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The Value of Teaching Life Skills in the Classroom 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. As more and more children are raised in an environment where they belong to dysfunctional families or disadvantaged families, the schools have seen the need to help the homes and churches, which used to teach life skills to the children, and have included life skills training in their curriculum to extend this form of assistance to all students concerned with the goal of assisting the students in their transition to adulthood. Life skills, such as interpersonal skills, which teach students to appreciate a meaningful relationship and how to achieve one, and reflective skills, which trains students to reflect on whatever actions they have taken and teach them how to take responsibility on their actions. Other life skills can be taught as well in values education training in schools, like personal accountability, routines, interaction, at recess time, respecting property. By training each student, at a younger age until they finish school, how 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 is a student’s life process of imparting personal accountability, which is an integral demonstration of reflective and interpersonal skills. Classroom rules or routines are needed for students to learn obedience to rules and the value of submissiveness, which are applied in classroom situations, such as follow directions, raise your hands before speaking, remain on your work without wandering, work independently, and many more.
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Proper interaction skills are considered in training the students for higher levels of life skills, interpersonal and reflective skills, and such trainings are demonstrated in the following: 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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Life skills training don’t stop during recess time, in fact it is during this time when students can apply what they have learned and are tested on their behavior, 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. Life skills are targeted to all kinds of students, but the training is most helpful for the special needs children, those with learning disabilities, autistic tendencies, and developmental disorders, because they are able to learn how to cope, to adopt to society, and participate healthily in the cycle of life’s process.