop some qualities with the help of motivational stories included in it. Each story connects to the
day to day situations of students. Some of these stories contain dialogues among elderly which give the
students a chance to think and reflect appropriately.

Points to remember while telling the story and post that.

• Story must be narrated with proper gestures so that the interest of students doesn’t get lost
and they relate to the characters of the story.
• Narrate a story in one go.
• It’s not a class of language teaching, so do not use the pedagogy of language teaching focus on
the essence of the/ story not the language part.
• The discussion after the story is most important, so give ample time for discussion.
• Questions for discussion are a medium to reach the objective of the story. If required you may
frame new questions to reach the objective.
• Do not preach the objective to the class like a moral teaching.
• Give an opportunity to students to reach at their own conclusions.
• Include the questions like: when did you feel like the characters of the story, what do you
do if faced with a similar situation, or what would you do in similar situations can be a few
questions instead of what did you learn from the story.
• Stories are too small to delete or add a line on. Doing this might change the main essence
underlying the story.
• Pay attention to where your students relate to these stories in their day to day life.
• Most importantly, no written homework is to be assigned but there is a task under the head,
look, ask and Understand. Encourage your students to be mindful and become aware of the

96
 similar situations at home or in the neighborhood and take the discussion of the class to their
families and friends.
• Instructions to be given for the second day have been provided at the end of each story.
Students must be provided the opportunity to reflect upon and for discussion accordingly.

Each story has been allotted Minimum two days

• On the first day, the story is to be narrated and followed by general discussion with the whole
class.
• Students must be guided in the direction to tell the same story at home and also discuss the
proposed questions with parents, siblings, neighbours, etc..

Creating Classroom Environment

• Every student must be given a fair chance to participate in discussion.
• No answer is right or wrong, so welcome all the responses .
• Students must understand that each expression is of equal importance.
• The environment needs to be motivating and encouraging so that everyone is willing to share
his thoughts.

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 1. Mom’s Specs

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would understand that true happiness is in relations.

Begin the class with mindful breathing for 2-3 minutes.

STORY
Mridu’s maa ,with her spectacles on, was stitching a suit for Mridu
Direction of Discussion:
since morning. It was Mridu’s birthday after all. Mridu, a brilliant
We all are busy in fulfilling
child, always cared for her mother. She participated in all the activities
our basic needs and forget
of school very enthusiastically.
to pay attention to our
relationships. We also Mridu’s mother had to go for the ‘Parents Teacher Meeting’ after
become ignorant of the stitching the suit.
troubles and challenges our Quickly she finished the suit and started for Mridu’s school to attend
beloved ones pass through. the meeting. There she met Mridu’s class teacher. She said that all the
We also forget what they annual day participants were given some prize money and when asked
expect from us. We will try where they had spent that money, someone said,’’ I bought a video
to sensitise the students with game”. The other said, ‘’I bought a cricket bat”. Someone said, ‘I bought
the help of discussion. a lovely doll”. Other one said,’’ I bought books for myself ”.
The discussion should bring Mridu was lost in her dreams. When I asked her what she was thinking
students’ attention to their about, and where she spent that money, she said,” my mother does
usefulness at their homes. tailoring work and without specs, she faces a lot of problems. She
Recognising this usefulness sometimes pricks her finger because of low vision. She takes a lot of
will ultimately make them time in threading the needle. I bought specs for my mother”.
happy.
When I said that your father also could get the specs for your maa, she
replied,” papa has told her many times but maa always postpones it to
next month”.
Her mother felt delighted to hear about her daughter’s thoughtfulness. She proudly wore those specs there.

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Day 1: Questions for Discussion
• Name some things that you know your family members need, but they don’t have them.
• Has it happened to you that you wanted to buy something of your choice but your parents did not
buy it for you? What could be the reason for doing so?
• Give an example from your life when your parents have given up something to get something else
for you
• How is it decided in your house what to buy first and what to buy later?

Observe, Ask and Explore at home (for students)

• Find out the needs of your loved ones. Also, find out what you can do for them.
• Also find out what they want from you. For example, mother doesn’t want you to litter the house/
make the house untidy.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• The recapitulation has to be done by the students; the teacher can help them, if needed. Students
may discuss in small groups based on the feedback received from their homes.
• The previous day’s questions can be discussed with the remaining students again (who hadn’t
answered in the last session).

More Questions for Discussion:

• Your parents have a requirement but due to some reason they are not getting it fulfilled. Please
share the reason if you wish so.
• Have you ever given something to your parents or siblings before fulfilling your requirements?
How did you feel while doing this act? ( Giving is more pleasurable than receiving)
• Is there any other requirement apart from the material things, which you can fulfill presently?
(Motivate the students to think emotionally).
• 4. What requirements of your parents or siblings do you fulfill in day to day life?
• 5. What requirements of your parents or siblings would you like to fulfill when you grow up,
which is not in your reach at present?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 2. Learning is Happiness

Duration: Minimum two days or till the teacher is satisfied.

Objective: The students will understand that there is happiness in learning

and it remains with them. Nobody can steal it or snatch it from them.

Begin the class with mindful breathing for 2-3 minutes.

STORY
Suraj, a fourteen year old boy roamed about in the village and wasted
Direction of Discussion:
his time. He did not enjoy going to his fields. If someone asked him to
Students are expected to live
get something from the market, he simply ignored it.
what they have learnt. With
the help of discussion, their If people asked him why he doesn’t go to school, his reply would be,”
attention would be brought huh, I go there but there is no use of studying”.
to the fact that learning in One day when his father was talking to labourers about how much
school and understanding/ paint would be required to paint the walls of their house, they were
realising our duties towards arguing on the issue. Suraj remembered mathematics class when his
family and society is more teacher taught him how to calculate perimeter. With this thought, he
important than scoring suddenly stood up and brought his maths book. After turning a few
good marks. It gives us trust, pages and looking at the formula of perimeter, Suraj could understand
respect and happiness. it and quickly calculated the amount of paint required for the job and
said, two litres would be required.
His father was surprised and proud of him at that moment. Suraj was happy and enjoyed the moment too.
At that very moment he heard his mother telling his sister, “Leela, please keep the pan on the gas stove to
cook the vegetable for lunch.
To this Suraj said,” please use the pressure cooker for cooking because it saves the fuel and preserves the
nutrition value of the vegetables”.
His mother appreciated his advice and replied,” Thank you son for reminding”.
That day, Suraj realized that our learnings in school help us in our day to day lives and also become a reason
for happiness. He told his mother that he will go to school regularly.

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Day 1: Questions for Discussion
• When you learn something new in school, with whom do you talk about it?
• Share something that you learnt from the school and how it helped you outside the class.
• What learning did you share with your family members which proved to be useful for them?

Observe, Ask and Explore at home (for students)

• Share your learnings of the week with your family members.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with mindful breathing for 2-3 minutes.
• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have discussions in smaller groups on the basis of feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Did you ever learn something apart from( outside) your school? Share a few of these things.
• Share something which you couldn’t understand, taught by your teacher. How do you feel in such
a case? What should be done in such a situation?
• Share something which you could understand completely in any of the classes. How do you feel
in such a situation?
• Have you ever tried to explain to your friend a concept understood by you? When are you unable
to convey it to others
• Please mention a few things you learnt in Hindi, Maths, Science, English or Social Studies class
which help you in your day-to-day life (You may talk about cleanliness, nutrition, discipline etc.)

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 3. Raju’s Intent

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would understand that while doing good they must
also be aware and alert about the surrounding so that no harm is caused
to anyone.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Raju was very fond of plants, birds and animals. There was a peepal
Direction of Discussion: We tree near his house. Birds had built a nest on the tree. One day
generally forget if our deeds are the wind blew so fast that the nest fell down. While coming back
causing harm to others by any from school Raju saw the nest on the ground. He could see two
chance, for which ultimately little baby birds (chicks) also in the nest. Their mother was chirping
someone else ends up paying. loudly near the fallen nest. Raju felt pity for the bird. He put down
During the discussion, we would his bag and took off his white shirt. He then picked up the nest and
help the students to do their put it back on the branch of the tree.
work in a relaxed way so that it
may not cause harm to others. Rohit,a friend of Raju, saw him doing all this. He asked Raju,” Why
did you take off your shirt on the road? You could have done that
job with the shirt.
Raju told him, “ If I had climbed the tree by wearing my white shirt, it could have been soiled. My mother
does a lot of hard work and I didn’t want to give her much trouble.”
Rohit appreciated his friend’s idea by patting his back and both friends headed towards their homes.

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Day 1: Questions for Discussion
• Has it ever happened with you that you wanted to help someone and spoilt your clothes in the
process? What reactions from parents or grandparents did you face when you reached home?
• Has it ever happened that you tried to help someone but because of your being inattentive you
caused harm to something?
• Narrate an incident of someone helping somebody but it caused some harm or damage to that
person.

Observe, Ask and Explore at home (for students)

• Observe at your home as to how your mother, father or any elder person does the work with
complete focus so that no unpleasant incident takes place. Discuss with them if such an incident
has ever happened where their actions did some harm to someone.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have discussions in smaller groups on the basis of feedback received from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Share an incident when you observed your parents doing something with great attention. Had
they not been attentive it could have caused some accident.
• Share an incident when you did something good without causing any disturbance to anyone.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 4. Dilemma

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would be able to make rational decisions when in

dilemma.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Today the English exam papers were shown to students in the class.
Direction of Discussion: Everyone was calculating his/ her marks. Meena also calculated her
We have taken education marks. This was the third time that she was adding and turning pages
as only reading and writing frantically. The teacher had given her 37 marks instead of 34 marks by
whereas it has an objective of mistake. She calculated one more time and now she was sure that she
making a good human being. had been given more marks due to miscalculation.
Then only the decision can
be taken rationally. We feel She thought of telling her teacher, but then she knew her marks would
happy when we do so. drop down.

Education would be a success Finally she decided to tell this to the teacher . She was about to get up
if we become good humans and go but Mamta,who was sitting next to Meena, stopped her from
and contribute towards a doing so. She could, by now, make out the situation that Meena had
wonderful society been given more marks. She told Meena,” Why do you want to go and
get your marks deducted? Sit quietly.”
Meena stopped for a moment but then said,’’ I would like to be honest
than getting more marks. She went to the teacher and said,” My total comes to 34 marks but you have given
me 37 marks”. The teacher was happy at her honesty. She took her copy and started to write something on
it.

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Day 1: Questions for Discussion
• What do you think Meena’s teacher might have written on her paper?
• Has this ever happened to you? What did you do?
• Share a situation when you were in a fix whether to tell someone or not. How did you take that
decision?

Observe, Ask and Explore at home (for students)

• Discuss with your parents and siblings about a few incidents when someone amongst you exhibited
honesty. Also share what kind of happiness you/they felt while doing so.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have discussions in smaller groups on the basis of received feedback from their homes.
• Questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Why don’t people become honest even after getting the education?
• Whatever we do, we do it for our happiness. Why can’t we make the right decision ( the honest
one) in a dilemma?
• Share an incident when you were in a dilemma.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 5. Problem or Solution

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would be able to see the opportunity in a problem

and they will try to come up with solutions instead of getting nervous.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Akram would get nervous and start crying whenever faced with a
Direction of Discussion:
problem. His father never appreciated this behaviour. He wanted
Most of the time we get
Akram to face the problems in a better way and find their solutions.
nervous when we face some
problem. These problems One day he saw Akram crying. He went to him, gently caressed his
seem hard to overcome. We head and asked,” Why are you crying?”
generally blame ourselves or Akram replied,” I didn’t go to school last week because I had a fever and
others for the situation. We couldn’t complete my homework. I borrowed Surjeet’s notebook to do
shall be in a better position if my work and when I was doing my work I spilt milk on his notebook
we focus on finding various and it got spoilt.` Father tried to console him,” Crying will not help in
alternatives to deal with the mending the notebook. But if you think with a calm mind, you may
problem find a solution because we always have the solution to our problems.”
With regular efforts, our Akram asked,” Do we really have the solution to our problems?”
problems shall turn into
challenges and we would be Yes, every problem has a solution. We should look at a problem from all
able to handle our problems the angles which might help us in getting many alternatives. Now you
thereby becoming happy on tell me what solutions do you see to your problem.”
finding the solution. Akram thought for a few moments and said,”I will not go to school for
a few days and Surjeet might forget that I have taken his notebook.”
Noticing his father’s expressions he quickly changed the statement and
said,” I’ll tell Surjeet that I have lost his notebook.”
Again, after a while he said, “Papa, the best solution would be to do his work in a new copy and tell him
about the whole incident. I shall hand over the new notebook to him”.

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Quickly, he took out a new copy from his drawer and started to do the work. His father went out smiling.
While Akram was doing the work, Surjeet came to him. After listening to the whole story he said,” Whatever
happened was not your fault. You have already done half of the work and rest of it I’ll do myself.

Day 1: Questions for Discussion

• Narrate an incident that made you sad.
• How do you react to a problem?
• Narrate an incident when you were troubled because of a problem and you could think about the
different options.
• Find out the solutions for the problems shared in this class.

Observe, Ask and Explore at home (for students)

• In our daily life we face many such situations which could become a problem if we don’t don’t
pay attention in finding their solutions . These become problems. Observe such incidents in your
house that your family members consider to be problems. Try to understand whether they are
only worried about the problems or seek their solutions.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• The recapitulation has to be done by students; the teacher can help them, if needed.
• Students may talk in small groups on the basis of the feedback received from home
• The previous day’s discussion questions can be used with the remaining students again (who
hadn’t answered the previous day).

More Questions for Discussion

• Who are the people around you not afraid of facing problems, rather they think about the solution
peacefully?

• Whenever you are in trouble, who helps you? Give examples.

• Do you feel happy when you find a solution to a problem? Give examples.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 6. Little Yet Significant Things

Duration: Minimum two days or till the teacher is satisfied.

Objective: To feel the responsibility of helping your companion (friend)

and fulfilling our responsibilities.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
It was the third day that Azra didn’t come to school. The class teacher
Direction of Discussion:
got worried about her. She called Azra’s mom. Her mother said that
If all of us could understand
Azra was not well and the doctor has advised rest for another five days.
our role and responsibility
towards our family, school, The teacher thought that Azra will have a loss of five days of study. She
society and then earth would wanted some solution to this suffer, so she put all this in front of the
remain suitable for living in class. And said,” We all should help Azra”.
a harmonious way. We must
As soon as she finished her talk, Geetu stood up and said, “Teacher,
maintain an environment for
I live near her house. I’ll help her. A few days ago I too fell sick and
the growth of everyone. We
Bunti helped me with my work. The Teacher asked,” How will you help
should promote cooperation
Azra?”.
over competition.
Geetu replied,” I’ll help her by sharing all that I will learn in class and
also help her in doing her homework”.
All the students in the class liked the way Geetu came up with the idea. The teacher also praised Geetu. She
advised Geetu to tell his plan to his parents at home.
Geetu did the same. He helped Azra in every way with her mother’s permission. The teacher too enquired
about Azra’s progress daily..
Azra joined the school after a week. She thanked Geetu for helping her in front of everyone. The class was
delighted when Azra announced,” I’ll be the first one to help anyone in need”. The class teacher said,” We
can help each other anytime not only at the time of need”.

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Day 1: Questions for Discussion
• Has it ever happened to you that you had to take a long leave? How did you finish your work in
such a situation?
• How Geetu must have adjusted her timetable to help Azra? Think and share.
• Have you helped anyone at the time of need? What did you do and how?

Observe, Ask and Explore at home (for students)

• Discuss at home how you all help each other in your family. Also observe your contribution in the
smooth running of the house.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.
• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have discussion in smaller groups on the basis of received feedback from their homes.
• The questions of day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Has anyone helped you in trouble? When and how? Express your feelings towards that person in
a few words.
• How can everyone at home help one another or you generally help one another?
• Why do we help someone or someone helps us?
• Should we help a person who doesn’t help us?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 7. Wheelchair

Duration: Minimum two days or till the teacher is satisfied.

Objective: Cooperation can help us build a good environment in our

house, school, country or the world.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Two friends, Roopam and Kanchan lived nearby. Roopam
Direction of Discussion: We are
would sit in her wheelchair and roam around to see Kanchan
able to understand our utility when
and other students go to school. She thought,‘‘I wish, I could go
we are helpful to others and this way
to school like them”.
we get happiness too. We should not
be busy with our own work in such On the other hand, Kanchan would think about Roopam not
a manner that we become unaware going to school. How much she wished for Roopam to go to
of the requirements (needs) of school.
others. Many times people are not
One day, she mustered the courage to ask Roopam. She replied
in a position to disclose their needs
that she suffered from polio when she was very small and was
to others so as to not disturb them.
crippled. Her wish to attend school could not be fulfilled.
Being aware in such situations
and assuring others about your A few days later, the teacher told everyone to bring the students
availability when required is crucial. of their respective localities to school. Kanchan told the teacher
about Roopam and asked if Roopam could also join the school.
If we are able to develop the feeling
of ‘ let live and live’ instead of ‘live The teacher said,” Why not, every child has the right to
and let live’ then everybody would education”. Kanchan was happy to know this.
think about others’ comfort. An That day she went to Roopam in the evening and told her that
appropriate environment would be she will take her to school the next day.
available for all to live.
The next day, Roopam went to school with Kanchan and got
admission there. All the students in the class welcomed her and
helped her in all the possible ways.

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While sitting in the class, Roopam thought,” I always considered this wheelchair to be my only friend and
thought that no one would help me. Here all the students are so good and helpful.”
As the school got over; Anjali, Kanchan and Monica brought her wheelchair and helped her to sit on the
chair and carried her bag and helped her to the school gate.
Roopam was thinking it’s not only her wheelchair but also all these people are with her.

Day 1: Questions for Discussion

• Had you been in place of Kanchan, how could you have helped Roopam?
• Do you know anyone who is unable to join the school for any reason? Did you ever think of
helping him/ her? If yes,then please share what did you do?

Observe, Ask and Explore at home (for students)

• Observe when members of your family help each other in need. When do they help each other
and motivate each other despite being busy in their routine.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• The recapitulation has to be done by students; the teacher can help them, if needed. Students may
talk in small groups on the basis of the feedback received from home
• The previous day’s discussion questions can be used with the remaining students again (who
hadn’t answered the previous day).

More Questions for Discussion

• Did you ever help your friends? Why and how?
• Did any of your friends ever help you ? When and how?
• How do you feel when you help others?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 8. Neeta’s Pen

Duration: Minimum two days or till the teacher is satisfied.

Objective: To draw the attention of students towards the fact that

sometimes we all make mistakes. In such a situation, accepting the
mistake is far more gratifying.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Kirti was a student of class five. She was a loving child of her parents.
Direction of Discussion:
Whatever she asked for, she would get it immediately. She was very good
Everyone should pay
in studies. Everyone used to help her but she had a habit. Whatever she
attention to the fact that no
liked, her mind used to get stuck on it, even if she did not require that
one wants to make a mistake,
thing.
but it's not always due to lack
of mistakes are committed. If One day Nita brought a new pen and all the students were admiring
there is a mistake, it is not to her pen. Kirti also saw that pen and liked it. By this time, the prayer
be hidden, but by accepting bell rang. All the students went to the prayer ground. Kirti stopped
the mistake, care should be for a while and took out that pen from Nita’s bag and started looking
taken that it is not repeated. at it. Suddenly, she got nervous on hearing the sound of someone’s
For this, we should try to footsteps. In the state of panic, she kept the pen in her pocket. She saw
increase our ability. Vibha coming back from the prayer ground, the teacher sent her to
class because she wasn’t feeling well. Keerti did not get the chance to
keep the pen back and she quietly kept it in her own pocket and went
to the prayer meeting.
When she started her work in the first period, Nita noticed that her pen was not in her bag. Everyone
suspected it was Vibha because she was sent back to class. And no one suspected Kirti. Vibha cried a lot.
Sitting on her seat, Kirti observed everyone for some time.
Before Vibha said anything, Kirti stood up and confessed her mistake in front of everyone and returned
the pen to Nita.
She promised that she would never make such a mistake again and she apologized to both Vibha and Neeta.

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Day 1: Questions for Discussion
• Why do you think Kirti accepted her mistake?
• What would have happened to the rest of the students’ relations with Kirti otherwise? Please
discuss.
• Why do we try to hide our mistakes?
• What is the difference between the results of hiding the mistake and accepting the mistake? Give
an example from your life of both the cases.
• How does it feel when others don’t believe in us? Give an example.

Observe, Ask and Explore at home (for students)

• If you have made a mistake in school or at home in the past. Discuss that mistake with your
parents and promise them that in future you will not do it again.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Have you ever made such a mistake that you would like to confess? (Ask some students to share.)
• Give an example of how you felt when you hid your mistake ?
• Share the mistakes you made, how you felt then?
• What is the difference between your feeling of confessing or hiding a mistake?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 9. Finding Happiness

Duration: Minimum two days or till the teacher is satisfied.

Objective: To develop a feeling of cooperation among students.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Seema was an intelligent student but today she was sad and could not
Direction of Discussion:
concentrate on her studies. She didn’t have a pen because her father had
Whatever we do involves
gone out of station and she knew that mother did not have money to
a lot of effort from others.
buy her a pen.
Helping others and taking
help from them can make The Hindi teacher had given homework to be shown the next day.
your life successful. In nature She was worried about how she would do her work. She shared her
too, plants, animals and problem with her seat partner and Anita could overhear from the back.
humans are interdependent. She thought of a prank.
After a while, Seema went out to drink water and Anita thought of
hiding one of Seema’s notebooks so she won’t be able to show her work
to the teacher. It would be a lot of fun. She took out Seema’s Hindi notebook. Kusum noticed her doing all
this. She politely said,”Seema doesn’t have money to buy a pen and you will double her trouble by hiding
her notebook. Please don’t do this. If you want to have fun, you may keep a pen in her bag and watch. Just
notice which of the acts give you happiness. And I know you have two pens.”
After listening to Kusum, Anita kept a pen in Seema’s bag.
Next day, the teacher praised a few students for their good handwriting. Seema was one of them. She
became emotional. The whole class was surprised to see this. When asked by the teacher; Seema replied,”
I did not have a pen to complete my homework but when I went home I found a pen in my bag. I pay
my heartfelt thanks to the one who did this to me.” Anita listened to all this and she was going through
different feelings and thinking, “a small act of mine has given a lot of happiness to her”. A feeling of peace
and satisfaction could be seen on her face. She looked at Kusum as if she wanted to say something but could
not utter a word.

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Day 1: Questions for Discussion
• What qualities of Seema, Kusum and Anita did you like?
• Have you ever helped a friend without even telling him/ her?
• How can friends help each other not only by sharing things at the time of need but also by
cooperating?( Sometimes friends need advice, motivation or help).
• What is the difference between ‘helping by giving things’ or ‘helping to understand’? Discuss with
your friend.( Hint: what is likely to be finished if shared, goods or knowledge?

Observe, Ask and Explore at home (for students)

• Notice in your house how works are accomplished with cooperation from one another. How will
the work get hampered if people do not cooperate?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Has anyone helped you by giving something when you needed it? Give some examples. How did
you feel at that time? How did you pay the gratitude to that person?
• Tell us the names of people from whom you get help in your life. Tell us what kind of help do you
get? Also share how you help these people?
• Have you ever helped someone or received help from somebody? Which condition out of these
two gives you more happiness?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 10. Happy Person Spreads Happiness


Duration: Minimum two days or till the teacher is satisfied.

Objective: To draw the attention of students towards the fact that we can
spread happiness only if we are happy.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Pankaj and Kavya were busy. Their aunt was getting married and
Direction of Discussion:
the day was approaching. Guests were pouring in. Students in a
We can only share what we possess.
family event had taken the responsibility of serving edibles. A lot
For example, if you have twenty
of noise could be heard from grandparent’s room because all the
oranges and you start giving them
guests were going there. Their mother called them to serve tea
one by one to your friends. You
to their uncle and auntie. Both of them followed the instructions
might be left with no orange but
happily and sat with their uncle and aunt to chat about their
if you are happy, your friends and
school.
teachers are also happy with you.
You will go home happily and They heard their aunt (mausi) shouting from outside. She had
this happiness remains with you just reached and lost one of her bags in the train. When mother
the whole day. It doesn’t decrease told them to serve tea to aunt (mausi) they looked at each other
or finish when you give it away as if not interested in serving this time. Who will listen to her sad
to others. Happiness is the only story?
thing to be spread continuously.
Two days later when Pankaj was walking to school, he was nervous
A ‘Happy Person’ will spread
if he had left something important as the house was scattered. He
happiness and the ‘Sad Person’ will
wasn’t in a good mood that day. When his friends wished him, he
spread sadness.
didn’t even respond. He didn’t talk to anyone properly. No one
Also focus on how the negative
came to him but talked about his bad mood in low volume. By the
environment where you don’t
time school got over, he was fed up with this kind of behaviour
prefer to be present can be made
of his friends. That day he understood his aunt’s (mausi) changed
better without spoiling the mood.
behaviour.

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Day 1: Questions for Discussion
• Has it ever happened with you that you distanced yourself from someone due to his/her bad
mood? Share your thoughts.
• Have you noticed that if the other person is in a good mood, you feel free to talk to him or meet
him?
• Recall and share when your mood was not good and you found people not talking to you or
meeting you.( Maintaining distance with you)

Observe, Ask and Explore at home (for students)

• Observe if you feel comfortable around the people who are happy or you want to spend time with
those who are sad or troubled.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by students; the
teacher can help them, if needed.
• On the basis of the feedback received from home, while keeping in mind the discussion questions
of the previous day, students have to talk in small groups.
• The previous day’s discussion questions can be used with the remaining students again (who
hadn’t answered the previous day).

More Questions for Discussion

• Would people greet us or distance themselves from us if our mood or behaviour is bad?
• What will you do to create a good environment around you so that your friends stay near you?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

117
 11. Don’t Worry, When I Am Here!

Duration: Minimum two days or till the teacher is satisfied .

Objective: To draw students’ attention towards the fact that we don’t feel
sad because of our problems but because of the absence of a solution.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Sonu was a sensitive boy so he could not see anybody upset. One
Direction of Discussion: We
day, when he saw his grandfather perturbed, he quickly rushed
often find ourselves surrounded
towards him and said, “Grandpa, what are you thinking? Today, you
with problems. We feel sad
are not even reading the newspaper which is there in your hands.”
because of not being able to
Grandfather answered, “Son, my spectacles fell on the floor and got
find solutions. Sometimes, it
broken so I’m unable to read anything without them .” After listening
happens that others suggest
to this, Sonu replied quickly, “Grandpa, don’t worry, I am here to
an appropriate solution for
find a solution!” He quickly ran and brought his box. He took out a
a particular problem and we
magnifying glass from the box. He handed it over to his grandfather
feel that the solution was quite
and said, “If you use it, you will be able to see
easy or obvious. Actually, we
already have a solution but we everything big and clear. You can read the newspaper with it.
are not able to find it because Meanwhile l will get your specs repaired by this evening”.
our focus is not on finding the
Similarly, when he saw his grandmother looking for something in
solution. There are only events
the kitchen he quickly rushed to help her. Grandma said, “I have to
and incidents in the world
pour oil into a bottle from this packet. Don’t know where I have put
outside, but when we don’t have
the funnel. I am unable to find it. I don’t understand how to pour oil
solutions we perceive them
into this bottle?”
as problems. When we have
solutions we see the same event Sonu took up an empty bottle of a cold drink and cut it from the
as an opportunity. Solutions centre with the help of a knife. He handed over the part with the rim
can make us happy and we can to his grandmother and said, “Take it grandma! Use it to pour the
find them only by means of true oil. You will have no problem”.
understanding. One fine day, his mother was hemming the clothes. While threading

118
the needle it fell off from her hands. She got anxious and started searching for the needle as she was afraid
that it might hurt somebody. Instantly, Sonu reached there. Mother told him that she has lost her needle
somewhere.
“Don’t worry, I am here mother!” saying this he went running somewhere and brought back a magnet with
him. He tied the magnet with a thin wooden stick and started moving it everywhere above the ground.
During this activity the needle got stuck to the magnet. Mother became very happy and said,” No problem
can stay for long if you are with us .”
The shine of confidence that he can get through any problem in life could clearly be seen on Sonu’s smiling
face.

Day 1: Questions for Discussion

• Have you also helped your family members passing through a problem? How?
• Narrate any problem in which you were helped by a friend or a family member to find a solution.
How did he/she help you?
• Do you think that the solution which they suggested could be thought of by you also? If yes, then
why couldn’t you find the solution to your problem yourself? (many times, we get stuck with the
problem itself and don’t try to find its solution. We believe in others more than ourselves.)
• Tell about a problem for which you initially couldn’t think of any solution and then after a lot of
thinking you were successful in finding a solution to that problem. How did you feel after doing it?
(Resolution is happiness. We all feel happy to find solutions and feel confidence in ourselves too.)

Observe, Ask and Explore at home (for students)

• Observe and find in your house or neighborhood whether people are sad because of problems or
due to the absence of their solutions.
• Students talk to people around them and ask what new things they want to learn and why?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

119
Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have talks in smaller groups on the basis of feedback received from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.
• The previous day’s discussion questions can be used with the remaining students again (who
hadn’t answered the previous day).

More Questions for Discussion

• Have you ever helped any of your friends in finding a solution to a problem? Give an example.
Also tell, what did you get by doing so?
• Have you seen such people in your house or neighborhood who don’t get upset or anxious with
problems rather they try to find a solution with a calm and steady mind?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 12. My Dear Dad

Duration: Minimum two days or till the teacher is satisfied.

Objective: To inspire the students to keep their spirits steady

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Once, Mita was looking out of the window of her house. Students were
Direction of Discussion:
playing with their father in the garden of the front house. Mita was
Often parents, elders get
thinking, “Are there also fathers who play and laugh with their students
angry with kids in order to
and feel happy to throw splashes of water on each-other?” While
bring out expected behavior
thinking like this, she fell asleep.
in them. But children forget
that elders expect them to “Mita, where are you?” her eyes opened to listen to the loud voice of
behave in a desirable way her father.
because they love them. They
Scared and hesitant, she entered the living room. Her father was sitting
both share a relationship like
on the sofa. He said “Mita, bring me a newspaper and a cup of tea,
a kite and its string. A string
quickly.” After giving tea and newspaper to her father, Mita went into
when attached to the kite,
her room soon. She was still lost in her thoughts and wondered whether
shows it the right direction
a father could be like the one whom she saw from the window of her
and at the same time helps it
room. Just after two days of this incident, her grandma fell sick and was
to fly high in the sky. If we
admitted to a hospital. Mita used to sleep with her grandma. Today, she
have a relationship, we get
was feeling terrified to sleep alone. As soon as she closed her eyes, she
trust and if we get trust, we
started to imagine fierce faces and got scared.
will surely get happiness.
Suddenly, the light went off. Now, she was feeling all the more terrified.
But then, she saw a streak of light in the dark and heard her father’s
voice, “Mita, are you asleep?”
Mita said, “I am scared.”
Mita’s father sat on the bed, put his hand on her head and while putting his hand on her forehead he said,”
It seems, you have high fever.”

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He kept putting cold strips on her forehead all night. Mita fell asleep. When her eyes opened in the morning
she saw that her father had slept on a nearby chair.
She thought,” Papa has a lot of work to do, therefore he isn’t able to give me much time. How safe I am
feeling today with my father! “
Mita’s trust in her father strengthened. She started listening to her father more carefully after that incident
and her fear also ended.

Day 1: Questions for Discussion

• Why do your parents or other elders scold you?
• How do you feel when they scold you? Share the thoughts you have, when it happens.
• Name those people whose scolding is acceptable to you. Tell the reason also.

Observe, Ask and Explore at home (for students)

• Find out near your home that when someone scolds you, why does he do this?
• Also find out how you will be able to keep your spirit and feelings steady when your parents scold
you.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Can you tell, what do your parents think about you when they scold you?
• Do they scold you because they don’t love you? What are the reasons behind their scolding?
• If you firmly believe that your parents love you, will you feel bad on their scolding?
• When you know that your parents scold you for your betterment then what will be the change in
your behavior?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 13. Let’s Go For Picnic

Duration: Minimum two days or till the teacher is satisfied.

Objective: To bring student’s attention towards the fact that we are able
to share our feelings easily with those people with whom we acknowledge
our relationships and accept them.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
This was the day for a picnic. All the students were excited to go for a
Direction of Discussion:
picnic. Although, they used to go for a picnic every year yet they were
The story emphasises on
always enthusiastic to learn more by visiting new places
coming out of the feeling
of “ mine and ours’ and All the buses had arrived in time. Everybody wanted to sit with their
developing a feeling of friends for enjoyment.
humanity. Also, with the
As it was time to start, the teacher came and told them,” The tyre of
help of questions, bring
one bus is punctured and so we’ll have to co-operate by sharing seats
student’s attention to the
with other students. Please cooperate with everybody.” Three students
fact that we are in a state
adjusted in place of two on almost all the seats. Some students were still
of happiness when we are
left out.
with our people. Therefore,
when we develop a feeling When Riya got into the bus and tried to sit with Sheetal, who refused
of humanity, we’ll be able to her by saying that we three are already sitting on the seat meant for
stay happy all the time with two, so you please find a seat somewhere else. Riya requested again but
everyone. Sheetal didn’t move a bit from her seat. After two minutes, Sheetal’s best
friend Nidhi got into the bus. She was still trying to find a place when
Sheetal caught sight of her. Sheetal became very happy to see Nidhi and
shouted from a distance, “Nidhi, come here, I have some space”.
Very easily four students adjusted in a seat for two . Riya was still looking here and there for a seat. Teacher
was noticing everything. Although she didn’t say anything to Sheetal but called out to Riya, “Riya, come to
me, a place can be made here on my seat”.

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Day 1: Questions for Discussion
• Why in your opinion Sheetal didn’t face a problem in making adjustments for Nidhi?
• Do you share your things with everybody or only with those people whom you consider as your
own?
• On what basis do you consider somebody as your own? Discuss with examples from your own life.

Observe, Ask and Explore at home (for students)

• Think about such people in your home or neighbourhood whom you like very much and with
whom you can share your things very easily.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by the students, and
the teacher can help them, if needed.
• Students may have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• In your class, how do you feel when the teacher asks you to sit by roll numbers instead of sitting
in groups with your friends?
• Can we stay with everybody with a feeling of harmony? What has to be done for that? Discuss.
• Why are most of the people these days advised to develop a feeling of affinity? What are the
benefits and drawbacks of that? Discuss.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 14. Inner Thoughts

Duration: Minimum two days or till the teacher is satisfied.

Objective: Refrain from reaching to a conclusion without knowing the

complete incident or event and mutual trust in relationships needs to be
strong.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Direction of Discussion:
All of us want equality and Binni saw that, this time too, only her grandmother and grandfather
justice in our relationships. had come for her birthday. Other relatives hadn’t come. On the other
But sometimes we feel that hand, all their relative always visited on her sister’s birthday, every
we are denied justice. If we year. She wondered whether her parents liked her sister more as they
look into our relationships call all their relatives on her birthday. Although she was annoyed with
with awareness, we’ll find her parents and sister, she never told anyone about it.
that we are able to mindfully Next day, when her friend Anu saw her unhappy, she asked, “What is
understand the other person’s the matter?” She shared her inner thoughts with her. Anu thought for
situation. Circumstances a while and said, “ Dear, your birthday falls on 26th February, tell me
when students’ feel that which month does your sister’s birthday fall?” Binni told, “In August”.
they were denied justice in
their school or family, could Anu said, “And do you remember, these days my brother’s exams are
be discussed with them, and going on and your sister’s too. Isn’t it?”.
they could also be asked about “Yes, it’s true!” Just by saying this, Binni understood everything.
their efforts to understand Whatever she was thinking was all wrong, and she ran to her mother.
that particular situation. If (what do you think,” why did Binni run to her mother?”)
we get justice , we are able to
respect others. Binni went close to her mother and said, “Do you call everybody on
my birthday, too?”
As soon as her mother said “yes”, she hugged her mother and started
crying. When her mother asked, Binni told her the whole story about her sad feelings . But now she knew
that due to exam time around her birthday many people couldn’t come whereas everyone came on her
sister’s birthday because no exams were held during those days.
Listening to her, mother hugged Binni and said, “Whenever you get any such doubt, never keep it to

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yourself. Talk to us about it”.
Binni said smiling , “Ok, mummy ji”!

Day 1: Questions for Discussion

• When inner thoughts are not shared, what damage can they cause? Tell with an example.
• Why do you keep things inside you if you don’t like them? Why do you do so?
• When has it happened with you that you didn’t understand a thing but you couldn’t ask a question,
openly? Tell with an example.

Observe, Ask and Explore at home (for students)

• Today we will pay attention that if we had some question or thought in our mind, did we share it
with somebody?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by the students, and
the teacher can help them, if needed.
• Students may have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Has anybody told you about their inner thoughts? Why do you think she/he told only you about
it?
• With whom do you like to share your inner thoughts? Why?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 15. The Man with a Sticker

Duration: Minimum two days or till the teacher is satisfied.

Objective: To motivate students to be sensitive towards human relations

and exhibit appropriate behaviour.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Suman was going to school by van. It was time for the school. A vehicle
Direction of Discussion:
was moving very slowly in front of the van. Like always, the driver of
It is not always possible
the van was in a hurry. He wanted to overtake the vehicle. His hand was
to understand all the
repeatedly honking. Suman was staring at the vehicle hoping it would
people’s conditions, who
make way for their van.
are around you. For this
reason, unwanted events Suddenly, a sticker pasted on the back of the vehicle grabbed her
happen due to reactions. attention. There was written: “Physically challenged- drive slowly”.
If we become sensitive Suman read it loudly, grabbing the attention of all students sitting in the
towards others’ situation, van. She went to the person sitting in that vehicle, which was moving
knowing the reason behind slowly. and felt sorry for her lack of patience.
their behavior, then we will
The driver not only slowed down the van but his behavior also changed.
understand that he / she is
He became protective towards that vehicle.
exhibiting bad behaviour
due to some reason. Nobody Somehow they reached the school. Suman was not able to forget about
wants to commit mistakes that van. Time and again her thoughts were being overpowered with
knowingly but mistakes the thoughts about the incident.
happen. Then only we would
Not only had it impacted Suman but all the other students were also
behave appropriately.
talking about the same incident.
Pardeep said, “ Imagine if there was no sticker in the car then what
would have happened!”.
Supriya said, “The driver of our van was in such a hurry that even a fight could have happened”. Gita said,
“ I am scared of quarrels, guys”.

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Neha said thoughtfully, “It is not a matter of quarrel, I am thinking that many people of this kind must be
driving on road without such stickers”.
Everybody went into deep thoughts.

Day 1: Questions for Discussion

• How did you like the driver’s attitude?
• What could be the reason that he changed his attitude?
• Have you ever faced any physical or verbal fight when you were on the road or any other place
with your parents or anybody else? Tell with an example.
• On what sort of issues does a verbal fight occur?
• In such a case does the situation improve if they understand each-other’s circumstances? Discuss.
(If nobody is able to give an example then, the teacher should present an example).

Observe, Ask and Explore at home (for students)

• Did it bring any change in the situation of a fight or debate, when you tried to understand the
other person’s circumstances? Discuss such situations.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• A recapitulation of the story by the students. The teacher may help in revising it. Students may
have talks in smaller groups on the basis of received feedback from their homes.
• The questions of day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Did you ever realise that your behaviour was inappropriate because you didn’t understand the
other person’s situation? Give examples.
• Do you think the same thing happens with others too? Give examples.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 16. The Umbrella

Duration: Minimum two days or till the teacher is satisfied.

Objective: The story aims at developing empathy and problem solving

attitude in students.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Whenever it rained, Taraana and her brother would walk to school
Direction of Discussion:
under the same umbrella. Most of the students of her village could not
We often keep ignoring a
buy an umbrella, so they often shared umbrella on their way. Most of
majority of problems, the
the students, who shared the umbrella, would get completely drenched
solutions to which are not
before they reached the school. On most occasions, students would
that difficult. By finding
reach school either completely drenched or didn’t go to school, at all.
their solutions, a big section
Taraana, often, used to think about how she could help these students.
of the society could be
It didn’t take her much time to find a solution to this problem. After
benefitted. The discussion
working hard for a few days, she made such an umbrella which if held
will, at least, bring students’
by two students from the two sides, would cover many students under
attention towards those
it, and they could reach school without getting wet.
problems from which a lot of
people are suffering. A thought of such an umbrella, of eleven years old Taraana, proved
to be very effective. This innovative umbrella could be held by two
students from either side and the rest of the students could stay safe
from rain by staying under it. In this way, they could go to school
without getting wet.

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Day 1: Questions for Discussion
• Discuss small problems which you face in your daily routine. (Teacher can make a list on the
board).
• Have you solved any of your small problems using your wisdom? Share with an example, how you
felt after doing that?
• Give one example from your life when any of your friends helped you to solve your problem.
• What did you get by helping someone to solve his/her problem? Discuss with an example.

Observe, Ask and Explore at home (for students)

• Find out in your school and neighbourhood about people who quickly find solutions for small
problems. Also see, how many people are benefited by solving these problems.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by the students, and
the teacher can help them, if needed.
• Students may have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Did you ever find a solution to such a problem of yours which benefited your friends as well?
Discuss with an example.
• Did you understand anything about your usefulness in such a situation? When do you see your
usefulness? Explain with an example.
• Give examples of such problems which are affecting others, not just you. Discuss about finding
out a solution to such a problem.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 17. It Makes a Difference

Duration: Minimum two days or till the teacher is satisfied.

Objective: To inspire the students that even a little step put forward by
them, makes a difference. Therefore, they should not abandon any work
by thinking,” What difference can their individual contribution make?”

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Shastri ji was the head (Sarpanch) of the village which was situated
Direction of Discussion:
near a sea-shore. A primary school, a hospital and a small post
A small step can bring about
office on the road side…. only this much was available to the
change. It makes a difference. Do
village in the name of government facilities. Being the head, Shastri
not leave a work thinking you
ji realized his responsibilities but a lot of complaints by the people
alone cannot do it.
made him restless. Whenever people gathered in the village council
(Panchayat) it could be often heard, “Alas! There are a lot of things
to be set right, how can it be done? Where should we start from ? Who all can be helped? Everybody is
unhappy here!”
One day he was roaming near the sea shore with similar thoughts, when suddenly he saw some fishes on
the sea shore. Some boys of the village were playing there too. Shastri ji saw that a boy, Subhash was picking
up the fishes one by one and throwing them into the sea. Then and there, a tide came up and left many
more fishes on the shore. Subhash, without getting demotivated, picked the fishes and kept throwing them
into the sea, just like before. Subhash’s friends were watching him. One of the friends,Ramesh, asked him,
“You are throwing fish one by one in the sea, what difference will it make by doing so?” How many fishes’
lives will you be able to save?” Subhash answered with confidence, “It will, at least, make a difference to
that one fish whom I am throwing into the sea.” After saying this, he picked up one more fish and gave it to
Ramesh. As Ramesh saw the ‘suffering fish’ in his own hands, he quickly threw it into the sea. After seeing
this, the rest of his friends, too, started picking up the fishes and started throwing them into the sea.All of
them were saying together, “It makes a difference to these fishes”.
Shastri ji was watching everything silently ,as if it had given him a solution to his problems.

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Day 1: Questions for Discussion
• Have you ever taken an initiative to do a work which nobody else was doing? Narrate with an
example.
• Share some work which you think nobody is doing but the work is not that difficult too.
(There are many plants found on the road which are getting dried up because nobody is watering them,
a sharp iron nail is protruding out from the gate of a nearby park which hurts people passing by, people
throw garbage outside-around the road-dustbin.)

Observe, Ask and Explore at home (for students)

• Discuss at your home about some changes which have happened in your neighborhood. Also
discuss, which other changes, according to you should be made in your lane or locality. Observe
and find in your family and neighborhood; what changes can be brought about by your little
practices

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by the students, and
the teacher can help them, if needed.
• Students may have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Have you seen anybody around you, taking initiative for a work? Share your feelings for such
people.
• You must have seen many people in your school or around your neighbourhood doing cleaning
work during the ‘cleanliness campaign’. Have you also contributed to such initiatives ?If yes, how?
If not, then how can you make a new beginning in the upcoming times?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 18. Gift-Wrap

Duration: Minimum two days or till the teacher is satisfied.

Objective: To bring the attention of the students towards usefulness

instead of beauty.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
It was Irfaan’s birthday. Mira, Puneet, Gurmeet, John, everybody
Direction of Discussion:
gathered at Irfaan’s house. Irfaan’s mother had made many dishes. All
Today, while choosing any
the friends were enjoying the party. Irfaan’s elder brother had arranged
object we get influenced by
many games for their entertainment. Some gifts were kept packed in
its physical beauty instead of
the next room. Some were wrapped in a newspaper, some in colourful
its utility. Everybody tries to
paper and some in polythene. Gurmeet’s attention was repeatedly going
enhance the external beauty
there. He was thinking that surely, they must be return-gifts for all the
rather than paying attention
kids. He looked at them again and again and decided to take the most
to its usefulness. In this
colourful packet.
context it is important that
we should value things on Entertainment was in full swing. Then, the elder brother called out,
the basis of their usefulness “Now, everybody take one packet each from me, it contains a gift for
and admire them. Usefulness you.”
exits just in things only All the kids gathered around him with curiosity.
but in humans as well. It
is important to recognize The brother gave one packet to everybody! Gurmeet got the gift
and value the usefulness wrapped in a newspaper. Gurmeet knew that all the packets will be
of somebody because having similar gifts, but he didn’t know why, he wasn’t feeling happy
happiness believes in your on receiving his gift.
own usefulness.

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Day 1: Questions for Discussion
• When you go to a shop to purchase a pen for yourself, what aspects do you consider while choosing
it?
• Share one experience from your life when you or any of your family members paid more attention
to the external beauty of an item while buying it.
• Do you give more importance to the packaging of an item or its quality? Why?
• Do you give more importance to the dress of a person or his qualities? Why?

Observe, Ask and Explore at home (for students)

• With your siblings, make a list of items whose external beauty doesn’t matter to you.
• At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.
• Recapitulate the story of the previous day.
• The recapitulation has to be done by the students, and the teacher can help them, if needed.
• On the basis of the feedback received from home, while keeping in mind the discussion questions
of the previous day, students have to talk in small groups.
• The previous day’s discussion questions can be used with remaining students again (who hadn’t
answered the previous day).

More Questions for Discussion

• Give an example of any such object, which you had bought due to its beauty but it didn’t prove to
be useful for you.
• Giving examples of a specific object, discuss whether it is the good-looks or not-so-good-looks
that impacts its usefulness.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 19. Road Block

Duration: Minimum two days or till the teacher is satisfied.

Objective: To develop a feeling of awareness in students towards their

society, country and world.

Begin the class with Mindful Breathing for 2-3 minutes.

STORY
Mayank was going to school with his father. It was his daily routine.
Direction of Discussion:
He saw that cars, scooters, buses, trucks, rickshaws were standing
All of us remain busy in our
everywhere on the road. No vehicle was moving. He asked,“ What is
everyday life and we become
the matter, Papa? Why is the traffic not moving?”
insensitive towards people
around us. Sometimes Papa said, “ I don’t know. Perhaps the road is blocked”.
we even wait for others
Yes, the road was blocked because a tree had fallen in the middle of
to complete a petty work
the road due to last night’s storm. All the people in the cars, buses,
because we don’t consider
rickshaws were waiting, and blaming either the government or other
it as our responsibility. It
people. Nobody dared to come forward and push the tree aside. That
is attempted through the
very moment, a child came out of a car and started to push the tree.
discussion that the students
The tree was very heavy. It was not in his capacity to move the tree.
become aware of their
But, looking at the child pushing the tree, many students reached out
environment and develop a
to help him in this work. Many people looked at this sight and couldn’t
feeling of taking initiative.
stop themselves from coming out of their vehicles and pushing the tree
aside. After the hard work of so many people, the tree moved a little
bit. Then, someone called a ‘crane’ via phone. Now a small passage was
made through which everybody could go on their way.
That day, a small child taught a lesson to everyone.

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Day 1: Questions for Discussion
• .......

Observe, Ask and Explore at home (for students)

• Find out in your neighborhood, about any such work in which you can contribute along with your
friends.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

Day 2:
Begin the class with Mindful Breathing for 2-3 minutes.

• Recapitulate the story of the previous day. The recapitulation has to be done by the students, and
the teacher can help them, if needed.
• Students may have talks in smaller groups on the basis of received feedback from their homes.
• The questions of Day 1 can be asked from those students who did not answer the previous day.

More Questions for Discussion

• Have you seen anybody around you, taking initiative for a work? What feelings or thoughts come
in your mind about them?
• Share an example when you wanted to take initiative for a work. How did your parents, siblings,
etc. react to it?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 Activity Section

While doing activities, all students feel involved. They try to perform to the best of their capacity and
interest in accomplishing the task. The learning with such activities remains with them forever because it
is gained through some experience. It is observed that if students are involved in the act or they are witness
to the act, the learning becomes easy. That is why activities have been taken into account while creating the
content for the happiness curriculum.
Due care has been taken to ensure that these activities are age appropriate and according to the mental
level of the target group so that students feel motivated to take part in these. It helps them to ponder on the
questions during the discussion on the given activity.
The main objective of these activities is to develop critical thinking among students and enable them to see
things as they are. They will be able to think out of the box and make balanced decisions in life.
These activities can be conducted in the classroom itself. No specific teaching materials are required to
conduct them successfully.

Points to Remember while Conducting Activities:

• The ‘Objective’ and ‘Note for the Teacher’ in the activities are only meant for the teacher’s
reference. Do not read or explain these to students.
• Teachers should develop self clarity by reading the ‘Purpose’ and ‘Note for the Teacher’ before
conducting the activity.
• Steps of activity should be conducted after reading thoroughly and strictly as given in the
handbook for teachers.
• Let students present their views. Welcome all the responses without presumptions and
judgment.
• Ensure that all the students participate in the related discussions.
• Teachers should also participate in order to encourage the students for active participation.
• Let the students deduce their own conclusions. Do not give them a final conclusion.
• One may adopt different and innovative ways to conduct activities but the objective has to
remain unchanged.

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 1. Snakes and Ladders

Duration: Minimum two days or till the teacher is satisfied.

Objective: To motivate the students to choose the right actions keeping

their goals in mind.

Material required: No specific material required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
Once we know what we want to achieve, Instructions to Be Given
we have to prioritise our goals. We want • Teacher: Let’s play Snakes and Ladders.
to reach our goal. Whenever we do
• Before starting the game, the teacher may talk about
something, we either succeed or fail.
the Snakes and Ladders game, which will arouse
For this, we keep on trying constantly
curiosity in students.
but sometimes we stop trying midway
because we feel that we have deviated • Teacher’s: I will say a few statements and with your
from our aim and it is not the work we gesture of snake or ladder you will indicate whether
should do to achieve our aim. This is the the work will lead you towards given goal (like a
process which keeps going on whole life ladder) or deviate you from the given goal (like fear
and we are not able to reach our goal. of snake).
This activity helps us to know whether
(The teacher may guide the students about making gesture
we are heading to our goal or not.
of ladder and snake with hand movements).
Students should be encouraged to give
Announcement of Goal
their opinion as per their wish on the
given statements. At this stage, do not • Objective for today’s activity is ‘To Save the
judge them whether they are right or Environment’.
wrong.

138
 Put forward the following statements before the students - (Write these statements on the
blackboard as well.)
• Care for plants.
• Use of polythene.
• Cleaning your house and throwing garbage out of the house.
• Bringing plastic cups, glasses, bottles from the garbage and planting seedlings in it.
• Make paper envelopes and use them.
• Making curtain with used shawl or dupatta.
• Buying new clothes on every occasion.

• To prepare many types of dishes for a single meal.

Day 1: Suggested Questions for Discussion

• The ones you thought to be ladders, why are those ladders, and the ones you thought to be snakes,
how do they seem to take you away from the aim?
• Everyone will set a goal for themselves and share it with the class.
• What obstacles are likely to come in achieving that goal?
• Which of these obstacles are created by you only? (Due to not being able to control your desires)
• Has it ever happened that your heart wants something different and you strictly controlled your
mind to focus on accomplishing your targets? Give examples from your life.
• When you play Snakes and Ladders game, does anyone get disappointed ? (Due to his/her defeat)
• What is there in this game that no one is disappointed at the end of the game?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

139
 2. Three Corners

Duration: Minimum two days or till the teacher is satisfied.

Objective: Let everyone pay attention to the fact that some actions
take place in our body on our own and some we do consciously. Enable
students to notice that some of our actions take place voluntarily and
some involuntarily.

Material required: No Specific material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: In our

Steps for Activity:
body, many kinds of activities • ‘Three Corners’ game will be played with students.
go on and on automatically. We
• Three corners will be specified in the classroom.
do not have to make any effort
for these. All these activities are • Now say some statements that will indicate a situation or
necessary to keep us alive. There action.
are some actions for which
• Students will choose one of the three corners on the basis
we have to make thoughtful
of their understanding and try to show that those things
decisions .
happen in our body on their own, they do it consciously or
The thing to be noted is that they don’t know.
there are two types of actions, the
• The three corners that are supposed to be fixed and can be
first are automated actions like
tagged as:
hunger, others are those that we
decide, such as what, when and » Automatically
how much to eat. » Intentionally or Consciously
In this activity, an effort has been » Don’t know
made to bring attention to both
types of actions. • Write these statements of students on the board as well.
•  hoose some of the following statements according to the
C
time limit.
» Feeling hungry
» Breathing

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 » Playing cricket match
» Thinking
» Hearing the sounds of the surroundings while walking
» Making friends
» Eating Samosa
» Getting idea
» Digestion of food
» Blood flow in the body
» Respect for elders
» Obey the teacher
» Serving parents
» Help someone
» Advise someone
» Make an effort to be happy
• Give students full opportunity to choose their place thoughtfully, discuss it with peers in the
corner you have chosen and change the corner if needed.

Day 1: Suggested Questions for Discussion

• What are the tasks that you can decide on your own? What are the statements you decided on
immediately?
• What are the tasks that took you time to decide?Mention the tasks you decided about after thinking
a little longer.
• What are the tasks that you could not decide till the end?
• What are the functions without which the body will not be able to survive?
• What are the functions which even if you do not do your body will remain alive?
• If these tasks are not necessary to keep the body alive, then why do we do them? (Whose
requirements are these?)
• What are the things that you think happen on their own but you want to control them? Why do
you want to control them?
• What are the things that you do consciously and you want to control them? Why do you want to
control them?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

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 3. Material Things or Respect: What is Your Preference

Duration: Minimum two days or till the teacher is satisfied.

Objective: Through this activity, students will be able to realize that their
physical needs may vary, but they all have the same emotional needs.

Material required: No specific material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: Our

Steps for Activity:
choice in physical needs may • Divide the class into groups of 4-5 students.
vary, it is natural. For example
• Ask each group to discuss the following questions for 3-4
we all need clothes but our
minutes.
choice may vary. Our emotional
needs like respect, love and • In discussion, make sure that each student must express his/
trust are common. The purpose her own ideas in their respective groups. After the group
of this activity is to direct discussion, each group may be given a chance to present the
students’ attention to physical conclusions of discussion.
and emotional needs and their
• For presentation one question at a time should be taken in
differences.
front of the whole class and each group should express their
views on those points.

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Day 1: Suggested Questions for Discussion
(Expected answer is not intended to be given to students).
• What are the material things that we need in everyday life?
• What do you like to eat? what’s your favourite dish? (Expected answer: pasta, chowmein, bread-
vegetable, ice cream, etc.)
• Does everyone like to eat the same thing? (Expected Answer: No)
• What kind of house do you like to live in? (Expected answer: big, small, village house, city house,
bungalow, flat etc)
• What is your favourite colour?
• Does everyone like same colour?
• Teacher, “Thus we are able to see that our choices may be different which is natural.”
• What are the needs that we all have?(same needs)
(Divert students’ attention to emotional needs such as affection, trust, respect, etc.)

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

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 4. Value addition

Duration: Minimum two days or till the teacher is satisfied.

Objective: To attract students’ attention to their surroundings and

motivate them to make appropriate use of the available resources.

Material Required: Water bottle, Piece of wood, Leaves etc.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: Today it has

Steps for Activity:
become very important that everyone • Divide the class into four-five groups. Make available
works for the betterment of the some items from their surroundings for each group.
environment. By understanding that (such as a bottle filled with water, food items, leaves,
everything available in the environment pieces of wood etc.)
has its usefulness, and adding value to
• Let the students discuss in groups: How can the
it, we can be a contributor in creating
usefulness of available goods be increased? (For
a better environment. Through this
example, when a water bottle is not usable, small plants
activity, students will notice the best(
may be grown in it)
appropriate) use of various things and
they will move forward in that direction. • Let them write the discussion outcomes on paper.
They will also be motivated to add value
to different things.

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 Day 1: Suggested Questions for Discussion
(Expected answer is not intended to be given to students).
• What are the uses of the things available on your table?
• How can you make these things more useful?
• What tasks may we have to perform to make them more useful?
• What materials would you need to do this?
• Who can support you in doing this task?
• Are you able to increase the usefulness of these items?
• Pay attention to other items around you and discuss how you can help in increasing the usefulness
of those items for the betterment of the environment. (Teacher may give some examples. Such as
use of waste plastic cups and bottles thrown in, planting in them increases their usefulness.)

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Do’s and Don’ts:

• Instruct students to collect some items one day prior to the activity.. Go to the groups, help them to
understand what else could be the usefulness of the items available on their table?

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 5. Cooperation

Duration: Minimum two days or till the teacher is satisfied.

Objective: To develop a sense of cooperation among students. Through

this activity students will be able to understand how well they can do all
the work with cooperation and coordination. If they work together no
task seems to be difficult.

Material required: Paper, pencil or colour, sketch pen

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher: The
teacher may try to bring the Ask the students about their favorite dish. After listening to the
attention of students towards answer given by students ask the following questions:
cooperation so that the students
• Divide the class into groups of five or six students and ask
live together in harmony.
each group to take a paper and pencil or a coloured sketch
pen.
• Give one of the following topics to each group.
(Each group has to complete a picture. To make the picture, all the members of the group will have
a topic but without consulting each other, each member will have a chance to draw a thing of his/
her choice from the scenery. Finally, they will collect all the pictures and complete the scenery
from the cuttings of drawing they have made. Some topics are given here for example. Teacher may
choose the topic according to the class level of the students.
» Playground
» Any Festival
» Picture of the Fair
» Nature’s View
» Picture of a School
» Picture of a Village
• Now all the pictures should be displayed. Students should be given an opportunity for gallery

146
 walk where they can see all the pictures displayed in the class.
• Have a discussion in the end.
* Gallery Walk: In this activity, pictures made by all the students in the class are displayed. All the
students roam around, watch the displayed items and enjoy learning.

Day 1: Suggested Questions for Discussion

(Expected answer is not intended to be given to students).
• What did you like or dislike in all the pictures?
• Tell us about the shortcomings you observed in your pictures and what may be the reasons behind
these shortcomings.
• If you were given the same picture to recreate, what would you do differently to make it better?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Day 2
Begin the class with Mindful Breathing for 2-3 minutes.

Steps for Activity:

• Once again, groups are formed as on the previous day and give the same pictures to draw again.
• This time it should be instructed that before drawing a picture, plan with each other for a better
drawing.
• Share with each other, define eveveryone’s role that who will do what in the task, for improvements.
Someone may draw a good picture with a pencil and the other one may colour it well and someone
may draw a good border.
• Someone’s imagination can be great, someone can lead the group in the right direction.
• After completing the task paste your pictures on the wall like the previous day. If possible, paste it
near your previous picture.
• Now ask the pictures to compare their both pictures.

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Day 2: Suggested Questions for Discussion
• What difference did you notice in drawing a picture collectively and drawing it individually?
• What could be the reason of this difference?
• Can we also get a better solution of problems if we work together like this task?
• Have you ever encountered any such problem in which all your family members or your friends
have found a solution together? Share the incident.

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

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 6. Good Qualities/ Habits of My Partner

Duration: Minimum two days or till the teacher is satisfied.

Objective : Students may develop self confidence and a sense of respect

for each other.

Material Required: No specific material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: It is good

Steps for Activity:
to notice strengths ( positive • Make all the students of the class be seated in pair.
traits) of others. With this, we
are able to respect each other. • Firstly ask students to think and then tell two strengths of
This will help in improving their their partner .After listening to his strengths the second
relationships. Our attention students will say ‘thank you’ to his partner.
often turns to others when they • Now the second student would also say two strengths of the
make a mistake. Only seeing first student and the first student will say “thank you” to the
mistakes of others can cause a rift
second.
in the relations. Every individual
has some good traits,if we take • Ask some pair of students to share their conversation about
notice of these we will not get each other’s strength/qualities in front of the whole class.
affected by their shortcomings.
It is also important to notice
shortcomings, but once we start
counting the positives then we
don’t end up being affected by
their shortcomings. It helps us in
boosting self confidence. Once
the self confidence is boosted we
can manage our relations well.
Once we are acquainted with our
strengths then instead of getting
upset about our shortcomings
we focus on their solution.

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Proposed Points for Discussion
• Have you ever focused on someone’s strengths even before doing this activity? Describe
any one.
• Do we focus more on the strengths of others or on their weaknesses? Why?
• How can we improve our relations?
• Give an example of a friend or a classmate, towards whom your attitude changed after
knowing his/her strength.
• Should we focus only on our strengths or weaknesses or both ? Why do you think so?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

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 7. What is more Important-Goods or Goal

Duration: Minimum two days or till the teacher is satisfied.

Objective: The utility of goods is to achieve our goal. The goal is

important, not the goods.

Material Required: Pictures or samples of some food items, pictures of some clothings.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: Steps for Activity:

Before conducting the activity in • The teacher should prepare the students for three types of
class, practice role play in three role plays in advance.
groups. Instruct students that
the material required for the First Role Play
first role play is ‘different types
• First student expresses a lot of trouble, taking out different
of bags’ and different types of
pens. Students can be asked to pens from the bag, annoyingly and putting them back in
bring some shirts from home the bag. Sometimes he does not like the colour of the pen,
for second role play, for the third sometimes he is not comfortable holding the pen, sometimes
role play some tiffin boxes can be he feels that his pen is old, sometimes he thinks that his pen
used. is very simple and his friends have very fancy pens. He was
upset all the time thinking about the pen and could not
Welcome all types of responses.
complete the class work.
Encourage students to discuss
that the limited or unlimited • Second student took out a pen from the bag and completed
means do not determine our all the work done in the class and got praise by showing the
happiness, rather the goal is task to the teacher.
important. Knowing your goal
can give you lead to happiness. Second Role Play
• First student: (some pictures or models of different food items may be used) Despite having different
types of food in front of him, he does not like to eat the meal served to him (or he doesn’t find the
food according to his taste) and he is unable to eat enough to his requirements. He leaves for school
empty stomach.
• Second student: After happily eating what his mother s.erved, he left for school.

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 Third Role Play
• First student speaks to himself :Today I have to go to a birthday party let me see the dresses I have.
Take out several dresses one by one from the cupboard (some clothes pictures can be used if real
dresses are not available.)But does not like any of those. He is upset. In the meanwhile the party time
gets over. He gets even more upset.
• Second student: He wears one of the two dresses kept in his wardrobe and goes to the party happily
and has a lot of fun out there
Discussion of questions should be started only after completion of all the three role plays.

Day 1: Suggested Questions for Discussion

• What did you see in the role plays? What thoughts did you have while watching the role plays? Let
students discuss in groups first, then ask them to share in whole class.
• Was there a problem with the first student in each group? What was that?
• What did you see in the second student in each group that was different than the first student?
• What was the common thing in all three role plays?
• Have you ever felt like the first student? (Invite some students to share)
• Have you ever felt like the second student? (Invite some students to share)

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

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 8. Turn by Turn

Duration: Minimum two days or till the teacher is satisfied.

Objective: To develop the skill of careful listening . Making students feel

that listening carefully to their partner may also be a way of respecting
them.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Steps for Activity:

Note for the Teacher:
• Ask students to choose their partner. The two partners will
In this activity, two or more create a story together, which they will present to the whole
students will weave the story class. It can also be done in groups of 4-5 students.
together. The structure and
design of this activity is also such • One of the two students will say one sentence and the other
that in which the story will be will move on to the next sentence
made only with the contribution
of both the partners. Teachers For Example
can tell students that there is a Student-1: One day when I reached school, Neha was looking very
beginning of a story, a conflict upset.
or problem in the middle, and
an end in which a solution is Student-2: I asked Sumit, Does he know the reason why she is
seen. Students can also be told upset?
that a conflict / problem in the Student-1: But Sumit also did not know the reason.
story and its solution in the end,
Student-2: Then Rosy said that ……..
makes the story interesting.
• In this way the story will move forward. For this activity, give
10 minutes to each pair or group to make a story of 10 to 15
sentences.
• After 10 minutes, encourage the students to tell their story.
If any pair or group wants to present a story in the form of a
play / song or in some other way, allow them to perform

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 Day 1: Suggested Questions for Discussion
• How did you feel when you were creating a story with your partner? Tell one thing which you
liked while doing this task and one thing which you didn’t like.
• Did you give your partner an opportunity to speak? Did your partner give you an opportunity to
speak?
• How do you feel when no one gives you an opportunity to speak? Why so?
• Share an example from your life, when no one has given you an opportunity to speak.
• When someone listens carefully to you, do you feel as if he / she has shown respect to you?
• Which people around you do you listen carefully? Why?
• Is there anyone around you whom you do not listen to carefully? Why?
• Do you think that listening carefully to others is also a way to give them respect? Discuss

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

Do’s and Don’ts:

• • Teachers make sure that all students participate in story making.
• • Teachers encourage students to choose different topics for story making.
• • When a student is sharing his / her story, note that the rest of the students do not interrupt but
listen carefully and observe.

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 9. Gift of Inventions

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students should develop a sense of pride for the people who
have made very useful inventions for mankind.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes

Steps for Activity:

Note for the Teacher: There
have been many great people who • This activity should be started by discussing the inventions
have made inventions that are made by some scientists and their usefulness
very useful in our daily life. How • Ask students to look around the classroom and choose an
much efforts must have been object. (Such as tiffin box, food in the box, books, notebooks,
put by them into making these bags, water bottles, etc.)
items ? Knowing this, students
will be able to understand and • All students will place the items on the teacher’s table so that
appreciate their efforts. everyone can see the objects placed on the table.
• Now, divide the class into groups of 5 or 6. Each group
decides what they want to discuss.
• Ask all the groups to discuss the following questions about
their chosen item.

Proposed Points for Discussion

• How is it useful?
• Who would have made this item?
• How is this item made? According to you how many people might have contributed in
making it?

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Day 1: Suggested Questions for Discussion
• Imagine what our world would look like, without these things? Students share their ideas in class.
• How do we feel for those who have created/ invented these things?
(Teachers should divert the attention of students towards the contribution of those great inventors. Ask
them how they feel about those people.)

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

Begin the class with mindful breathing for 2-3 minutes.

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 10. Think Differently

Duration: Minimum two days or till the teacher is satisfied.

Objective: To prepare students/ to develop the ability to take decisions in

different situations.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Steps for Activity:

Note for the Teacher: We
all take decisions in different • Teacher will divide the class into six groups. Each group has
situations of our daily life which to think about following situation
can be either beneficial or
• There are some statements made by Beenu on different
harmful for our family, society,
situations
nature and for us. Some people
are able to take right decision, • Write each statement on slip and keep the slips on different
how do they do it? (What is in tables. Each group will discuss, what they would have done
their thinking that makes them had they been in place of Binu.(Responses of each member
different from others)? may be different)

This task is to be done through Statements:

circuit activity.
1. Why should I waste time cleaning this room? Let me go and
(Circuit activity: In this activity play outside.
some slips with tasks written
on them are kept on each desk. 2. I am feeling very hungry. So what, if my hands are dirty, I am
Group of students go to each going to eat cookie’s only.
desk one by one and complete it, 3. I don’t know how to do good preparation for maths test. I am
then move to next desk. In this very weak in maths . I can’t score good marks. Let me play
way each group shall be able to now, I shall study later.
complete the tasks kept on all the
desks. 4. I don’t like this vegetable at all. I just can’t eat it .
5. No mom, I am in a hurry. My friend is waiting for me in the
park. Doesn’t matter if I don’t drink/take milk today.

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6. Oh, no problem! What if I sleep some more, I shall be just a little late for school
After the discussion all the groups give their presentation what was discussed in their group

Day 1: Suggested Questions for Discussion

• What else can be done or thought in the above given situations in addition to what Binu
did?(Discuss all situations one by one)
• Is it difficult to do something different in the above given situations? If yes, why?
• Have you ever faced any of the situations given above? What was your reaction at that time? Share
it.
• Share an incident when you made the right decision. Also tell how you are able to do so

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

158
 11. My Journey?

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would be able to see the journey of an object and

how to contribute in keeping this journey in accordance with nature. (
Harmony with nature)

Material Required: No specific material required.

Begin the class with mindful breathing for 2-3 minutes

Steps for Activity:

Note for the Teacher: There
is a journey of everything/ • Divide the students into small groups. Give a list of items
every entity from its origin or to all groups. The list of items may include the following
making to its disposal. It is never items.water bottle, school bag, register, board games like
discussed with students. How did chess, snake and ladder, pencil box, newspaper, old clothes
any object you have, came into polybag. You can also add other items to the list.
being, whether it was purchased • You can ask the groups to make a story of each of the items
or gifted? Was it borrowed? What in the list. The story of its making its disposal. (in the form
is its usefulness? How and when of events )
will this object be disposed of?
When will this object reach its • Give students 10 minutes.
end and what would be its end(
disposal)? We will discuss such
things through this activity.

159
Day 1: Suggested Questions for Discussion
• Where do things, used in our daily life, come from?
• Which of these is biodegradable, i.e. does it get mixed into soil or not?
• How many of these items can be reused?
• Think of items that you can use at home in some other form instead of throwing them away?
• What do we do with our useless items? (no proper disposal increases the burden of waste on
Nature ) does nature want it?
• Can we change the method of disposal of these items?
• How do you feel when our surroundings are clean and when you are confident that the natural
products will be able to be used for many generations, for a very long time?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

160
 12. Respect or Recognition

Duration: Minimum two days or till the teacher is satisfied.

Objective: To draw the attention of students toward the belief that the
basis of respect or recognition is not looks, position, power and wealth
but usefulness/ ones worth and good conduct.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes

Steps for Activity:

Note for the Teacher: Today we
see the various basis of honour/ • Ask the students to take two pieces of paper to make a Yes and
recognition. For gaining respect a No card. You can make them with two different coloured
or honour or recognition we are paper.
engaged in efforts to strengthen • Now ask everyone to think of someone other than their
such grounds. First, we have to family members whom they respect very much. (Give them
see whether the basis of respect/ some time to think.)
recognition is a ‘material things’
such as looks, wealth etc or it is • Now ask the following questions. (Tell all students to answer
something beyond that. Can our by showing Yes or No cards.)
conduct be the basis of respect?
This is the point that is being
discussed through this activity.

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Day 1: Suggested Questions for Discussion
• Do you recognize people for their good looks? Do you respect them for the same reason?
• Do you know people for their being rich?
• Do you respect them for the same reason?
• Do you know people who hold high positions? Do you respect them for the same reason?
• Are they very powerful? That is why you respect them?
• It is important that students understand that the answer to these questions is mainly ‘yes’ or ‘no’.

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

Begin the class with mindful breathing for 2-3 minutes.

Day 2: Suggested Questions for Discussion

• On what grounds do you respect someone? (expected answer: behaviour, love, cooperation etc.)
• Do you see these grounds (good behaviour, love, cooperation)in yourself?
• Have you seen someone living on these grounds of love, good conduct, cooperation? If yes, share
about them.
• Can these grounds/ideals be adopted in our life?

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 13. It Feels Good When….

Duration: Minimum two days or till the teacher is satisfied.

Objective: Through this activity students connect with their environment

in a meaningful way. This would also generate a sense of awareness and
responsibility towards their environment.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Steps for Activity:

Note for the Teacher:
• Ask students to close their eyes and think about their
In this activity there has been an favourite place. Ask them to think about each of the things
attempt to explain the importance that make the place a special one.
of taking small initiatives to
keep our surroundings clean. • Help them reach their favourite place in fantasy. Tell the
Cleanliness means protecting students what activities or tasks can contaminate/ pollute
your environment and yourself that place( like garbage, litter, pollution etc)
from harmful elements such • Tell the student to discuss the following questions with their
as dirt, germ etc. Teachers and partner.
students together will think of
some ways by which they can • How did they feel when they thought of their favourite
keep their surroundings clean place? Why is that place special to you?
• How do you feel when you find this place dirty?
• If that place is not clean would you like to go there?

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Day 1: Suggested Questions for Discussion
• Have you seen the activities that pollute the environment or have you heard about them? When
did you see or hear about these?
• Can these activities be stopped individually or collectively in your community?
• If yes, how?
• If not, why?
• Describe the ways by which we can keep our surroundings clean?
• How will it make the environment better?
• How will society be benefitted from this? Will it impact our happiness?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

164
 14. My Needs/ Wants

Duration: Minimum two days or till the teacher is satisfied./ Minimum .

Objective: No specific material is required.

Material Required: This activity will help students differentiate the needs of body and self.

Begin the class with mindful breathing for 2-3 minutes

Steps for Activity:

Note for the Teacher:
Ask all the students to form pairs.
Students will understand that
bodily needs and self needs are • I can eat halwa all day.
different at the quantitative level. • I always want to live with faith.
If we pay attention then we are • I can wear woollen clothes all year.
able to know that bodily needs are
at times necessary but these may • I always feel happy when I help others.
sometimes lead to ill- health. For • I can drink water all day.
example, food is essential for the
body but eating more than the
requirements can cause adverse
effects on our body. On the other
hand love, affection, fondness,
belief etc are needs of self which
are required all the time. ( We do
not accept disgrace, hatred even
for a moment).

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Day 1: Suggested Questions for Discussion
• Which are the things that we need /time to time during a day? (hint: food when we feel hungry,
warm clothes when we feel cold)
• Which are the things we need always/all the time? (continually, without break)? (hint: affection,
love, belief/trust, fondness)
• Why temporary needs such as wearing warm clothes can not be permanent /continual need?
(Discuss some more needs which are temporary ask the students why these needs cannot exist
permanently)
• Which are the needs which can cause ill effects on our health if not fulfilled?
• Your parents, brother, sister, teacher love you all day but rebuke/ scold you once in front of others.
Would you approve /accept their behaviour?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

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 15. Rules for Convenience

Duration: Minimum two days or till the teacher is satisfied.

Objective: To understand the importance of rules in maintaining order.

Material Required: Red and Green cardboard (if available)..

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: With the

Steps for Activity:
help of traffic rules, convince the • Teachers should ask any four students to come forward.
students that rules are for our
• Four students will make an intersection of a road by
convenience, whether it is rules
straightening their hands, one in front of them and the other
to be followed at home, school or
one side at 90 degrees (in letter L shape). This way four-four
any other institution.
students would be able to make a crossing

• Half of the remaining students in the class will be standing on one road and the other half on the
other road.
• Now, considering themselves as a car, students will cross the road crossings/ square as they wish.
There will be a possibility of colliding and it will take more time to cross.
• In the second situation, two students will stand with red and green cards. One road will be given red
and the other one will be given a green signal like any traffic cop does. Now students will not be afraid
to collide with each other and they will be able to cross the square quickly and safely.
• This activity will be conducted two to three times.
• Basically you have to create a scene of crossing a road.

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 Day 1: Suggested Questions for Discussion
• What will happen if the following rules are not followed in school? For example:
• If there is no fixed time to start school.
• If there is no fixed time to end school.
• If the time table of various subjects is not followed.
• Why should the rules be followed?
• In which places have you seen people following some rules very strictly? What rules should we
follow in school?
• What are the rules in your house that all members of the family follow such as dinner time, sleep
time, TV time, etc?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion

Do’s and Don’ts:

• Keep in mind that all students should participate in the activity.
• Note that when a student is sharing something, the rest of the students do not interrupt him and
listen to him carefully.

• Instructions given to the students should be clear.

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 16. Is It Good or Not?

Duration: Minimum two days or till the teacher is satisfied.

Objective: Trying to draw the attention of students to the point that being
good is long-lasting and looking good is temporary/momentary./ Effect
of good conduct last longer than mere good looks.

Material required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes

Note for the Teacher: Often the Steps for Activity:

things we like give us happiness • The teacher makes a big ‘+’ on the board.
only for a short span, and the
• The four-quadrant. indicates the following:
things that are good in reality,
give us happiness for a long time. Looks good but it is not good Looks good and it is good
We make a lot of daily decisions
which are based on these two Looks not good and it is not Looks not good but it is good
things. Through this activity good
students’ attention will be drawn
towards these decisions. Teachers
should note that there may be
differences between students
opinion about feeling good but
actually the good things would
be the same for all.

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 Suggested Questions for Discussion
• Now teachers should encourage students to think 3-4 situations to put in every quadrant.
• If the students do not visualize the situations then the teacher may read the following situations
and ask the students ‘In which quadrant it can be put? And why?’

Situations:
• Watching TV till late at night, when you have to go to school the next morning.
• Eating no fruits and green vegetables.
• Studying well in advance before exams.
• Practising your game/dance before the competition.
• Eating junk food.
• Feeling to be responsible/guilty yourself for not completing your homework
• Playing video games for a long time
• Playing in the park
• Exercising
• Drinking chilled water after coming from heat
• Eating Daal and Roti
• To hiding things from parents
• Spoiling time sitting idle at home
• Eating Salad
• Upset stomach after eating a lot of spicy food
• To get annoyed with someone
• Making fun of others’ shortcomings in their absence
• Causing pollution
• Fights with family members
• Getting sick

For Example:
“Watching movies till late night, when you have to go to school the next morning”. It may seem good
to watch a movie in this situation, but it is not good because we have to get up early in the morning but
without improper sleep, we remain lazy in class.
In this manner, teachers may discuss with students taking some other examples.

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 Suggested Questions for Discussion
• Which of the decisions in daily life do you make because you feel good and which of the decisions
you make because those are good in real life? Which of these decisions is more in number? And
Why?
• Which of the things that are looking or that are good give us more happiness?
• Do you repeatedly choose things that look good over what is good? (appears fascinating but not
useful.) If yes, why?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

Do’s and Don’ts:

• Teachers should encourage students to suggest and think of situations other than the situations given
above.
• Students’ views may vary in all situations. Teachers should keep in mind that he/ she should have
to ask the students only the basis of their ideas, not to state their ideas as true and false. ( Provide
Unconditional, non-biased positive regard to students)
• It is also possible that a situation can be put in more than one quadrant

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 17. Anger ----- Strength or Weakness?

Duration: Minimum two days or till the teacher’s satisfaction.

Objective: To be aware of our beliefs and to know anger as our weakness.

Material required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes

Note for the Teacher: All of

Steps for Activity:
us think that anger is a natural • Divide the class into two groups. Students shall choose their
process and it is our strength. But group themselves according to their beliefs
when we think deeply we come to
• Group 1 (in favour of view): In this group are those students
know/ realize that it is neither a
who have a firm belief that anger is their strength. (If
natural process nor our strength.
students are not clear about this view then they may be made
There is a greater chance of
understood that anger is their strength because they get their
getting our relationship/work
things done and make others agree to their views through
worse when we react angrily. If
anger)
we do not react angrily and take
a decision after due deliberation • Group 2 (against the view): In this group are those students
our relationship is strengthened who have a firm belief that anger is not their strength.
and we get happiness from it.
• All students collect in their group and discuss about their
group views for five minutes. One student may write views
that emerged from the consensus in his notebook. If any
group has a greater number of students they can be further
divided into smaller groups for discussion.
• On completion of the stipulated time, each group is asked to take their turns to present their arguments
logically in favour of their view.
• Teachers dividing the blackboard into two parts can write the main points of reasoning of all groups.
• After the presentation of each group, the students may be given freedom to change their views and
groups

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 Day 1: Suggested Questions for Discussion
• When are you able to do a work better ---- in anger or peace? Discuss this question relating it to
some incident in your life.
• When do you get angry? When you are not able to do any work or when you are able to do any
work?
• How do you feel when someone tries to get a thing done from you by getting angry?
• How did you feel when you got someone to agree to your view by getting angry?
• Can work be done without getting angry?
If any of the students change their views/opinion after discussion of these question let them be given a
chance to change their groups and see any wrong belief changes after in-depth discussion.

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

Do’s and Don’ts:

• • Everyone’s point of view may be respected. Keep in mind that it is not a competition for victory
and defeat based on right or wrong. So, it is not a celebration for the bigger group but an opportunity
made available for discussion.
• • If all of them do not come to one view even then do not give your judgment and tell them that
from now onwards they will observe their thoughts and behaviour. Next day or after some days their
changed thoughts may be again shared.

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 18. To Do or Not to Do

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students would be able to learn the value of speaking the truth
and live without stress.

Material required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: Telling Steps for Activity:

the truth brings inner joy. • The teacher shall divide the class into six groups. Each group
Confidence in relationship shall be given the following situation/circumstances ( one
increases. The person remains situation to each group).
stress-free.
• Your brother is going out of the house at night to meet
Hiding the truth resolves the his friends and he is asking you not to tell your parents
problem in a moment and if they ask about it. if mom and dad ask anything about
your image gets better in front him, do not tell them anything. Also do not tell them
of others but its far-reaching that he has gone out of the house some were. You obey
consequences are very harmful. your brother and hide the truth from your parents to
You not only lose the trust of save him then--------(what will be good and what is
your parents, siblings, teachers bad?)
and friends but it also creates a
• If you make a mistake and do not tell it to others. For
rift in your relationship.
example, your brother has made a project file and he
has to submit it to school the next day. You drop colour
on it( what good thing or bad thing will happen by
telling or hiding the truth?). What solution will you
come out with in such a situation?
• Your friend is asking for help to cheat in the examination.
You considering yourself as a benefactor helps him(
what good or bad thing will happen from this)

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Second Step
• All groups discuss among themselves and share their views before the class.
• Let their ideas be written on the blackboard.

Day 1: Suggested Questions for Discussion

• If you speak the truth, what will be its far-reaching consequences on your relationship such as
parents, brother, siblings, teachers, friends etc for a longer time?
• Many times you do not speak the truth for fear of punishment. What can be the possible punishment
when you speak the truth after you have made a mistake?
• How long does the effect of punishment for speaking the truth remain when you made a mistake?
Take an example from your life and share it with your friend.
• How long do you fear getting caught in a lie? Take an example from your life and share it with
your friend.
• If you tell a lie then how much faith will people have in you?
• If someone tells a lie how much can you believe them?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

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 19. I was Happy, When…

Duration: Minimum two days or till the teacher is satisfied.

Objective: To draw the attention of students towards permanent happiness

and motivate them to achieve it.

Material Required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: We often Steps for Activity:

become happy about small things • Divide the class into five groups
and soon our happiness goes
• The teacher writes the word Happiness on the board and
away. We all want to be happy
draws a picture of Happy Child beside it and asks students
all the time but don’t understand
to think about those moments when they are happy(the
how it is possible. Actually we do expected answer is eating, playing, sleeping, roaming, eating
not understand that many things chocolate, going for a walk etc.)
are such that we have received as
• The teacher writes the responses of each group on the board.
a gift or are in our jurisdiction
but then we did not understand • The teacher discusses one or two of the happiness items
its importance. Love, faith, mentioned by each group. Make the class aware that some
understanding are something/ objects give happiness for a while and some for a longer time
feelings that always gives us For example, reason of happiness eating chocolate.
happiness. The need is to just pay • Ask students how would you feel if we give them chocolate to
heed to it. eat? But if you only have to eat chocolate all day and nothing
else to eat, for how many days will it keep you happy?
• Parental love brings happiness. Discuss about this that if
your parents love you only today, and not tomorrow or any
day after taht then how would you feel? The more parental
love you get the happier you become.
• Ask students to discuss in their groups the various reasons
for students to find happiness
• Ask students to divide these examples into temporary and
permanent happiness.

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Divide the examples of happiness in this way.

Permanent Happiness Temporary Happiness

• All groups share their responses in class. After a group presentation, the rest of the groups can discuss
or comment on it.

Day 1: Suggested Questions for Discussion

• What do we need according to the time table? (Food, water etc)
• If we get things of our own choice all day will they continue to give us the same happiness?
(Chocolate, TV etc.)
• Why should the things that are needed sometimes, not needed all the time(24 hours)?
• What is it that can give us the same happiness even happiness everytime we receive it (love, respect)
• Is it difficult to get all these things all the time? (Things: love, affection, respect, kindness,
understanding )

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

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 20. Feeling Good and Being Good

Duration: Minimum two days or till the teacher is satisfied.

Objective: Students will understand the difference between feeling good

and being good.

Material required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Feeling Good Being Good

Note for teacher: Feeling good
is a different from being good Momentary happiness (eg. Long-term happiness (eg,
Feeling good is momentary eating chocolate) living with belongingness in
relations)
while being good is long-lasting.
By understanding this, our focus Different for everyone Same for everyone (Nutritious
remains on being good. It also (someone likes sweet, food is good for everyone)
does not mean that things that someone likes salty)
look good are not necessary, Varies (Sometimes chocolate Constant (The happiness in
but it should be clear that it will and sometimes ice cream and belongingness in relations
not give the happiness that lasts sometimes gulab jamuns etc.) remains constant over time
long. By this activity, it has been and space, it does not change
The joy of eating chocolate is
tried to develop this kind of only for a few moments, So we
understanding. look for something else to eat
or do to feel happy again)

Steps for Activity:

• The teacher asks students:
• What do you like (Such as playing, walking, reading, writing, ice cream, cartoon shows, meeting
friends, crafts etc.)
• What do you not like? (Such as bathing in winter, scolding, taking exams etc.)
• Teachers should write all the answers on the board and again ask:
• Things that look good, are always good? ( you feel good when you eat ice cream, but is it good
for all seasons?)

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 Feeling Good Being Good
Eating, dancing, singing, ice cream, chocolate, Nutritious food, keeping things with care, building
walking, learning new things, understanding, trust, getting respect, friendship, joy, affiliation,
exercising producing some things, cleaning, planting trees.

Day- 1 Proposed Questions for Discussion

• What we like is always good too? Give an example from your life.
• Things that are good always look good? Tell how? (For example, some students do not like eating
green vegetables but green vegetables are good for breathing. Some students do not like to study,
while we study very carefully, we may become a successful person in future.)
• What are the things that look good and are good? (Like- breathing fresh air, cleaning your
surroundings, making good friends, understanding things)
• What is the difference between ‘feeling good’ and ‘being good’?
• Which one is more stable?
• Happiness is found longer whether in ‘feeling good’ things or in ‘being good’ things.
• Are we different or similar in feeling good?
• Are we different or similar in being good?
• Do we come under pressure to ‘look good’ like others? (Teacher encourage students to talk openly)
• When we go to buy clothes, we buy on the basis of - being good (like clothes material) or looking
good (like a brand). The teacher should motivate students to answer spontaneously, not what is
right and what is wrong.

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

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 21. Riddles / Do You Know?

Duration: Minimum two days or till the teacher is satisfied.

Objective: To understand the difference between right and wrong

behaviour.

Material required: No specific material is required.

Begin the class with mindful breathing for 2-3 minutes.

Note for teacher: Education Steps for Activity:

does not only mean reading, • The teacher shall utter the following statements and students
writing and scoring good marks shall tell whether an individual’s behaviour is right or wrong
rather taking into your life what by doing/signalling thumbs up or thumbs down.
is learnt by understanding and
bringing out the desired change Statements:
in the behaviour. • A lawyer throws a packet of chips on the road while driving
a car.
• Someone travels in a bus without a ticket.
• A rickshaw puller stops a rickshaw at a traffic signal when the light is red.
• Mom immerses/sheds remaining/leftover incense, incense sticks and flowers in the nearby canal.
• A boy leaves the room with all the lights and fans turned off.
• Papa keeps a tap on while shaving.
• A child crosses the road using the zebra crossing.
• An industrialist misbehaves with employees/ labourers working in his factory
• The head of the locality takes great care of cleanliness and every week gathers garbage in one corner
and burns it.
• Raju who is working in a hotel keeps dry and wet garbage (biodegradable and non-biodegradable)
separately.
• Now divide the class into two groups to initiate the discussion of what should be the right behaviour
in their opinion.
• Get all groups presentations

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 Feeling Good Being Good
Eating, dancing, singing, ice cream, chocolate, Nutritious food, keeping things with care, building
walking, learning new things, understanding, trust, getting respect, friendship, joy, affiliation,
exercising producing some things, cleaning, planting trees.

Day- 1 Proposed Questions for Discussion

• Where do you use what you learn from your family or your school?
• Give an example when you found an educated person not behaving properly.
• Why is it that even after being educated people do not behave properly? ( do not follow in their
life what learnt)
• How do some illiterate people come to know how to behave properly?

At the end of the class, sit silently for 1-2 minutes and reflect on today’s discussion.

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 Expression
Section Note
Expression
Every human being has a natural tendency to express his thoughts and feelings. We feel relaxed by
expressing what we learn and understand. Expression helps us to know each other. With the help of
expression besides others we also get clarity about how we think and feel. Only humans can express their
feelings and understanding to others with such great clarity. Expression always gives great satisfaction to a
person.( A person feels satisfaction only after expressing his feelings.) So Expression is an essential part in
the life of a person.

Why to express?
Every unit in nature has a definite role/purpose. We identify its role as the utility of that unit. The utility of
that unit doesn't change with time, place and situation. e.g. We recognise the utility of rice as a nutritional
food for our body. The utility of rice doesn't change with time, place, and situation. This universal utility
of any unit of nature is identified as it's value.
Like other units of nature, humans also have a definite role/purpose in nature. He plays that role as his
responsibilities in family and society. E.g. parents play their role in upbringing of their children. When
children grow up they take care of their elderly parents. Parents in old age guide their children. Teachers
educate their students. Siblings and friends cooperate with each other. Our cooperation to make others'
lives happy is our value in their life. We feel these values as emotions in our life. Every human being
universally feels happy about the emotions of noticing the contribution of parents, brother-sister, teachers,
friends etc. and also, their contribution in others’ life. Therefore, in this section the basis of expression is
considered our feeling in the form of universal values. E.g. feeling of gratitude, feeling of respect, feeling
of affection etc.
When we see these feelings in our relationships we feel happiness. Whenever we feel happiness we want
to share it with our dear ones. So our happiness deepens. So for happiness in life we need to identify, feel
and express these feelings. Also we need to be aware about the practice for the stability of these feelings
in us.
Languages ( written, oral, symbolic) came into existence to exchange these feelings with each other. To
express our feelings with skills performing arts came into existence e.g. music, dance, stage etc. In this
way our happiness in life is connected to the exchange of good feelings with each other by different media
and skills. So for the complete development and happy life of a person expression of feelings is very
essential. That's why expression is a part of the happiness curriculum.

What to express?
In this section for class V four values have been identified to explore, to experience and to express. These
are

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 1. Gratitude
2. Affection
3. Care
4. Respect
20 sessions have been designed for the above values.

Basis of Expression:
• Only expression of feelings (universal human values) will be there in all sessions.
• Expression will be centred on students’ own life which includes their working, behaviour and
experience.
• There will be no discussion based on feelings expressed by students. Some particular type of
questions will not be asked during the session of Expression e.g. what do you think about
it, what do you want to do in this situation, what should be done in this situation or what
will you do? In happiness class stories are reflective, activities promote thoughtfulness and
expression for feelings.
• Questions in expression sessions are based on four situations students in their relationships
1. what do they observe
2. how do they behave
3. what responsibility do they bear
4. how do they feel
• Generally the expression should be based on the experience in the recent past week , but
previous experience may be shared in some situations.
• Questions in every session are suggestive only. Considering the purpose of expression, more
questions may be asked by the teacher.

How to Express?

Proposed pedagogies :
To ensure the participation of all students there is a need to adopt different pedagogies for different
questions. The following pedagogies may be used -
• Individual Expression
• Sharing the experience in pair
• Sharing the experience in small groups

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Ways of Expression
Generally use individual oral expressions in the whole class. Sometimes according to the question or
situation of the class sharing in pairs or in small groups may be used.
• According to the questions or for a specific student other ways of expression may be used e.g.
in written form ( letter, card, diary etc), role play, using diagram, symbol or sign language etc.

Classroom strategies:
• Any student can answer the questions but some questions should be answered by those
students only who have the question related previous experience.
• Choose students to answer the question randomly or by changing order frequently. Sometimes
from the front row sometimes from the back sometimes from the middle of the row.
• If students start repeating the same answer, motivate them to share their own experience or
change the question.
• If a question has more than one part, ask the second part of the question only when the first
has been already answered.
• If students find it difficult to understand the question then the teacher should explain it
further so that they can answer.
• One question may be asked to 5-6 students, the second question to the next 5-6 students and
so on. Then the first question may be asked again. Some questions may be asked to the whole
class.
• Number of days for one session is mentioned with the respective session or the session may
be continued till the teacher is satisfied with the discussion.

Do’s and Don’ts:

• ‘Aim’ and ‘teacher's notes’ in every session is only for teacher’s reference. No need to read it
out for the students.
• Let the answer come from the students’ side. Teachers should avoid preaching or suggesting
their opinion.
• Teachers’ role in the session of expression by students is to provide the right environment to
the students and to ask questions only.
• Motivate all students to share their experiences. If some students hesitate then initially ask
them to share with their partners or in small groups.
• Negative and adverse comments on someone’s expression may discourage him for sharing. or
it may also happen next time that he/she doesn’t share his true feelings/experience.
• Affectionate and motivating behaviour of the teacher will be more effective in the happiness
class during expression.

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 1. Gratitude

Session 1.1

Duration : Minimum one day or till the teacher’s satisfaction.

Objective: To seek the attention of students towards the contribution of

family members who are taking care of their food and health.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: Our Reflection by students:

parents and other family • Who cooked food in your home this week?
members take care of the
nutrition of our body to keep • What things were kept in mind while cooking food?
us healthy. We understand the • Who else contributed while preparing food?
importance of such relations if we
notice these things. It promotes • How was the mood of person while serving food? (Was he/
the feeling of gratitude and she smiling or tense or in stress or irritated).
improves our behaviour. This is • How did you feel while having your meal?
the objective of this Session.
• Did some day happen that food prepared was not tasty but it
was good for health? What did you do at that time?
• Who is the last person to eat food in your family most of the
time? Why is this so ?

Task for Next Expression Day:

This week we shall observe some people other than family members in our school and neighbourhood
who have taken care of our health and food. How did they take care of our health and why did they do
so? Talk to these people to find the answer.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 1.2

Duration : Minimum one days or till the teacher is satisfied.

Objective: To seek the attention of students towards people other than

family members who are taking care of their food and health.

Begin the class with mindful breathing for 2-3 minutes.

Reflection by students:
Note for the Teacher: Now-
a-days people are becoming • Did someone look after your food? (mid-day meal or some
self-centred or family-centred. other type of food). Who were these people ?
On the contrary, there are so
• What did they keep in mind while serving you food? (Quality
many people contributing to an
of food, seating arrangement, cleanliness and hygiene).
individual’s good health. When
we are able to observe and • Why did they do these things? (Motivate students to talk to
understand their contribution these people to find answers to these questions).
then we are filled with the feeling • Did someone look after your food in your neighbourhood?
of gratitude towards them. This Who were these people?
is the objective of this session to
seek the attention of the students • Why did they do so?
towards people other than family • Did you go to any of your relatives’ places this week? Who
members who are taking care of looked after your meal there? Why did they do so?
their health.
• Did someone stop you from eating anything? Name those
items for which they stopped you. Why did they stop you?

Task for Next Expression Day:

This week we shall observe such people who look after us when we are ill and people who prevented us
from getting hurt or helped us after getting hurt. Talk to these people and try to find out why they help
you?

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion

186
 Session 1.3

Duration : Minimum one days or till the teacher’s satisfaction .

Objective: To seek the attention of students towards people who take care
of their body.

Begin the class with mindful breathing 2-3 minutes.

Note for the Teacher: There Reflection by students:

are so many people in our family, • Who took care of your health when you were ill? How?
neighbourhood and school who
• Who took care of your playing activities this week? Who
take responsibility for taking care
went to park with you? Why did they do so?
of our body. When we are able
to see their contribution, we are • Who prevented you from being hurt this week at home? How?
filled with a feeling of gratitude (keeping pointed objects away from your reach, preventing
towards them and there is a the floor from being slippery).who saved you from being
change in our behaviour towards hurt this week at school and neighbourhood? How?
them.
• Were any of you hurt this week? Who helped you in this
situation? How?
• Why did they take care of you?

Task for Next Expression Day:

This week we shall observe such people at home or in school who have helped us in studies or supported
us to learn something else.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 1.4

Duration : Minimum two days or till the teachers satisfied .

Objective: To seek the attention of students towards who contributed in

their learning.

Begin the class with mindful breathing 2-3 minutes.

Note for the Teacher: Reflection by students:

Learning and understanding is • Who are the people who support your learning in school?
an appeasing process in itself. How?
It is also helpful for a person to
• Who helped you to learn anything at home? How?
live happily. It helps the students
better to live in relationships • Tell about some incident when after learning or knowing
when they understand the something you felt very good. Who helped you to learn that?
contribution of people towards
• Who takes the responsibility of maintaining a better learning
their learning.
environment at home? How?

Task for Next Expression Day:

This week we shall observe our feelings and emotions for people who took care of our food, education
and other needs.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 1.5

Duration : Minimum one days or till the teacher’s satisfaction.

Objective: To help students to have a feeling of gratitude towards others.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: When

Reflection by students:
we are able to see contribution • You were hungry and food was served in time?
of people around us then it
• Did it ever happen that you were very hungry and food was
generates the feeling of gratitude
not served in time? How did you feel at that time?
that helps to live with graceful
behaviour. This session will help • Did you try to find the reason behind delay? What was the
the students to observe. reason?
• How did you feel about the person who made all the necessary
arrangements for your food.
• Which needs of yours were fulfilled this week?
• Who took care of your needs?
• How did you feel for these people?
• How did you feel when you were able to understand any
concept or anything this week? What were your feelings for
the person who helped you to understand? Give one example.

Task for Next Expression Day:

This week we shall try to observe ourselves as to how we express our feelings of gratitude towards people
from our family, neighbourhood or school who helped us in any way.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 1.6

Duration : Minimum one days or till the teacher’s satisfaction.

Objective: To motivate students to express the feeling of gratitude towards

others.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: It is

Reflection by students:
necessary to see and feel one’s • In the last few days, your attention has gone towards the
contribution towards us as well contribution of which family member? How did you feel
as an expression of the feeling towards them?
of gratitude that grows from it.
• How did you show gratitude towards them? How did you feel
It prepares to live together and
after showing gratitude?
bring harmony in relationships.
The students express their • Whom did you express gratitude in your class, school or
gratitude towards people who are neighbourhood this week and why?
responsible for their nurturing, • What did you do to show gratitude?
protection /safety and learning.
This session will give them an • Describe any one person, after seeing his contribution in
opportunity to share this among your life, your behaviour towards him changed.
themselves.

Task for Next Expression Day:

This week we will note those people who have contributed in many ways in our lives. Which of them
would you like to meet and thank again.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

190
 Session 1.7

Duration : Minimum one day or till the teacher’s satisfaction.

Objective: Motivate students to express the feeling of gratitude towards

others.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: This

Reflection by students:
session is an opportunity for the • Make a ‘thank you card’ for the person to whom you want to
students to express the feeling express your gratitude and if possible, send this card to them.
of gratitude towards others.
• Write a letter to a member of your family, your teacher or a
Creating a card or writing a letter
friend expressing your gratitude and send it to them or read
will give them an opportunity
it out for them
to relive their experiences and
thoughts.

At the end of the class sit silently for 1-2 minutes and reflect on the Conclusion of the discussion.

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 2. Affection

Session: 2.1

Duration : Minimum one period but can be extended if required.

Objective: Students should be able to notice that visibility of relations

becomes the basis of the value,’ affection’.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: Our

Questions for discussion:
behaviour is different with people • Think about a friend of yours. How did you become friends.
whom we consider our own.
• How was your behaviour with him before you became
The behaviour changes with the
friends? How did your behaviour change with him after you
same person once we recognise
became friends?
the relation with him. Affection
is reflected with the feeling of • When did you last go to a relative’s house?
oneness which becomes the basis • Was someone introduced to you as a brother or sister, like
of happiness. cousins etc?

Task for Next Expression Day:

This week we will notice if we get annoyed with someone? What was the reason for this annoyance?
Who came forward to make peace?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 Session: 2.2

Duration : Minimum one period or till the teacher is satisfied.

Objective: Students should be able to notice that they get angry with
each other but if you have affection for the person, you try to resolve the
issues.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher: When

Questions for discussion:
we are together, we get angry, • Did you ever get annoyed with your brother or sister? How
confront each other or get long did it last?
annoyed. But to live happily, it
• Did you ever get angry with your friends?
is important to resolve the issues
with right understanding. • What was the reason for being angry?
• Who tried to resolve the issue and how .
• Did anyone ever got angry with you? Who was that?what was
the reason for him to be angry?Did the issue got resolved?
How?

Task for Next Expression Day:

This week we will notice if we get annoyed with someone? What was the reason for this annoyance?
Who came forward to make peace?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusions of the discussion.

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 Session 2.3

Duration : Minimum one period or till the teacher is satisfied.

Objective : Students should be able to notice with whom they share their
happiness or troubles.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: Our

Questions for Discussion:
parents and People around • With whom did you share your happiness or sorrows during
us take care of our food and the last week?
nutrition. We acknowledge their
• Why did you choose them for this sharing?
importance when we understand
their contribution and this brings • With whom did you share your happiness and sorrow in
in us the feeling of gratitude and your school?
we behave in humility . The • Why did you tell them about your happiness or sorrows?
session has been kept with this
objective • Is there anyone in your neighborhood with whom you shared
all this? Share the details of the person if you wish to.
• Why did you choose him to share

Task for Next Expression Day:

Notice the acts of playing, eating etc. with your siblings or friends during the week.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

194
 Session: 2.4

Duration : Minimum one period or till the teacher’s satisfaction.

Objective: Students should be able to draw the attention of the students

that they want to spend time with those students , with whom they feel
affection.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: The

Questions for Discussion :
value of affection is present • With whom( brother,sister,cousins or friends) did you sit
when we want to spend time and have your meals?
with someone while eating or
• Why did you choose these people to sit with?
playing. Students would be able
to see that happiness is when we • With whom did you play any games this week?
spend time with our near and
• Why did you choose them to play with?
dear ones.
• Which are all activities that you did with these people?
• Who was being benefited with these activities?
• Why did you all do these works together?

Task for Next Expression Day:

We will observe what are the things or incidents that we shared with others. Also notice which visitors
in your house made you happy.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 2.5

Duration : Minimum one period or till the teacher is satisfied.

Objective: To be able to notice that we share happily with people whose

are near and dear to us. Sharing your feelings with someone gives you
happiness but that also is done comfortably when you feel the value of
affection.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: We

Expression by students:
share the things comfortably and • Did you share something of yours with your siblings,
happily with the people we are neighborhood or a friend? How did you feel at that time?(
close to. Sharing our thoughts Take the sharing about parents, siblings and neighborhood
and feelings with someone is one by one).
also a happy experience but
• Tell us about an incident when you shared your favourite
it can be done with ease in an
thing with someone, that may be your favourite dish,toy or
environment of affection.
even offering your seat.
• Why did you do that?
• With whom did you talk a lot during the last week?
• Why did you choose these people to spend time with?
• Did you have a visitor with whom you sat and talked leaving your favourite activity like watching TV
or playing outside? Who was that visitor?
• Why did you do this?

Task for Next Expression Day:

Notice the instances where you did not have inhibitions to take and use their items( may be food or toys
or stationary etc.)
Also notice how did you feel if somebody took your items to use for their purposes? What did you do ?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion

196
 Session 2.6

Duration : Minimum one period or till the teacher is satisfied.

Objective: To be able to understand that we share happily with people

who are near and dear to us.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: When Questions for Discussion:

we have affection, it doesn't • Has your brother or sister ever used your things without
matter using things which are not your permission?
owned by us. The only concern is
• How did you feel when you came to know about it?
of correct and cautious use. This
concern also can be put forward • What did you do at that time?( How did you react/respond?)
in a humble way.
• Have any of your friends taken something of yours without
your permission?
• How did you feel?
• How did you react/ respond
• Has anyone else, apart from your brother, sister or friends taken your things without your
permission?How did you feel?
• How did you react/respond to this?
• Did you ever take somebody's things without his/ her permission?
• Did you return the things to the concerned person? Did you tell the person while returning or not?

Task for Next Expression Day:

Notice the instances whose company do you enjoy while going to school or anywhere else?
Also think why do you like this company?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 2.7

Duration : Minimum one period or till the teacher is satisfied.

Objective: To be able to understand, seeking someone's company is a

sign of affection to that person.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: We

Questions for Discussion
seek the company of people • With whom did you walk to school during the week?
while coming to school or going
• Has it happened any of the days that your friend was absent
anywhere, with whom we have
and it bothered you?( You felt his/ her absence)? Why did
the feeling of affection.
you feel so?
• Did you visit any of the places during the last week? With
whom did you spend most of your time?
• Did you feel somebody's absence at that place? Why did you
feel so?

Task for Next Expression Day:

Notice during the week who were the ones to help you or did you help someone? What were the occasions
that you thanked them? What was the result of thanking or not thanking at that time?

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 Session 2.8

Duration : Minimum one period or till the teacher is satisfied.

Objective: To be able to understand that when we have the feeling of

affection then we donot intend to make them realise the favour made by
us.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: When Questions for Discussion

we have the feeling of affection • Whenever you help your brother, sister or friends, how do
we intend to co-operate and also you feel?
expect cooperation but do not
• Recall an incident when you helped someone and he thanked
intend to make others realise
you. How did you feel?
they are doing favours. Paying
the gratitude orally feels good but • Would you offer your help again? Tell us reasons for your
it is not necessary. The feeling of answers.
cooperation remains always if
• Recall an incident when you helped your brother, sister or
the feeling of affection persists.
friends but they did not say thanks. How did it feel?
• Would you like to help the person again? Give reasons for
your answer.
• Has it ever happened that someone helped you and you did
not say thanks.
• Do you think in such case the behaviour of that person
changed towards you?

Task for Next Expression Day:

Notice around you, who are the people taking care of your food and health.

At the end of the class, sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

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 3. Care

Session 3.1

Duration : Minimum one days or till the teacher’s satisfaction.

Objective: To Motivate students to notice and feel the things done for
them with care.

Begin the class with mindful breathing for 2-3 minutes.

Note for the Teacher: Care is to Reflection by students:

take responsibility for nurturing • The last few days, has anyone in your house fallen ill? Who
and safety or security of has taken care of their food, drink and medicines?
someone. Many people in home,
• Was anything else done to take care of them? Who did all
neighbourhood or school are
those things?
carrying out such responsibility
very effectively. In this session, • Why would they have done all that? (To know this, students
the attention of students will should be asked to talk to those members of their family.
go to this and they will be able Their views can be heard in the next expression class).
to develop the ability to live in • A. Who cares about your needs at home?
harmony in relation.
• Which of your needs were taken care of this week without
asking? Who were the people who took care of them?
• Did it ever happen that any of your needs were met late? What might be the reason behind this? What
efforts were done to fulfil your need?
• Is there anyone in your own neighbourhood or school who cares for you just like your parents ?
Share a previous incident when you felt like this.

Task for Next Expression Day:

This week we will notice those people for whom we are taking care of or food or any other requirement.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

200
 Session 3.2

Duration : Minimum one day or till the teacher’s satisfaction.

Objective: Students should express with a sense of care.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: The Reflection by students:

student himself also performs • In the last few days, have you taken care of anyone’s food,
many such tasks in which he is drinking, wearing etc and how?
with a feeling of care towards
• Have you ever taken care of someone when they are hurt or
someone. The session will help
ill? How?
him to see these tasks and be
motivated to present himself • Have you ever taken care of someone to get up, to sit or to
with care before his younger walk or to play and how?
ones.
• Why did you do that ?
• Which of these tasks do you do regularly?

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

201
 4. Respect

Session 4.1

Duration : Minimum two days or till the teacher is satisfied.

Objective: Motivate students to notice that using their skills or

understanding to be useful to others gives themselves good feelings. This
is also self-respect.

Begin the class with Mindful Breathing for 2-3 Minutes.

Note for the Teacher:

Expression by students:
Whenever we are able to help • Who were you able to help during this week? How?
someone when they need it,
• How did you feel after doing that work?
we feel good. He is useful to
understand that getting our work • Did you tell anyone about this before today? Whom did you
done well by our understanding tell? Why did you tell this?
or skill shows our utility.
• Is it so that if we tell others about incidents we feel more
Whenever we prove to be useful
happy? Why or why not?
for our parents, brother/sister or
someone else then we help them
as well as at the same time we
honour ourselves.

Task for Next Expression Day:

This week we will see whether we have bought something which is very special to us. Did we feel like
showing it to others? We will also try to find out why we show it to someone else?.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

202
 Session 4.2

Duration : Minimum one days or till the Teacher’s satisfaction.

Objective: The student can see how much efforts made by him /her to get
respect were appreciated.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: We all

Reflection by students:
want respect. To achieve this, • Have you brought any such item in the last few days that you
some people are involved in wanted to show to others and tried to get respect out of it?
beautifying their body, some How did you feel after doing this?
are trying to show their physical
• Has it ever happened that when you wanted to show
strength, some are trying to
something special to someone, he did not even notice? How
glorify their property & wealth.
did you feel at that time?
While others have assumed that
a higher position is the basis of • What did you do then?
getting respect. This session will • Why did that person ignore you at that time?
give students an opportunity to
examine their efforts. They will • What other things you did this week that could give you
be able to introspect that which respect? What was the result of your efforts?
effort of theirs was successful to
attain respect for themselves.

Task for Next Expression Day:

This week we will notice those people in our family, neighbourhood or school who inspire us and we
want to be like them. We will also try to find our behaviour towards them.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

203
 Session 4.3

Duration : Minimum one days or till the Teacher’s satisfaction.

Objective: The students should pay attention to such people in their

family, school or society whom they find exemplary.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: We

Reflection by students:
respect those people whom • Describe a person from whom you get inspired. (Anyone
we have accepted as great from your family, neighborhood or society).
personalities and talent Our
• Which of their qualities inspire you?
behavior is self controlled and
polite towards those whom we • Tell me about a person you want to be like. (Anyone from
respect. In this session, students family, neighbourhood or society).
will be able to see which people
• Which of their qualities inspire you?
are respected on the basis of
their superiority and how their • Name a person from your family, neighbourhood and society
behaviour is towards such with whom you behave with humility. Why? (Try to discuss
people. about only one person at a time).

Task for the next Expression day:

This week let us identify whether we felt like being compared or discriminated against. Also pay
attention to someone who is just like you at home or at school.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

204
 Session 4.4

Duration : Minimum one day or till the teacher is satisfied satisfaction.

Objective: To get the attention of students that it is also showing respect

when you treat everyone as equal human beings.

Begin the class for mindful breathing for 2-3 minutes.

Note for the Teacher: Every

Reflection by Students:
person has a common desire • Were you being compared to anyone at home or school this
not to be discriminated against, week? On what basis were comparisons being done, habits,
on any basis whether on studies or behaviour?
physical appearance or level of • How did you feel when compared?
understanding. Treat everyone • Have you also compared a person to someone else ? Why did
equally is showing respect to all. you do that?
• How did you feel after doing that?
• Identify some people from home or school who you think
are just like you.
• Which of their qualities or habits do you think are similar to
yours?
• How do you feel like being with them?

Task for Next Expression Day:

This week observe different ways of respect around you.

At the end of the class sit silently for 1-2 minutes and reflect on the conclusion of the discussion.

205