8 • MODULE ONE: GETTING STARTED
Experience from the field
After formulating the ground rules, the children signed off on it. From time to time they read the rules
from the chart, which is always displayed at the center. (Positive Living Project, Namakkal)
Some children are following the same rules at home and in their boarding schools. If others do not
follow the rules, the children remind them about the rules from the Life Skills Education Program.
(WINS, Tirupati)Tips for the facilitator- Revisit the ground rules often. Children can read them out loud.
- Ground rules should be accepted by other children and adults in the program to avoid
conflicting messages - Sometimes specific ground rules have to be set up for specific activities (such as the activity “If I
were an animal” in Session One), but make sure they do not conflict with the existing rules
ACTIVITY TWO
Our Expectations- The facilitator informs the children that the group will be meeting every week to learn more
about themselves and manage their lives in a happy, safe way. In a circle, ask the children to
state one thing that they want to learn or what their expectations are from these sessions. If
the facilitator has done the 3 P matrix and the Bridge Model (refer to the Facilitator’s Guide)
with the children, they will be able to state what they would like to learn. With younger children,
one may ask what they would like to learn when they meet as a group every week. - The facilitator must clarify any unrealistic expectations. This is very important. In simple terms,
the facilitator explains life skills and how to think critically, express feelings and understand
how to communicate, develop healthy relationships and cope with feelings of anger and
sadness. The children could also learn about growing up and HIV. - Each child should write his or her personal expectations on a separate piece of paper.
Alternatively, the children can discuss and write up expectations for the group as a whole. The
facilitator can help younger children and children who cannot write. - Always remember to use simple words and symbols especially for those who cannot read. If
there is room, pin the paper with the written expectation on the felt board for children to check
or keep in a drawer until the end of the program. This will help children reflect on whether they
have achieved what they hoped to when they started the sessions.