Schools should not only provide teaching subjects and tools that are normally based on its prescribed curriculum, but, more importantly, they should also endeavor to teach their students specific life skills which these students will be applying in the future, for them to be useful and dynamic constituents of society. Life skills used to be taught in the home and church, but with more and more children being raised in dysfunctional families or disadvantaged families, schools are actively intervening to help in providing life skills to their students with the goal of assisting in the transition of students to adulthood. Specific life skills are interpersonal skills, that allow students to learn how to develop meaningful relationships, and reflective skills, that allow students to reflect on their actions and learn how to respond on each action taken, so they can be more responsible and be satisfied on their decisions to the kind of responses they have chosen. Other life skills can be taught as well in values education training in schools, like personal accountability, routines, interaction, at recess time, respecting property.
When schools aim to teach their students on personal accountability, they initiate this process at the nursery level until the students finish schooling, in which schools train them to finish their tasks on time, learn how to subject their tasks for evaluation, and aim to reach each classroom’s and subject’s goals, all these are integral exercises of reflective and interpersonal skills.
Routines, which are classroom rules, provide specific instructions for students to obey, such as follow directions, raise your hands before speaking, remain on your work without wandering, work independently, are just some of the examples of good training in schools.
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Skills on proper interaction are also integral part of interpersonal and reflective skills, like listening to others in the classroom or in an assembly, knowing how to take turns, contributing and sharing, being courteous and respectful in the classroom, as well as in groups.
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Even in recess time, life skills are applied, such as sharing equipment and sports items, understanding the importance of teamwork, avoiding arguments, accepting sports rules, and participating in extra-curricular activities responsibly.
Life skills training continues even in teaching students how to care for the school and personal properties, such that teachers are forever imparting and reminding students on such matters as: tidying their classroom tables and chairs, returning materials to their proper storage, putting away coats, shoes, hats, etc to their appropriate places, and keeping all personal things organized and accessible.
While life skills training is provided for all students, but these are most beneficial for special needs children, those with learning disabilities, autistic tendencies, and developmental disorders, so that they are able to cope in life and learn to accept their special abilities for them to continue with life.