VALUE BASED TEACHING – Class – VI
- Self Esteem
- Gender equality
- Unity and Integrity of India
- Ethics, Values and morals
- Public Speaking
- Discipline
- Indian Armed Forces – Indian Army
- Eminent Indian Personality
| CLASSVI | |||
| THEME: PERSONALITY | UNIT: | SUBJECT: SELF ESTEEM | DURATION: 02HOURS |
| LEARNING OBJECTIVE: Build self- esteem by discovering their unique abilities and characteristics.Self-esteem develops positive attitudes toward school and toward lifelong learning.Self-esteem develops an awareness of and sensitivity to culture related issues. | |||
| PEDAGOGICALPROCESS: Focusonthepositive.Onlygiveconstructivecriticism.Encouragestudentstofindthingstheylikeabout themselves.Setrealisticexpectations.Teachstudentstolearnfromtheirmistakes. | |||
| CONTENT | |||
| Meaning of Self-Esteem: Self-esteem refers to a person’s overall sense of his orher value or worth.Various factors: Genetics, Personality, Life experiences, Age, Health, Thoughts, Social circumstances, the reactions of others, Comparing the self to others. Self-Esteem and Personality:Self-esteem may develop or fail to develop in an individual. Influences of self-esteem on the personality. Self-Esteem vs. Self-Concept: Self-esteem is not self-concept, although self- esteem may be a part of self-concept. Self-concept is the perception that we have of ourselves, our answer when we ask ourselves. Self-Esteem vs. Self-Confidence: Self-esteem is not self-confidence; self- confidence is about your trust in yourself and your ability to deal with challenges, solve problems, and engage successfully with the world. | |||
| ACTIVITIES | |||
| Games/ActivitiesonSelf-EsteemChartondifferencebetweenSelf–EsteemandSelf-Confidence | |||
| CLASSVI | |||||
| THEME: UPHOLDINGOFHUMAN VALUE SYSTEMS | UNIT: | SUBJECT: GENDEREQUALITY | DURATION: 02HOURS | ||
| LEARNINGOBJECTIVES: Studentsacquireknowledgeongenderdifferences.Studentslearntherightsandtheequalityofgenders. | |||||
| PEDAGOGICALPROCESS: Knowledgeongenderandtheirphysicaldifferencesandchanges.Therightsofgendershouldbediscussed.Toteachtheequalityinvarious places. | |||||
| CONTENT | |||||
| Access to resources and opportunities regardless of gender, including economic participation and decision-making; and the state of valuing different behaviours and aspirations regardless of gender.History of human societies, Gender Bias, Efforts to fight inequality, The effect of gender inequality on health, Violence against women, Investigation and prosecution of crimes against women and girls, Harmful social practices indicating gender bias, Economicempowerment of women, Girls’ access to education, Political participation of women, Political gender equality, Gender stereotypes, Informing women of their rights.Importance of Gender Equality (Gender equalityprevents violence against women and girls. It’s essential for economic prosperity. Societies that value women and men as equal are safer and healthier. Gender equality is a human right). | |||||
| ACTIVITIES | |||||
| Workshopsongendersensitivity.Seminarsonrightsand equality | |||||
| CLASSVI | |||
| THEME: PRIDE AND LOVE TOWARDSNATION | UNIT: | SUBJECT: UNITY AND INTEGRITYOFINDIA | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: UnderstandthevalueofIndependence.Realizetheharmfuleffectsofdivisionsanddisintegration.DevelopasenseofPatriotism,co-operationandbelongingness.Understandtheconceptofchecksandbalanceinreallife. | |||
| PEDAGOGICALPROCESS: Preparationof picturesofvariousfreedomfightersNewspaperArticlesMoviesandshowsVideosonNationalistMovement | |||
| CONTENT | |||
| HISTORYOFINDIANINEPENDENCE Briefly discuss the Indian independence movement and bring out the sacrificesmade by our National heroes.Contribution of people from all regions (North, South, East,West) towards Indian Independence.PartitionandIndependencein 1947. | |||
| ACTIVITIES | |||
| ArticlesonFreedom Fighters.Videos/FilmsonFreedomFighters.Drama | |||
| CLASSVI | |||
| THEME: UPHOLDINGOFHUMAN VALUESYSTEMS | UNIT: | SUBJECT: ETHICSANDMORALVALUES | DURATION: 02HOURS |
| LEARNINGOBJECTIVE: Demonstrateethicalawareness,theabilitytodoethicalreflection,andtheabilityto apply ethical principles in decision-making.Specificabilitiesandskillstomakemoraldecisionsusingethics.Studentsshoulddevelop,demonstrateandactouttheirethicalabilities. | |||
| PEDAGOGICALPROCESS: Theethicsisusuallyaddressedunderseveralthemes,moraleducationbeingthe most common conception of it.Introducing ethics as a practical concept to the educational context makes the moral dimension of education clear and visible. | |||
| CONTENT | |||
| Ethics:Ethics is based on well-founded standards of right and wrong that prescribe what humansought todo,usuallyin termsofrights, obligations,benefitsto society,fairness, or specific virtues.FourBranchesofEthicsDescriptiveEthics.NormativeEthics.MetaEthics. (c) AppliedEthics. 3.Ancient Ethics versus Modern Ethics: Ancient Indian ethics is aboutliving a good and virtuous lifeaccording to the ethical virtues, that is, to become a virtuous person, while themodernnotionofethicsisprimarilyfocusedonself-interestandinterestof otherpeople. | |||
| ACTIVITIES | |||
| StoryTelling,Anecdotes,GivingSituationsandanalysingresponse | |||
| CLASS:VI | |||
| THEME: PERSONALITYDEVELOPMENT | UNIT: | SUBJECT: PUBLICSPEAKING | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: Tohelpthestudentsdeveloppublicspeakingskills. | |||
| PEDAGOGICALPROCESS: Organizing 10-15 minutes section-wise morning assembly on all academic learning days.Minimumthreestudentsmayspeakonadayeachfordurationofthreeminutes. One may be assigned the job of commenting on the performance of the speakers.Theteacherhastoobservetheperformanceandguidethemonadailybasis. | |||
| CONTENT | |||
| How to prepare a speech, which areas are to be stressed and how. Beginning and ending the speech.Howtodeliverspeechbasedontopic/purpose.Speecheshavedifferentfunctions:-These include being persuasive (e.g. trying to convince the audience to vote for you or debate on a topic).Informative(e.g.speakingaboutthedangersofclimate change),Entertaining(e.g.abestman’sspeechatawedding)orcelebratory(e.g.to introduce the winner of an award).Somespeechesmayhavemorethanoneoftheseaims.Useofappropriatebodylanguageandnonverbalcommunication.It’s very important that speakers make eye contact with all areas of the room, ideally with every person but with large audiences thatisn’t possible. Many students tend to lookat one spot or at the teacher. One way to practise this is to ask each student to do a short 30secondintroduction andthen at the end getany student who feelsthespeakerdid not lookinhis/herdirectiontoraisetheirhand. | |||
| ACTIVITIES | |||
| ClassAssembly,Preparedtalk,Extempore,Commentary,Debate,Declamation,Roleplay Group Discussion etc. | |||
| CLASSVI | |||
| THEME: QUALITIESOFGOODCITIZENS | UNIT: | SUBJECT: DISCIPLINE | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: Toinculcatethesenseofdisciplinein students. | |||
| PEDAGOGICALPROCESS: PlanandorganizeinteractiveclassesPracticewhatyoupreachEstablishaconnectionwithyourstudentsRewardgoodbehaviour. | |||
| CONTENT | |||
| Whatisdiscipline?Importanceofdiscipline.Howtoimbibediscipline inpersonallife.This control is not forced upon the individual. It flows out from within. Hence, discipline is spontaneous and not a mere submission to authority in an obedient manner.Theterm‘discipline’referstoa stateoforderlyconductofanindividual which isgained through training in self-control and in habits of obedience to socially approved standards of thought and action. It implies a good understanding of right conduct. The formation of desirable habits and attitudes and an adherence to such standards are just and necessary. Manner of working and living in co-operation and the subordination of individual interests to group interests. True discipline therefore provides for both individual and group welfare in a democratic society.Preventative Discipline – Measures taken in advance to prevent any unacceptable behaviour is calledpreventative discipline.Supportive Discipline – It is possible that the preventive measures do not work asperfectlyasexpectedand thingsmaygowrong. Atthispoint,the teachersmaygive warnings and showthe students the right wayof doingthings. This is called supportive discipline.Corrective Discipline – This comes after supportive discipline. When a student has failed to show any improvement despite numerous efforts at supportive discipline, corrective disciplinary actions come into play. Punishments such as suspension, and likewise fall under corrective discipline. | |||
| ACTIVITIES | |||
| 1.Groupdiscussions 2.Teamwork 3.Presentations | |||
| CLASSVI | |||
| THEME: INDIANARMEDFORCES | UNIT: | SUBJECT: INDIANARMY | DURATION: 2 HOURS |
| LEARNINGOUTCOME: TheStudentmustbemadeawareoftheIndianArmy,ItsBroadRole,RanksandInsignia | |||
| PEDAGOGICALPROCESS: Thestudentcanlearnthroughclassroomteaching,watchingvideosordocumentaries, Visiting Army Units, Reading Charts/Posters | |||
| CONTENT | |||
| The Student must be made aware of the Indian Army, Its Broad Role, Ranks and Insigniaby classroom teaching, pictures, charts, Book Reading, Movies, Visits, Documentaries. | |||
| CLASSVI | |||
| THEME: EMINENT INDIANPERSONALITY | UNIT: | SUBJECT: EMINENT INDIAN PERSONALITYAS PROMULGATEDBYTHE SCHOOL | DURATION: 2 HOURS |
| LEARNINGOUTCOME: The Student must be made aware of Two great Indians and their contributions to building ofour nation/Contribution to our nation | |||
| PEDAGOGICALPROCESS: Thestudentcanlearnthroughclassroomteaching,watchingvideosordocumentaries, Visiting Museums and galleries, Access literature in form of books and on the internet. | |||
| CONTENT | |||
| TheSchoolmanagementwillprescribebiographicalstudyoftwogreatIndianpersonalities from history / freedom struggle / war heroes. | |||
| ACTIVITIES | |||
| BookReading,Movies,Debate,drama | |||