Question

It is common knowledge that school children are under great pressure to

perform well in all fields, study ten subjects, play games and develop an impressive image.

How do they manage? The skills, techniques and principles which they pick up while still

young help them cope.

2. Two of twentieth century’s finest minds have lamented that schools are not

teaching the basics of personal excellence or the science of success. “Almost all of what a

child learns at school after the age often is totally irrelevant to his need in later life. Most

schools do not teach thinking at all.” We need to understand that management must be taught

as a school subject. The weightiest argument is that children are managers.

3. Many of children are called upon to play directly three of the interpersonal

roles: ‘Figurehead’, ‘Leader’ and ‘Liaison Officer’. They do this while assisting teachers as

monitors or group leaders, while captaining teams on playgrounds and while leading teams in

competitions. Many more play these roles as surrogates.

4. The decision role of ‘Entrepreneur’ and ‘Resource Allocator’ may only

occasionally be assigned to children. However, it is worth nothing that, according to a recent

survey in Delhi, a monthly allocation of up to 1000 is available as pocket money to school

children. Therefore, they too need to have control over money and to develop a sense of

budget. If we add to these financial resources to the resources of time, information and

intellect available to children, we find that the decision making roles are not irrelevant to

them. Children play the other two decision roles: ‘Disturbance Handler’ and ‘Negotiator’

more often.

5. Children are managers in the making: Many of the management habits (e.g.,

using a to-do list), management skills (e.g. Sensitive listening), management attitudes and

values are formed early in life. Personality theorists believe that it is extremely difficult to

change personality traits, styles of thinking and habits of behavior once they are formed.6. As in language learning, where basic and abstract aspects of language like

pronunciation and rhythm are extremely resistant to learning after puberty, good

management habits, attitudes and values are difficult to acquire in adulthood. Computer

skills, lateral thinking and swimming, often felt to be forbidden by adults are easily learnt by

children. In fact, both research evidence and specialists strongly support the view that

children’s ability to learn skills like swimming and creative thinking is much more developed

than adults. Equally important, complex organisms (a) learn what is necessary or pleasurable

and (b) adapt themselves in ways that will serve their needs and interests with amazing

enthusiasm, ease and effectiveness.On the basis of your reading answer any ten of the following questions. (1x10=10 Marks)

(i) The reason of pressure on children is

(a) common knowledge

(b)absence of skills

(c) choice between studies and games

(d)performance demand in all fields

(ii) What according to few educationists is lacking in school teaching?

(a) Basics of personal excellence

(b)Science of success

(c) Thinking

(d)All of the above

(iii) How is professional sport considered as an occupation?

1. Language

2. Management

3. Human values

4. Creative thinking

5. Personality traits

6. Logical reasoning

(a) 1 and 6

(b)Only 2

(c) 2,3,4 and 5

(d)All of these

(iv) The article advocates teaching ………. as a subject in school.

(a) management

(b)creative thinking

(c) computer skills

(d)swimming

(v) Which of the following will be the most appropriate title for the passage?

(a) Skills for Life

(b)Going Beyond Books

(c) Management Education

(d)Learning Differences​

Answer 1

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