Life Skills Education Toolkit

LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA 7•

4. Divide the children into groups of three or four. Ask the group to choose one activity from the list
   and perform a role play in the form of tableaus or frozen snapshots. The role play will be only
   for a few minutes. In one tableau the group must show the risky behavior and how the person
   felt. The second tableau must show the consequences and what the person now feels. Other
   tableaus can be added, but two tableaus must depict what happens before and after.
   If you are short of time, select the tableaus that indicate the issue and the feelings well and
   present two of them to the others for further discussion.


5. Discuss the tableaus and what they depict with the group.


6. As each group completes its tableau, ask the other groups to change something in one or both
   or all tableau scenes to alter the risk situation. The tableaus change.


7. Discuss this change with the children. Ask them to think if this was possible in real life?

Review

• Why do you think the children took risks?


• Had the children looked at the consequences?


• Could they have done it differently?
  (This exercise will also help the facilitator get a sense of how well the children have understood life
  skills and what life skills need to be introduced in future meetings.)

Linking Learning With Life

Observe what risks your friends take. Was there something common among the risks taken by

children? Why do you think they take these risks? What were the consequences of their actions?

Could they have acted differently? At the next session, share with your group what you observed.

Tips for the facilitator

• More time might be needed to complete this activity, as children tend to share their personal experiences.


• The facilitator must be comfortable in dealing with risk issues.