1 THE RAINBOW AND THE KALEIDOSCOPEEXPLORING TEEN POTENTIAL BRIG TRIGUNESH MUKHERJEE, AVSM Warming up.

Who is your best friend? Why? Do you have friends at home? What according to you are the qualities of a good friend? Do you tell your parents all that happens in college? Why? Do you tell your friends all that happens at home. Why? Who is your favorite teacher? Why?

Pre reading activity : Form groups and tabulate your ideas in the following manner : S. No. Name Name of the your best friend 1. 2. 3. 4. Reason Qualities of a good friend

Sharing: Summarise the groups list of the qualities of a good friend and present it to the entire class.

2 Text:

Who Am I? One night it was raining heavily and a storm was raging, through it all, the Guru thought he head someone knock at the door. Initially dismissing it as the effect of wind, the Guru finally went to the and asked, 'Who are you?' Getting no answer he opened the door to see a fully drenched eight- year old . The child responded by saying, That is my question. I cant go to sleep because I keep asking myself "Who am I?" This boy went on to become the first Shankaracharya. It is no different with teenagers today. Their first struggle is to get comfortable with themselves and know themselves as well as possible. As parents and adults around them we can give them a lot of support [not help]. Assumptions that we know it all are frequently misplaced and alienate the teenager. More so because children at that stage also go through a 'know it all' phase. Empathy, therefore, is an adult's first resource before trying to support a teenager. What is Motivation? Better exposed to the world today, children observe much more than we give them credit for. So, if you cannot be a role model, you need to first work on yourself. We should also insider the aspect of motivation or our understanding of the term. Very often we hear parents or teachers talking about how hard they try to motivate children. Stop trying, because you cannot motivate any one, it is strictly personal and individual. But that does not mean we have nothing to do; in fact, we have a lot to do. We have to create the environment for people to be motivated. In very simple terms, create an environment where people move from 'have to do to 'want to do, which is no easy task. This should have started with' bedtime stories sharing anecdotes at the dinner table, celebrating small and big successes and so on)

What is Potential?

3 Since we are trying to help find the rainbow and accept that a child's vision (and capabilities) is like a kaleidoscope should come to some understanding of potential The temptation that most adults give in to is to 'tell' young people what their 'potential' is. Potential is latent. The moment something is known it moves into the realm of capability Potential, quite simply, is a latent possibility: It is certainly not a mix of aspirations and opinions of adults around the teenager . So, parents and teachers who decide what subject a child could be good at are not looking at the child's potential but are playing out their desires or, worse, their opinions (mostly preconceived notions). Potential is not that easy to spot and unless the individual accepts the idea of exploring his/her potential nothing is going to change. A teenager has his or her priorities. If we really want to support him/her we have to understand the priorities and utilise them for the young person to grow. person to grow. Exploring one's own potential could be extremely rewarding if it is done in a reasonably systematic manner. Interestingly, the journey may turn out to be as exciting for the parent/ teacher as it will be to the teenager. Along the way teens will need support and encouragement while feeling empowered about their decision-making privileges. It is not that teens must be given no guidance at all. A teenager or a growing adult needs suggestions (though he/she will still make the choice)because it is not possible for him/her to have a vast repertoire of knowledge and experience as an adult to make a well-informed decision; On the other hand, parents/ teachers should also guard against the assumption that the teenager is fully informed so 'let them figure it out' Thus, both showing the way and turning away are unadvisable. The key is to inform, guide, and support. How Do We Help Explore Potential? Ongoing conversations and open channels of communication ire the most important tools for us to be able to enter into the I(MC( of the young. If this is not continuous (and we adults ourselves are unclear), then difficult conversations will rarely take place and a lot of growing up is difficult. Take, for sample, 'what to watch on TV and for how long' or 'common 'acceptable behaviour'; if one needs to change perspectives' or direction then effective conversation is the best way out. Adults need to first develop a healthy balance

4 between 'western thoughts and beliefs' and 'Indian culture.' To be able to draw on the best of both, one needs balance. We can only provide support if we are sensitive to teenagers' problems and, more importantly, have appropriate windows to converse. Needless to say, the adult's knowledge base and other skills a big part. Love and affection are critical but cannot replace competence. While each individual has to find his/her own path, parents / teachers can support them in a large way. The 4 Cs, namely, Curiosity, Confidence, Courage, and Constancy are all based on self-discipline and are vital to realising one's potential. The following exercises facilitate looking inwards and getting comfortable with 'self and are an excellent starting point exploring potential. These exercises help bring self awareness through engagement and active experimentation by challenging the senses in irregular ways. On discovering and honing unique abilities, interests, capabilities and preferences, one subsequently engage in exploring more relevant and suitable activities/careers. i. What If: 'What if sequencing, starting with elementary' stuff (like what if I miss the School bus?) and graduating to complex ones. Effect: Handling uncertainties. ii. Use the Wrong Hand: Use the wrong hand to do familiar activities. Effect: allows us to use both sides of the brain and sharpens coordination. iii. Listening: Take time out to 'listen [not hear] to sounds around and get comfortable with them. Effect: Good listening gives meaning to sounds. iv. Observation: Look at your surroundings very carefully will not only give meaning to what we observe but I result in gathering a lot more information than before. Effect: Increased focus and concentration. v. Handling Darkness: Use a blindfold or try to navigate in a dark room in your house. Once you are comfortable ask one to change the setting and repeat the process. Effect : Improved recall, visioning, handling the unknown and crisis management. vi. Think Uses: Think of different uses of common items (like toothbrush, a broken glass etc), Effect: Fosters creativity and imagination along with thinking out of the box. vii. Mirror Watch: Take time out and look at a mirror and see the 'self. A good way to search and get comfortable with oneself. Effect: Self-awareness and increased selfesteem.

5 viii. Mind Calming: Any simple meditation or concentration exercises will do. Effect: calmness, energy, and allows one to spend quality time with oneself. ix. Reward Exercise: Get a jam jar and some colourful marbles. When you do something 'really well' (to the best of your current abilities) put a marble in the jar. Effect: Selfevaluation and reflection. x. Skilled Reading: Expand your knowledge base by reading about topics beyond your immediate comfort zone. Effect: Knowledge, analysis, horizon. Note on the Author: Brigadier Mukherjee took retirement from the Indian Army to pursue what he loves writing, photography, and teaching. An AVSM awardee and former faculty member at the College of Defence Management, he has authored two books and writes for various journals regularly. He facilitates both youth and executive development programs all over India. Note on the text : Exploring Teen Potential is a discursive essay extracted from the collection what Teems Need. But cant quite say edited by Saurabh N.Saklani and published by Rupa & Co 2005. Glossary: Assumptions Empathy Latent Priority Fosters Comprehension : I Answer the following in a sentence or two: 1. Who was the little boy? 2. What is the first struggle of the teenagers today? : the act of accepting without proof : the power of identifying oneself mentally with a person or object : existing but not manifest :an interest having a claim for consideration : promote the growth or development

6 3. What, according to the author can the teachers and parents offer them? 4. What is the result of our assumptions of the teenagers? 5. What is the first source of the adult to support the teenager? 6. What is the state of todays children? 7. What is expected of the adult? 8. Why cant anyone motivate the children? 9. What does the author mean by potential? 10. Why should teenagers be guided? 11. How does effective conversation help? 12. How can we handle uncertainties? 13. What are the effect of good listening and observing the surrounding? 14. What helps in crisis management? 15. How does looking at the mirror help?

III. Answer the following: 1. As a teenager, do you think the author is right in his analysis of the teenagers predicament? 2. The author believes that motivating a teenager is impossible. How do you respond to this? 3. He calls Potential as a latent possibility. How true is this with reference to yourself? 4. The 4 Cs namely, Curiosity, confidence, courage and constancy are vital to realizing ones potential. If you are asked to add another c to this list what would it be and why? 5. What qualities of adults known to you do you a) approve of b) disapprove of. Give reasons.

7 Word Work : Look at the following words : possibility, courage confidence These words are the noun forms of possible, courageous and confident which are adjectives. When describing words (adjectives) are changed to suggest an experience they are teemed nouns (abstract nouns) that cannot be seen but only experienced or felt. It is usually the name of a quality, action or state considered apart from the object to which it belongs.

Most abstract nouns are formed from adjectives. I Convert the following adjective into abstract norms : 1. 2. 3. 4. 5. Curious Able Competent Outrage Coward

II Fill in the appropriate noun / adjective in the following . 1. The moment something is known, it moves into the realm of ______________ (capable / capability) 2. Exploring ones own potential could be extremely rewarding if it is done in a reasonably___________________(system / systematic) manner. 3. 4. (Constant / constancy)______________ is vital to realizing his potential. Thinking of different uses of common items fosters__________________ (creative, creativity) 5. (Insecure / Insecurity)________________ teens from different socio economic backgrounds seldom interact with each other.

8 III Insert appropriate nouns or adjectives wherever necessary: is an age of change and upheaval. It is a developmental phase which is becoming increasingly. World. It is important to acknowledge the peer groups exist and within this peer group is crucial. This is of great considering the rapid pace of change that the society is undergoing at present.

Building & Site The author has made some suggestions for handling uncertainties by asking question like the following. What if I missed the school / bus? This helps in anticipating difficulties. Another similar usage, If only. is used to convey a hypothetical situation in the past, usually the former. I Frame sentences using what if, If only for the following idea. The first few are done for you. 1. Skipping breakfast What if I skip breakfast, I can have an early lunch. 2. Eating pizzas What if I eat pizza for lunch, I do get nutrition, taste, it is filling and what more it is delicious. 3. Sit up late at night. If only I had sat up late at night, I would have watched the movie. 1. Do my study during week 2. Have soft drinks instead of water 3. Bunk Classes 4. Play interest games 5. Enter chat room everyday

II Complete the following using what if or If only Look at the following sentence. The effect of a certain situation in given. The situation has to be guessed. Eg: Let me carry a spare one. What if my pen stops writing so let me carry a spare one. Try to anticipate the situation for the following i. ii. iii. iv. v. I should manage without it. I should make a note in my diary. I would do some walking I shall not strain my eyes. I would not get stressed.

III Mentioned below are certain situations and effects in the passage pick them out and use it in a what if or If only Form. Parents and teachers should determine how to give teenagers balanced opportunities to be more independent, make choices, learn to handle and accept responsibility and be accountable for their decisions. They can also demonstrate trust and confidence by providing opportunities for teens where they can be more conscientious in their actions. This sense of empowerment goes a long way in letting teens effectively boosting their self confidence.

Lets compose : I Sabrina Jane Sabrina Jane Sabrina Go through the following Dialogue : Looking dull? Whats the matter? What else? Got yet another shower forming MOM. Its so upsetting if people always try pick fault with us why cant they accept us as we are? What happened anywhy? I am being made to take the blame for all my kid brothers faults at home. Cool! Cool! As for me, my parents are just wonderful. I only wish everybody is just as blessed as I.

10 Jane Sabrina And then this constant bickering and nagging that I dont work hard enough. I am disgusted!

But then, I too have problems at school! My teachers literally sucking lift out of me. My history teacher hates me for being could and talk time. Well, thats my nature why should I change? My qualities of being jovial has attracted a number of friends for me. So why should I bother to change? Jane Fortunately, for us, we have understanding friends, though we are neither informed nor experienced to guide each other. Yes! True even then we need to be given more time to interact with each other either at home or at school. Sabrina Jane Lets hope. Bye then, See you.

Sabrina

In the above conversation, list out the difficulties faced by these girls. Discuss among your group ways to rectify them. II Now try to complete the following conversation between a father and son (at least 10 rounds) Father Rajesh Father Rajesh III Now create your own dialogue between mother and daughter. Project As a teenager, you must have had rich experience with your friends, neighbours, teachers, relatives and of course members of your family. Using these situations complied with yours experience in dialogue writing, prepare a short skit, aiming to suggest ways of tackling teen issues and tapping teen potential. Rajesh, Read this interesting article in Business Line. Dad, I am not interested in this. Why dont you let do what I want to do?