Main, Music aur Woh

Lets play it together

Lets create it together Themes Corruption Volcano Angles Density

Awareness Zones of awareness, Focusing, Selecting, Avoiding, Duration & flow, Connection, Pleasant / unpleasant, Process ….

The rose bush exercise

As the Music plays “DREAM”

As the Music plays “DANCE”

As the Music plays “DEVELOP”

Intrapersonal Intelligence Ability to understand one's own emotions, goals, and intentions. Internalize, connect (and learn) deeply with own experiencesInternalize, connect (and learn) deeply with own experiences Dream, MeditateDream, Meditate Stay with one’s feelings, Judge and assess self, Questioning selfStay with one’s feelings, Judge and assess self, Questioning self Students strong in intrapersonal intelligence have a strong sense of self, are confident, and can enjoy working alone. They have good instincts about their strengths and abilities. This intelligence is highly developed in such people as philosophers, psychiatrists, religious leaders, and brain researchers, comedians, poets, and actors.

Experience : Relating to one’s past and present events Instruction: “Reflect on your experience” Instruction: “Reflect on your experience”  Connect to one’s experiences. Be aware of one’s feelings, thoughts, beliefs, etc. Associate with them.  Question your observations, thoughts, feelings, beliefs. Questions events, cause – effects, etc  Learn from experience,  Internalize learning, information, relationships, associations; Draw conclusions, generalize.  Assess, judge and value your experience, yourself and others  Show and tell,

Knowing ME Instruction: Know you Awareness inside, outside Awareness inside, outside Recognizing strength and weakness Recognizing strength and weakness Pursue interest, Interest – likes and dislikes Pursue interest, Interest – likes and dislikes Working alone, Connect to personal life, laugh at self or appreciate self Working alone, Connect to personal life, laugh at self or appreciate self Autobiography, how I see myself, write self experiences – story or poem Autobiography, how I see myself, write self experiences – story or poem

Philosophize/ Dream/ Goals Personal inspiration and guiding principles to life Instruction: “what is your goal, what you think about life” Imaginary dialogue, Understand self, Imaginary dialogue, Understand self, If, but, what if, what else, how I feel…….I like………. If, but, what if, what else, how I feel…….I like………. Self assessment, Setting self goals Self assessment, Setting self goals

Meditate - reflect on; contemplate, To look at attentively and thoughtfully. To think or reflect Instruction: Be with you, Focus, Meditate Sense of self, Deeply inside of themselves, Being quite Sense of self, Deeply inside of themselves, Being quite Working alone, silence Working alone, silence Guided visualization Guided visualization

Intrapersonal Tools Quite spaces, Nature, music, sand, books, secret places, self checking materials, journals, photographs and cards, home video, vacation pictures, personal quilt, bulletin boards, scrap book, Self paced projects, Individualized instructions, independent study, Time alone Quite spaces, Nature, music, sand, books, secret places, self checking materials, journals, photographs and cards, home video, vacation pictures, personal quilt, bulletin boards, scrap book, Self paced projects, Individualized instructions, independent study, Time alone

Hands What are you doing? What are you doing? Make a list of words/ phrases which has word “hand” in it. Make a list of words/ phrases which has word “hand” in it. In how many differetn ways can I “Lend a hand” ? In how many differetn ways can I “Lend a hand” ?

GETTING STARTED 1.Get everyone into the circle both physically and psychologically; 2.Ice breakers 3.Stimulation 4.Discussion / Problem Solving 5.Closure

1 Only one at a time create order create order encourage children to listen encourage children to listen 2 You can "pass” no performance pressure no performance pressure 3 No "put downs" though expression of negative feelings is OK emotional safety emotional safety

Circle Time - A tool to build Empathy Empathy Self esteem, Self esteem, Cooperation, Cooperation, Children's involvement, Children's involvement, Problem-solving skills; Problem-solving skills; May Improve behaviour as by-product May Improve behaviour as by-product

Creating the Right Conditions  6 to 18 participants  An open circle of chairs or cushions.  No Barriers  Perfect Circle  Talking object

Your Do’s  You are part of the circle.  Special responsibility to ensure:  agreed rules are kept  emotions of individuals are protected  suitable activities are prepared  Spread praise  Catch 'em being good!  Encourage children to help solve each other’s problems.  Start with Non-controversial topics - encourage participation.  Invite all in an non imposing way

Your Don’ts Paraphrase/summarise a child's comments, but don’t add your on top of theirs. Paraphrase/summarise a child's comments, but don’t add your on top of theirs.  Encourage the children to "speak their own truth" rather then say what someone else is feeling.  All feelings are OK. Don't try to force feelings out of children. eg: “your friend is happy – why are you so sad”. Also don’t try to change the child’s state of mind.  Humour is for mental state, not normally for emotional

Be Open, Be Genuine, Be Fair, Be Kind, Be Forgiving, Be firm, Be Respectful, Be Participating, Be Democratic, Be Responsive, Be Planned, & Be Creative.