LIFE SKILLS TUTORING
Life Skills Tutoring
Functional life skills are those that we learn to help us live a happier, more satisfying life. They make it possible for us to live happily in the family and communities in which we are born. Functional life skills are generally necessary to find and maintain a career for more traditional learners.
Preparing for work interviews, becoming an entrepreneur, learning how to dress professionally, and calculating living expenses are all examples of common practical life skills. However, job skills are not the only aspect of life that can be taught in classrooms. This article lets you in on the important life skills to learn in the 21st century and what skills to teach students.
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What are Life Skills?
Life skills are a collection of basic skills learned through learning and/or direct life experience that allow individuals and groups to effectively manage issues and problems experienced in everyday life.
Creativity, strategic thinking, problem-solving, decision-making, the ability to connect and cooperate, as well as personal and social responsibility are all necessary skills necessary for success in the twenty-first century, both for healthy communities and for prosperous employable entrepreneurs.
Life skills are concerned with topics such as:
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Real: they have an impact on people’s lives;
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Often sensitive: they can have a personal impact on people, particularly when family or friends are involved;
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Contentious: people disagree and have strong feelings about them;
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Moral: they contribute to what people believe is right or wrong, good or poor, essential or unimportant in society;
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Topical.
Using these frameworks, essential and different life skills include:
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Focus and self-control.
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Perspective/Empathy
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Communication
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Collaboration
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Critical thinking
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Taking on challenges
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Initiative
Why Should MWVA Teach Life Skills?
When people assimilate life skills they become engaged, educated, and capable of taking responsibility for themselves and their communities.
Healthy societies depend on citizens who are, among other things:
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People who are respectful of their rights and obligations
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Informed about social and political topics.
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Concerned for other people’s well-being.
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Able to express their ideas and arguments clearly.
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Capable of making an impact on the rest of the planet.
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Active in their neighborhoods.
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Responsible for how they conduct themselves as people.
These abilities do not grow on their own, they must be learned. While some life skills may be learned through daily experiences at home or at work, they are insufficient to adequately prepare people for the active roles that they are expected to play in today’s dynamic and diverse society.
How Does Teaching Life Skills Benefit Young People?
It aids in the development of self-esteem and the effective management of major life changes and challenges, such as bullying and prejudice. It empowers them to speak up at school, in their communities, and in society as a whole.
It prepares them for the challenges and opportunities of adult and working life by providing them with the knowledge and experience they need to claim their rights and recognize their responsibilities.
MWVA Teaches 6 Essential Life Skills to the Youth
Depending on your life circumstances, community, values, age, geographic place, and other factors, these skills can be more or less important to you.
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Interpersonal and communication skills. This generally describes the abilities required to get along with and work with others, especially the ability to send and receive written and verbal messages.
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Problem-solving and decision-making. This term refers to the abilities needed to analyze problems, find solutions to them (alone or with others), and then act on them.
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Critical and creative thought. This defines the ability to think about issues in new and unusual ways in order to find new solutions or create new ideas, as well as the ability to carefully analyze knowledge and consider its importance.
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Emotional intelligence (self-awareness and empathy). It’s important to know yourself and be able to empathize with others as if their experiences were your own.
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Self-control, assertiveness, and equanimity. These are the abilities needed to defend yourself and others while remaining calm in the face of provocation.
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Resilience and problem-solving skills. These refer to the ability to bounce back from losses and see them as learning opportunities or simply experiences.
MWVA'S Strategies to Develop Life Skills
Many teachers, mentors and counselors have established a strong emphasis on connectivity and digital literacy in today’s digitally enhanced world. In and out of school, our children are spending an increasing amount of time on their computers so it’s even more critical that we don’t overlook certain life skills, especially those related to human interaction.
Emotional Recognition
MWVA encourage our youth to identify and talk about their feelings. This has the added advantage of improving language skills. This has been accomplished by simple games. Miming emotions is a well-known cultural practice in which participants mime how they are feeling, and the other students guess the adjective.
Then, using the emoticons, we ask participants to share stories. We also give them a story to work on before asking them to write their own.
Collaboration
MWVA include activities that enable learners to collaborate and solve problems together. Asking them to make a mood poster is a good place to start. They can create a poster or diagram in which they map various emotions in small groups, such as happy, excited, worried, angry, and so on.
Posters can be hung on the wall. In a class, every now and then, we ask participants to work in pairs and use the mood posters they created to indicate how they are feeling. They can discuss why they are feeling this way, and their partner can empathize or provide advice to help them feel better.
Empathy Exercises
MWVA will assist participants in recognizing and empathizing with others’ emotions. This can be accomplished through stories and creative experiences that encourage participants to put themselves in other people’s shoes. We show snapshots of people in interesting situations to our participants.
We ask them to pretend to be one of the people in the picture. What are their thoughts? How might they be feeling? Participants will share their thoughts before engaging in a role play in which they pretend to be the characters in the pictures or by writing a story reflecting on the other person’s experience.
Becoming aware of what you don’t know
Admitting to ourselves and others that we do not know something is a valuable ability, but it can be challenging for both high-achieving and failing participants. Motivating our youth to ask questions in the classroom is one way to effectively cultivate this ability. Many youth might say that they have no questions at first once you’ve finished reviewing a topic.
Being wrong is okay
Even the brightest participants have trouble advocating for themselves. To encourage participants to develop this habit, create a risk-free atmosphere in the classroom, where giving an incorrect response is seen as an opportunity for development and reflection rather than a source of shame. In group discussions, spend just as much time discussing incorrect answers and why participants make them as you do with correct answers.
It is the counselor's responsibility to assist participants in learning, but it is the participant’s responsibility to inform the counselor if they don’t understand something. Participants are more likely to share areas of misunderstanding or ask for clarification when counselors create a safe place to ask questions.
Goal Setting
Our counselors will intentionally teach a growth mentality during group sessions. We e is hold goal-setting sessions and discuss what to do if the results aren’t as anticipated. Individual discussions should go as follows: Fantastic outcome. What are you going to do now to build on this and continue to grow?
It improves participant relationships, and participants increase their progress. It takes time, but it teaches young people to set achievable goals and continue to build upon them.
Deep conversations
Participants benefit from having meaningful, long-lasting discussions. Participants’ ability to closely read an extended nonfiction text, perform and simplify analysis, contribute to a topic-centered meeting, and synthesize results can be assessed in chat rooms exercises.
While speaking and listening are the primary focus of this activity, participants will have the opportunity to explain their interpretation of the text and research. Participants can host a meeting with three peers about a subject on a designated day.
They can talk about the facts and incorporate the article into the conversation. The moderator will be in the middle of a mature discussion of fair participants. We rotate the positions and do it again!
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Prince George's County, MD