LifSkool: This Is Me
സെപ്റ്റംബർ 8 · ക്യൂരിയോസിറ്റി ക്ലബ്
Local Government School | Std 5-7 | 13 boys Materials: Kraft envelope folders, LifSkills workbooks, crayons, sketch pens, stationery kits Space: Regular classroom with students seated on benches Timing: 45 minutes available (60 minutes planned) LifSkool is Olimalar Foundation’s school-based life skills programme, helping young people build practical skills for everyday life. This week, we began a 5-week programme with our Std 5–7 boys from a local government school. This is one of the schools we already have an established partnership with, and continuing here allows us to build on the trust and relationships formed last year. It was lovely to walk into the classroom and see a few familiar faces — boys we had met in Std 5 last year, now in Std 6, a little taller, but still remembering us. For our first session, our main goal was simple: break the ice, re-establish our connection, and start exploring our first life skill — self-awareness. We started with a quick “This or That” game. As the classroom benches left very little room to move, we took the boys out into the corridor and asked them to stand in a line. We called out two choices at a time — for example, football or cricket, dogs or cats — and they moved left or right depending on their choice. It was a simple way for everyone to share something about themselves and notice where they were similar to or different from others. Once back inside, we introduced the boys to their LifSkills workbooks and introduced the LifSkool Promise. Rather than handing down a rigid list of rules, we read through the promise together — to show up, try, listen, share ideas respectfully, ask for help when needed, and participate fully. Every student signed their name, and a member of our team signed alongside them. Co-signing made the expectations feel shared, creating a sense of mutual respect right from day one. Next came their tools: an eco-friendly brown kraft folder equipped with crayons, a sketch pen, and a small stationery kit. The workbook gives them a place to reflect on what they do and learn, while the folder is something personal they can make their own and build on throughout the programme. Their first assignment, “This Is Me,” was to start decorating their folder with drawings, words, and symbols representing what they love, what they are good at, and what matters most to them. As our start was delayed, the boys only had about 15 minutes to sketch their ideas before packing the folders into their bags to complete at home. Day 1 also handed us a very practical field lesson: the classroom had a whiteboard, but no markers. We had planned to map out the activity visually on the board, so “bring whiteboard markers” went straight to the top of our prep list for Thursday. Our biggest takeaway was simple: creative, low-pressure activities made it easier to start conversations and begin getting to know the boys without putting anyone on the spot. It was a simple first session, but a lovely way to begin — and a grounding reminder to always work with the actual time, space, and resources we have on the ground.
