Suitable for level K1/K2, P1-6, Sec 1-5
(Discussion topics /Activities may vary for different levels)

Research in brain-based learning suggests that emotional health is fundamental to effective learning. The key ingredients for this understanding are:

  •  Confidence
  •  Curiosity
  •  Intentionality
  •  Self-control
  •  Relatedness
  •  Capacity to communicate*
  • Ability to cooperate

These traits are all aspects of Emotional Intelligence. Basically, a student who learns to learn is much more apt to succeed. Emotional Intelligence has proven a better predictor of future success than traditional methods like the IQ, GPA and standardized test scores. It seems evident that teaching children these emotional abilities is as important as any traditional academic subject; therefore emotional literacy should be a part of every school curriculum

“Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them.”

– Daniel Goleman


A. The Purpose of the (PAWER LEARNING) Character Education Program
This series of Character Education program involves facilitating and teaching the personal values system that gives students the structure and purpose by helping him/her determine what is meaningful and important, help children to be aware and become connected with their values, learn to make choices on solid reasoning and responsible decision-making, rather than out of impulse or instant gratification

Benefits of PAWER LEARNING program:
• Increase the confidence of the participants and help them in developing a more positive personality.
• Help them develop a more positive attitude; develop strong character strengths like diligence, self-control, grit, resilience and a sense of responsibility.
• Help children to understand that these character strengths are entirely malleable (very much changeable) and in fact, they are skills that children can learn; they are skills they can practice, and they are skills they can be taught.
• Develop the attitudinal skills, inculcate values, habits, competencies and skills; developing focus and drive that will make students want to do well in their academic subjects.
• Help students understand themselves and live up to their full potential
• Greater inner power and strength
• Success achieved faster and more easily
• More happiness
• More energy
• The goal of the program is to inculcate values, habits, competences and skills in our students; develop the pre-requisites of success (skills-sets that are MUST-HAVE to succeed in academic and life)

B. This lesson plan on ‘EQ vs IQ’ will help students:
1. To learn the skills of emotional intelligence
2. Such as recognizing emotions in the self and others, understanding the causes and consequence of emotions.
3. Learn how to effectively regulate the experience and expression of emotional responses
4. Understand that these are essential for children’s success in school and life.

C. DISCUSSION STARTERS:
• Discuss conflict resolution and learn how to give and take in various situations. Life doesn’t always go their way and by understanding this and practicing solutions within a safe classroom, students will begin to view the bigger picture and see the value of accomplishing the group’s goals
• Having students look at the bright side of things (optimism) and being grateful for all they do have (gratitude), allows children to handle the tough times and helps them to look optimistically to the future.
• Discuss the varied emotions such as annoyance, enthusiasm, nervousness, frustration, boredom, and impatience and then learn the importance of coping and handle these emotions.

D. Teaching Method and Delivery Methodology
The programme adopted largely the use of educational drama (story-telling and fun play) – using drama and storytelling for learning, challenging and thinking about life – about enabling students to understand different viewpoints or perspectives by exploring issues, questions or ideas through dramatic forms or devices. The idea was premised on the belief that education was to be by practice, by doing, rather than by instruction.

Drama and Storytelling assist the learning process by enabling students to engage actively with their subject matter. Story-telling instils good listening habits and develops concentration and a longer attraction span. Story-telling ignites the imagination. The excitement of story-telling can instil in children a sense of wonder about life and learning. It’s easy to make the connections. Kids are much more motivated to learn when they think of it as fun and exciting.

Children taking part in the storytelling and drama will be applying their existing knowledge to the situation (checking on their existing understanding of what they know about values), acquiring new knowledge and theories from the action of others, and developing new thoughts and responses in ways which would never arise from listening to an account. There is much evidence to support the hypothesis that all these things will also be retained more efficiently in the long-term memory because of the interactive nature of the learning process.

The following are some of our approach used:
• Attitudinal development – Besides games and fun-filled activities, we will adopt the “shaping” strategies to encourage effort and participation. Example of a token economies strategy: “stars” will be awarded for good effort or good work performance; the “stars” will be accumulated for exchange of presents.
• Learning is fun – Games, quiz and interesting fun-filled activities will be used to reinforce learning objectives.
• Teacher as facilitator – the important role of the facilitator are; as mediator, mentor and success partner – get learners to be interested in the subject and develop the desire, habits, confidence and attitudes; and as an elaborator – elaborates on the principles and concepts taught.
• Worksheets and teaching materials – are used to support classroom’s interaction and the facilitator’s role in the classroom.

Educational elements
• Child-centred
The subject-matter and form of the programme centre on the child’s needs, abilities and potential, and are carefully geared on the children’s intellectual level and experience.
• Use of play
The programme uses the child’s natural enjoyment of joy, that will bring refreshment, vitality and are useful in improving students’ ability to communicate through speech and writing and in nonverbal ways as well. They are the energy sources, helping students develop skills in concentration, problem solving and group interaction

E. APPLYING WHAT HAVE BEEN LEARNED
With the help of their teachers, Students understand what are their own Character Strengths and Weaknesses. Students will also discuss about their friends’ Character Strengths and are able to articulate the character strengths and discuss situations when they show examples of when they exhibit these character strengths.

– Help students to communicate clearly how they can develop ‘EQ’ as an important character strengths. Students should be able to draw inferences from the lessons learnt from the storytelling and games they play in class. For younger students (preschoolers and lower primary), Students learn to comment on ‘Picture Words’ they colored (eg SELF-CONTROL) and articulate on what they know and how they want to practice this character value in school as well as at home. Parents at home will help to capture moments when they exhibit such character strengths. Students will also try to capture moments when their friends in class are exhibiting such character strengths.