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The Value of Teaching Life Skills in the Classroom

For students to become useful and prosperous citizens in their country, students must be able to learn specific life skills, and not only what they have been trained and learned based on their academic curriculum, so that they are able to acquire and apply these life skills in their life’s experiences. Life skills used to be taught in the home and church, but with more and more children being raised in dysfunctional families or disadvantaged families, schools are actively intervening to help in providing life skills to their students with the goal of assisting in the transition of students to adulthood. The target life skills are on interpersonal skills, which teach students to understand what a meaningful relationship can bring and how to develop one, and on reflective skills, which trains students to reflect on whatever actions they have taken and teach them how to take responsibility on their actions. Other life skills can be taught as well in values education training in schools, like personal accountability, routines, interaction, at recess time, respecting property.

By training each student, at a younger age until they finish school, how to finish their tasks on time, learn how to subject their tasks for evaluation, and aim to reach each classroom’s and subject’s goals is a student’s life process of imparting personal accountability, which is an integral demonstration of reflective and interpersonal skills.

Routines or commonly referre to as classroom rules allow for training students how to be obedient to rules, as well as inculcating in them the value of submissiveness, such that teachers train their students on classroom activities, such as follow directions, raise your hands before speaking, remain on your work without wandering, work independently, and many more.
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By training students on proper interaction skills, such as listening to others in the classroom or in an assembly, knowing how to take turns, contributing and sharing, being courteous and respectful in the classroom, as well as in groups, they are, at the same time, inculcating already the higher levels of interpersonal and reflective skills.
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Even in recess time, life skills are applied, such as sharing equipment and sports items, understanding the importance of teamwork, avoiding arguments, accepting sports rules, and participating in extra-curricular activities responsibly.

Life skills training continues even in teaching students how to care for the school and personal properties, such that teachers are forever imparting and reminding students on such matters as: tidying their classroom tables and chairs, returning materials to their proper storage, putting away coats, shoes, hats, etc to their appropriate places, and keeping all personal things organized and accessible.

Life skills are targeted to all kinds of students, but the training is most helpful for the special needs children, those with learning disabilities, autistic tendencies, and developmental disorders, because they are able to learn how to cope, to adopt to society, and participate healthily in the cycle of life’s process.