Second quarter of the program began with ESA, Empowering Social Action, integration into the programs. ESA generates the idea of getting kids to experience problem identification, problem solving, resource mobilization, mindfulness logical decision making and other skills which lead to effective social action in whatever they do.
Every regular Hope torch programs were fusion with the concept of social action through different variables in consideration of the kid’s performances. The integration of the module created a different outlook to the program wherein the focus of the program objective.
Ultimately, this change in program structure made the programs more effective as kids got to experience the concepts of ESA and explore it in-depth through practice.
Word Frames emphasizes on the revision of school taught science topics. It inspires kids to anticipate the topic of their study in the outside world by imagining the topic in a Word Frame art. The progress made this quarter was seen in the kids improvement in the use of keywords. In addition, the word frame presentation was taken to another level where kids were much more thoughtful as they explored the topic.
Kids are experiencing their own growth and progress each time with every new topic. When kids are given choices, they enjoy the work even more and take the responsibility for their own decisions. This quarter I let the kids choose their topics from the lesson. It actually helped to bring a sense of ownership towards learning.
Beside academic growth, word frame has embraced the idea of Self-Motivation. As kids experience authority over the topic, ownership as a leader of ther group held them to be more responsible towards their decisions about word frame.
Hidden Treasures lets kids explore their own creativity with a purpose. These kids came up with the theme of “Save tree for healthy environment.“ Keeping up with the theme, the kids motif was tree planting which would be one step towards saving trees.
After several days of brainstorming, many different ideas were raised and finally kids choose to save trees by planting trees and creating awareness surrounding their effort.
The ESA integration in Hidden Treassure had made it more challenging and also exciting for kids. They had to take the total ownership of the project not just by delivering it but instead proposing the project at developing stage and implementing it at delivery stage and finally reflections through feedback and follow up with the actual audience. This final audience impact will be reviewed in the upcoming program quarter.
Kids went through the whole process of how any professional project works. As the expected objective of Hidden treassure project is kids experiencing leadership, cooperation, setting goals, responsibility to the team, organizing task, which was undoubtly, met. The team doing the project was divided in two teams which in turn had to collaborate for the successful completion of the project. In addition, the appointed leader was supposed to take greater responsibility in keeping the whole team together.
Kids in large part felt a sense of contribution, which reflected on their idea of keeping the tree planting venue at a safe and secure place for a plant to grow. Considering this, the kids chose a church ground which could probably give keep their trees safe for generations and would allow a lot more people to take care of the trees in their absence. I would like to highlight on two of the responses from kids during the campaign.
- Before the planting even began, one of the kids from the group raised the concern that the railway track site wouldn’t be a right place to plant trees. He mentioned any construction plans later would need the plants to be uprooted. Thanks to his risk management thinking, we shifted the venue a little further from the railway site to the church ground which assured more security for the trees.
- Soon after planting the trees, the kids raised a concern of who is going to water the plants and take care of them moving forward? One of the boys from the team made a decision to go ahead and talk to the church pastors. He requested the pastors to take care of the plants they had just planted. We are all grateful to the pastors for agreeing.
To conclude, kids are often times reluctant to approach projects, their willingness to do a task sometimes can vary from either drowning in the depths of ambivalence or rocketing to the peak of determination.
Mentoring kids is not about directing them to act when they don’t want to act, but rather understanding their current thought process and knowing what can change their motivatation.
This knowledge of what motivates my kids has helped me a lot in my work with these kids at Sneha.