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    Introduction

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    Vipul Dwivedi
    This document discusses strategies used by teachers for happiness curriculum at the elementary level. It begins with introducing the concept of happiness and how it differs for each individual. It then notes several challenges undermining happiness in society and schools, including environmental issues, health problems, and increasing competition among students. The document specifically focuses on the happiness curriculum introduced in Delhi government schools in 2018. This curriculum is based on a model of sustainable, deeper, and momentary happiness. Teachers use strategies in happiness periods designed around learning awareness, inner harmony, and sensory experiences to teach this curriculum.

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    Introduction

    Uploaded by

    Vipul Dwivedi
    70 views2 pages
    This document discusses strategies used by teachers for happiness curriculum at the elementary level. It begins with introducing the concept of happiness and how it differs for each individual. It then notes several challenges undermining happiness in society and schools, including environmental issues, health problems, and increasing competition among students. The document specifically focuses on the happiness curriculum introduced in Delhi government schools in 2018. This curriculum is based on a model of sustainable, deeper, and momentary happiness. Teachers use strategies in happiness periods designed around learning awareness, inner harmony, and sensory experiences to teach this curriculum.

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    This document discusses strategies used by teachers for happiness curriculum at the elementary level. It begins with introducing the concept of happiness and how it differs for each individual. It then notes several challenges undermining happiness in society and schools, including environmental issues, health problems, and increasing competition among students. The document specifically focuses on the happiness curriculum introduced in Delhi government schools in 2018. This curriculum is based on a model of sustainable, deeper, and momentary happiness. Teachers use strategies in happiness periods designed around learning awareness, inner harmony, and sensory experiences to teach this curriculum.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views2 pages

    Introduction

    Uploaded by

    Vipul Dwivedi
    This document discusses strategies used by teachers for happiness curriculum at the elementary level. It begins with introducing the concept of happiness and how it differs for each individual. It then notes several challenges undermining happiness in society and schools, including environmental issues, health problems, and increasing competition among students. The document specifically focuses on the happiness curriculum introduced in Delhi government schools in 2018. This curriculum is based on a model of sustainable, deeper, and momentary happiness. Teachers use strategies in happiness periods designed around learning awareness, inner harmony, and sensory experiences to teach this curriculum.

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    A Study of Strategies used by Teachers for Happiness

    Curriculum at Elementary level

    Introduction
    The pursuit of happiness has always been an aspiration for all human beings.
    When someone is asked “what do you aspire?”, directly or indirectly, the answer
    is “to be happy”, although for one person, being rich or being able to buy things
    will make him/her happy the most, another person might be happy if he/she is
    academically strong, participating in co-curricular activities or archiving his/her
    life goals. So there are many different reasons to be happy and hence the
    definition of happiness is different for every individual.

    There are many challenges that are undermining happiness in our society, such as
    environmental degradation, health issues, gender biasness, increasing
    competitiveness among students of all age as a result of rising population and
    limited number of opportunities. Specially in a school, which is considered as the
    first step of child's learning, students are facing repercussions of such challenges
    and that too in a surrounding that is highly dynamic, stress-fueled and marks
    oriented. A need for a global movement for happiness is very much required and
    undoubtedly many steps have been taken for this context along with the
    accomplishment of several positive outcomes.

    On 26 May,2018 Central Board of Secondary Education (CBSE) declared class-XII


    board examination results. The next day, media reported suicides by class-XII
    students. It's always been observed a vast number of suicide cases by students
    whenever results of board examination are announced by CBSE and with time,
    the rate of suicide among students has increased. This Problem is not only
    associated with India, it is worldwide although reasons can be different, be it
    bullying, exam pressure, depression or other psychological factors. The question
    is how happy children are within the school or the education system? ‘To create a
    happy environment for education, in recent years, many countries have made
    happiness either a specific goal of their education and development policies or
    have included elements relating to happiness in their policy framework
    ‘(Kundu,2018).

    In this gloomy backdrop, Delhi government initiated “Happiness Curriculum” in


    Delhi government schools from classes nursery to VIII in 2018. ‘Introduction of the
    happiness Curriculum is to educate children to ensure harmony with their inner
    being and discover self in the process of learning. And if we inculcate happiness in
    children right from childhood, they will grow up to become stress-free and
    happier adults’ (happiness curriculum framework, 2018).

    Happiness curriculum is based on A. Nagraj’s (1999) model of happiness, which


    includes a ‘happiness triad’.

    Learning and awareness –Sustainable Happiness

    Happiness Harmony in feelings—Deeper Happiness

    Through the senses – Momentary Happiness


    Source: Happiness curriculum framework, 2018

    On the basis of Happiness Triad, strategies which are used by teachers in


    Happiness period are designed.

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