Listening-skill exercises train children to listen and interact through spoken communication. Such exercises train them to use their eyes and ears to identify sequence and retell what is seen and heard. Read out a short story in class. Cut out picture cards based on the story and display them one by one. Ask children to sequence the cards properly according to the story. Plan a fun game. Take some common objects but do not display them beforehand. Call up children individually. Ask them to close their eyes and make sounds with the objects. Tell children to identify the sound and thus relate to common objects around them.
Teach children to recognize and value nature from early childhood. If there is a garden, plan a game where you identify plants and children re-identify them. Call out the names of plants and ask the children to run towards them. Particular plants can also be adopted by individual children. Help a child nurture a plant by watering and tilling the soil around it. Inside class, give children Lego blocks to create units with trees, houses and humans to show interdependence. Older children need to learn more about society, interrelationships and responsibility, as they will soon venture into the world as adults and be on their own. Plan activities to increase their involvement in community, make them aware of the diversity in society and teach them about the working in the adult world.
Divide the class into groups and ask each group to plan and submit a project on building and developing a community center. The children themselves should gather all the information, like project site feasibility, the aspirations of the local community, the diversity of the local population and the budget. They can plan out activities to collect the necessary finances from various sources like donations and holding exhibitions at the selected location. They can design the building using Computer Aid Design (CAD) software and present the entire project in class as a PowerPoint presentation.
Plan an activity where students form a team of two and discuss between themselves a personal experience of conflict and how they solved it. Experiences can be of adolescence identity crisis at home or in dealing with peers. Students can discuss how such a crisis creates conflict between individuals and how to deal with such conflicts. Prepare a questionnaire on the project that asks questions like "Who were the people involved?," "Where did the conflict take place?," "What was the cause of the conflict?" and "How was the conflict resolved?" Encourage students to suggest steps they take or can take to define and improve their own sense of identity.