Earthsoft foundation of guidance presents -Ownership-and-responsibility (for children)

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Teaching to Children Ownership Responsibility
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Index

• Gifted areas
• Role models
• Parental support
• Lessons
• Teach Basic Life Skills
• Emotional Management
• Skills involved in SEL
• Increase Resiliency
• Manage talent
• The Ripple Effect

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Gifted areas
Leadership
Academic
Player
Creative Thinking
Performing Arts
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Academic

• Good memory
• Acquires basic skill knowledge quickly
• High academic success in special interest area
• Advanced comprehension
• Widely reading in interest areas
• Efficient articulation
• Ability to conclude on curiosity
• Pursues interests with enthusiasm
• Dare to compete
• Liking to develop hobbies in areas of interest

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Leadership

• Assumes responsibility
• High expectations for self and others
• Fluent, concise self-expression
• Can see consequences impact of decisions
• Good judgment in decision making
• Likes structure
• Well-liked by peers
• Self-confident
• Organized
• Ability to execute well
• Expert in subject matter

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Player

• High energy level
• Enjoys participation in various competitions
• Excels in difficult athletic, in-door or out-door
  games or activities
• Exhibits precision in movement
• Well-coordinated
• Good anticipative skills

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Performing arts

• Exhibits creative expression
• Unusual ability for expressing self, utilizing
  words emotion in the fine arts
• Desire for producing original work
• Outstanding with relationships
• Good coordination

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Creative thinking

• Independent thinker
• Good in solving puzzles algorithms
• Exhibits original thinking in oral written
  expression
• Generates multiple solutions toa given problem
• Exhibits a sense of humor
• Often improvises
• Being different from others
• Creates and invents

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Intellectual ability

• Learns rapidly
• Formulates abstractions
• Processes information in complex ways
• Enhanced awareness
• Excited about new ideas
• Enjoys hypothesizing
• Utilizes a large vocabulary
• Curious inclined to ask questions
• High motivation for learning

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Role models

• Children need appropriate adultswho can model
  personal responsibility
• Mastery Model
• Guides, demonstrates present goal attainment
• Success story being responsible
• Coping Model
• Demonstrates delayed goal attainment - failure
  first, progressing toward proficiency

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Parental support

• Believe in resilience, be flexible
• Give respect
• Share, discuss, communicate guide
• Allow freedom
• Share rites culture
• Encourage to analyse allow to choose
• Focus on strengths, improve weaknesses
• Challenge excellence
• Reframe
• Turn problems into promise
• Damage into restoration
• Difficulty into proficiency

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Caring relationships

• Keep all organs at low profile, heart, brain,
  eyes, ears,, tongue!
• Love unconditionally, Establish basic trust
• Deliver support messages - encouragement
• Spend time, Show interest
• Pay attention honestly
• Listen non-judgmentally
• Exhibit patience
• Get to know interests, strengths dreams
• Show compassion (Observe problems, behavior,
  appearance level,etc)

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Be guide

• Get child associated to one positive person
• Set high expectations, convey guide
• Create memories. Establish rituals and traditions
  which last lifelong
• Teach gratitude towards who supported.
• Teach to respect relationships with relatives
• Start early. Problems are harder to treat
• Let children put their feet on firm ground
• Keep observation guidance
• Share tips like enhancing judgment
• Support with all possible resources for good
  causes like education, hobbies, interest,etc

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Integrate

• Integrate child with family culture
• Integrate family world with childs world
• Take stock of your childs needs support
• Promote moral development
• Establish regular dialogue effective
  communication on all kinds of subjects
• Exchange experiences with each other
• To know themselves, to do SWOT analysis
• To evaluate educational career path
• To follow role models
• To demonstrate to do what is aimed or decided

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Lessons

• To improve Childs ability to be responsible?
• Encourage to have a purpose in life
• Purpose approach to be taken seriously
• Explain what is empathetic compassionate
• Educate to have consistent rational behavior
• Teach them glimpse of management
• To impress with love what is ideal behavior,
  effective communication, respecting different
  views, to defend without offending
• To be aware of challenges opportunities
• To set keep attending small goals

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Teach Basic Life Skills

• To teach basic life skills, How to
• Live with kindness polite
• Respect (elders, different views, etc)
• Friendly get along with all
• Listen absorb
• Keep patience
• Keep healthy fit

• Observe learn
• Stay organised
• Manage money

• Enhance various skills
• Shop, cook, study, dress, sing, swim, walk, eat
• Cross the road safely read signal at street
• Follow basic religion rites

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Teach basics
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Teach Emotional Management

• Emotional management to be taught to child
• Social emotional learning is learning life skills
• How to deal with oneself and relationships
• How to work in an effective manner
• Children experience emotions in their raw state
  without knowing how to control those
• Strong negative emotions are hindrance to
  initiatives learning
• To recognize emotions learn to manage
• To sympathy for others, maintaining positive
  relationships in constructive ethical manner

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Skills involved in SEL

• Recognizing emotions in self and others
• Managing strong emotions (positive negative)
• Recognizing strengths areas of improvements
• Listening communicating accurately clearly
• Considering others' perspectives sensing their
  emotions, caring relationships
• Respecting others self, appreciate differences
• Including identifying problems correctly
  Problem solving skills
• Setting positive and realistic goals
• Sense of purpose future

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Skills involved in SEL

• Problem solving, decision making, and planning
• Approaching others and building positive
  relationships, maintaining low profile
• Resisting negative peer pressure
• Cooperating, negotiating managing conflict
  nonviolently
• Working effectively in groups
• Help-seeking and help-giving
• Showing ethical and social responsibility
• Opportunities to contribute participate

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Increase Resiliency

• To be accommodative
• To be friendly
• To be flexible analysing the situation
• To develop ability to trust
• To encourage transparency
• To be independent
• To learn assertiveness
• To learn effective communication
• To be helpful, supportive caring
• To live in predictable stable environment
• To make a school as a place of security

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Manage talent

• As parents, grandparents, teachers, we need to
  acknowledge talent strengths of the child
• To encourage to excel in various skills
  attributes of those
• To have, convey follow aligned expectations
• To allow those expand in as many fields, sectors
  of life, areas of knowledge
• To support, encourage, give strength
• To help child to be life time achiever
• To share what how you have achieved

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The Ripple Effect

• Personal responsibility is facets of derived
  conclusions, knowledge, beliefs, values skills
• Its a feeling of pride for individual
  associated
• It is adopted observing the success stories
  following the role model
• It is a great opportunity
• Be conscious of responsibility (behavior,
  teaching, thinking, speaking, writing, acting),
  It needs to be aligned synchronised. It has a
  ripple effect so be careful!
• All the best!

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Thank You
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