Grade I

©SCERT, Delhi
January 2022
ISBN: 978-93-93667-76-2
1100 Copies

Patron
Sh. Manish Sisodia
Deputy Chief Minister and Minister of Education, Govt. of NCT of Delhi

Chief Advisor
Sh. H. Rajesh Prasad, Principal Secretary (Education), Govt. of NCT of Delhi

Advisors
Sh. Himanshu Gupta, Director of Education Govt. of NCT of Delhi
Sh. Rajanish Singh, Director SCERT, Govt. of NCT of Delhi

Guidance
Sh. Nahar Singh, Joint Director Academic SCERT, Delhi

Chief Editor
Dr. Anil Kumar Teotia, Chairman, Happiness Curriculum Committee

Editors
Dr. Shyam Sundar, Assistant Professor, DIET Daryaganj
Dr. Karamvir Singh, Assistant Professor, DIET Daryaganj

Publication Officer: Dr. Mukesh Yadav, SCERT Delhi

Publication Team: Mr. Naveen, Ms. Radha, Mr. Jai Bhagwan
Published by: State Council of Educational Research and Training, Delhi
Printed by: M/s Star Forms, Delhi # 9810520802

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 Teacher’s Handbook for Happiness
Class-I

ISBN : 978-93-93667-76-2

Chief Editor
Dr. Anil Kumar Teotia
Chairman, Happiness Curriculum Committee

Editors
Dr. Shyam Sundar
Assistant Professor, DIET Daryaganj
Dr. Karamvir Singh,
Assistant Professor, DIET Daryaganj

Contributors

Dr. V.K. Pathak Dr. Ajay Kumar

Assistant Professor, SCERT, Delhi Assistant Professor, DIET, Dilshad Garden, Delhi
Ms. Asha Rani Dr. Geeta Misra
Mentor Teacher, Mentor Teacher,
Dte of Edn, GNCT of Delhi Dte of Edn, GNCT of Delhi
Vipul Kumar Verma Dr. Madhvi Bahuguna
Mentor Teacher, Principal (Retired),
Dte of Edn, GNCT of Delhi Dte of Edn, GNCT of Delhi
Ms. Shruti Gupta `Ms.Asha Khurana.
Dream a Dream Lecturer (English)
Dte of Edn, GNCT of Delhi

State Council of Educational Research and Training

Varun Marg, Defence Colony, New Delhi -110024

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 Dr. Anil Kumar Teotia
Chairman

Acknowledgement
At the outset I would like to extend my heartfelt gratitude to Sh Manish Sisodia, Hon’ble Deputy
Chief Minister and Minister of Education to the Government of the NCT of Delhi for his consistent
guidance and support in developing this document. I am grateful to Sh. H. Rajesh Prasad, Principal
Secretary (Education) to the Government of the NCT of Delhi for continuously motivating my team to
work untiringly in developing the translated version of the Happiness Curriculum Handbooks.
I am grateful to Sh. Himanshu Gupta, Director of Education, government of NCT of Delhi for
continues support in every endeavour of Happiness Classes. It gives me immense pleasure to be grateful to
Sh. Udit Prakash Rai, the then Director of Education to the government of NCT of Delhi as he has been
extending his unconditional support in materialising the vision of the Happiness Curriculum.
My sincere thanks are due to Sh. Rajanish Singh, Director, SCERT for guiding us and providing
necessary amenities for developing this material to be delivered at the international level. It would not have
been possible without the continuous support received from Dr Nahar Singh, Joint Director (SCERT), so
our gratitude is due to him equally.
We are grateful to Sh. A. Nagraj Ji, propounder of the philosophy called Madhyasth Darshan or
Co-existentialism. This Darshan is the core basis of the Happiness Curriculum. Besides, we are grateful to
Sh. Som Tyagi, who has been putting in his best efforts to build the capacity of team education of Delhi
My sincere thanks are due to Abhibhavak Vidyalaya, Raipur (Chhattisgarh), Abhyuday Sansthan,
Dhanora, Hapur (Uttar Pradesh), Abhyuday Sansthan, Achhoti, Raipur (Chhattisgarh) and Maanav
Teerth, Bemetra (Chhattisgarh) as these organisations have played a pivotal role in providing foundational
knowledge and skill for developing this material.
We are thankful to Mr. Shailander Sharma, Advisor to Director of Education, Govt. of NCT of Delhi
and Dr. B.P. Pandey, Nodal Officer Happiness Curriculum, Directorate of Education for their consistent
support & guidance at every moment.
I am grateful to the support staff and the ministerial staff for making the process smooth for creating
this document.
Last but not the least I am grateful to the members of the families, of the team involved in developing
handbooks, for their patience and cooperation and sparing the team for working in this pious task of
humanisation of education.
Thank you all

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 Index

Brief Outline of Happiness Curriculum 1

Note for Teachers 8
Mindfulness Section 10-89
Session 1: Understanding Breathing 14
Session 2: Simon Says 19
Session 3: Vocalization 23
Session 4: Mindful Breathing 27
Session 5: Working according to Instructions 31
Session 6: Mindful Listening – I 35
Session 7: Mindful Listening - II 39
Session 8: Mindful Listening – III 43
Session 9: Mindful Listening – IV 47
Session 10: Mindful Seeing I 51
Session 11: Mindful Seeing – II 55
Session 12: Heartbeat Activity 59
Session 13: Mindful Touch 63
Session 14: Mindful Scribbling 67
Session 15: Mindful Stretching – I 71
Session 16: Mindful Stretching – II 75
Session 17: Mindful Walking 79
Session 18: Mindfulness of Feelings – I 83
Session 19: Mindfulness of Feelings – II 87
Story Section 90-141
1. Sweet Apple 92
2. Raju’s Lunch Box 94
3. Perfumed Eraser 96
4. New Friend 98
5. Who Will Eat The Pulpy Kernel 100
6. Noni’s Injury 102
7. Let’s Make Pakoras 104
8. Rani’s Doll 106
9. Brother’s Handkerchief 108

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 10. Ria Went to School 110
11. The Big Building 112
12. My Piggy Bank 114
13. Colourful Door 116
14. Sanju’s Towel 118
15. Who Owns the Packet of Biscuit 120
16. We, The People 122
17. Yes, I Can Do It 124
18. Get Rid of Your Fear/Say ‘NO’ to Fear 126
19. Vani and Her Red Balloon 128
20. My Liking/I Like It 130
21. Broken Pencil 132
22. Joy’s Happiness 134
23. Little Sister 136
24. Fair 138
25. Pen Set 140
Activity Section 142-173
1. Hello 144
2. Ha-Ha-Hi-Hi-Ho-Ho 146
3. My Body 148
4. Hand Up-Down 150
5. What is Similar Between You and Me? 152
6. Listen and Jump 154
7. Partner and The Ball 156
8. My Notebook 158
9. Duet 160
10. Super Smile 162
11. Mirror 164
12. A New Challenge 166
13. Recognize and Touch 168
14. Imaginary Ball 170
15. Join the Fingers 172

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 Brief Outline of Happiness Curriculum

1. Why Do We Need Happiness Curriculum?

1.1 Context & Background

All children are born and raised in different situations. The environment in which children grow
up today is inconsistent and unstable, with constantly changing social and economic dynamics, making
it hard to imagine what the future in which children of tomorrow will live and work, turn out to be like.
Many children grow up in the confines of multi storied apartments with excessive exposure to unguided
electronic media, unlimited screen time and little orientation to the natural world and society. Many others
grow up in difficult circumstances with little nourishment for the body and the mind, some not even
having seen a book or a toy until they go to school. In both cases, there is either an over stimulation or a
deficit in these areas with our students leading to a psychological crisis that is spinning out of control.
The challenges in the school system have gone beyond poor learning standards and academic
results. A research conducted by Kumar, 2013 indicates that India has arrived at alarming suicide rates of
students. In addition to the challenges of learning and achievement, students come to school with stressors
arising from many sources including family-system disturbances, peer-interaction conflicts, socio-cultural
components, and vulnerabilities to physical and mental health risk factors. Research revealed 26 suicides
reported every 24 hours due to issues including drugs, broken families, fights with friends and breakups.
Prolonged exposure to such stressors leads to long term physiological and emotional disturbances, which
severely hinders a child’s learning and development.
According to the World Happiness Report 2017, India is among the world’s least happy nations and
ranked 122 among 155 countries in the global ranking, and further slipped to 133 among 155 countries in
the World Happiness Report of 2018 and 140 rank of India according to World Happiness Report 2019.
This poses a significant challenge for society and families on how children should be nurtured and
prepared. Lack of trust, insecurity, impulsivity, social comparisons, over achievements, lack of sense of
identity and low self-esteem can lead to skewed, imbalanced growth, the repercussions of which could be
dreadful and far-reaching.
This compels us to re-think the purpose of education more than merely improving the student’s
scholastic performance.
We as adults have designed educational and school systems for children. How happy are children
within these systems? This question requires us to consider the critical linkage between happiness and our
current education system (UNESCO, 2016).
In today’s fast paced world, we struggle hard to achieve the best of everything but the element of
happiness remains missing. However, if one learns to be happy with oneself, stress levels reduce automatically

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and one develops a deeper insight not only of the self, but also of others. Consequently, a happy being with
deeper insight tends to have greater inclination for self-discovery and lower self-deception.
The schools in India need to implement a curriculum which not only promotes development in
cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the
students. Thus, a combination of building capabilities in scholastic areas of Literacy, Maths, Science and
other subjects with huge emphasis on co-scholastic skills of mindfulness, self-awareness, critical thinking,
reflection and inner-stability seem to be the need of the hour. Against this backdrop, the need to raise and
prepare future citizens who are mindful, aware, awakened, empathetic, firmly rooted in their identity with
wings that can help them thrive in this uncertain world, seems to be necessary now, more than ever before.

Happiness – In School Setting

Education is the basic social need of a society. Educators and schools across the globe are realizing
the need for a wellness lesson for school children. Boniwell & Ryan (2012), Applied Positive Psychology
Researchers at University of California, Berkeley, have developed a curriculum that is being implemented
in UK, France, Australia and Japan. It is also observed that self-aware, sensitive and emotionally mature
children are far more successful in life owing to their ability to manage stress, anxiety, trust and relationships
with their family and friends. Education thus will have to ensure, it meets society’s need with changing
time and space, be it moral, societal or even character building.
Numerous researches suggest that the primary purpose of education is to create confident, mindful,
responsible and happy individuals who collectively build a happy and harmonious society. In today’s world
all of us are striving hard to attain happiness and everything we do in life is just a presumed step towards
happiness.
The National Curriculum Framework, 2005 also mentions that education must be seen as a
liberating process for the learners. According to the aims of education in NCF, 2005, education must be
a process of self-discovery and of learning more about one’s inner self. However, self-discovery and self-
knowledge is diametrically opposed to self-ignorance and self-deception, as a result of which individuals
today feed into their inflated egos and continue the vicious cycle of deception of self and others. This
leads to cycles of exploitation and injustice in the society, which the education system therefore, must free
learners of.
Happiness has now become a part of the global policy agenda. In 2011, the United Nations General
Assembly recognized happiness as a fundamental human goal in Resolution 65/309 entitled ‘Happiness:
towards a holistic approach to development’. According to the 2015 World Happiness Report (Helliwell,
et. Al., 2015), schools that prioritize learner well-being have the potential to be more effective, with better
learning outcomes and greater achievements in learners ‘ lives (Layard and Hagell, 2015).
Research has begun to show that students learn better if they are happier. Professor Alejandro
Adler, of Pennsylvania University (2015), led a study into the effect of happiness classes on performance
in Bhutan. More than 8000 students at 18 schools were assigned either a placebo Curriculum or a happiness
curriculum which targeted 10 non-academic life skills including empathy and self-awareness. The study
concluded that the happiness curriculum substantially and significantly increased students’ performance

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on standardized tests.
In this context, we can see an increasing emphasis on building awareness and mindfulness amongst
learners around the world. Mindfulness is “paying attention in a particular way; on purpose, in the present
moment, non-judgmentally” (Jon Kabat Zinn, 1982). It is the practice of bringing attention to our thoughts,
feelings and actions as they arise from moment to moment.
Mindfulness is rooted in the science of cognitive neuroscience and child development. It is a highly
researched and proven practice by neuroscientists to enhance attention and self-regulation. The amygdala
is a region of the brain that determines how much stress we experience and is central in modulating our
fear responses. In a study conducted by the National Institute of Health, mindfulness meditation has been
shown to reduce the activity of the amygdala and even change the size of this area of the brain. Further,
mindfulness improves decision making, leads to greater emotional stability, abstract planning and less
reactivity. Regular short practice of mindfulness rewires the neural connections of the part of the brain
which enables us to feel happier, calmer, less anxious and stressed.
UNESCO’s fundamental principles (four pillars of learning) for reshaping education provide
guidelines for educators for fundamental aspects of learning. They are –
Learning to know: to provide the cognitive tools required to better comprehend the world and its
complexities, and to provide an appropriate and adequate foundation for future learning.
Learning to do: to provide the skills that would enable individuals to effectively participate in the
global economy and society.
Learning to be: to provide self-analytical and social skills to enable individuals to develop to their
fullest potential psychologically, affectively as well as physically, for an all-round complete person.
Learning to live together: to expose individuals to the values implicit within human rights,
democratic principles, intercultural understanding and respect and peace at all levels of society and human
relationships to enable individuals and societies to live in peace and harmony.
Aristotle is often cited to have said: ‘Happiness is the meaning and purpose of life, the whole aim
and end of human existence’ (Crisp, 2000) and that Happiness is the only self-sufficient achievement of
learning.” Indeed, all human endeavours, starting from birth and throughout life, are pursued to this end,
and require happiness to be embedded within them. Happiness is seen as something that is based on
positive friendships and strong relationships.
The need for interventions that provide meaningful experiences for present wellbeing and future
success appears indispensable. Dorothy Nolte says, ‘children learn what they live’, and it seems to be
something both theory and wisdom agree with. The quality of what children experience in their childhood
is a key determinant of how they learn develop and live.
Henceforth, taking a step further to address these long-term societal issues and issues of mental
health and wellbeing among students, the Delhi government has initiated this project on “Happiness
Curriculum” from Nursery to Vlll. As Mahatma Gandhi said, “If we want to reach real peace in this world,
we should start educating children.” Thus, the introduction of the Happiness Curriculum in schools is to

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educate children to ensure harmony with their inner being and discover self in the process of learning. If
we inculcate happiness in the children right from their childhood, they will grow up to become stress-free
and happier adults. This curriculum is just a stepping-stone towards establishing a better, positive and
vibrant society with happy individuals.

CONCEPT:
Happiness is the underlying aspiration behind every human activity. Indeed, there is unanimous
consensus among human beings. Is happiness something to be understood, experienced and achieved, or
does it just come to us at its own time? Do possibilities of happiness lie within us or outside? These are
questions that concern adults and children alike.
According to A.Nagraj (1999), ‘a state of no-conflict, synergy, or a state of being in acceptance is
happiness.’ He also stated that, when one is in harmony within and with the world outside, one experiences
absence of struggle or synergy, and feels the need to make this state sustainable and continuous. Further,
an inner state of happiness promotes factors that allow individuals, communities and societies to thrive
and flourish.
The concept of sustainable happiness was developed by O’Brien (2008). It is defined as “happiness
that contributes to individual, community or global well-being without exploiting other people, the
environment or future generations.”
Happiness at the outset can be seen to come from the fulfillment of our desires. Many of our desires
are to do with fulfillment through the five senses such as when we play a game, listen to pleasant music,
eat tasty meal, smell a flower, etc. The satisfaction we derive out of such actions is in the form of pleasure.
In addition to such sensory pleasures, we also experience happiness and satisfaction, when our desire for
feelings such as security, love, affection and care are fulfilled in all our relationships.
From a developmental perspective, as children grow up, their cognitive, psychomotor and affective
abilities develop further. As per Piaget’s theory of cognitive and affective development (1970), theoretical
and hypothetical thinking, and abstract reasoning start to develop. There is a strong desire to seek
knowledge, to understand the world and to find meaning and purpose.
A.Nagraj (1999) proposed a model for happiness, in which he addresses the four dimensions of
human living as an integrated form of the material, behavioral, intellectual & experiential aspects. These
correspond to our senses, feelings, learning (understanding) and awareness. Put together, these form a
‘Happiness Triad’. In other words, human beings seek fulfillment from all these aspects of living, which
correspondingly results in happiness, peace, satisfaction, etc. that together constitute ‘human happiness’:

The Triad for Happiness:

1. Through our senses: This is the pleasure we get via inputs through the 5 senses of sight, sound,
touch, smell and taste. We can observe/experience that happiness through our senses like eating,
watching a film, or listening to music are highly enjoyable but shorter in duration. Happiness from
tasting a piece of sweet, or watching a good film could last from few seconds to a couple of hours.
Hence, this can be classified as Momentary Happiness, which can be achieved by eating, drinking,

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 listening to a joke, playing a game, watching a film, through the five senses.
2. Feelings in relationships: Humans intrinsically desire sustained feelings of affection, care, love,
gratitude and values of trust, respect, confidence etc., in relationships with friends and environment.
When we feel affection, trust, respect or love for someone, satisfaction from such feelings stays with
us for a longer time. We say we feel happy, when we feel these positive emotions towards a person.
This is Deeper Happiness, to do with contentment and peace. Their impact on our inner state is
longer and helps us ‘be’ in a relationship.
3. Learning (change in behaviour according to constructive understanding) and Awareness: This
is to do with being aware of our thoughts, being mindful of our actions and having no conflicts
within. This happiness is what we experience when we solve a problem, learn something new,
understand a concept or some meaning that stays with us for a much longer period. Hence,
Sustainable Happiness, involves clarity of thought, deeper understanding of self, being able to
focus, being mindful, finding cause, purpose and interconnectedness in our living, etc.
Sustainable happiness that is born of such understanding is an antidote to social, emotional and
behavioural difficulties. A person who derives happiness from learning (constructive understanding
reflective from changed behaviour) and awareness and is able to sustain his/her happiness, is balanced in
the face of difficult situations and is able to retain a sense of calm and peace. This individual will also be
empathetic, compassionate and will be able to find meaning and purpose in life.

Learning
and
Awareness

Harmony
Happiness in
Feelings

Through
the Senses

Mindfulness plays a key role in moving towards sustainable happiness. Mindfulness involves
acceptance, that is, paying attention to our thoughts and feelings without judging them- without believing,
for instance, that there’s a “right” or “wrong” way to think or feel in a given moment. In practicing
mindfulness, we become aware of our current thoughts and experiences, observe them carefully accept
them. This allows us to let go off our thoughts in order to attend to another present moment and experience.

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 Today, learners are exposed to a high level of sensory happiness in its different varieties and forms.
This seems to have become the primary goal to attain in life. We hence see a thrust for higher incomes,
which education seeks to fulfill with intense levels of skill building. However, the crucial aspects of
harmony, feelings in relationships understanding and awareness are largely ignored in the current education
system. The focus is thus partial (only material) leaving the aspects of feelings/relationships and learning/
awareness unaddressed. The resulting happiness too, thus, tends to be partial and short lived. Thus, even a
highly skilled and competent individual can remain unhappy and dissatisfied, despite excellent academic
qualifications, due to conflicting emotions within and lack of clarity of lasting happiness.
This Happiness Curriculum seeks to bridge the above mentioned gap. It is an endeavour to guide the
attention of students towards exploring, experiencing and expressing happiness in not just the Momentary
but deeper and sustainable forms as well. This will enable the learner to comprehend happiness within self,
relationships and society. This will be a paradigm shift where a learner moves from searching happiness
externally from senses to be able to ensure it within oneself through learning and awareness and ensure
continuity of positive emotions and feelings.

3. SYLLABUS OUTLINE:
The curriculum outline is designed on the basis of the Happiness Triad. The overall purpose is
to support students in their journey to Sustainable Happiness through engagement in meaningful and
reflective activities. Regular happiness classes will enable students to reflect on the relationship between
their feelings, thoughts, behaviour and their impact on themselves, family, other people and natural
environment. The syllabus is universal and designed age appropriately. Like any other subject, students
(for classes l to Vlll) will have a happiness period every day. The Happiness Curriculum Teacher Manual
includes description of mindful activities, stories, activities and reflective questions. The intended outcome
is to enhance students’ level of awareness, mindfulness and deepen learning to lead a happier, meaningful
life

CLASS I
The happiness curriculum designed for Class III to V consists of developmentally age appropriate
mindfulness activities, evocative stories and reflective activities. The students learn to cooperate in group
settings, are more expressive and begin to develop their own point of view.‑

S.No Units Modules & Sessions

1 Exploring Happiness through 1. Learning to be aware of one’s thoughts
Learning and Awareness 2. Learning to be aware of one’s emotions
3. Learning to be mindful
4. Learning to focus
5. Knowing one’s desires
6. Developing reflective abilities
7. Developing critical thinking

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2 Experiencing happiness in Happiness in Family:
relationships through Feelings 1. Trust, Respect
2. Gratitude and Care
3. Exploring Similarities and Uniqueness between others
and myself
Happiness in Teacher- Student relationship:
1. Respect
2. Gratitude
Happiness in peer relations:
1. Trust
2. Affection
3. Cooperation and Supportive behaviour
4. Communication and Collaboration
3 Happiness through Active 1. Creative expression of oneself
Participation 2. Communication and Collaboration
3. Joy in participation in school
4. Joy in participation in family

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 Note for Teachers

Our education system focuses on preparing every individual to be capable of earning their livelihood in
socially desirable manner by ensuring participation along with teaching learning of Maths, Science, Social
Science, Languages, etc.. Undoubtedly we have been able to achieve success to a great extent in this field
but let’s think:
• Have we been able to prepare students in our schools who are full of self confidence towards
themselves, their family and society?
• Have we been able to prepare students in our classrooms who are capable of living in harmony with
nature and society simultaneously?
In other words “ do our students know how to live happily?”
The introduction of happiness class is an attempt to create environment in the classroom where there is no
preaching, students are full of self confidence and have faith on their peers teachers. In turn they respect
other members of the society as well. And this process takes place in the classroom when l students live in
harmony with their feelings, actions and ideas. They are capable of analysing and perceiving their actions
in a non judgemental way.
Following three components will help students and teachers create such an environment inside every child
and in their surroundings as well:
• Mindfulness
• Stories
• Activities
In mindfulness we get aware of our surroundings thoughts feelings and sensation. Mindfulness help
students perform better they get mental stability and proceed towards their goal happily and peacefully. In
this way students learn to respond in a cool and come manner take responsible decisions are always aware
of their own thoughts and surroundings.
Children love to listen to stories hence stories can be used as a tool towards humanisation of thinking
process of students. Stories included in this curriculum have been identified in order to bring socially
desirable changes in the behaviour of students. These stories focus on letting the students realise the reality
is by developing logical and creative reasoning in them.
Activities of the happiness curriculum have been designed in such a manner so that students learn how to
be useful not only to themselves but to their family society and nature as well besides doing all these daily
activities happily. Inter it is going to simplify their lifestyle.

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 Weekly Schedule for the Happiness Class
Happiness Period Class 1
Monday Mindfulness
Tuesday 2 to 3 Minutes of Mindfulness at the beginning of the period
Story and Discussion 25 Minutes
1-2 Minutes of Mindfulness at the end of the period
Wednesday 2 to 3 Minutes of Mindfulness at the beginning of the period
Story and Discussion 25 Minutes
1-2 Minutes of Mindfulness at the end of the period
Thursday Mindfulness
Friday 2-3 Minutes of Mindfulness at the beginning of the period
Activity and Discussion 25 minutes
1-2 minutes of Mindfulness at the end of the period
Saturday 2-3 Minutes of Mindfulness at the beginning of the period
Activity and Discussion 25 minutes
1-2 minutes of Mindfulness at the end of the period

Daily Mindfulness Check-in and Check-out

• Everyday the Happiness class will begin and end up with mindfulness practice. On Monday or the
first working day of the week mindfulness activity will be undertaken as per the guidelines given
under this section in this handbook
• Mindful check-in will be for 2 to 3 minutes in the beginning of the class where the students will be
asked to focus on their breath. The primary purpose of mindful check-in is to prepare the class for
the daily routine.
• During the first few days the duration of mindful check-in should be kept 1 minute which can be
extended to 2 to 3 minutes in the due course. However on the first working day, which is generally
Monday, of the week, mindfulness activity will be undertaken as per the guidelines given in the
mindfulness section of this handbook.
• In mindfulness, on the days of stories or activities, students are supposed to be instructed to focus on
their breath only and no questions are to be asked on mindfulness on these days.
• During the check out students will be asked to sit silently for 1 to 2 minutes at the end of the class
and to focus on whatever had been done in the class during that period.
• Initially this practice can be started with 1 minute duration which can be extended to 2 minutes in
the due course.
Teachers are emphatically requested to start everyday with mindful check-in and end up the happiness
class with mindful check out daily

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 Mindfulness Section

Note for teachers: All teachers/ educators would need to read and understand this chapter before taking a
class on mindfulness for students. This will help in carrying out mindfulness classes throughout the year.

Mindfulness: An introduction
Let us do something different to read this section of the book.
If you too leave the page that introduces a book like mine, then you should try the experiment
below at this moment –
As you are reading this, pay attention to where your focus is? Be aware of the book you have in your
hand at this moment and notice are you able to :
• Feel the meight of this book?
• See the color of the page of this book;
• Notice the space between every paragraph.
• Note the difference between each sentence; Look at the texture of the letter.
Now focus your attention on your seating position. If you are sitting in a chair, you feel the contact
of your body and chair. Notice how you feel at the moment. If there are any thoughts and feelings in
your mind, pay attention to them for a moment. Bring your attention to the breath that comes inside you
without any thought and then become aware of the sounds present in the environment around you with
the breath going out.
For this moment that you spent with yourself, you can appreciate yourself. What you experience
right now is an example of mindfulness.
When we bring our attention to our surrounding environment and to ourselves, then we can
experience a renewed energy and stability inside us and that develops our insight.
The skill of paying attention can be cultivated through practice just like any other skill. As there
is regular practice required to learn the skills of singing, dancing, driving a car, etc., similarly, we need to
practice regularly to cultivate the skill of paying attention. Through the practice of paying attention me. We
can experience the stability and balance of our mind through the practice of paying attention.

Children and Mindfulness (Mindfulness)

The basic nature of children is creative and imaginative. Their natural tendency is only to live in
the present. When they do any work, they think of the same. Like - if they are playing, So they think only
about playing at that time. When they are eating, they only think about eating. But in today’s fast paced and
competitive world, many types of pressure begin to form on children. As they begin to grow up, Start going
to school, the burden of expectations starts increasing on them. In such a situation, the thought of studying

10
in his mind while playing or getting the idea of something else in the house while studying has now become
normal. Their attention and mind begin to wander. They are either thinking about the time in the past, Or
focus on future planning. In the practice of Mindfulness, we teach children to live in the present. Another
feature of this practice is that they will learn to see things in theirpresent/real form, without judging them
as good or bad.
In the practice of Mindfulness, we will get children to focus through different activities, such as
paying attention, in which children will be aware (aware) of the sounds present in their environment; focus
their attention on the process of their breath; Pay attention to body stretch and the different positions of
hands or feet during body stretch. In this practice, children will also learn to recognize their thoughts and
see their thoughts coming and going in the present moment.

There are many benefits of practicing mindfulness:

• Improved focus and development of sustained attention for long periods of time
• Improved academic performance
• Improved Emotional stability
• Increased ability to experience peace and happiness
• Decrease in Hyperactivity
• Reduced Aggression
• Increased Empathy
• Increased ability to live in the present
• Improved ability to make decisions

Kindly understand the following important points for this class

• The practice of Mindfulness is based on secular and democratic principles. It is not related to
any religion, community, caste or class in any way.
• In class 2, there will be Mindfulness period, twice every week (Monday and Thursday). In
each period, get one session done. Repeat the session during the second period of the week.
Similarly, get one session done in one week.
• There will be three main phases / steps within a period of 25 minutes during this/ each class.

1 a. In the beginning, there will be 3 to 5 minutes of Mindfulness Check In

b. A 5-minute discussion, reflecting on the experience followed after the exercise/ practice. Try to
include the experiences of different children every week and discuss the changes experienced by
them due to mindfulness practice in terms of their work or behavior
2. Teachers are requested not to suggest or give hints at preferred answers and help children in looking/
search/ reflect within themselves for answers.

11
3. According to mindfulness practice, carry out different activities approximately 5 minutes in the
class to focus on becoming aware of the different experiences happening in your mind and body
through the various exercises given. Every week there would be several practices. After this, allow
15 minutes of discussion with students based on the practice. Educators / teachers are requested
to motivate and welcome different students to share about their experience based on the practice
during the discussions every week and try to get each student to share their individual experience
in every 3 to 4 weeks.
3. At the end of the class, practice silent sitting for 1 to 2 minutes every day.

Mindfulness practice for students

Practicing mindfulness would give students an opportunity to experience mindfulness exercises
which may be useful and beneficial in their lives. Keep in mind that each student may be able to connect
with different mindfulness practices.

Points to remember
• Keep in mind students do not need to recite any specific words or mantras during the practice.
• During happiness and mindfulness class, refrain from making any unpleasant statements
such as scolding students or using harsh words for instructions. Teachers are not to pressurise
students in any way for mindfulness practice.
• As teachers, ensure that students do not confuse mindfulness practice in class with any form
of meditation.

Important points to remember for Teacher

• As teachers, try to actively participate in the process as you help students with the practice
paying attention.
• As you enter the class, try to become aware of your internal emotional state along with
maintaining stability over thoughts and emotions. Remember that children may observe your
behavior as teachers.
• Be patient, gentle and empathetic around students while maintaining a polite tone as you
communicate.
• Teachers need to ensure a quiet and peaceful classroom environment with each student being
relaxed and in a comfortable state, before starting the practice of paying attention.
• Teachers also need to ensure that students are able to share their experiences in class after the
practice of focused awareness. A student would be comfortable sharing his/her experience in
an emotionally safe and comfortable space.
• Keep in mind that it is not just important to be patient in this class but throughout the day
there could be many unfavorable situations arising, which would require you to maintain
calmness, patience and ease. Your students may observe and learn from your behavior not

12
 just during class, but outside classrooms as well.
• Our aim of practicing awareness is not to suppress or avoid the thoughts and feelings. The
aim of this practice is to help students to focus on becoming aware of their environment,
thoughts and feelings so that they are able to think before responding to different situations,
leading to better decision making.
• Teachers are suggested to wait for students to settle down and start the practice only after they
become quiet.

13
 Session 1: Understanding Breathing

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindfulness Check-in: 3 to 5 Minutes
b. Introduction to Mindfulness and discussion on the same 5 to 8 Minutes
2. Understanding and Focusing on Breathing: 15 Minutes
3. Silent Check- out: 2 Minutes

1.a) Mindful Check in: 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes.
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them.
(Pause for approximately 10 seconds)
• Then, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment.
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body. (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

14
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered, allow students to carry out
some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Introduction to Mindfulness – 5 to 8 Minutes

Objective: To introduce students to the concept of paying attention

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
“Welcome to the Happiness class. As you all know, last year the happiness classes involved regular
Mindfulness practice, which would be conducted this year as well starting with the first day of
every week, through different Mindfulness exercises.”
• Would anyone like to share what all exercises you practiced last year in the Mindfulness class?
• Have you practiced Mindfulness through the different exercises at home?
• What all exercises have you practiced at home?
• How do you feel after the Mindfulness practice?
• Teachers can explain Mindfulness to students by saying that, it is the practice of paying
attention to what we are doing in the present moment. Many times, when we are in class,
we may be thinking about playing or when we are playing we may be thinking about eating.
Mindfulness simply means, when you’re in class to you’re just focusing in class, when you’re
playing, you’re simply playing and when you’re eating, you’re just eating.

Dos and Don’ts

• Encourage all students to answer in class
• All answers given by students need to be welcomed by teachers
• Do not give any negative comment(s) to answers given by students

15
2. a. Understanding Breathing and Focusing on Breathing: 15 Minutes

Objective: The Objective of this exercise is to help students pay attention

and become aware of their in breath and out breath.

Steps for Practice:

Begin the practice by asking students the following questions:

• Which body part helps us all to smell? (Our nose)
• Where is your nose? (You may point towards your nose)
• What are the different objects that you have been able to smell?
• Have you ever smelt a flower? Which flower do you like the most? (Rose, Marigold, Magnolia/
Champa)

Practice the activity yourself while giving instructions and tell students to do the same.
• Place one hand under your nose. Imagine that you have a flower in your hand. Now you may
act as if you are smelling the flower. Notice that as you smell the flower in your hand, you’re
taking a deep breath in through your nose. You may now act as thought you are blowing the
flower away from your hand. Notice that as you blow the flower away from your hand, you’re
breathing out through your mouth.
• All of you must have noticed that as we inhale or breathe in, we take air in through the nose
and as you exhale or breathe out, air comes out of the nose or mouth.
This flower activity needs to be practiced for at least two weeks. When you feel that students have
become aware of their in breath and out breath through this practice, it can be stopped.

Proposed points for discussion

(Teachers can also ask questions on their behalf so that the objectives of this activity can be achieved.)
• Children/Students! What did we have in our hands? (flower)
• How did we smell the flower? (Through/ With our nose)
• Where do we breathe from? (With/ From our nose)
• In order to smell the flower, did we breathe in or breathe out? (Breathe in)
• How did we blow the flower from our hands? (By breathing out)

16
b. Focus on breathing

Objective: The objective of this activity is to get the students to pay

attention to their in breath and out breath as they breathe

Steps for the Activity :

• Students should be told to focus on breathing in and breathing out while doing the activity of
Mindful Breathing. This is the basic practice of Mindfulness and we will do this every time.
• Students should be asked to sit in a comfortable position and close their eyes gently.
• Ask them to put one hand on their stomach.
• In this practice, students need to bring their attention to their stomach along with focusing
on breathing. Ask the students to notice that while breathing in, the stomach goes/comes out
and while breathing out, the stomach goes in.
• In the meantime, if it seems that the attention of the students has shifted from their breath
and stomach, then you may ask the students to become aware of where their attention/ mind
is directed, and say the following during practice (only the teacher speaks) -
→ Breathing in, stomach comes out
→ Breathing out, stomach goes in
• After getting the activity done for 1 to 2 Minutes, ask students to repeat the activity by placing
their hands on their stomach again.
Ask students that while breathing in and breathing out, when did the stomach go in and when did
it come out?

Proposed points of discussion following the activity:

• Were you able to feel your stomach coming/going out or filling up?
• Were you able to feel your stomach going in?
• When did you feel your stomach going in? (While breathing out/ exhaling)
• Have you ever paid attention to your stomach going in and out while breathing’?
• While paying attention to the stomach along with focusing on breath, did you notice your
breathing getting deeper and The breathing speed lowering down??

17
Donts:
• Ensure that each child is oriented to the process of breathing in and breathing out
• Pay attention that students understand the coordination between the in breath and out breath
with the stomach going in and coming out
• Teachers may welcome all the answers given by students and refrain from commenting on
them as right or wrong

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity is to help students so that they are
able reflect on their thoughts and feelings arising from this Mindfulness
practice/activity/ exercise.

Steps for the Activity:

• The Mindfulness class has to be concluded with sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

18
 Session 2: Simon Says

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindfulness Check-in: 3 - 5 Minutes
b. Introduction to Mindfulness and Discussion : 5-8 Minutes
2. Simon Says Activity and Discussion: 15 Minutes
3. Silent Check- out: 2 Minutes

1.a) Mindful Check in: 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes.
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them.
(Pause for approximately 10 seconds)
• Then, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment.
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body. (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

19
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered, allow students to carry out
some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same

b) Discussion on Mindfulness – 5 Minutes

Objective: To introduce students to the concept of paying attention

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
“Welcome to the Happiness class. As you all know, last year the happiness classes involved regular
Mindfulness practice, which would be conducted this year as well starting with the first day of
every week, through different Mindfulness exercises.”
• Would anyone like to share what all exercises you practiced last year in the Mindfulness class?
• Have you practiced Mindfulness through the different exercises at home?
• What all exercises have you practiced at home?
• How do you feel after the Mindfulness practice?
• Teachers can explain Mindfulness to students by saying that, it is the practice of paying
attention to what we are doing in the present moment. Many times, when we are in class,
we may be thinking about playing or when we are playing we may be thinking about eating.
Mindfulness simply means, when you’re in class to you’re just focusing in class, when you’re
playing, you’re simply playing and when you’re eating, you’re just eating.

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

20
2. Simon Says: 15 Minutes

Objective: - The objective of this activity is to make the students more

alert and pay attention to the instructions that are given.

Steps of Activity:
Tell the instructions to the students. They just have to follow the instructions given by Simon. Just
like, when you say “Simon says jump” then only they have to jump. And when just you say ‘jump’
then they don’t have to jump because Simon did not said so.
Now start the activity and the following instructions can be given:
Simon says (or without taking Simon’s name)
• Raise your hands • Stand on one leg
• Touch your feet • Blink your eyes
• Shake your nose • Stand on your toes
• Touch your knees • Keep your hands on your waist
• Make a funny face • Try to touch the sky
• Touch your head • Hug yourself, etc.
• Touch your shoulders

Proposed points for discussion on the activity:

(Teachers can ask questions from their side in order to establish the Objective of the activity)
• Which body part helps you to listen? (ears)
• What did you have to do to follow the instructions correctly? (Be alert and listen carefully)
• Was this activity difficult or easy?
• Did you find any difficulty in doing the activity?
• How will the activity benefit you? (if we listen with attention then whatever we are listening
to, we can do so in a better way)

21
3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• It can be decided by students whether they want to close their eyes or keep them open while
softly looking downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

22
 Session 3: Vocalization

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 to 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Vocalization activity and discussion : 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes.
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds).
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds).
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds).
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds).
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds).

23
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Introduction to Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindful Listening

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
Class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Vocalization: 15 Minutes

Objective: The objective of this activity is to help students become more

aware and bring their focus on the instructions given. Children will learn
to pay attention to seeing properly through this activity. Child would be
paying attention to the upward and downward movement of hands and
would increase or decrease the volume of their voice, along with it.

24
Dos and Don’ts:
• Pay special attention to the fingers placed on the neck. No child should press their neck with
a lot of force.
• During this activity, allow students to express themselves clearly. For example – through
laughing, smiling, playing, etc.
• Don’t change the level very quickly. Gently increase or decrease the speed.
In this activity the students have to utter “aa” sound with varying volume corresponding to the
speed of the movement of the teacher’s hand.
In the next level of this activity the students have to pay attention to the sensation being generated
in their throat.
• Teachers say in the class that students pay attention to my hand. When my hand goes up
then you have to increase the volume of “aaaaaaaa” and when it goes down then you have to
decrease the volume of “aaaaaaaaa”
• Tell the students to keep two fingers on their throat in order to feel the sensation being
generated. (Teachers may demonstrate this at the beginning)
• If any student isn’t able to feel the sensation then teacher help them by doing the activity in
a correct way. Or you can ask them to keep their finger on your neck and feel the sensation.
• With the movement of hand practice the high and low.
• Another way the teacher can give instructions like-”when you join hands then be silent
and when the distance between the hands increases then increase the volume. “This is how
the activity can be done. The speed of the distance between the hands can be increased or
decreased. By doing this the students will be able to focus on the hands speed and the voice.
• As for the third method the teacher can ask one student to come forward and do this activity.
Student can do this activity with the first alphabet of their name rather than with “aaaaaaaaa”.

Proposed points for discussion on the activity:

(Teachers can ask question from their side in order to establish the Objective of the activity)
• Did you see the speed of my hand?
• Did you feel the sensation in your throat?
• How did you feel while feeling the sensation?
• Did you feel sensation in high voice?
• Did you feel sensation in low voice?
• Was there any difference in sensation when the voice was high or slow?
• Have you ever noticed the sensation in your throat before?
• Where did you have to pay attention while doing this activity?

25
3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• It can be decided by students if they want to close their eyes or keep them open while softly
looking downwards.

Dos and Don’ts:

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

26
 Session 4: Mindful Breathing

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Breathing: Understanding breathing while paying attention to the hands: 15 Minutes
3. Silent Check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

27
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Introduction to Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindful Listening

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
Class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Breathing: Focus on breathing along with paying attention to hands and
discussion: 15 Minutes

Objective: To pay attention to the process of your breath and letting your
breath coordinate with your hand.

28
 Steps for the Activity:
• Teachers to demonstrate to the students at first, while giving instructions: “We will keep our
hands straight and slowly bring them down on top of the head and then bring them to a
resting position. While instructing the teacher students, first do so and show: “We will keep
our hands straight and slowly bring them over the head and then to a resting position”.
• Now let the students do this process about 5-6 times
• Teachers need to tell the students: “Now breathing in while moving the hands up and breathing
out as the hands roll down.”
(Keep repeating this process slowly with students for the next thirty seconds)
• Now the teacher would tell students to they need to bring their attention to the process of
their breathing and try to notice that when we bring our hands up, do they notice the breath
going in or coming out and when we bring our hands down, to notice if the breath is going
in or coming out.
• Teachers to give the following instructions to students while demonstrating the same
themselves - “Breathing in” (hands go up)….. “Breathing Out” (Hands go Down)
• Teachers tells the students that “while doing this, we are focusing our attention on our
breathing.”
(Repeat this process till about 30 seconds – Hands up, hands down)
• After this, you may get into a comfortable/relaxed state, and discuss as well as reflect on this
process (you may use the proposed points of discussion given below)
• After some time, repeat this activity post/after the discussion
• If you want, you may call one or two students in turn and get them to do/ demonstrate the
activity in front and the entire class may repeat the process by observing them.

Proposed points of discussion following the activity:

• Were you able to focus on your breath?
• Was your breathing fast or slow?
• How did you feel while bringing/getting your hands down?
• How did you feel while bringing/getting/taking your hands up?
• When did you notice yourself breathing in and breathing out?

Dos and Don’ts

• Talk to students / communicate with the students in a polite and calm manner
• Encourage all students to participate in the activity
• Ensure that all students are sitting properly before beginning the activity

29
3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts:

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

30
 Session 5: Working according to Instructions

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes)
b. Introduction to Mindfulness and Discussion on Mindfulness: 5 Minutes
2. Working according to instructions and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

31
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts:

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Working according to instructions: 15 Minutes

Objective: The objective of this activity is to increase the awareness of the

students and help them focus their attention to the instructions that have
been given.

32
Dos and Don’ts:
• Let the students have fun during this activity, let them play; don’t stop them.
• Make sure that no student is being made fun of and they don’t get hurt.

Stages/Phases of the activity:

• In this activity the teacher will give different instructions to the students and do some other
action themselves. Students have to follow the instructions which are given to them. E.g.-

Teacher says, “Keep your hand on the stomach” But they themselves are standing on the desk.
Teacher says, “Keep your hands on the shoulders” but they have their hand on the stomach.
Teacher says, “Jump” but they are sitting.

The activity needs to be taken forward in this manner.

Proposed points for discussion in the activity:

(Teacher can ask questions from their side in order to establish the Objective of the activity)
• Did you find any difficulty in this activity?
• Was this activity difficult or easy?
• To do this activity which body parts did you use?
• When were you able to do this activity? Why?

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today. During this time, no other instructions have to be given to the students.
• Students can decide if they want to close their eyes or keep them open while softly looking
downwards.

33
Dos and Don’ts
• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

34
 Session 6: Mindful Listening – I

This plan is a part of the 25 Minutes mindfulness class which would be taking place/ conducted twice a
week. Repeat the same plan on both days of the week.

Distribution of Time:
1. a. Mindful check-in: 3 to 5 Minutes
b. Discussion on Mindfulness (5 Minutes)
2. Mindful Listening I : 15 Minutes
3. Silent check out: 1- 2 Minutes

1.a) Mindful Check -in: 3 to 5 Minutes

Objective: teachers would require to prepare students for the practice of

mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (pause for approximately 10 seconds)

35
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b. Discussion on Mindfulness

Objective: To introduce students to the practice of mindfulness

At the beginning of mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous mindfulness
class?
• “Did you practice mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• All answers given by students need to be welcomed by teachers. Do not give any negative
comment(s) to answers given by students

2. Mindful Listening - I: 15 Minutes

Objective: Children to start paying attention and become aware of the

sounds around them

36
 Stages/Phases of the Activity:
• In this activity, the teacher may ask students to name noisy and silent places
• Teachers may give these examples:
Places where there is noise Places which are quiet
The sound of traffic Sitting quietly in the garden
The sound of people in the market Sitting alone in the room
When school gets over In the library (library)
• Teachers may tell students that the present activity is to identify and listen to different sounds
• Teachers may now call some students in front of the class and ask them to create different
types of sounds and the rest of the class children will try to identify by paying attention to
that sound (like a cat’s sounds, the sound of the lion roaring, train sound, car sound, running
sound etc.)
• When children have identified these sounds, let the class close their eyes and repeat ththe
same activity. Ask students to identify the sound and the student creating the particular
sound. During this students are supposed to keep their eyes closed.
• 4-5 students may be called forward to get this activity done

Proposed points of discussion following the activity:

(Teachers can also ask questions on their behalf so that the objectives of this activity can be achieved.)
• What kind of sounds do we hear every day?
• Are all these sounds of one type or different from one another?
• Is it easy to hear sounds in noisy places or in a quiet place?
• How did you like this activity?
• What can be the benefit of listening carefully to the sounds around you??

3. Silent check out: 2 Minutes

The Objective of this activity/ exercise is to help students so that they are
able reflect on their thoughts and feelings arising from this mindfulness
practice/activity/ exercise

Steps for the Activity:

• The mindfulness class to be concluded with sitting calmly and quietly
• During this time, students to reflect on the thoughts and feelings arising from the activities

37
 done today
• During this time no other instructions to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

38
 Session 7: Mindful Listening - II

This plan is a part of the 25 Minutes mindfulness class which would be taking place/ conducted twice a
week. Repeat the same plan on both days of the week.

5-minute class has been done as follows:

1. a. Mindful check-in: 3 to 5 Minutes
b. Discussion on mindfulness 5 Minutes
2. Mindful listening - II: 15 Minutes
3. Silent check out: 1- 2 Minutes

1.a) Mindful Check- in: 3 to 5 Minutes

Objective: Teachers are required to prepare students for the practice of

mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (pause for approximately 10 seconds)

39
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b. Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of mindfulness

At the beginning of mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous mindfulness
class?”
• Did you practice mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• All answers given by students need to be welcomed by teachers. Do not give any negative
comment(s) to answers given by students

Mindful listening – II : 15 Minutes

Objective- Students to pay attention and become aware of the sounds

coming from the surroundings.

40
 Phases of the process:
• Teacher tell the students that “today we will to an activity in which we will take our attention to
the sounds coming from around us.
• “All of you may sit in a comfortable position with the support of your chair directly. You may
either put your hands on your legs or put it on the desk
• Now take 2 to 3 long deep breaths. Teachers may themselves take long, deep breaths and show
this to them
• Now ask the students to close their eyes. If they feel uncomfortable closing their eyes, they can
also look down, keeping their eyes open.
• Now turn your attention to the different sounds that come in the classroom. These sounds
can be fand, traffic, birds, an animal, someone outside, students laughing in the classroom,
etc.

(The teacher here stops for a few seconds.)

• The teacher may students, if you feel that your attention is wandering/moving here and there,
then bring your attention back again to the sounds coming in the classroom.”
• Again, turn your attention to the different sounds that come in the classroom. These sounds
can be fand, traffic, birds, an animal, someone outside, students laughing in the classroom,
etc.

(Allow them to listen to the sounds for a few seconds and do not give any instructions.)
• Teachers may tell students, now all of you take a long deep breath and whenever you feel
comfortable, you may slowly open your eyes.”

Proposed points for discussion on the activity:

(Teachers may ask questions from their side in order to establish the Objective of the activity)
• How are you feeling?
• What all sounds did you hear??
• Were all these sounds the same or different from others?
• The sounds were far away from you or close to you?
• You could hear the same sound at one time or more than one?
• Were you able to hear sounds you haven’t heard before??

41
3. Silent check out: 2 Minutes

The Objective of this activity/ exercise is to help students so that they are
able reflect on their thoughts and feelings arising from this mindfulness
practice/activity/ exercise

Steps for the Activity:

• The mindfulness class to be concluded with sitting calmly and quietly
• During this time, students to reflect on the thoughts and feelings arising from the activities
done today
• During this time no other instructions to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

42
 Session 8: Mindful Listening – III

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful check-in (3 to 5 Minutes)
b. Discussion on mindfulness (5 to 8 Minutes)
2. Mindful Listening-III activity and discussion: 15 Minutes
3. Silent check out: 1- 2 Minutes

1.a) Mindful Check in: 3 - 5 Minutes

Objective: Teachers would require to prepare students for the practice of

mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (pause for approximately 10 seconds)

43
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of mindfulness

At the beginning of mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous mindfulness
class?
• Did you practice mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• All answers given by students need to be welcomed by teachers. Do not give any negative
comment(s) to answers given by students

Mindful Listening – III : 15 Minutes

Objective- Students to pay attention and become aware of the sounds

coming from the surroundings.

44
 Phases of the process:
• Teacher tell the students that “today we will to an activity in which we will take our attention to
the sounds coming from around us.
• “All of you may sit in a comfortable position with the support of your chair directly. You may
either put your hands on your legs or put it on the desk
• Now take 2 to 3 long deep breaths. Teachers may themselves take long, deep breaths and show
this to them
• Now ask the students to close their eyes.
• Now all of you once again take a long deep breath and turn your attention to the sounds
coming from inside your class or out of class. This sound may be of someone talking, of
someone walking, of something falling, or there may be sound of birds from outside. “(let
them hear those sounds for a few seconds.)
• Now ask the teacher students to turn their attention to any kind of sound which is continuous
outside the classroom or in the classroom. For example - fan sounds, bird sounds, traffic
sounds etc.
• During these instructions, the teacher may make one type of sound themselves and keep in
mind the pattern of counting in this sound.
• For example - teachers can clap 3 times.
• Teachers can pinch their fingers 2 times.
• Teachers can tap Won the ground 4 times, etc
• The teacher now tells the students that “can you all hear different types of sounds”?
• To ask the teacher students whether these voices are the same or different? Are these sounds
loud or slow?? Are these sounds coming from near you or are away from you?
• Teachers can get this activity done 4 to 5 times with different sounds in the classroom.

Dos and Don’ts

• Teachers ensure that all students are participating in the activity.
• During teacher activity, note the counting pattern that while generating sounds yourself

45
 Proposed points for discussion on the activity:
(Teachers may ask questions from their side in order to establish the Objective of the activity)
• How are you feeling?
• Did you hear different kinds of sounds?
• Did you hear the sound of clapping?
• How many times was the clapping done?
• Did you hear the sound of fingers snapping?
• How many times were fingers snapped
• Were there sounds that emerged from different objects? Are you able to name those
objects?
• Can you count these sounds?

3. Silent check out: 2 Minutes

The Objective of this activity/ exercise is to help students so that they are
able reflect on their thoughts and feelings arising from this mindfulness
practice/activity/ exercise

Steps for the Activity:

• The mindfulness class to be concluded with sitting calmly and quietly
• During this time, students to reflect on the thoughts and feelings arising from the activities
done today
• During this time no other instructions to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

46
 Session 9: Mindful Listening – IV

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful check-in (3 to 5 Minutes)
b. Discussion on mindfulness (5 to 8 Minutes)
2. Mindful listening- IV and discussion: 15 Minutes
3. Silent check out: 1- 2 Minutes

1.a) Mindful Check- in: 3 - 5 Minutes

Objective: Teachers are required to prepare students for the practice of

mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (pause for approximately 10 seconds)

47
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.

b. Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of mindfulness

At the beginning of mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous mindfulness
class?”
• Did you practice mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• All answers given by students need to be welcomed by teachers. Do not give any negative
comment(s) to answers given by students

Mindful listening – IV: 15 Minutes

Objective- Students to pay attention and become aware of the sounds

coming from the surroundings.

48
 Phases of the activity:
• Teacher tell the students that “today we will to an activity in which we will take our attention to
the sounds coming from around us.
• “All of you may sit in a comfortable position with the support of your chair directly. You may
either put your hands on your legs or put it on the desk
• Now take 2 to 3 long deep breaths. Teachers may themselves take long, deep breaths and show
this to them
• Now ask the students to close their eyes.
• Now all of you once again take a long deep breath and turn your attention to the sounds
coming from inside your class or out of class. This sound may be of someone talking, of
someone walking, of something falling, or there may be sound of birds from outside. “(let
them hear those sounds for a few seconds.)
• Now ask the teacher students to turn their attention to any kind of sound which is continuous
outside the classroom or in the classroom. For example - fan sounds, bird sounds, traffic
sounds etc
• During these instructions, the teacher may make one type of sound themselves and keep in
mind the pattern of counting in this sound.
• For example - teachers can clap 3 times.
• Teachers can pinch their fingers 2 times.
• Teachers can tap (tap) on the ground 4 times, etc
• The teacher now tells the students that “can you all hear different types of sounds”?
• To ask the teacher students whether these voices are the same or different? Are these sounds
loud or slow?? Are these sounds coming from near you or are away from you?
• Teachers can get this activity done 4 to 5 times with different sounds in the classroom.

Dos and Don’ts

• Teachers ensure that all students are participating in the activity.
• During teacher activity, note the counting pattern that while generating sounds yourself

49
 Proposed points for discussion on the activity:
(Teachers may ask questions from their side in order to establish the Objective of the activity)
• How are you feeling?
• Did you hear different kinds of sounds?
• Did you hear the sound of clapping?
• How many times was the clapping done?
• Did you hear the sound of fingers snapping?
• How many times were fingers snapped
• Were there sounds that emerged from different objects? Are you able to name those
objects?
• Can you count these sounds?

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
mindfulness practice/activity/ exercise

Steps for the Activity:

• The mindfulness class to be concluded with sitting calmly and quietly
• During this time, students to reflect on the thoughts and feelings arising from the activities
done today
• During this time no other instructions to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

50
 Session 10: Mindful Seeing I

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5-8 Minutes
2. Mindful Seeing and Discussion: 15 Minutes
3. Silent Check out: 2 Minutes

1.a) Mindful Check in: 3 - 5 Minutes

Objective: Teachers are required to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

51
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Seeing-I and discussion: 15 Minutes

• Teachers can ask the students that how do they see things? (With their eyes)
• Teachers can ask the students where are our eyes? (Indicate your eyes)
• Teachers can ask the students what all things can you see in the classroom? (Table, chair,
books, etc.)
• Teachers can say-”You all may sit in your places. I am going to say few sentences in front of
you and based on those sentences, you can tell me which object am I talking about.

52
E.g.- I am seeing something black. (Blackboard, pencil, hair, etc.)
• I am seeing something in square shape. (Desk, duster, pencil box, etc.)
• Teacher can give many examples like these so that the Objective of the activity is achieved.
• You can show any object to the students and take their attention towards its shape, colour,
position in the room, etc. E.g., Take their attention to the table and ask:
• Are you all able to see the four legs of the table?
• Are all the four legs same?
• Is there any scratch on it?
• Is the colour of the table same all over?
• Is the table small or big?
• Is the table hard or soft?
• Is the table rough or smooth?
• Did you notice any other thing about the table?
• Teacher can ask such questions about various items in order to take the attention of the
students on different aspects of the item.

Dos and Don’ts:

• Teacher may use a calm tone while giving instructions.
• Teacher need to motivate the students to express their feelings more freely.
• While asking questions from student, refrain from using words like good or bad

Proposed points for discussion on the activity:

• Have you ever seen object with so much attention before? (Tell the students that when
we pay attention so whatever is happening around us we are able to know about it better)
• Where all do we need to pay attention and see things? (duringstudying, playing, eating, or
doing some other task)

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

53
 Steps for the Activity:
• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

54
 Session 11: Mindful Seeing – II

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5-8 Minutes
2. Mindful Seeing- II and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers are required to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

55
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Seeing and discussion: 15 Minutes

Objective: To make / (get students to) focus their attention to a single

object and practice Mindful Seeing

56
Dos and Don’ts
• Teacher need to motivate the students to express their feelings more freely.
• While asking questions from student, refrain from using words like good or bad

Stages/Phases of the activity:

• Teachers may tell students,” I will show you an object. You all have to pay attention to its
colour, shape, formation, etc.” (Items like Duster, notebook, mobile phone can be shown)
• Teachers can give approximately 1 minute to see the item. During this time take the students
attention to the item’s- any mark, scratch, etc
• Teachers may hide the item and ask the students to make it’s drawing. (5 Minutes)
• Teacher can again show the item and ask the students to come forward and talk about their
drawing.

Dos and Don’ts:

• Teacher should ensure that they use a calm voice while giving instructions.
• This is not a drawing session, hence, refrain from labelling anyone’s drawing as good or bad.

Proposed points for discussion on the activity:

• How are you feeling?
• Which item did you see with attention?
• Were you able to draw it similarly? Why/why not?
• Did you find it difficult or easy to do this activity? Why/why not?

3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.

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 • Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so. .

•••

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 Session 12: Heartbeat Activity

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check In: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Heartbeat Activity and discussion: 15 Minutes
3. Silent Check Out: 2 Minutes

1.a) Mindful Check In: 3 - 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

59
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Heartbeat Activity and discussion: 15 Minutes

Objective: The purpose/Objective of this activity is to get students to

bring their attention to their heartbeat.

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 Steps for the Activity:
• Tell the students/Students to be told - “We will do an activity in which we will bring our
attention to our heartbeat.”
• Ask students to stand in their own place.
• Then ask them to jump gently and slowly.
• Ask them to increase the height and speed of the jump slowly.
• Let them jump for some time.
• When they get tired, ask them to stop jumping and sit in their own place.
• Now ask them to put their hands on their chest(heart).
• Ask them what they are they able to feel. Is everyone able to feel the dhak-dhak?
• Ask the students to pay attention to the speed as well the sound of their heartbeat by saying -
“Listen carefully, you would be able to hear a slight sound of heartbeat in your ears.”

Proposed points of discussion following the activity:

• How many of you were able to feel your heartbeat?
• Did you feel your heartbeat getting fast?
• When did you notice your heartbeat getting fast?
• Were any of you able to hear your heartbeat? Did you notice the speed of your heartbeat
changing after some time?

Dos and Don’ts

• Let the students enjoy and be noisy while jumping.
• Make sure that any child does not get hurt.

3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise.

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today

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 • During this time no other instructions have to be given to the students.
• Students can decide whether they want to close their eyes or keep them open while softly
looking downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

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 Session 13: Mindful Touch

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 to 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Touch and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers are required to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers can/may ask students to sit in a comfortable position and demonstrate to them by
taking three, long, deep breaths. Now ask all students to gently close their eyes and take three
long, deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

63
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• “Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
Class?”
• “Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?”
• “Did you do this activity/ exercise in a quiet place or a noisy place?”
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Touch and Discussion: 15 Minutes

Objective: To get students to pay attention/ To help students pay attention

and practice Mindful Touch

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 Steps for the Activity:
• Teachers may ask students to open their pencil box, remove all the things from it and put it
on the table. (If a student does not have a pencil box, the teacher can give them different items
from the classroom.)
• Students may be asked - Hold these items in your hand and see how you feel when you hold
an object in your hand?
• Teachers tell the students “Now we will focus on the practice of Mindful touch in which we
will all bring our attention on our pencil.”
• “All students may sit in a comfortable position. Now you may bring your attention to the
pencil placed in front of you. Notice: How is the color of this pencil? How is the shape of this
pencil? Now all the student may take a long, deep breath and hold this pencil in their hand.
• All students to try and take their attention to the weight of this pencil. Notice: How is the
texture of this pencil? Does this pencil feel cold or hot? How do you feel the touch of this
pencil in your hands?

(Teacher may stop here/ take a pause for 5 Minutes)

• “If you feel that your attention is getting distracted, then try to bring your attention back to
this pencil
• “Now you all may take a long, deep breath and whenever you feel comfortable, you may
gently put this pencil back on your desk.”

Proposed point of discussion in activity:

(Teachers may even ask questions on their own behalf so that the objectives of this activity can be
achieved.)
• How are you all feeling?
• Were all of you able to bring your attention and focus on the pencil?
• Were you able to see anything about this pencil that you had not seen before?
• How did you feel while holding this pencil?
• Did you find your thoughts/attention moving around at any time?
• Were you able to bring your attention/ thoughts back to the pencil?

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3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• It can be decided by students whether they want to close their eyes or keep them open while
softly looking downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

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 Session 14: Mindful Scribbling

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Scribbling and discussion: 15 Minutes
3. Silent Check Out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes.
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them.
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment.
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body. (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

67
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• “Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
Class?”
• “Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?”
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Scribbling and discussion: 15 Minutes

Objective of the activity: Students to express themselves through

scribbling and while doing so, they are able to pay attention to different
aspects/sides of the task/activity.

Materials required: Paper, crayon

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 Steps for the Activity:
• Ask students to sit in a comfortable position. Now ask them to take a long, deep breath in
through the nose and out from/through the mouth. Now with the next breath, become aware
of the sounds coming from your environment. Do this for about 10 seconds. No instructions
should be given during this time.
• Now bring your attention to your breathing process. Focusing on every in breath and out
breath, try to notice the breath coming in and going out.
• Now ask them to bring their attention to the crayon and paper kept beside them. They may
see all the colors and take out any one color that they like. Take that crayon in your hand
and notice how heavy it is/ it’s heaviness. Now ask them to make anything/something on the
paper kept beside them.
• Tell students to scribble the crayons quickly (scribble) (for 10 seconds). If required, teachers
can give the following instructions to students for scribbling - up-down, right-left, crisscross.
• Now ask students what they were feeling, while scribbling quickly. Were they able to feel any
kind of tightness or pressure in their hands or shoulders, or any change in their breathing.
• Share this information with the students - “Whenever we do something in which the body has
to work hard, at that time our breathing becomes fast. But if we want, we can also normalize
our body by taking slow, long and deep breaths.”
• Let them repeat this process again, but this time let them scribble slowly. Let students pay
attention to their hands, shoulders and breathing.

Proposed points of discussion:

• Were you able to feel the stretch/tightness in your hands and shoulders while drawing
quickly?
• Were you able to feel the stretch/tightness in your hands and shoulders while drawing
slowly?
• Were you able to feel any difference in both ways?

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

69
 Steps for the Activity:
• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

70
 Session 15: Mindful Stretching – I

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Stretching - II and discussion: 15 Minutes
3. Silent Check Out: 2 Minutes

1.a) Mindful Check In: 3 - 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes.
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them.
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment.
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body. (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

71
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Stretching – II and discussion: 15 Minutes

Objective: To get /make students pay attention to the state of stretching/

tension and relaxation arising in the body.

72
Dos and Don’ts
• Make sure that no child is injured or hurt during any part of either activity
• If a child is feeling uncomfortable then, do not put pressure on/ force him/her to do the
activity

Stages/Phases of the activity:

• Teachers may ask students: “All of you may stand up and keep your body loose”
• Ask the students to bring their hands upwards and stretch them upwards, as high as they
can, while they keep standing. Focus on experiencing the stretch/tension/tightness in your
shoulders and back.
• Now slowly take both your hands up above your head and stretch them upwards, as high as
you can, while you keep standing. Focus on experiencing the stretch/tension/tightness in
your shoulders and back.

(You may pause here for 5 seconds)

• Teachers may ask students – “Are all of you able to feel any tightness/stretch/tension in your
hands?
• Now ask the students – “You may now bring your hands down”

(You may pause here for 10 seconds)

• Teachers may ask students – “Are all of you able to feel relaxation in your hands?
• Now, just like this, ask students to touch their feet with their hands without bending their
knees.

(You may pause here for 5 seconds)

• Teachers may ask students – “Are all of you able to feel any tightness/stretch/tension in your
legs?
• Now ask the students to stand straight.

(You may pause here for 10 seconds)

• Teachers may ask students – “Are all of you able to feel relaxation in your legs?
• Now, just like this, ask students to stretch and experience the tightness in different parts of
their body.Let students do this activity/process at least 3-4 times.

73
 Proposed points of discussion following the activity:
• Has anyone of you ever paid attention to your body like this before?
• How are you feeling when you had raised your hands?
• How did you feel when you raised your second hand?
• Did you find any difference between the two situations?
Teacher can tell the students that we are unable to pay attention to our body everytime. by doing this
activity we become aware of our body and this helps us to increase our awareness.

3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• Students can decide whether they want to close their eyes or keep them open while softly
looking downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

74
 Session 16: Mindful Stretching – II

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 to 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Stretching - II and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

75
Dos and Don’ts:
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Stretching - II and discussion: 15 Minutes

Objective- To bring the attention of students on the tension in the body

and practice Mindful Stretching.

76
Dos and Don’ts:
• Teacher should ensure that during the activity no student is hurt.
• In case, any student does not want to do an activity then there should be no pressure to
continue.

Stages/ Phases of the activity:

• Teacher tell the students that we will do the previous activity in a different way. All the students
sit comfortably and relax their bodies.
• Teacher ask the students to raise their right hand on stretch it above.

(Wait for 15 seconds here)

• Teacher tell the students, “focus on this tension along with your breathing. Are you able to
feel your breathing?”
• Teacher can get this done two to three times with the other hand as well.
• Now all of you slowly raise your right leg. You can raise it as much as you want.

(Wait for 10 seconds here)

• Teachers can ask students, “Are you able to feel any tension in your legs?”
• Teacher ask students to bring their leg down.
• Teacher ask the students, “Are you able to feel relaxation in a leg?”
• Now ask the students to raise their other leg. Raise your leg as much as you want and bring
your focus to the tension you can feel in your body.
• Ask the students to bring their leg down.
• Teacher tell the students to raise both their legs. As much as they want and focus their attention
on the tension they are feeling.

(Wait for 15 seconds here)

• All of you can bring your legs down.

Proposed points for discussion on the activity:

• Were you able to feel the tension in both your legs and hands?
• Was there any difference in the tension in hands and legs?

77
3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• Whether students close their eyes or keep them open while softly looking downwards, can be
left at their will / decided by them.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

78
 Session 17: Mindful Walking

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindful Standing and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

79
Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindful Walking and discussion: 15 Minutes

Objective: To get /make students (to) practice Mindful Walking

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Dos and Don’ts
• Teachers can/may also take students out in the field for this activity.

Steps for the Activity:

• Teachers may tell students that now we would all be paying attention and practice Mindful
Walking
• Teachers may ask students to come out of their desk and stand in a comfortable position. Tell
all students that they may leave their hands, feet and shoulders loose and bring their attention
to the pace/speed/rate of their breath. Take 2-3 long, deep breaths in and breathe out through
the mouth.
• Ask them to bring their focus to their standing position, with the next breath. Ask students to
bring their attention to their feet and notice their touch against the shoes
• Teachers may ask students if they are able to notice any sensation in their feet? Try to become
aware of this/them.
• Now ask students to slowly take one step further/ahead, with a long, deep breath. When they
are doing this, then ask them to pay attention to their step and try to notice it as they lift it
from the ground and keep it back on the ground in front of them. Now bring your attention
to your body as you notice how you are standing.
• Now ask the students to take their second step forward and bring their attention to their other
foot. Now tell them to pay attention to their steps and notice all their steps one by one as they
all start walking slowly.

(Teachers may wait for 30 seconds and let the students continue this practice/activity)
When the students continue walking like this, ask them to bring their attention to the changes in
their body. Now ask them how their breath feels at this time? Do you feel any change in any other
organ of your body”

(Teachers may wait for 30 seconds and let the students continue this practice/activity)
• If you feel that your attention is wandering, then you may try to bring your attention back to
your state of walking
• Now all of you may take a long, deep breath and whenever you feel comfortable, you may
slowly come back and sit in your places”
• Allow students time to come back to their place in/till 1 minute

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 Proposed points of discussion following the activity:
(Teachers may also ask questions on their behalf so that the objectives of this activity can be achieved.)
• How are all of you feeling?
• Have you been able to pay attention to your walking before?
• How did you feel while paying attention to your walking/ practicing Mindful Walking?
• Would anyone like to share their experience?
• What do you think happens when we walk without paying attention?

3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly.
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today.
• During this time no other instructions have to be given to the students.
• Students can decide whether they want to close their eyes or keep them open while softly
looking downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

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 Session 18: Mindfulness of Feelings – I

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check In: 3 - 5 Minutes
b. Discussion on Mindfulness: 5 Minutes
2. Mindfulness of Feelings – I and discussion: 15 Minutes
3. Silent Check Out: 2 Minutes

1.a) Mindful Check in: 3 - 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

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Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
Class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindfulness of Feelings and discussion: 15 Minutes

Objective:
• Introduction to Feelings
• Discussion on feelings and understanding them better

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Dos and Don’ts
• Try to create a safe/secure environment. Accept and respect the feelings of every child.
• Do not take any decision based on your own bias/judgement.

Steps for the Activity:

• Teachers may tell students that “Today we will talk about our feelings /feelings. We Sometimes
we may feel happy, sometimes sad, sometimes scared. All of these are our feelings /feelings.”
• Teachers may also draw/make pictures of different emotions/feelings on the blackboard in
the classroom.
• Teachers may tell students that today we will be having a discussion on one such feeling,
happiness.

Proposed points of discussion following the activity:

• How does your face become, when you feel happy??
• When are the times that you feel happy?
• What do you do when you feel happy?
• What are you able to notice in your body when you feel happy?
(While discussing the feeling of happiness in the body, draw a body shape on the board and
continue the discussion)

You may tell students: “Let’s talk about another feeling now. It’s, sadness. Let’s discuss about
it”
• How does your face become, when you feel happy??
• When are the times that you feel happy?
• What do you do when you feel happy?
• What are you able to notice in your body when you feel happy?
As you talk about feelings, illustrate the same on the board. During the discussion of the sad
feeling and its experience in the body, illustrate a drawing of the human body and continue with
the discussion.

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3. Silent Check Out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.
• Students can decide if they want to close their eyes or keep them open while softly looking
downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

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 Session 19: Mindfulness of Feelings II

This plan is for the 25-minute class on Mindfulness practice, which would be taking place twice a week.
Repeat the same plan on both the days of the week.

Distribution of Time:
1. a. Mindful Check-in: 3 - 5 Minutes)
b. Discussion on Mindfulness: 5 Minutes
2. Mindfulness of feelings – II and discussion: 15 Minutes
3. Silent check out: 2 Minutes

1.a) Mindful Check in: 3 to 5 Minutes

Objective: Teachers would require to prepare students for the practice of

Mindfulness in class through this exercise

• Teachers to ask students to sit in a comfortable position and demonstrate taking three, long,
deep breaths themselves. Now ask all students to gently close their eyes and take three long,
deep breaths as shown by the teacher.
• Now ask students to gently open their eyes
• Ask students to bring their attention to what all they can see around them. (Pause for
approximately 10 seconds)
• Students to bring their attention to the different sounds that they can hear around them
(Pause for approximately 10 seconds)
• Next, students to focus on the different smells that they can experience around them at
present. (Pause for approximately 10 seconds)
• Students to bring their attention to the taste they can experience in the present moment
(Pause for approximately 10 seconds)
• Students to focus on the touch of the different things/objects against their body (which could
be the chair, table, shoes, their clothes, etc.) (Pause for approximately 10 seconds)

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Dos and Don’ts
• Allow students time to sit comfortably in their own place.
• Ask students to bring their awareness to what all they can experience while sitting in their
place. They don’t need to control or change their posture in any way.
• In case, all the points of Mindful check in have not been covered within 5 Minutes, allow
students to carry out some of the points from the above-mentioned steps.
• After the Mindfulness check in, if any student wants to share their experience, give them the
opportunity to do the same.

b) Discussion on Mindfulness: 5 Minutes

Objective: To introduce students to the practice of Mindfulness

At the beginning of Mindfulness class, you (educator/teacher) can carry out discussion with
the students by following the given instructions/ points:
• Would anyone like to share what all exercises you practiced in the last / previous Mindfulness
class?
• Did you practice Mindfulness exercise at home? Did you practice this exercise alone or with
someone?
• Did you do this activity/ exercise in a quiet place or a noisy place?
• At what time did you do this practice?
• How did you feel after practicing mindfulness at home and in the classroom?

Dos and Don’ts

• Encourage all students to answer in class
• Do not give any negative comment(s) to answers given by students

2. Mindfulness of Feelings – II and discussion: 15 Minutes

• Students to be told that “Now we will do an activity that will help us to experience happiness.”
• Teachers may ask students to sit comfortable position. Gently close your eyes and take a deep
breath in and breathe out through your mouth. Again, take a deep breath in and breathe out
through the mouth, repeating once or twice”
• Teachers may ask students to imagine a place where they are able feel happy. Tell them that
they can be either alone in this place or with someone. Try to notice where are you able to feel

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 the happiness in your body.”
• “Now slowly breathe in..... And breathe out. As you breathe in and breathe out, think to
yourself - I am smiling.”
• “Now you may slowly open your eyes.”
• “Now you may give each other a lovely/kind smile.”

Proposed points of discussion following the activity:

• How did you find this activity?
• In your body, which places were you able to feel the happiness?
• Which place of happiness did you imagine?
• How did you feel during imagination?

3. Silent Check out: 2 Minutes

Objective: The Objective of this activity/ exercise is to help students so

that they are able reflect on their thoughts and feelings arising from this
Mindfulness practice/activity/ exercise

Steps for the Activity:

• The Mindfulness class has to be concluded while sitting calmly and quietly
• During this time, students have to reflect on the thoughts and feelings arising from the
activities done today
• During this time no other instructions have to be given to the students.
• Students can decide if they want to close their eyes or keep them open while softly looking
downwards.

Dos and Don’ts

• Do not ask any questions after the silent check out.
• If a student wants to share his/her experience, then teachers can give him/her a chance to do
so.

•••

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 Story Section

Story is an interesting medium to present various aspects of society. The role of stories has always
been significant with the idea of ​​drawing attention to various issues prevalent in society, agendas related
to evil practices, or developing goodness and humanness among individuals. If the stories are based on
real life situations and give an opportunity for self introspection ,then they serve as more effective and
important tools.
As observed, when students are asked to study, many of them want to escape, but when they are
called to listen to a story by their grandpa ,grandma or any other family person, they get excited and listen
to the story with full joy and enthusiasm.So it is easy to draw the child’s attention to different aspects of
living through stories. Stories are powerful tools to inculcate human values ​​in children. Therefore, why
not try to develop the ability of children to live in the system by giving direction to their curiosity and
rationality in the early years through stories! In the Happiness curriculum also, stories are given special
importance because the stories touch the minds and thought process of students the most, and their effects
last for a longer period of time.
Stories for students of this age group have been taken in such a way that they are small and directly
related to their lives. The below mentioned considerations have also been kept in mind while writing or
selecting these stories -
• Stories are simple and interesting which students can understand easily.
• The main characters of the story are children of the same age group and events come from
their day-to-day life, so that students can easily connect themselves to that story.
• Stories are based on any one human value (like gratitude, respect, friendship, companionship,
cooperation, happiness etc.).
• None of the stories are unreal or fairy tales. Inanimate substances or animals in the story have
not been shown to behave humanly or move away from their normal behaviour.
Also, at the end of every story, some tasks have been given under ‘Go home, look, ask, understand’.
The aim of such tasks is to provide an opportunity to observe and relate the discussed points in the lives
of their family and neighborhood. So these tasks should be shared with students just before leaving the
happiness class. Also, it should be kept in mind that students have a full opportunity in the next class to
share their experiences on the given point.

Some Important Points:

• The selection of these stories and the questions based on them have been made in such a way
that students can truly understand and feel happiness in their lives.
• Teacher should read the story before going to class and understand its purpose and intent well
so that it can be presented in the classroom efficiently.

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 • In order to maintain students’ interest, the teacher should narrate each story with proper
voice modulation and gestures.
• A simple puppet can be used (such as a puppet made of socks or paper)
• A story-related picture can be used on a chart paper.
• Teachers can also do role play of the story in between.
• To make the story more interesting and clear, its content can be presented as some activities
to engage students in the process.
• After sharing the story, the teacher should keep in mind that the purpose of the questions is to
motivate students to think. Therefore, while asking questions the sentences should be simple
and clear.
• Teachers should ensure a comfortable and fear-free environment in the classroom so that
students can feel free to raise questions and share ideas that arise in their mind.
• Teacher should listen patiently to all students.
• The given questions are only suggestive. Teachers may also ask other questions to serve the
purpose.
• Encourage all students to participate.
• Each story is proposed for one day.
• Teacher can take up the story for discussion the next day as well where he/she can recapitulate
the learnings from the story and discuss the experiences of students.
• Ask some students to narrate the story and then discuss it.
• Discuss different aspects of such incidents from their life.
• Role play of the story can be organised in groups.
• Keep in mind that answers to ‘proposed questions for discussion’ should lead to the main
objective (like gratitude, respect, friendship, intelligence, brotherhood, happiness, unity, etc.).
• Start a new story in a new period.
• If required, any story can be taken up again after a few weeks following a different pedagogical
approach.

The Period can be Utilized in This Way -

• The period should start with 2-3 minutes of mindfulness activity.
• In the next 10 minutes, narrate a story based upon prescribed objectives.
• After that, story based discussion is to be done for 15 minutes.
• At the end of the discussion, students should sit quietly for 1-2 minutes and review their
conclusions.
• Before leaving the class, share with students the task of ‘Observe, ask and explore at home’.

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 1. Sweet Apple

Duration: Minimum two Days or till the teacher is satisfied.

Objective: We must respond not react after understanding others’

feelings.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
As soon as Raju‘s father came from the market, Raju started peeping into
Direction of Discussion:
the bag. There he found two large apples. Raju rushed to his elder sister
Sometimes we form our
Meena with both of the apples in his hand and said in a teasing way “look
opinion about others
Meena, I have got two big apples.”
without understanding
their real intent whereas Meena said, “Give me one. I will also eat”
the other person has
Quickly Raju bit into one apple. At this Meena said, “Now give the other
the right intent for us
one to me. But impulsively Raju bit another too.
and we react without
understanding the intent How would Meena have felt after seeing this? (Take answers from 2, 3
behind his or her action. students.)
Yes, Meena felt bad about this. She thought, “Raju did not give her any
apple and he had spoiled both the apples by biting into both.”
Was Meena right in thinking so? Why did Raju bite into both the apples?
Just then Raju gave the first apple to Meena saying, “take it please, you eat this one, This one is sweeter of
the two.”
Affectionately, Meena pulled Raju‘s cheeks and said, “Wow! My brother takes such good care of me! You eat
this apple and I’ll eat the second one”. Meena took the second apple from Raju and started eating it.

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 Suggested Questions for Discussion:
• Can we find out which apple is sweeter without biting it?
• In what other ways could they have divided the apples?
• When we take care of our family members, how do they feel?
• Are you being taken care of, by your parents and siblings? If yes then how?
• Do you share your favourite things with your family members? What are the things you mostly
share with them?
• Have you ever been into a situation where you had felt sad about something but felt happy about
the same after knowing the real facts.

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at home (for students)

Today we all will try to observe the occasions/ time when you feel bad about something at home or in
school.
• The next day students can share their experiences.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 2. Raju’s Lunch Box

Duration: Minimum two days or till the teacher is satisfied.

Objective: Let the students form /have a firm belief that helping one
another is always good.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Today was Raju’s first day in school. His mother was sick. Still, his mother
Direction of Discussion:
helped him to get ready for school. However, she could not prepare lunch
Humans feel good when
for Raju and give him his tiffin. The mother sent him to school with
they live together & eat
Monika didi living in their neighborhood.
together. Humans never
like to do anything alone. During the lunch break in school, all children sat together to have their
Living in close cooperation lunch. But Raju kept sitting quietly on his seat. When other children
is the basis of Happiness. found him sitting quietly, they said, “Raju, where is your lunch?”
We all feel good when we
Raju told them about his mother‘s illness.
are living together & eating
together. Even the other Raju‘s friends said, “Today, our lunch is Raju’s lunch“, and asked him to
person also feels good. join them. They shared their food like Idli, Paranthas, Rajma and Bhindi
(ladyfinger) with Raju. All of them ate, relished and enjoyed a lot together.
How do you feel when you share your lunch?
When Raju reached home after school, his mother was feeling a little better. Mom said, “You must be quite
hungry, Raju! Let me prepare something for you.”
At this Raju said, “Oh mom! today I ate a lot with my friends. Did you eat anything or not? “after a while
Raju said, “Oh mom! I forgot, I have brought some halwa (sweets) for you too, taste it please”.

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 Suggested Questions for Discussion:
• Has an unknown person (stranger) helped you? When and how?
• When and why did you get the idea to help someone?
• What do family members do for us?
• What do you do for your family?
• Have you ever shared your things with your friends? If yes, then when?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

Today we will think and observe who all helped us and supported us in different ways. Tomorrow, you
can share all this in the class.

Note: The teacher can carry forward the story the next day if the need be. This Way, the story can be
recapitulated or the students can share their experiences.

                                                       

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 3. Perfumed Eraser

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To motivate students to make decisions by looking at the

usefulness of things instead of wanting someone else things.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Yuvi was a student of grade one. In her class, Naveen had a perfumed
Direction of Discussion: eraser. He liked that eraser. One day he said to his mom, “Mom, please
Sometimes we wish to get me a perfumed eraser”. Mom said, “Okay sure, whenever we go to the
have the same things as market, You can buy one.”
others are having without
realizing whether that The next day when school was over, Yuvi found an eraser lying on the
floor of the classroom. He picked it up and smelt it and found that it had
thing is useful for us or not.
a good smell. He picked it and put it into his bag.
The teacher can discuss
with the students the On returning home he told his mother that he no longer wanted a new
utility of different things eraser. He was happy with his old one. His mother was surprised to hear
and how those things are this but she didn’t speak. By evening he couldn’t stomach this thing
useful for them. anymore and he showed the perfumed eraser to his mother and said,
“Mom, I got it in my class, it was lying on the floor. “At this the mother
said, “Whose eraser is it? Do you know? “Yuvi answered, “mom, perhaps
this is Naveen’s eraser, but somehow now it’s mine.”
“How can a thing that’s not yours be yours ? “saying this, mother resumed her usual tasks.
The next day when Yuvi reached school he saw Naveen sitting sadly in a corner. Yuvi asked him why he
was sad.
Naveen told him that he had lost his perfumed eraser. Yuvi became ponderous.
(What would Yuvi have done then?)
Yuvi took out the eraser from his pocket and putting it into Naveen’s hands he said, “bro, I got it yesterday,
it was lying on the floor of the classroom.”
Naveen was quite happy to get his perfumed eraser back and Yuvi was happy to see Naveen happy.

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 Suggested Questions for discussion:
• What would you have done if you were in Yuvi’s place?
• What do you do when you are tempted by other’s things?
• Did you find anything that belonged to someone else? At that time what did you do?
• When you return someone’s things, then how do you feel when you return other’s things?
• How do you feel when you get back your lost things?
• Does the perfume of the eraser be of any use for you or does the utility of the eraser is to erase the
written word?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at home (for students)

Today at home you will talk that if it is necessary that whatever others possess you also possess the same
thing.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 4. New Friend

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Students should be made aware of their thoughts. Motivate

them to understand the difference between right and wrong behavior.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
While playing in the park, Aditya found a ball under the tree. Aditya
Direction of Discussion:
started playing with the ball happily and was enjoying it. After
There is always a continuous some time, a boy named Irfan approached him. He was looking a
flow of thoughts in your mind. bit disturbed. He asked Aditya, “Have you seen any ball here? It is
If we are aware of our thoughts, almost the same as yours. A while ago I put it under the tree there
we will be able to evaluate them only, now it is not there. I fail to understand how it got lost.”
critically and it is after critical
Aditya started pondering over it.
evaluation of our thoughts that
we can distinguish between Here the teacher can ask the students: What do you think, What
right and wrong thoughts. Our will Aditya do next?
right work and right behavior
Aditya wanted to play with that ball but he felt it was wrong. After
depend on our right thoughts.
thinking for a while, he said, “This is your ball . I found it here under
Awareness of one’s thoughts
the tree, so I started playing with it.”
and evaluation is the basis of
wisdom/ right understanding Irfan was overjoyed to find his ball back. He said to Aditya, “Thanks,
of life. The Teacher can discuss my dear friend! Would you like to play with me?”
with the students, how and Both of them started playing together with the ball. Besides his ball,
when we are aware of our Aditya found a new friend too that day.
thoughts.

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 Suggested Questions for Discussion:
• Why did Aditya return Irfan’s ball?
• Was he right in doing so? Why do you feel that he was right in doing so?
• Did you ever find your lost things back? How could you get it?
• What do you think, why did Irfan invite Aditya to play with him?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 5. Who Will Eat The Pulpy Kernel

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To give importance to relationships rather than good looking

material things. To take care of each other in the family.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Saurabh and Aastha were fond of mangoes. Today, while returning from
Direction of Discussion:
work, their father brought home some mangoes. Their mother gave one
Relations are more mango to each one of them. After distributing mangoes among all family
important than materials. members, they had one piece of mangoe left undistributed. Saurabh
If we take care of one quickly finished his share and wanted to eat the last mango. Noticing
another in our relations this Aastha also came forward and said, “I too want to eat more, please
we feel good and the other give me half of it “Saurabh withdrew his extended hand for the mango,
party also feels equally he asked his mother to divide the mango between them. The mother cut
good. It can be discussed it into two pieces and gave one slice of it to each of them. Now the pulpy
with the student why it is Kernel/middle part of the mango was left. Whom to give it? Both of them
important to be sensitive were eyeing for to get it.
in relationships. In
The mother asked them, “who will eat it?”. At this Saurabh said smilingly,
relationships, mutual care
“mom, you can eat it please.” On the other hand Aastha said, “But Papa
and trust are important for
has not got any. “Aastha thought over it.
both parties. In a family,
all of us help each other (Here the teacher will stop telling the story and ask students, what do
in some or the other way. you think will Aastha do?”)
Keeping all these things in
Aastha rushed to her father and gave him a piece of mango that she had,
mind, we live together.
and said, “Papa this is for you.”
Saurabh still had his piece of mango in his hand. He went to Aastha and
offered it to her saying, “this is for you, my loving sister, you are taking care of all of us”.
Saurabh was extremely happy to share his portion with his sister. Everyone in the family was happy to see
one another eating mangoes.

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 Suggested Questions for Discussion:
• Why did Astha give her piece of mango to her papa?
• Why did Sourabh give his share to Astha?
• Share any of your experiences when you shared your favourite things with others.
• When we share our favourite things with others what are our feelings?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Observe today what all things we share with our family members and why do we share?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 6. Noni’s Injury

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To develop sensitivity in the students so that they can recognize

their mistakes and accept them too.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Noni was three years old. She was fond of playing with her elder brother
Direction of Discussion:
Umang. He would play with Nani at times. Whenever Umang had to go
We often make mistakes. out, Noni would run after him. “I also want to go with you” every time she
Making mistake is would insist.
not important, rather
One morning, Noni came home from the park crying and showed her
accepting it, is more
injury to her mom.
important. Fundamentally
speaking no human wants “Look mom! I got injured.” saying this she started crying.
to make mistakes. It can
Just then Umang entered and said, “Noni I don’t think you’re injured. He
be discussed with students
told his mom that Noni was coming after him when he was going to school
that in case a mistake
and he started running. He further told his mother that Noni got stumbled
happens it is important to
while running after him only. Umang seemed very sad.
accept it and make a resolve
not to repeat it. None of us Their mom dressed up Noni’s injury. Noni was staring at Umang with her
want to make any mistake eyes filled with tears. The mom tried to make Noni understand that Umang
but still it happens. We fail goes to school for studies and he could not take her along in school.
to understand the why and Innocently Noni asked mom, “When can I go to school with bhaiya?”
how of it. If someone else
makes a mistake we feel he Suddenly Umang said, “I am sorry Noni, I never wanted to hurt you.”
has deliberately done it.

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 Suggested Questions for Discussion:
• Do you also like to play with your siblings?
• Why did Noni not tell her mom that she fell because of her brother?
• Was Umang at fault? Why didn’t he narrate the whole incident at the outset?
• Why did Umang accept his fault in the end?
• Did it ever happen with you, that you were at fault and you did not tell anyone about it? If yes then
why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Observe at home that whenever you got hurt or you faced any loss, was it due to your fault or some
other person’s?
• In what situations do you accept your fault? Why so?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 7. Let’s Make Pakoras

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To motivate students to lend support and cooperation after

identifying others’ cooperation and collaboration.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Pinki and her elder brothers, Toni and Sonu, had a holiday but
Direction of Discussion:
their parents were out at their workplace. Pinki wanted to eat
When we collaborate with others, we pakoras. She was too young to make any, so she requested her
are able to do the task in a better way elder brothers to make pakoras for her.
and we also feel happy about it. The
Both her brothers also liked the idea of eating pakoras. All
Teacher can discuss with students
the three went to the kitchen. Toni took the responsibility to
that by collaborating with others
chop the veggies and Sonu took the responsibility of frying the
is the very basis of happiness. It is
pakoras. Both the brothers said to Pinki, “Pinki, you are too
not only important to collaborate
young for this task, you can’t do anything.”
but it is also equally important
to accept collaboration. Since we Pinki thought how it matters that I am small, I still can help
cannot do every task alone we need my brothers.
collaboration. Collaboration leads She started helping her brothers. She collected all the stuff like
towards building strong relationship water, oil gram flour for making pakoras, etc.. Finally, pakoras
based on trust. Even an impossible were ready and they enjoyed hot crispy pakoras together. Pinky
task is likely to be accomplished said, “wow! Both of you have prepared tasty pakoras”
successfully with collaboration.
Collaboration is nothing but mutual Hearing this, Sonu said, “These tasty pakoras would not have
co-operation.. been possible if you hadn’t helped us, my little sis! you did a
wonderful job!” And both of them thanked her.

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 Suggested Questions for Discussion:
• Why is it necessary to help each other?
• How do you cooperate with your family members at home?
• How do family members help you throughout the day? Share any incident
• While in class how do you collaborate during the day?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

Today at home, pay attention to the household chores where you help or cooperate with your family
members.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 8. Rani’s Doll

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Students should learn to practice being aware all the time and
feel motivated to have positive thinking. Students should understand the
utility of various material things in their life.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Six years old Rani used to love her doll very much. She used to adorn
Direction of Discussion:
clad it with new cloths. One day she was playing with her doll. She
We can do all our work heard the voice of a bangle seller. She ran out of the door and called
efficiently if we stay aware the bangle seller, “Hey wait and listen!” The bangle seller was standing
of the environment around with colourful bangles. Rani bought red colour bangles for her doll
us all the time. Possible and gave him money.
outcomes, in case of being
The bangle seller said to her, “I am thirsty, can you fetch me a glass of
negligent and unaware of
water? She kept her doll aside and went inside to get the glass of water.
the surroundings, can be
The bangle seller drank water and he picked his basket and went away.
discussed with students.
Discussion can lead towards All of a sudden Rani noticed that her doll was not there where she had
the impact and effects of kept it. She got upset and started thinking, “Oh where I have I lost my
losing something which is of lovely doll ? Where can I find it ?” she tried to find it all around but all
vital importance in our life. in vain.

Now the teacher can ask the following questions -

1. How did Rani feel at that moment?
2. Do you think Rani will be able to find her doll back?
She got very tired while searching for her doll all around. She went outside of her house and sat on the door.
Her mother saw her sitting at the door with sad face. Her mom said to her, “what happened?” “Rani replied
sadly that she could not find her doll, she kept it there only.”
Mom said, “you do not take care of your stuff. You must have kept it somewhere else and now you have
forgotten it..”

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Rani started thinking, “Oh ! yes, I should do all my work with more awareness. “Then she recalled that
when she went inside to get the water for the bangle seller she kept the doll there only. She thought the
bangle seller must have taken the doll. She said to herself, “it’s just a doll. May his daughter play with the
doll.”

Ask the students-

1. Why must Rani have thought that the bangle seller’s daughter might play with the doll?
2. If you lose any of your toys, how will you feel about it?
By that time someone knocked on the door. Ting-Tong!
Immediately Rani opened the door and saw that the bangle seller was standing holding her doll. He said,
“Here is your doll! Maybe it fell into my bag inadvertently. !”
The Bangle seller smiled at Rani and went back.

Suggested Questions for Discussion:

• When you lose something what kind of thoughts do come to your mind? Where do you think that
item must have gone?
• Share your feelings of the moment when you found your misplaced/lost item..
• Have you ever helped a friend of yours when he had lost something? How did you help him in
that case?
• How do you take care of your stuff (toys, etc.)?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at home (for students)

• Think of the moments when someone from your family struggling to search for something in the
house? Why so?
• If none of your family members has faced such difficulty, then say THANKS to everyone before
coming to school.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 9. Brother’s Handkerchief

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Happiness that we derive from living in a relationship is much

bigger than the happiness we get from material things. Utility of a thing
is the real value of it.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Ved used to observe very keenly that his brother used to take care of his
Direction of Discussion:
handkerchief. If it gets dirty a bit he would get upset. Whenever he used
Bringing the attention of to reach home immediately he used to wash it.. One day early morning
students towards the fact when his brother was going to school, Ved said to him, “Why do you keep
that importance and the this handkerchief with you always and care for it.”
real value of any material
His brother smiled and said, “Ved! A handkerchief is used to clean our
thing is its utility in our
face or hands, but it was given to me by my special friend. So I love it even
life. Deeper happiness
more.
we get only by living in
relationship. When a After this conversation Ved and his brother went to their respective
person understands the schools . After returning from school Ved went to play in the park. After
value of relationship, then some time his brother came to the park to take him back home as it was
he/she cannot ignore getting late. While playing Ved had fallen down and got injured near
human beings just for the elbow. His elbow was bleeding. Seeing this his brother came running
sake of material things. towards him and immediately took out his handkerchief from his pocket
and tied it on Ved’s injured elbow. He took Ved to the doctor.
When Ved saw his tied elbow he realized that it was the same favorite
handkerchief of his brother and it has soaked in blood .

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 Suggested Questions for Discussion:
• Do you think Bhaiya’s favourite handkerchief got spoiled as it was tied to the injury?
• Does Ved’s brother know that his handkerchief will get spoiled after tying on the injury? Why did
he still tie it to Ved’s injury!?
• What was more important for the boy- his handkerchief or his brother Ved?
• Has it ever happened with you that you spoiled your favorite thing while you were helping
someone?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Discuss with family members, what are their favorite things and why are those their favorite?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

109
 10. Ria Went to School

Duration: Minimum two Days or till the teacher is satisfied.

Objective:To draw the attention of students towards the fact that in their
school there are people who take care of them and they are secure in
school. Teachers love like their parents.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
With her new colourful bag Ria was quite excited to go to her school for
Direction of Discussion: the first time. Her Mummy had told her that there were various kinds of
Relationship between swings in the school. There she would have many friends and she could
play various kinds of games too.
a teacher and a student
should be comfortable While leaving for school she felt she would have a good day in school.
But as her parents dropped her in the school and pointed her to go to her
and based on trust. The
class she started crying.
teacher can discuss with
students how they can ( Why did Ria cry?)
build a comfortable Ria was not prepared to go alone in the school . Just then a teacher
relationship with their came,picked Ria up in her arms and took her to the class.
teachers. Teachers too can For a few days Ria kept on crying while going to school. Every time she
share with students about used to hold her mummy’s hand tightly and did not want to leave her.
Everyday Ria’s teacher would lovingly tell her a story and take her to
all the efforts they make
the class.
to develop affectionate
relationships with their And after a few days…..
students and how they feel (What do you think would have happened in the story?)
while doing so. One day while playing Ria fell down and got injured , she started crying.
Her friends held her hand and helped her to get up. Then her teacher
came running and started consoling her. Another teacher dressed up her
injury. Her classmates held her hand and took her to the class. Ria felt
that everyone in her school takes care of her.
Now every day Ria started going happily to her school. She started liking not only her school but her
classmates and teachers too.
Ria had developed trust in her teacher and had started feeling that she would take care of her like her own
mother. Now she had trust in her classmates too that she could play with them as she played with her

110
siblings.

Suggested Questions for Discussion

• How did Ria start liking going to school?
• Who do you like in your school and at home?
• Whom do you trust?
• How do you feel about going to school? Why do you feel so?
• What do you do for your teacher?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• “Think about what are the things you like in me ( teacher ) and what do I like about you. We will
discuss it tomorrow”.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

111
 11. The Big Building

Duration: Minimum two Days or till the teacher is satisfied.

Objective :Students should understand the value of education and the

role played by school in imparting it.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Aahan loved going to the market with his mother. One day while his
Direction of Discussion:
mother was buying some items and the shopkeeper had kept those items
The right kind of education into plastic bags Aahan said, “No Uncle! Do not give us plastic bags, it is
helps one to develop the harmful to our environment.”
right understanding. It
Listening to this not only the shopkeeper but his mom also smiled at him.
helps a person to live a life
like a perfect human. The “That’s so right!” His Mom asked, “Did your papa tell you about this ?”
teacher can discuss with Aahan said, “No! Our Teacher told us.”
students how education
A few days later in the evening when Aahan was sitting with his parents,
is important to develop
His father said, “Next year, Aahan will get admission in a big school.” His
the right understanding
Mom thought about it for a while and then asked why a big school?”
of life. It is only with clear
understanding that we Aahan’s father said, “Hey! That school over there in a huge building has a
can take part in the big lot of facilities.. Aahan will learn a lot there.” Aahan was sitting there and
ecosystem of the universe. listening to his parents quietly.
Looking towards Aahan, his mom asked her son if he liked to go to his
present school. Hearing this Aahan’s eyes lit up. He said, “I like it very
much! Our teacher loves us a lot. She teaches us, plays many games with us and tells us so many good
things and I have many good friends also there.” “Okay.” said the mother. She also shared with Aahan’s papa
what had happened at the shop while buying goods.

Aahan also told his papa that he wanted to study in that school only. Ultimately all of them decided
unanimously that Aahan would go to the same school where he had been studying so far.

112
 Suggested Questions for Discussion:
• Was the decision of the three members of the family correct ? Why do you think so ?
• Why did the mother and the shopkeeper smile at each other ?
• Do you like coming to school? Why?
• Do you talk about your learning in school with your family members at home?
• Whenever you share your learning from school with your family members, how do they respond?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home (for students)

• Discuss with your parents and grandparents about their school days.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

113
 12. My Piggy Bank

Duration: Minimum two Days or till the teacher is satisfied.

Objective : Students should realise that they can participate in larger

family matters. They should also feel motivated to perform utility based
tasks.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Preeti once went to her friend Salma’s house. Salma showed her piggy
Direction of Discussion:
bank to Preeti. Preeti held it into her hands and said, “How full! “if we
Many responsibilities have shake it, it gives a good tinkle.”
to be carried out in the
Salma said, “Whenever someone gives me money, I put it into the piggy
family, if everyone makes
bank .”
a small contribution in
the family affairs, all With this collected money I will buy a lot of things which I like.” Preeti
major tasks can be done. thought it was a good idea. Till then whenever a relative gave her some
It can be discussed with money, she would spend that on toffees, chips, kurkure, etc..
students that they can also
After returning her home, she also persuaded her mother to buy her a
be helpful in achieving a
piggy bank and started putting all the received money into it. After a
major goal for their family.
few days, Preeti noticed that whenever she needed anything, her parents
Harmony in family and
would bring her, everything she needed, in advance. At times even if there
trust in relationships -
was a shortage of money, they would not let her break the piggy bank and
strengthen love.
bring her the desired article as soon as the money was arranged. For a
moment she felt that her piggy bank was of no use at all!
One day she heard her parents talking that they had been saving money to buy a new house.
Preeti decided give her deposits to her father whenever he would buy the new house.. She still used to hear
the tinkle of her piggy bank, but her dream was connected to her father’s dream now.

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 Suggested Questions for Discussion:
• Do you also feel like saving money separately? Why do you feel so?
• How do you see the contribution of your parents in your life?
• If ever your parents were not able to buy the item of your choice, what might have been the
reasons?
• In which household chores do you cooperate with your parents and why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Try to find out whether there is any common wish for the family.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

115
 13. Colourful Door

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Students should understand that any mistake can be rectified

creatively.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
It all happened during the summer vacation. Chintu and Pinki’s house
Direction of Discussion:
was being whitewashed. The painter was painting the roof of the house
Whenever something by climbing on a staircase. Chintu and Pinki were carefully looking at
goes wrong instead of him. Both of them wanted to paint their house. Pinki said to Chintu,
feeling nervous and tense, “Come, let’s paint the door of our house!’’.
you should think of some
Pinki further said, “Come, let’s ask the painter bhaiya first!” Both of them
creative ways to correct it.
approached the painter bhaiya and Pinki said, “Bhaiya, we also want to
The teacher can discuss
paint our house with you.”
with students that solutions
are more important than The Painter bhaiya said, “OK, take the paint and brush lying there, both
problems. Solution is the of you can do it and I will keep a check on both of you.” The Painter
basis of happiness. Work bhaiya kept on doing his work. Both of them took a separate box of paint
can be done in a better and brush each. Pinki announced, “Chintu, you paint one side of the
way by seeking help from door and I will paint the other side of it.”
someone.
Both of them were enjoying the painting work. After a while Chintu said,
“Pinki, let me have a look on your side of the door.” He found that Pinki
was painting it in red colour. Chintu said, “Oh, Pinki, what have you
done? I have painted the door yellow on its other side.”
Pinki said, “Chintu why didn’t you tell me about the colour you were using on your side to paint?”
At this Chintu said, “You also didn’t tell me about the colour that you were using.”
Chintu said , ‘Our parents will scold us’, Pinki said, ‘Painter bhaiya too will be annoyed’, Both of them
thought what to do then.

116
Then Pinki said, “OK, you take the red colour and paint half the door of your side in red colour and give
me yellow colour and I will paint half of the door in yellow colour. This way the door will get a new design.”
Both of them painted red and yellow colours on their side of the door.
As soon as Mom entered the room, she was surprised. She said, “What beautiful colours, what a wonderful
paint! Only thing wrong is the middle line.” At this the painter bhaiya said, “Both of you worked better than
me. I would have painted it in a single colour.” Then he said, “will teach you how to correct the middle line.”
Then he took a small brush and taught both of them how to fill it..

Suggested Questions for Discussion:

• Why did Chintu and Pinki use different colours to paint the door?
• Do all of us make mistakes sometime or the other?
• How did Chintu and Pinki rectify their mistake?
• Have you ever faced any similar situation when you had made a mistake and rectified it later?
• Did anyone help you to rectify your mistake? If yes, then how?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Understand at Home ( for students)

• Ask other family members what do they do when they commit a mistake.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

117
 14. Sanju’s Towel

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To identify your comrades and have good relations with them.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Looking at the wall clock Sanju found that it was 7.30 A M. He rushed
Direction of Discussion :
to take a bath. After having a bath he realized he had not brought his
Going incommunicado is not towel with him. He called, “Mom, please give me a towel!”
the solution to any problem.
Opening the slit of the door of his washroom he extended his
You can remove someone’s
hand outside. Someone handed him a towel. When he came out
annoyance or solve some
of the bathroom, he found that Mom was there in the kitchen. He
problems only when you talk
wondered then who had handed him the towel.
to the other party. Annoyance
always causes pain to the Next day while going for a bath he deliberately left the towel outside.
annoyed person. Discussion Today again he loudly called from the bathroom,” Mom, please give
should lead the students to the me my towel.” Again someone handed him the towel and he could
realization that they should take recognize the hand because of her wristwatch and thought, “O, this
the first step to remove another is Didi who is helping me.” For the last two days he was not on
person’s annoyance. talking terms with her . Coming out of the bathroom, straightway
he went to his didi and said, “Thank you.”

118
 Suggested Questions for Discussion?
• Have you ever stopped talking to someone?(Did you ever get annoyed with someone and stopped
talking to him/her?) If yes, then what was the issue?
• Then how did you resume your communication with that fellow?
• How do you feel when someone is annoyed with you? And why do you feel so?
• What do you do to remove someone’s annoyance?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Observe if someone was annoyed with you. If yes, then what was the reason? And how did you
resolve it?
• Lack of talking terms with others is known as ‘Katti’ in Hindi.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

119
 15. Who Owns the Packet of Biscuit

Duration: Minimum two Days or till the teacher is satisfied.

Objective : Students should realize that in mutual interactions, relations

are more important than material things.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY

Direction of Discussion: Ajay and Kavita were sitting on a bench in their school’s playground.
Ajay found a packet of biscuits lying on the bench. “Oh, this is my
Relations are more important packet. My mom put it into my school bag today morning.” He said to
than goods. Acceptance in Kavita. Saying this he took one biscuit and ate it. Kavita also took one
relations gives us strength biscuit and ate it. Both of them were eating biscuits while playing. After
to live with trust and share a while , half a packet of biscuits was finished.
our things comfortably.
In such relations both the Ajay thought, “Rest of biscuits I should eat alone.” He picked up the
parties feel satisfied. The packet and thrust it into his pocket. As he put his hand into his pocket,
Teacher can discuss with he realized his own packet, given by his mom, was already in there.
the students as to how we Then it dawned upon him that he had eaten biscuits from Kavita’s
feel when we share our packet.
possessions with our near
With this realization he put both the packets on the bench and together
and dear ones? Is this the
they ate and played.
base of true happiness?

120
 Suggested Questions for Discussion?
• What made Ajay keep half a packet of biscuits in his packet?
• Why did Kavita not tell Ajay that it was her packet?
• Do you like to share your things with others?
• In case you have less quantity, will you still share your things? Why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today try to eat your meals with other family members. While eating observe how all members
are taking care of one another.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

121
 16. We, The People

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To draw students’ attention towards the people who cooperate

with them so that they can recognize their contribution into their life and
express their gratitude to them.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Shubham was a student of class two. One day, when he reached his class
Direction of Discussion:
,he found that the classroom was not as clean as usual. Bits of papers were
Many people cooperate strewn all around on the floor. The floor too was not clean as it used to
with us for the smooth be.
running of our life. We That day after the morning assembly, entering the class the teacher
should be grateful to all of announced that they would clean the class before the usual studies of the
them. Since we cannot do day. At this Shubham asked, “Sir, Is Rishi bhaiya, who cleans our class
their part of work, it is our daily, absent today?”
moral duty not to create The Teacher answered that he was ill that day and that was the reason
more chores for them. that the class could not be cleaned that day. Shubham along with
Discussion with students all other students put his bag outside and started cleaning the class with
should lead to the above enthusiasm.
given conclusion. All of them together started cleaning. Sitting on a broom, Ankit looked
like Harry Potter. Vishal started looking for the trash in every nook and
corner as if it was a game for him. Within 15 Minutes collectively they
cleaned their class, had ablutions and returned back to their class.
The teacher said,” Since a part of your period was spent in cleaning the class, you have less time left for
studies?”
Shubham thought about Rishi bhaiya how he cleans their class daily and saves their time . With this they
got a clean class room for studies.
Next day, when Rishi bhaiya came to clean the class, he did not get bits of papers and scrape of pencils on
the floor .He emptied the class trash bin into his large trash can . Smilingly he looked towards the children
and said,’’ Thanks for the cooperation, children.” Shubham said,’’ You work hard and keep our class clean,
we too have a duty towards you.``

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 Suggested Questions for Discussion:
• Name the people who lend their cooperation in the smooth running of your school?
• What will happen if they stop doing their work or stop lending their cooperation?
• What efforts will you make to improve your relations with them? Do you find people at home or
in your neighbourhood who make your work easy and smooth ? Can you name them?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home observe who all cooperate with you in the smooth running of your life.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

123
 17 Yes, I Can Do It

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To develop a sense of respect among fellow students about

their strength. who all have individual talents and strengthen their belief
in their own ability to do things.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Harsh was a cute grade one student like all of you. Since his childhood
Direction of Discussion:
, he was deaf and due to deafness he could not even speak properly. He
All of us have some or had a lean and frail body.
other peculiar or special In the coming few days school was to celebrate its Sports day. Harsh was
talent. Respecting each very excited as he also wanted to take part in a race competition. Harsh
other for their peculiar / approached his teacher to give his name for the race competition. The
individual talents and teacher told him in sign language that she was afraid that he might fall
being complementary,is and injure himself as he was quite weak and frail. But Harsh had made up
the very basis of happy life his mind to take part in the race competition. Seeing his eagerness, the
and living.The teacher can teacher said,” OK, You too can run, but be careful.”
discuss with the students
On Sports day , Harsh arrived at the school to take part in the competition.
to identify each other’s
Some students standing on the ground were making fun of Harsh. But
peculiar qualities and be
Harsh, since he could not hear, felt they were feeling happy to find him
complementary to each
taking part in a race competition.
other.
Then the teacher gave a green signal for the race to begin and then all the
students started running. Harsh ran with all his strength . While running
he noticed that children were clapping ,shouting and applauding him. He felt all of them were clapping for
him. He picked up speed with more strength. Within a few Minutes he was leading in the race.
Then , Harsh’s friend came near him and asked in sign language how he could win the race when all others
were making fun of him.
Pointing towards the children Harsh said that they were all clapping for him, that made him run fast and
win the race.

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 Suggested Questions for Discussion:
• How would you feel if you were deaf and dumb?
• Did you ever feel that you are capable of performing but others are not showing their trust in you?
If yes, then what did you do then?
• How do you feel while motivating others?
• Why do you feel so?
• Has anyone made fun of you sometime in your life? If yes, then what did you do?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home just think ,did you ever feel that you would not be able to perform a particular task,
but were able to do it with some effort of yours and with the motivation given by others?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 18. Get Rid of Your Fear/Say ‘NO’ to Fear

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Bring the attention of the students towards the fact that lack of
proper understanding of certain things or situations gives rise to fear in
some and to some others, it gives a chance to bully the weaker ones.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Mohit was a student of class one.He was tall and healthy in comparison
Direction of Discussion:
to other students of his class. All students of his class obeyed him. All
We are afraid due to some students felt Mohit was not afraid of anyone. Mohit would eat other’s
of our false notions and lunch without their knowledge and even snatched their money. Everyone
beliefs. Illusion is the only in the class was fed up with Mohit’s behavior.
reason for our fears. The
Only two days ago Mohit took lunch from Suraj’s bag and ate the whole of
teacher can discuss with
it. If other friends of Suraj had not shared their lunch with him , he would
the students-what is fear?
have remained hungry that day.
And why are we afraid?
Teacher too can also share One day a rat entered their class and started running from one corner
any of her experiences to another. In all this mess it got into Mohit’s bag. Seeing a rat in his bag
when she was afraid Mohit started shrieking, jumping and running . He was sweating all over.
because of some wrong Just then Suraj took out a cloth bag from his school bag and attached
notion. it to the open part with Mohit’s bag. The rat entered that cloth bag and
Suraj closed the opening of the bag. He took the bag in his hand and went
towards the school gate. All other students of the class followed Suraj but
Mohit was so terror- stricken that he did not move out of his classroom. At the school gate Suraj gave the
bag with rat in it to the guard uncle. The guard took it outside the school, opened the bag and the rat
jumped out and ran away.
Next day when Mohit entered the class, he found that some children were eating their lunch. Mohit also
brought his lunch box and sat with them to eat it. All of them looked towards each other. At this Mohit
said,” Dear friends, I am also your friend, you too can eat my lunch.”

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 Suggested Questions for Discussion:
• Why did all children obey Mohit?
• Are you too afraid of anyone?
• Whom and what are you afraid of?
• After this incident , what change came in Mohit?
• How can you get rid of your fear?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home you will talk about who are afraid of whom, what are we afraid of and why are we
afraid of them?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 19. Vani and Her Red Balloon

Duration: Minimum two Days or till the teacher is satisfied.

Objective : Students should realize the utility of various things in their

lives and also notice their feelings, when they share their things with
others.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Vani was playing on the ground with her friends. Suddenly she heard,”
Direction of Discussion:
Balloons, Balloons, come and buy, Balloons of all colours and sizes.” She
The right use of an article ran to the balloon seller. He was carrying balloons of all colours. There
happens when it is used were lots of red, yellow, blue and pink balloons.
by more than one person
Pointing towards a red balloon she said,” I want that red colour balloon.”
and is available for all.
Balloon seller asked her,” Have you brought money to buy it?”
True happiness lies in
mutual cooperation and She rushed inside her house and got money from her mother, gave it
helpfulness. It can be to the balloon seller and took a red balloon. She was so happy with the
discussed with the students balloon that the whole day long she played with it. When mother called
that when their belongings her for her meals she tied her balloon with the latch of the door and sat
prove useful for others, for eating. But somehow its knot got loose and was untied on its own. The
how do they feel? Balloon flew away in the open sky. She rushed after it to catch it but she
failed. She was quite sad. Just then she noticed that some children in the
ground were clapping and jumping to see her balloon flying high.
Smiling and happy faces of the children brought a smile on Vani’s face too. She too felt happy like other
children and she fondly looked towards her flying red balloon.

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 Suggested Questions for Discussion:
• How do you feel when you lose your favourite things?
• Does the loss of your favourite thing make you sad forever?
• Did you ever find that your things are useful for others too? If yes, then what were your feelings
at that time?
• How do you feel when some acts of yours make others happy ?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home observe how we use each other’s things on different occasions. Try to find out what
the other person ( who is using other’s things) feels at that time.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 20. My Liking/I Like It

Duration: Minimum two Days or till the teacher is satisfied.

Objective : There are certain tasks that we take and enjoy doing but after
some time we feel irritated. Students must understand the difference
between looking good and being good.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Dev always enjoyed riding on all kinds of swings. Whenever parents took
Direction of Discussion:
him out he wanted to ride on swings.
There is a difference
One such day he was enjoying a ride on a swing and was not ready to get
between looking good
down. “I want more swings,” he uttered again and again. His father was
and being good. Excess of
trying hard to explain to him that more swinging movement makes one
anything can be a cause
feel giddy.
of trouble for us.The
teacher can discuss with But he was not ready to listen to him. With great difficulty he got down
the students and ask them the swing.
to name the tasks that Next month Dussehra fair was held in the ground near his house. “Wow!
look good but actually Now I will have lots of different kinds of swings to enjoy. I will have great
they are not good. Ask fun,” thought Dev.
them about the time
when they disobeyed their He went to the fair with his sister & parents. Dev and his younger sister
elders and regretted later. rushed towards swings. Dev said,” Come sis! First of all let’s ride on your
Students can share their favourite swings.”
experiences. They got down the swing after a while. He dropped his sister near his
parents and himself alone climbed on a bigger swing.
The swing was picking up speed by and by. Dev was enjoying it.
The swing did not stop after two Minutes. Due to some technical fault it kept on running for the next two
Minutes too. For a while he enjoyed it but after one minute he felt giddy and was afraid . He cried.”Mom,
Mom”.
As soon as the swing stopped with unsteady steps he rushed to his parents and started crying.

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 Suggested Questions for Discussion:
• Name the tasks that your parents ask you not to do?
• Do you still do that task? Why or why not?
• What do you think, why do they stop you from doing it ?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home you should think about the tasks that you enjoy doing but excess of it causes harm
to you.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 21. Broken Pencil

Duration: Minimum two Days or till the teacher is satisfied.

Objective : To make students aware that we get happiness by showing

responsibility in relationships.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
While returning from school, Ragini was overjoyed. She had to tell the
Direction of Discussion:
mother something special today. When she reached home, mother was
The importance of any good is waiting for her at the door as usual.
in its utility. When we accept
Mummy asked smilingly, “How was your day?” Ragini replied that she
someone then we not only
was feeling very good that day . Mother asked, “What special thing has
share our goods comfortably
happened today because of which my daughter is feeling so happy.”
but also derive happiness .The
purpose of this discussion is Mummy opened her bag while talking to her. Mummy found that
to help the children acquire her new pencil was broken. As soon as she saw the broken pencil, she
the quality of cooperation. forgot the previous question and asked the next question “Ragini! How
did the pencil break?” Ragini replied, “Mummy it didn’t break! I myself
A little caution is also
broke it deliberately’.
required. This story talks
about one way of sharing. Mother said, “What! Broke yourself! That meand you broke it
Children’s attention should deliberately. That ‘s absolutely wrong.”
be drawn towards other
alternative ways where they (Stop - and ask students: why did Ragini break her pencil?)
can learn cooperation. Ragini said softly, “Mummy! You know my friend Shweta, today she
The last two questions can was not having any pencil with her.I Thought how will she complete
help the teacher to take the her work then I broke my pencils into two pieces , thinking that I will
discussion in this direction. use one and with another she can write.“
Mummy hugged Ragini with love on hearing her explanation.

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 Suggested Questions for Discussion:
• What are the things related to your friends and school that you share at home with your family?
• Which of your things do you share with your friends or siblings? and why?
• How could Ragini have helped Shweta if she had not broken the pencil?
• What would you have done if you were in place of Ragini?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today we will notice that if we share all things with our family, how do we feel? Share today’s
story at home and talk with others.

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 22. Joy’s Happiness

Duration: Minimum two Days or till the teacher is satisfied.

Objective :To motivate the students to be sensitive towards others needs

and encourage them for cooperation.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Joy and his friends were busy studying at that time.Suddenly, the
Direction of Discussion:
weather became bad and there was a strong wind. Their school
We are sensitive towards the ground became dirty.
needs and feelings of all those
To get this together the children thought of cleaning the school
people whom we consider our
ground.
own. Our happiness lies in
their happiness. So it can be said They shared their idea with their teacher. TheTeacher and children,
that a person who is sensitive Together started cleaning the ground.
towards his family, society
Everyone started picking up pieces of paper, foil, twigs etc. strewn all
or nature can contribute for
over the ground. Joy was also working very hard to clear the ground.
their betterment. Through this
It was a hot sunny day. Everyone was drenched with sweat. Joy felt
classroom discussion we should
very thirsty.. He went to drink water.
develop sensitivity among
children which leads them to After some time someone came and told the teacher- “Sir! Joy has
the value of cooperation. taken so long in drinking water”
(What do you think? Why was Joy getting late?)
The teacher looked back and found that Joy was carrying several filled water bottles.
The teacher said, “here comes our Joy” two boys rushed to help him carry those water bottles.
The teacher smilingly said to Joy, “Joy, why did you do all this for others?
Joy said, “Sir, everybody was tired of this cleaning . I thought they must be thirsty like me. I thought they
would also need water so I brought water for all of them”. All of them drank water and felt happy. Together,
Joy , all the students and their teacher resumed the cleanliness work.

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 Suggested Questions for Discussion:
• Why did Joy think that other children would also be thirsty like him ?
• How would all the children feel when Joy brought water for everyone?
• Have you ever been helped by your friend, when you needed it? How?
• Have you ever done anything for anyone’s happiness? If yes, what did you do , please tell?
(Under this question, the attention of children can be taken on the feeling of doing something for others
without seeking help from them.)

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today we will pay attention to all those who take care of our needs without asking for help and
how do they help us ?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 23. Little Sister

Duration: Minimum two Days or till the teacher is satisfied.

Objective :Helping the students to understand acceptance of all kinds of

relationships..

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
Just a few days ago a little angel came into Dheeraj’s family. Dheeraj’s
Direction of Discussion:
little sister was born and everyone was very happy. Today it was her
Everyone wants to be Namkaran program(baptism ceremony). Many guests came to the house.
loved and accepted in Everyone had brought some or the other gift for that little girl.
life. Everyone wants to
All the guests wanted to see her. Whosoever came and took her in their
have some importance.
arms, and showered their love on her. After seeing all this, Dheeraj felt -
But it is essential that we
“Today, nobody has brought any gift for me and everyone showered all
understand the changes
their love on her.”
happening in life and
we set our expectations Dheeraj became very depressed, went outside and sat alone.
accordingly. The purpose of Then his maternal uncle came and he asked Dheeraj, “Why are you
this discussion is to prepare sitting here alone?”
the students to understand
the basic phenomenon so Dheeraj said angrily, “I don’t want to come in. Nobody loves me.”
that they can understand Mamaji said, “You know that I love you a lot.Tell me what is wrong with
the changes happening you?”
around and adjust with
the changes. With such He was about to say something, then he heard the cry of his little sister.
kind of understanding they He ran inside. The sister was lying in the swing, she had received as a
will move towards larger gift. He looked at his sister with a smile and gave a gentle push to her
happiness in life. swing and started playing the rattle hanging on it. He found his little
sister looking at him and smiling.

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 Suggested Questions for Discussion:
• Why was Dheeraj depressed?
• Have you ever been angry? When and why?
• Whom do you love in the family?
• Who loves you in the family?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today we will talk to everyone at home about when they were annoyed with someone in the
family and why? How did their resentment go away?

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

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 24. Fair

Duration: Minimum two Days or till the teacher is satisfied.

Objective : Students should pay attention to the fact that living in

relationships gives more happiness than enjoying a material world.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY
One day, six-year-old Sonu went to a fair with his father at Delhi Haat.
Direction of Discussion:
The place was quite crowded. He was holding his father’s hand. He saw a
Material things in life give ballooner blowing a big balloon.
us comfort and happiness.
“Wow! Such a beautiful balloon! Papa, I want this balloon.”
But deeper happiness lies
in living with our loved Papa said, “Let’s buy the other necessary stuff first ,on our way back we
ones. In their company we will buy this balloon too.”
feel safe and secure. The
Sonu and Papa went to the other part of the fair.
things that were earlier
the base of our happiness Then he saw a huge swing and said, “I want to have a ride on it.”
lose their value when Dad asked him to move forward.
your loved ones are not
around. Discussion in the After a while, his dad got busy in buying some necessary stuff for home
classroom should move in and asked Sonu to stand at one place and wait for him. A snake charmer
the direction that students was playing pungi at a little distance . Sonu saw a long snake in his basket.
could identify the deeper The snake was raising its head with the playing of Pungi by the snake
base of happiness in life. charmer. It was the first time that Sonu had seen a snake dancing. He
wanted to have a closer look at the snake. Without waiting for his father
further he left that place. After a while having enjoyed the snake dance he
came back to the place but he did not find his father there.
He looked for his father all around but he could not find him. He started crying loudly. A policeman saw
him crying, He tried to console Sonu in all possible ways. He offered a balloon to him but now Sonu did
not want to have a balloon.
Then he took Sonu near the swings and offered him to have a ride on swings. But Sonu did not want to be

138
on the swings . He was continuously crying. He even did not like the snake charmer playing pungi and the
snake dancing at the tune. Sonu was repeatedly saying, “I want to be with Papa.”
Just then he heard Papa calling, “Sonu, Sonu! and he found his father coming towards him.“

Suggested Questions for Discussion:

• Why did Sonu not take the balloon when he was separated from the dad?
• Which toys do you like to play with?
• With whom do you play in the family?
• What other works do you do besides playing with the family members?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home just observe what are the tasks that you enjoy doing? And why do you enjoy such
tasks?
• In the next Happiness class, you can share your thoughts with others .

Note: The teacher can take the story for another day as per the requirement, in which the story can be
recapitulated or children’s experiences can be shared.

139
 25. Pen Set

Duration: Minimum two Days or till the teacher is satisfied.

Objective : The students should realise that the utility of any item is more
important than putting it in collection.

Begin the class with Mindful Breathing for 2-3 Minutes.

STORY

Direction of Discussion: Dad’s Birthday!

The storing of things is not Yes, that day was Richa’s father’s birthday. Dad’s childhood friend came
important in itself. What along with Aunty and their two children. He gave Dad a pen set as a gift,
is important is how that which had two pens. As soon as the gift came in Dad’s hand, Richa took
thing can be used in our it from him.
life. It can be discussed Dad said, “You write with a pencil, what will you do with this pen?” She
with students that often replied that she liked those pens, she would keep them safe.Father knew
we store some items which that pens were not of much use for Richa but still he gave it to her so that
are not of much use for she did not feel hurt.
us,whereas if the same
Richa was very happy to find such a beautiful pen set. She kept it with her
item is made available at
carefully. She would look at that set daily but could not use it. Those pens
the right time, it can prove
were there only to enhance the beauty of her pencil box.
useful for someone.
A few months passed. One day when Dad was writing something, his
pen ran out of ink.Richa noticed that he was not getting any other pen to
write with. She gave him the same gift pen set to write with. But ,how strange! The ink of one pen had dried
up and the other pen too was not writing smoothly.Well, after a little effort the pen worked fine.
Dad finished his work and returned the pen to her. But Richa became ponderous. After a while, she gave
him the pen and said, “Dad, now keep this pen with you.”

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Suggested Questions for Discussion:
• Why did Richa return the pen to Dad, despite liking the pens ?
• Have you ever insisted on getting something from your mom or dad, which you did not use or
used a little after possessing it ?
• Name the items that we possess and use them.
• Name the items that you possess but never use.

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions.

Observe, Ask and Explore at Home ( for students)

• Today at home pay attention to all the things that are there in your home, some of them you use
and there are others which you never use but store them.
• Note: The teacher can take the story for another day as per the requirement, in which the story
can be recapitulated or children’s experiences can be shared.

141
 Activity Section

There is not much scope for logical communication with children in this age group. But it is seen that these
children pay much attention to the things available and events happening around them and ask many
questions with the objectives of knowing. They feel happy when they learn by doing. In the initial phase,
the happiness that comes from outside means a lot to them. But at the same time, it is also true that there
is a natural acceptance of the happiness in affinity of parents, siblings and friends, and the happiness that
one gets in organized living in society. We find that children are also playful by nature. Therefore activities
at this stage are majorly based on physical movements. Through these joyful activities, students will be
able to recognise their feelings. These activities will help in developing values as well as life skills in them.

While doing the activities, these things need to be kept in mind:

• The atmosphere of the class should be full of enthusiasm and encouragement so that
maximum students would like to participate in the activities and ask questions openly to
satisfy their curiosity.
• Teacher should also involve himself/herself actively in the activities so that students could
watch and understand them properly. It will also create an atmosphere of belongingness and
trust between the teacher and students.
• Comparison among people creates a feeling of superiority or inferiority complexes thereby
increasing the gap. Therefore, no comparison should be made between students.
• No religious activity should be conducted in the classroom, nor should their references,
examples or quotes be given. Encourage students to think in a secular manner and be more
logical about objects and events.
• It is also necessary to keep in mind that in this class, the conclusion is not to be given in
the form of preaching. Students should be helped to draw their own conclusions by asking
questions to them. At the end of each activity, a task is given under the title ‘Try this’. Before
ending/leaving the class, the task should be shared with students. The objective is to relate
what is discussed in the classroom to the lives of students. Keeping this in mind, they should
be given full opportunity to share their observations and experiences in the next happiness
class.
The idea behind this whole process is that through this, students start focusing on their thoughts, actions
and behaviour and they can choose the right one. Such activities will also be helpful in developing the
feeling of belongingness among the people involved and the school will become a place of celebration
along with a zone of cooperation and collaboration. It is expected that gradually these values ​​will become
an indispensable part of their behaviour and as a person they will be able to live comfortably in different
situations and will always be happy. In a nutshell, it is an effort to create such an environment in which
through fun and enjoyment, students would know and understand their role in the social system and
nature, and can be happy through useful participation in it.

142
The period can be utilized in this way -
• Begin the class with 2-3 minutes of mindfulness.
• Conduct an interesting and objective oriented activity in the next 20 minutes.
• Do discussion, based on the activity for 10 minutes.
• Ask students to sit quietly for 1-2 minutes and think about their conclusions drawn from the
activity
• Before leaving the class, share the task of “Try this” with students.

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 1. Hello

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To build connect amongst students and focus on the good

things (strength) of each other.

Material Required: No material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• Ask students to stand in two circles as inner and outer.
Keep in mind that students focus
on each other’s strengths. It will • Students of both the circles should be in pairs facing each-
help to build good connections other.
between students. Often we see • Students will say hello to the partner who is standing in front
the mistakes of others. If we by shaking hands or by saying Namaste.
only see the faults of each other • One by one they will appreciate each other’s quality.
we spoil our relations. Every
• Whoever is praised, should say thanks.
person has good qualities also.
If we focus on the good qualities, • Then students standing on the outer circle will walk towards
then we are not affected by the their right side.
mistakes of others. Also, if those • Students standing on the inner circle will walk towards their
qualities are acknowledged, it left side.
makes the person confident.
• When the teacher asks to stop, then students will repeat this
It helps in developing a good
activity by praising or telling one good quality of their new
relationship with others.
partner.
• It should be done 4 to 5 times.

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 Suggested Questions for Discussion:
• The teacher should call the students in front and ask what they praised?
• When others were talking good about you, how did you feel?
• Should we tell the good qualities of that person? Why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Observe, Ask and Explore at Home ( for students)

• Today at home pay attention to all the things that are there in your home, some of them you use
and there are others which you never use but store them.
• Note: The teacher can take the story for another day as per the requirement, in which the story
can be recapitulated or children’s experiences can be shared.

Dos and Don’ts

• The number of students in both circles should be the same. If it is not possible then 3 students
can talk at 1 place.
• The teacher should also participate in the activity and share his or her experiences.

Do and observe:
• Tell the good qualities of your family members which you like.
• Encourage the students to share their experiences in the class.
Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 2. Ha-Ha-Hi-Hi-Ho-Ho

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To build harmony in students.

Material Required: No material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:  

Note for the Teacher:
• Make the groups of 5-5 students in the class.
This activity will help to build
harmony amongst students. If • The first group will say ha ha, the second group will say hi hi,
the students are friendly with and the third group will say ho ho. They should speak in such
each other the environment a way that it should sound like ha ha hi hi ho ho.
of the class will be good and • All the 3 groups will say ha ha, hi hi, ho ho in order.
motivating. There will be a • Speed of saying ha ha, hi hi, ho ho should be increased in the
positive environment in the class upcoming rounds, and sometimes it should be slowed down.
if the teacher also participates in
• In this way all the groups should be given an opportunity to
the activity. If the environment
say ha ha, hi hi, ho ho.
is positive, students will be able
to focus on studies and will like • While speaking if some child starts laughing then the activity
school too. should be started again.
• Repeat it 5 to 6 times.
• Everyone should laugh loudly in the end.

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 Suggested Questions for Discussion
• What did you like about this activity?
• Do you like to laugh?
• When do you feel to laugh?
• Do you like to make others laugh?
• How will you make your friends laugh?
• What do you keep in mind so that no mistake is committed by you?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Do and observe
• Do this activity with your friends and family members and share your experiences the next day.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 3. My Body

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To aware students of the body parts and their abilities.

Material Required: No Special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the teacher:
• Ask students, “What did you first do when you got up in the
We do all our work with the help
morning?”
of our body. We write with our
hands, we walk with our legs, • Wait for the answer of students. To motivate them, following
see with our eyes, etc. We do all situations can be put
these in our daily lives. Knowing • “You opened your eyes in the morning.” - Ask students to
about these abilities gives a sense close their eyes and then open them. “Yawned for a long
of strength. We get familiar time”- Act as if you are yawning. Ask every student to do
with the potential of our body. like that.
We can increase the strength • “Then you rubbed your eyes.” – act - ask students also to do
and potential of our body with the same.
recognising our efficiency and
• “Then you got ready for your school” - ask students to stand
competence boosts our inner
up and do 1 or 2 activities as if they’re getting ready. You can
strength and gives a sense of
help them.
happiness.
• “Then you had your breakfast.” Ask students to act as if they
are having their breakfast.
• Now ask students - “How did you get up from the bed?”
(With the help of legs) “How did you yawn?” (with the
mouth) “How did you rub your eyes?” (with hands).

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 Suggested Questions for Discussion
• What activities do you do daily with different parts of your body?
• Do you feel that you should look after them? why?
• Do you look after your body? How?
• If we don’t look after our body parts then will we face any difficulty in doing our tasks?”If yes, then
how? If not, then how?
• Do you take help of your family members to look after your body? How?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts:

• To motivate the students, all the activities can be done by the teacher first.
• Motivate the students for fearless discussion without any hesitation.

Do and observe:
• Go home and see in which works you use your hands, legs, eyes, etc.
• Share your experiences in the next happiness class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 4. Hand Up-Down

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To motivate students to listen to the Instructions carefully. To

increase connect and harmony among students.

Material Required: No Special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the teachers:
• Ask students to stand in a circle.
If some fun activities are done
in the groups, it helps inbuilding • Ask them to raise the right hand.
connect among students. At • Then ask to raise the left hand. Students will lower the right
the same time, for proper hand and raise their left hand.
accomplishment of a task careful • Repeat this activity 4 to 5 times.
observation and listening along
• Now ask them to do just the opposite of the given instructions.
with proper understanding is
When they are told to raise their right hand, they will raise
required. This activity is kept
their left hand and when asked to raise their left hand, they
for building connect among
will raise their right hand.
students and teacher. This
activity Objectives to create a • Repeat this process 4 to 5 times.
healthy environment. • Now ask students to stand in a circle and hold each other’s
hands.
• Now holding each other’s hand when asked to raise their right-hand students will raise their right
hand and when asked to raise their left hand will raise their left hand. (The interesting part will be
that while holding hands when one will be raising her/his hand the other will try to keep it down as
her/his hand will be the opposite one. but the teacher will not tell anything to students.

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 Suggested Questions for Discussion:
• What did you like about this activity? And what you didn’t like in it?
• What was easy to do - doing what is said or doing the opposite? Why?.
• When were you making mistakes? (Teacher to bring the attention of students to Mindful Listening.
Listening attentively reduces the chances of mistakes.)
• When students were holding each other’s hand then the activity was easy or difficult? Why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and don’ts

• Make clear to students about right and left hands before starting the activity.

Do and observe
• Do this activity with your family members at home today and share your experiences the next day.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 5.What is Similar Between You and Me?

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To develop the sense that everyone is similar.

Material Required: One cup or bowl, water colours and soap.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the teacher:
• Make pairs of students in the class.
When we focus on similarities
we feel connected. • One piece of paper is to be given to each pair.
• One pair is to be called forward and put colour on their
How are we similar? We all are
hands.
physically similar. (We all have
2 eyes, 1 nose, 2 ears, etc.) We • Now ask both the students to put the print of their hand on
are born in a family. Our family the same paper.
lives in one society, our society is • All the pairs should do it.
a part of one village or one city.
• Display those papers on the wall.
Our village /city is a part of one
state.
On the basis of bodies, there
are differences too. These
differences are due to physical
situations. No one is more or
less. These differences are to help
us recognise people as different
entities.

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 Suggested Questions for Discussion:
• How did you feel seeing pictures of both hands?
• How did you feel when you found many similarities between your friend and yourself?
• What are the similar things in your bodies? Explain.
• What are the similarities of functions in parts of your body?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and don’ts

• Try to use a color that is easily soluble in water.
• To ensure cleanliness in the class. Soap, bucket and towels can be kept in the class so that
students can wash their hands.
• Help the students wash their hands, so that intimacy between teacher and the student is built.

Do and Observe:
• Go home and stand together in front of a mirror with your friends, brothers and sisters. What
similarities do you observe between the two? Share your experiences the next day in the class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 6. Listen and Jump

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To increase awareness amongst students regarding cleanliness

and develop a sense of gratitude for the people involved in cleaning.

Material required: No specific material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the teacher:
• Teacher will tell all the students that they have to listen to the
We do all our work with the
instructions first and then jump in their place.
help of our body. So it is our
responsibility to take care of it. • Students will jump if they agree with the statement.
This activity Objectives to focus • Teacher will again give the instructions like this-:
on the utility of different parts • Jump………… if your nails are cut!
of our body and feel grateful for
• Jump………….. if you had your breakfast!
that. Other people also help us
to keep our body healthy. It is • Jump…………… if you’ve taken bath!
an effort to draw the attention • Jump ………. if you have combed your hair today!
of students towards that and
• Jump………. if you have said thanks to someone today.
develop the feeling of gratitude.
This feeling will help students • Jump………. if you’ve helped anyone today etc
get rid of negativity. Feelings of • While doing this activity students should be given proper
intimacy and sensitivity will be time to respond.
developed. This activity will also • Repeat the activity 2 to 3 times.
improve the listening capacity of
students.

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 Suggested Questions for Discussion:
• Do you feel happy if you take a bath? Why?
• Is keeping long nails a good habit or bad? Why?
• Do we need to do these things daily? If yes then why?
• Is cleanliness necessary for us? Why?
• Who helps you to keep yourself neat and clean?
• Do we need to say thanks? If yes, why?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and don’ts:

• Encourage all students to take part in the activity.
• Teacher’s active participation is mandatory.
• The teacher should not declare any student winner or loser.

Do and observe:
• Do this activity with your family members and friends at home and share your experiences, with
the class, the next day.

Note: The teacher can discuss the activity next day also, so that the activity is recapitulated and experiences
of students can be shared.

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 7. Partner and The Ball

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To develop mutual sense of trust and cooperation among

students

Material Required: One medium size ball of (plastic or cloth) or make a ball with newspaper.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for Teachers:
• Make pairs of students.
With the help of this activity,
students will be able to • A pair is to be called to the front of the class to do the activity.
understand the importance • Both the students of the pair should fix the ball in between
of working with cooperation. their backs so that the ball does not fall on the ground.
Every task seems quite easy if it’s • They are expected to take a ball to the fixed point and leave
performed with cooperation. that there. After that second pair is to come and do the
While doing work together we activity.
come to know each other nicely.
It builds harmony, cooperation
and friendship. With such a
positive environment students
are able to concentrate more on
their studies and are comfortable
with teachers and friends.

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 Suggested Questions for Discussion:
• What do you feel, why did your ball not fall?
• If your ball fell, then what was the reason?
• Which work can we do together?
• Has it ever happened that you were doing your work alone, and someone came and helped you?
• Have you tried to help someone in her/his work by yourself lWhy did you do so?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and don’t:

• Try to make a pair of students who have the same height.
• Make sure every student participates.
• Encourage the students to do the activity slowly.
• Make sure that students do the activity giving respect to each other.

Do and observe:
Try to do a task in coordination with someone at home and share your experiences the next day.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 8. My Notebook

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To enable students to systematically organize their things.

Material Required: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• All students keep their notebooks in a pile of stacks at one
By doing this activity, students’
place and go to their respective seats.
attention will be drawn to
the importance of keeping or • Now ask students to find their notebook.
managing their things in a • The next step is, ask students to keep their notebooks in a
systematic manner. When they straight line.
will be able to differentiate that • Again, ask students to find their notebooks. This can also be
keeping things in an unsystematic done with bags, pencils, shoes in the same manner.
manner affects them, they will
• According to the availability of items, questions can be
conclude that there is happiness
changed.
when everything is in order. To
be in order, it is compulsory to • If the activity is done with shoes, students should wash their
have a principle, recognize it and hands with soap after that.
live according to it. This way one
finds happiness in self and others
too.

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 Suggested Questions for discussion:
• When could you find your notebook early? Why?
• Has something happened sometimes that you were not able to find your things in a place?
• Has sometimes happened that you got your thing in a spoiled condition? Why did it happen?
• Has sometimes happened that you got your things easily? Why did it happen?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Do and Observe:
Can we put efforts to keep our bag, shoes, brush, comb in a fixed place at our home today? How did you
feel by doing this? We will share tomorrow.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

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 9. Duet

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To build harmony with each other.

Material Required: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• First of all, the teacher asks students to select their partners.
This activity will help to build
Divide the class into pairs.
harmony between students. The
environment of the class will be • As with the availability of the space, the teacher calls 4 to 5
good and motivating if there is pairs in the front and asks students to walk step by step by
friendship between students. joining their heads.
The environment of the class • Like this, ask students to join different parts and walk.
will be built if the teacher also • In each situation ask students to walk five steps.
participates in the activity.
• Repeat the activity with each pair again and again.
Students will be able to focus
on school , class and studies if
the environment is positive and
favorable.

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 Suggested Questions for Discussion:
• Why did your partner select you?
• What difficulties did you find while walking together?
• Which work do we do with our friends?
• In which way can we support our friends while doing any task?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts:

• Ensure participation of each student.
• Do the activity in a safe place.
• Teacher to note in this activity if there is any child with special needs in the class, his or her
feelings are not hurt.
• Focus on that, students respectfully do this activity.

Do and observe:
Go home today and do this activity with your brother, sister, or friends and share tomorrow. What
similarities did you find in them?

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

161
 10. Super Smile

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To feel harmony by smiling with self and other relations.

Material Required: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• Ask students to stand in a circle in class.
Through this activity, students
will be able to recognize that • Teacher to participate in this game and stand in a circle with
when we maintain decorum ( students.
Etiquette) with others in our • The teacher will look at one student first, point out at that
behavior, like smiling, folding student, smile and then greet the student by saying namaste
hands and saying Namaste, or Hello.
then the other person in front • That student will smile, will look at the teacher and greet him
of us feels happy and we also or her by saying namaste or Hello.
feel happy. This way relations
• The teacher will express his or her happiness by getting the
become stronger.
smile back by students standing at his or her place and clap.
If we smile alone then it is only
• The teacher who smiled at that student, that student will look
a smile, but when we smile
at the other student, point out, smile, greet and say namaste
together it becomes a festival.
or Hello and pass it to the other student.
Students will be able to recognize • When the other student smiles back the first student will
when they like and when they do clap.
not like the behavior of others.
• Like this, the smile will reach the whole group and everyone
If we are happy and do our work will clap happily one by one.
then every work is done in a • After one round, make the circle big and add different
proper and good manner. students in the circle.

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 Suggested Questions for Discussion:
• By smiling and sending the smile to others, how do you feel?
• When you smile back, how do you feel?
• When someone scolds you and talks with you, how do you feel?
• When someone smiles and talks, how do you feel?
• For which things do you feel happy?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts:

• If there is a problem making a circle in class, then encourage students to play this game by
standing at their place.
• Encourage students to smile.

Do and observe:
Smile at home, in school, and in society, today, meet with everyone and share your experiences in the
next happiness class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

163
 11. Mirror

Duration: Minimum two Days or till the teacher is satisfied.

Objective: Mindful Seeing and Doing. To pay student’s attention to

similarity with each other in actions and physical designs.

Material Required: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• According to the attendance of the class, make 50% of the
Through this activity, students
students stand and ask the rest of the students to observe the
will be able to see mindfully
activity first.
reality as it is. This activity
will help develop students’ • Make pairs of selected students.
skills of observation. Through • In each pair, both students will stand in front of each other.
observation, They will be able In this way, make each pair stand in a line.
to understand the importance of • One student will perform an action or pose and the other
coordination. student will play the role of a mirror and reflect the action of
Through seeing something or the first student.
action mindful understanding • After performing some actions (eg, if a student raises his
can be developed. Developing right hand, the mirror raises the student with his left hand),
coordination itself is bliss. the first and second students of each pair change their role.
Through this activity, a feeling of This meand that the first student becomes a mirror and
strong stability will be developed. performs the second action.
• Now do the same activity with the remaining students.

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 Suggested Question for Discussion:
• When you were a mirror, did you enjoy doing the activity by paying attention? Why?
• When you were looking in the mirror, Your partner who was playing the role, was he/she able to
coordinate with you or not? Why?
• How did you feel when the two of you were able to perform actions together?
• What are the similarities between yourself and your partner?
• How are the two of you different and similar?
• What kind of hindrance was there in coordinating each other?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts

• Keep a proper distance between students.
• Ensure participation of all students.
• Help the students from time to time.
• Keep in mind that students respect the activity.

Do and Observe:
Try this activity with your friends and family members and share your experiences in the next Happiness
class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

165
 12. A New Challenge

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To develop students’ ability to work together and implement

creative and critical thinking.

Required Material: Pencil and Sharpener.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• Make all students of the class sit in pairs.
Students will cooperate, keeping
in mind teachers will also take • Place a sharpener and a pencil between the two.
care that they do not quarrel • Then ask them, “Can you peel your pencil with a sharpener
among themselves. Many without folding your hand (elbow) ?”
students will also try something • “Let’s see, now you have 5 Minutes.” You both can also discuss
new and unique. Which can with each other. “
be discussed at the end of the
• The teacher, meanwhile, walks around the classroom and
activity.
watches all the pairs carefully.
• Students will be asked to stop as soon as the time is up.
• If a pair is successful, ask them both to come forward and peel the pencil again in front of everyone.
• If no one is successful, then make all the pairs sit face to face. Ask one student to hold a pencil and
the other to hold a sharpener.
• Now say, “Help each other and try again.” You have 5 Minutes.”

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 Suggested Question for Discussion:
• Can we do all things alone?
• Did you find it easy to peel the pencil alone or in pairs?
• What do you do when you are not alone?
• What work do we do with each other?
• How does it feel to cooperate?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts:

• Do not particularly praise any student rather encourage everyone.
• If there is a special student in the class, then cooperate with him.
• Keep in mind that students do respect the activity.

Do and Observe:
Try this activity with your friends and family members and share your experiences in the next Happiness
class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

167
 13. Recognize and Touch

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To live with an awareness of the human body and live with
coordination.

Required Material: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• The teacher will ask the students to observe everything in the
With this activity, students will
class carefully.
be aware of different parts of
their body and will practice how • The teacher will say the name of something available in the
to create coordination in their class and also the name of any part of the body. Like a book
body parts. Also, students will be and elbow, pen and toe.
aware of the environment of the • Students have to touch the said object with the spoken body
class. part.
• Call one student in front and carry out the activity.
• Use creativity to make the activity more interesting. Like nose and window, pen and hair. Students do
not have to lift any object; it is to touch the spoken organ where it is.

168
 Suggested Questions for Discussion:
• Do we all look carefully at all the objects around us? Why or why not?
• What do we all have in common?
• Do we all have the same problem in doing any work?
• What should we do when we cannot do any work?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts

• If there is a special student in the class, then keep in mind the ease and discomfort of the
organd while naming them.

Do and observe:
What are the tasks at home that you have trouble doing alone? Observe your activities at home and
share your experience in the next Happiness Class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

169
 14. Imaginary Ball

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To strengthen the students' mutual relations and increase the

spirit of cooperation. Also to develop creativity.

Required Material: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• Make students stand in the circle.
This activity is organized to
create harmony between the • Tell the group that you have an imaginary ball that is not
students. Collaboration is visible.
required for mutual harmony. • Also, determine the size and weight of this ball and then with
The friendship between the a loud sound, carry it forward in a circle.
students in the class will make • Each child will receive this ball with the same voice, weight
the classroom environment and shape.
good and inspiring. By joining
• Tell the students that they can change the size and weight of
together in the activity by the
the ball while placing the ball. As students can make such
teacher, such an environment
comments while giving - “Take this ball, it is very heavy.”
will be created. With a favorable
“The ball is very hot, hold it carefully.”
environment, students will feel
comfortable in school, in the • “Oh, is that so! What a nice fragrance this ball has.”
classroom and their studies. • Continue this sequence. If possible, circulate a second ball
and a third ball in the same circle.
• Each student delivers the imaginary ball to their peers with different expressions.
• This activity can also be repeated.

170
 Suggested Questions for Discussion:
• Which Imaginary ball did you find the most fun?
• Whose Imaginary ball was the most difficult to lift?
• And what kind of balls can it be? Imagine it.
• With what other things can you do this activity?
• How did you feel when the ball came to you? How was it then, when the ball was given to the next
student?
• Do you give any of your things to someone else? Why or why not?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts

• Every student can move the ball with different expressions, they can give their suggestions
for this.
• Encourage students’ imagination.
• Encourage students to collaborate and carry out the activity.

Do and observe:
Try this activity with your friends and family members and share your experience in the next Happiness
class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

171
 15. Join the Fingers

Duration: Minimum two Days or till the teacher is satisfied.

Objective: To recognize student’s feelings of trust and cooperation

towards each other.

Required Material: No special material is required.

Begin the class with Mindful Breathing for 2-3 Minutes.

Steps for Activity:

Note for the Teacher:
• Get this activity done in
Trust is the foundation value for maintaining relationships. When
groups of 5-6 students.
we believe in each other, only then we are able to feel respect and
affection for each other. Therefore, if there is trust, then it feels • Let only one group do the
good in the relationship, there is happiness otherwise there is pain. activity at a time.
• The group will stand in a circle
As we identify relationships with all of us, we can live trustworthy
and straighten their right-
with them. Identifying a relationship with someone meand seeing
hand parallel to the ground.
their participation or contribution in their life. Like young children
are afraid to come in the early days of school. But after a few days • All the students of the group
when he is able to identify his relationship with the teacher, (see will join the index finger of
his participation or contribution in his life), he trusts the teacher their right hand.
that he will take care of them. If we live with faith, then we are able • Place a book on the fingers of
to cooperate easily. It feels good while collaborating, there is no the group.
hesitation while seeking cooperation, this is proof of trust towards
• Now the group has to place the
each other. As soon as the student trusts the teacher and does not
book slowly on the ground.
hesitate to seek help from him/her nor does the teacher hold back
from helping him. Both are happy in such a relationship. • Give students enough time to
develop a strategy.
To establish a sense of trust and cooperation in the students, we can
• Repeat this activity with
provide them with a confident atmosphere and reinforcing their
another group.
attention towards these expressions, this activity is in that sense.
• Allow students to try and
This activity can be done in or outside the classroom. improve again if they are at
fault.

172
 Suggested Questions for Discussion:
• Were you able to do activities properly? how?
• Whose support did you take to carry out the activity properly?
• Why did everyone need cooperation to get the activity done?
• Why is harmony and trust necessary for the cooperation of all?

At the end of the class, sit silently for 1-2 Minutes and reflect on the conclusions of the discussion.

Dos and Don’ts:

• Only one group to do the activity at a time and the rest of the students to increase the
enthusiasm of the group.
• Give students enough time to do the activity.

Do and observe:
Try this activity with your friends and family members and share your experience in the next Happiness
class.

Note: Teachers can discuss the activity next day also, so that the activity is recapitulated and experiences
of the students can be shared.

173