<p><strong>In summary</strong><br />
Professor George Magoha must pay attention to all criticism geared towards the ongoing Grade three CBC assessment tests and the new curriculum in general.</p>
<p>Positive criticism helps one identify the strengths and weaknesses of an education system.</p>
<p>There has been widespread criticism regarding the ongoing grade three assessments especially its rigorous and time-consuming nature.</p>
<p>The teachers’ unions in Kenya have also expressed concern regarding the haste with which the new 2-6-3-3 curriculum was implemented.</p>
<p>The unions argue that the teachers were not adequately prepared for a successful implementation.</p>
<p><strong>GRADE THREE ASSESSMENTS</strong><br />
Last week marked a very important milestone in Kenya’s history following the first-ever nation-wide assessment under the new CBC curriculum. The first set of pupils at Grade three levels in all Kenyan schools were taken through assessment models that would act as the backdrop for any further curriculum policies.</p>
<p>Proponents of this competence-based curriculum aim to facilitate a holistic development of the learners instead of focusing on summative assessments like KCPE and KCSE.</p>
<p><strong>NEW CURRICULUM</strong><br />
Kenya has shifted from the current 8-4-4 system to a new competence-based curriculum 2-6-6-3. This new curriculum will see learners spend two years in pre-school. The next six years will be spent in primary school before learners progress to Junior secondary (3 years). After this learners shall continue to senior secondary (3 years) and finally spend three years in college or university.</p>
<p><strong>WIDESPREAD CRITICISM</strong><br />
The ongoing Grade three assessments have attracted widespread criticism regarding the shallow methods used to assess the learner.</p>
<p>Teachers have also expressed concern about the few learning areas it covers. This gives room for doubt as to whether the tests will give a true picture of the learners’ competencies and skills.</p>
<p>Teachers unions have also poked holes about inadequate preparation of teachers. They thus fear that there could be a disaster in the making since teachers are the key tool in the implementation phase.</p>
<p>Civil society groups also fear that this new curriculum might further widen the gap between the haves and the have-nots hence promoting inequality which education seeks to end.</p>
<p>CBC parents have also expressed their displeasure with the routine home works and meetings that seem to burden them.</p>
<p><strong>ATTENTION</strong><br />
The Kenyan government especially the education cabinet secretary Professor George Magoha must wake up and smell the coffee.</p>
<p>Although he insists that CBC is not an examination, the thorough preparation and presence of teachers moving around prove the exact opposite. Therefore, the CBC assessment was a national exam by all standards.</p>
<p>Professor George Magoha must also pay attention to and address the numerous bottle-necks raised by teachers and key education stakeholders.</p>
<p>Some of these challenges include inadequate examination materials, challenges when handling big streams and the test’s time-consuming and shallow nature.</p>
<p>It is therefore too soon to declare the first national CBC assessment test a success.</p>
<p>Besides, the government should tread carefully to avoid falling into the same trap-ill preparedness and inadequate resources that marred the previous 8-4-4 system that the new one seeks to replace.</p>

Category Archives: Education
TSC Breaking News, KCSE Results, KCPE Results, KNEC News, KUCCPS, HELB & MOE latest updates.
THREE TSC COMMISSIONERS EXIT SERVICE GUESS WHO IS NEXT…
<p>In summary</p>
<p>President Uhuru Kenyatta has appointed a Zetech University don to chair a nine-member panel whose main task will be to select eligible candidates to replace three TSC commissioners who have retired.</p>
<p>Dr. Nancy Macharia’s term ends next year. She is the current Chief Executive officer of the Teachers Service Commission in Kenya.</p>
<p>Dr. Macharia will however still be eligible for a second term-five years.<br />
The Teachers Service Commission is due for changes following the replacement of three TSC commissioners.</p>
<p> ;</p>
<p>The selection has officially started after His Excellency President Uhuru Kenyatta appointed a selection panel which will be chaired by a Zetech University don Professor John Munene.<br />
Professor John Munene is the current vice-chancellor of Zetech University in Kenya.<br />
The other members of the selection panel include Hellen Ambasa, Francis Ng’ang’ a, Peter Ndoro, Stanley Waudo (vice-chancellor of Mount Kenya University), and Solicitor General Kennedy Ogeto.<br />
NON-RENEWABLE TERM<br />
All TSC commissioners are expected to serve for a non-renewable term of six years.<br />
The commissioners exiting service are Cleophas Tirop, Saadia Abdi Kantoma and Salome Gichura. Their term ended this year. Mr Tirop’s term begun in April 2013, he retired early this year, while Kantoma and Gichura exited the service last month.<br />
TSC CURRENT COMMISSIONERS<br />
There are six TSC commissioners in service. They are Lydia Nzomo, Mbarak Twahir, Tache Gollo, Albert Ekirapa, Kinoti Imanyara and Beatrice Adu.<br />
THE SELECTION PROCESS<br />
Section 8 (1) of the TSC act states that if a vacancy arises in the commission, it should be advertised through a formal gazette notice.<br />
After this, a nine-member selection panel is constituted to map out eligible candidates for appointment.<br />
The chair of the selection panel has to be appointed by the president.<br />
IN PART<br />
DR. NANCY MACHARIA’S BIOGRAPHY<br />
Dr. Macharia is the current secretary/ Chief Executive officer of the Teachers Service Commission.<br />
She was appointed after emerging the best in a competitive recruitment exercise and took over from Gabriel Lengoiboni who retired on 30th June 2015.<br />
Ms Macharia was selected as the ninth and first female TSC chief executive officer.<br />
EDUCATION BACKGROUND<br />
She has a Master of Education (Policy $ Management) degree from Bristol University in the United Kingdom.<br />
Dr. Macharia also possesses a Bachelor’s Degree in Education Arts- English and Literature from Kenyatta University.<br />
She has got vast experience having worked in the education field for at least 28 years.<br />
BRIEF HISTORY<br />
Born in the year 1963, Dr Macharia has undergone rigorous training in both local and international universities in the following areas: public procurement, proactive management, policy formulation, corporate governance among others.<br />
She began her career as an assistant teacher and was later appointed as the director of teacher management.<br />
After graduation, she was posted to work as a classroom teacher at Kahuhia Girls, Murang’ a county. After five years, she rose to the rank of a deputy principal at Kianderi Girls Secondary within the same county.<br />
She later stopped teaching and became a staffing officer. Dr. Macharia rose through the ranks until she reached the most coveted position – TSC CEO.<br />
CONTRIBUTIONS AND AWARDS<br />
President Uhuru Kenyatta in 2014 awarded her the Order of the Grand Warrior for her immeasurable contribution in and outside her workplace.<br />
She was part of the team that speared the national TSC data integrated system which was funded by the World Bank courtesy of her negotiations.<br />
She also initiated the teacher management information system to curb the ghost worker syndrome.</p>
<p>Now that her five- year contract expires next year, will she be the next in line for retirement?</p>

TEACHER- FRIENDLY TPAD TOOL!
<p> ;</p>
<p><strong>TEACHER- FRIENDLY TPAD TOOL!</strong></p>
<p><strong>RELIEF FOR TEACHERS AS TSC UNVEILS A NEW TEACHER- FRIENDLY TPAD</strong></p>
<p><strong>Teachers in Kenya now have got reason to smile following the release of a new simplified TPAD tool by the Teachers Service Commission.</strong></p>
<p><strong>EXTERNAL LINKS WITH RELATED CONTENT</strong></p>
<p><strong><a href="https://educationnewshub.co.ke/deadline-for-filing-2019-term-3-tpad-data-by-tsc-teachers-tsc-latest-news/">https://educationnewshub.co.ke/deadline-for-filing-2019-term-3-tpad-data-by-tsc-teachers-tsc-latest-news/</a></strong></p>
<p><a href="https://tpad2.tsc.go.ke/auth/login">https://tpad2.tsc.go.ke/auth/login</a></p>
<p><strong>The former TPAD tool has been done away with due to its bulky nature. Moreover, it gave the teachers difficulty in terms of accessibility. The new tool is however less bulky and less detailed. Check out the details below.</strong></p>
<p><strong>The teachers’ service commission (TSC) new TPAD appraisal system is aimed at capturing teachers’ manual data. Here is the link: tpad2tsc.go.ke</strong></p>
<p><strong>The tool has got a reduced number of teaching standards from the previous 7 to 5 on its online portal. The commission, therefore, expects all teachers to upload their termly appraisals via the link provided above.</strong></p>
<p><strong>This move follows extensive consultations with various stakeholders which include teachers, school heads, Sub- County and County directors, curriculum support officers KTCPA and KESSHA on effective TPAD implementation.</strong></p>
<p><strong>The Teachers Service Commission has been monitoring TPAD and PC implementation since January 2016. The monitoring process is usually facilitated by county education offices. All Kenyan learning institutions are assessed and monitored continuously on a termly basis. This monitoring and evaluation is part of the performance contract signed by all county directors.</strong></p>
<p><strong>TEACHER-FRIENDLY TPAD TOOLS</strong><br />
<strong>For easier implementation, the Teachers Service Commission has customized its TPAD for teachers serving the following levels: primary, secondary, special needs schools and post-secondary institutions.</strong></p>
<p><strong>Although the teaching standards cut across all the levels, performance indicators and evidence greatly differ from one institution to another.</strong></p>
<p><strong>REVISED TEACHING STANDARDS</strong><br />
<strong>The TPAD teaching standards have been revised as follows:</strong></p>
<p><strong>Part A: INSTRUCTIONAL DELIVERY now consists of:</strong><br />
<strong>a. PROFESSIONAL KNOWLEDGE AND PRACTICE</strong><br />
<strong>b. COMPREHENSIVE LEARNING ENVIRONMENT</strong><br />
<strong>c. TEACHER PROFESSIONAL DEVELOPMENT</strong></p>
<p><strong>Part B: TEACHER CONDUCT AND PROFESSIONALISM has one part:</strong><br />
<strong>d. TEACHER CONDUCT AND PROFESSIONALISM</strong></p>
<p><strong>Part c: COMMUNITY OF PRACTICE which also has one part:</strong><br />
<strong>e. PARTICIPATION IN PROFESSIONAL LEARNING COMMUNITY</strong></p>
<p><strong>THE TPAD PROCESS</strong><br />
<strong>It consists of 8 steps</strong></p>
<p><strong>1. Developing an appraiser calendar</strong><br />
<strong>2. Setting of termly targets</strong><br />
<strong>3. Implementing the targets set and evidence gathering</strong><br />
<strong>4. Self- appraisal based on various competencies and teaching standards</strong><br />
<strong>5. Appraiser rating based on the evidence given</strong><br />
<strong>6. Appraiser-Appraisee meeting which involves questions and evidence</strong><br />
<strong>7. Identifying teaching gaps</strong><br />
<strong>8. Implementing teacher support and development</strong></p>
<p><strong>REVISED T-PAD ONLINE SYSTEM</strong><br />
<strong>There are modifications in the new TPAD online system. The system has got one pack for three tools: TPAD, PC and TPD. Contrary to the old system, the new one is more superior and teacher-friendly.</strong></p>
<p><strong>It consists of the following:</strong><br />
<strong>1. Interaction</strong><br />
<strong>2. Adequate features of security</strong><br />
<strong>3. TPAD portal</strong><br />
<strong>4. Reports</strong><br />
<strong>5. Inbuilt self –monitoring</strong><br />
<strong>6. Real-time feedback</strong><br />
<strong>7. Performance Contracts for heads</strong><br />
<strong>8. Institutional-based needs</strong><br />
<strong>9. Instructional supervision planning</strong><br />
<strong>10. Audit trails on who did what</strong><br />
<strong>11. Accessibility-it can be accessed while online and offline</strong></p>
<p><strong>N/B: Ensure that your sub-county director activates your name before you try logging into the system.</strong></p>

TSC REPORT ON BOMET SCHOOL GIRL’S SUICIDE
<p>LAST MOMENTS<br />
The Teachers Service Commission (TSC) has revealed fresh details concerning a schoolgirl who allegedly committed suicide after being scorned by her teacher after messing her uniform (menses).</p>
<p>Jackline Chepng’eno a 14-year old girl was allegedly overwhelmed by disgrace after a public shaming by her class teacher Ms Chemutai and used a leso to commit suicide. This is according to the preliminary report that the Teachers Service Commission revealed.</p>
<p>SANITARY PADS<br />
When Jackline hung herself on September 6, there were 77 packets of sanitary pads in the school store. According to Dr NancyMacharia, the Teachers Service Commission Chief Executive Officer, Kabiangek Primary school located in Konoin, Bomet is among other schools that received its share of free sanitary pads for term two.</p>
<p>Further details reveal that Jackline was among 50 girls who are eligible for free sanitary pads. Each of these girls had already received two packets for two months that is August and September. Jackeline&#8217;s mother, Beatrice Koech also affirmed that her daughter had a full packet of pads at home.</p>
<p>CONFLICTING STATEMENTS<br />
Ms Koech’s statement, however, does contradict that of Jackeline&#8217;s class teacher Ms Chemutai.</p>
<p>TEACHER OF ENGLISH SYNDROME<br />
According to the deceased’s mother, her daughter had been ejected by Madam Chemutai, her teacher of English from class and ordered to go home and wash before returning to school.</p>
<p>Before sending her away, Ms Chemutai hurled insults at her and termed her dirty. The tender-aged school girl had expected her class teacher to empathise with her given that she was a woman. Little did she know what rude shock she will be served with.</p>
<p>Ms CHEMUTAI’S SAY<br />
Ms Jenniffer Chemutai has however defended herself in the 42- page Teachers Service Commission report tabled in Parliament. Ms Chemutai denies the allegations levelled against her. She says that she did neither send the girl away nor ridicule her. Instead, she politely and humbly requested her to go home, clean herself and come back for the afternoon lessons.</p>
<p>This she did after realizing that the girl had soiled her dress due to menstrual flow. She took a step further to counsel and comfort the pupil showing her that whatever had happened is very normal. Besides, mistakes occur. All she needs is a bit of “freshening up.” After this, she went straight to the staffroom to get her sanitary pads.</p>
<p>PENCILS<br />
Ms Chemutai had requested all the pupils to use a pencil when writing their compositions that fateful morning. Unfortunately, Jackline was among the few who did not have a pencil. The teacher was thus obliged to prevail upon them to go and borrow from other pupils in the lower classes.</p>
<p>However, Jackline hesitated for a moment and showed signs of discomfort. Madam Chemutai hence forced her to find one. When she stood and walked towards the door, the teacher was taken aback after realizing that the girl had stained her uniform.</p>
<p>She quickly went after her. She comforted the girl before going to get her the sanitary pads. Surprisingly, Jackline defiantly walked towards the gate and attempts to call her proved futile.</p>
<p>COMPULSORY LEAVE<br />
Following Jackeline&#8217;s suicide, Ms Chemutai, her class teacher, has been given a compulsory leave. Dr Nancy Macharia has confirmed. This is to give room for fair and transparent investigations.</p>
<p> ;</p>

TSC BOSS NANCY MACHARIA ACCUSES PARENTS OF GREED AND IGNORANCE
<p>Today marks the fourth day since the historic dispersal of TSC commissioners to 6 regions where carnal knowledge (usually termed CK) seems to be highly volatile. This comes at the backdrop of overwhelming cases of teacher indiscipline. The cases should be solved within three months but this time teachers have taken a notch higher thus leaving the Teachers Service Commission with no option apart from racing to beat the deadline.</p>
<p><strong>PLOUGHING THE WRONG FIELDS</strong><br />
The Teachers Service Commission has so far received 1000 cases of teacher misconduct. 600 of these were filed across the 47 counties and 400 at its headquarters in Nairobi. Many of these cases involve teachers who have been allegedly “ploughing the wrong fields” affirming that indeed newly blossomed roses smell better. These teachers are purported to have been illegally engaged in sexual activities with under-age school-going students. Within the last 7 years, 1228 teachers have been laid off and deregistered due to having sexual relationships with learners. Within the year 2018-2019, 151 teachers have been dismissed.</p>
<p><strong>THE MALE TEACHER SYNDROME</strong><br />
The Teachers Service Commission statistics reveal that more male teachers are more likely to fall into the trap of “devouring the forbidden fruit” compared to their female counterparts. Only four cases of female teachers who have been involved in sexual affairs with learners have been reported.</p>
<p><strong>CORPORAL PUNISHMENT</strong><br />
Despite the Teachers Service Commission’s enforcement of the law which bans corporal punishment in all Kenyan schools, some teachers cannot simply opt for better correction measures. They seem to be more devoted to corporal punishment than their employer’s views and the law. Maybe it is time they revisited the 48 laws of power.</p>
<p><strong>THREE MONTHS</strong><br />
The Teachers Service Commission has changed the period within which these cases should be heard. This comes as a relief to the victims and the accused. Initially, the cases would last 6-12months. This long span would create room for manipulation and arm-twisting.</p>
<p><strong>GREED AND IGNORANCE</strong><br />
The Teachers Service Commission Chief Executive Officer Dr. Nancy Macharia has expressed a lot of concern at the glaring menace of teenage pregnancy. The whistleblower cites greedy and ignorant parents as the main factor in promoting underage pregnancies. She blames ignorant parents who still hang on to retrogressive cultural practices such as early marriage for ruining their daughters’ lives.</p>
<p>Dr. Nancy Macharia also accuses parents of their huge appetite for money. The poverty-stricken parents are believed to trade justice with some few coins. Consequently, they have to change their statements in favour of the accused. In the long run, there is obstruction of justice emanating from irresponsible parents.</p>
<p><strong>TEENAGE PREGNANCY</strong><br />
According to this year’s Parliamentary Report, teenage pregnancy is on the rise. Kakamega County has got the highest number-88 cases with Wajir and Mandera tailing with only one. At a glance,</p>
<p>a. Kakamega -88<br />
b. Kisii-61<br />
c. Homa Bay-60<br />
d. Kitui-53<br />
e. Bungoma-47<br />
f. Siaya- 46<br />
g. Tana River- 4<br />
h. Nairobi-3<br />
i. Mandera-1<br />
j. Wajir-1</p>
<p>This report is enough to sound a bell to all education stakeholders. It further serves us with bitter memories of last year’s KCPE and KCSE exams which were marred with cases of girls giving birth.</p>
<p><strong>RELIEF FOR TEACHERS</strong><br />
Despite teachers been termed as blackguards in this mystery, there is enough evidence to sanitize their name and reclaim lost glory. This is because Dr Nancy Macharia confirmed that only 2% of teenage pregnancies are traced back to the teachers. Other notorious community members especially the infamous “bodaboda” riders are preying on school girls.</p>

TEACHERS SERVICE COMMISSION- KENYA
<p><strong>BACKGROUND INFORMATION</strong><br />
The Teachers Service Commission is an independent body established in <strong>July</strong> <strong>1967</strong>. The aim is to give teachers one employer offering similar terms and conditions of service that is salaries, leaves and allowances.<br />
In the year 2010, TSC was further recognized as a constitutional commission with full mandate under <strong>Article 237 (1)</strong> of the Constitution of Kenya.</p>
<p><strong>TSC FUNCTIONS</strong><br />
The Teachers Service Commission plays the following key roles:</p>
<ol>
<li>Vetting and registering trained teachers</li>
<li> Assigning TSC-employed teachers to work in any public school or institution across the country</li>
<li>Promoting and transferring teachers according to the already stipulated schemes of service</li>
<li>Recruitment and employment of teachers in government-sponsored public institutions</li>
<li>Disciplining teachers who go against the TSC code of conduct while in service</li>
<li>Terminating the service of a teacher in a month’s notice</li>
<li>Providing in-service training for practising teachers</li>
<li>Reviewing education standards to maintain and improve quality</li>
<li>Reviewing the demand Vis a Vis the supply of teachers to advise the government on shortage areas</li>
<li>Advising the Kenyan government on matters education and teaching profession</li>
</ol>
<p><strong>TSC STRUCTURE</strong><br />
At the tip is the chair alongside 9 other commissioners. Their main role is to formulate policies and offer direction on their implementation. Tasked with implementing the decisions of the commission is the secretary who gets aided by the secretariat staff.<br />
The commission is also divided into three directorates:<br />
a. Teacher management</p>
<p>b. Human resource management</p>
<p>c. Finance and administration</p>
<p>N/B: Each directorate is governed by DCS which stand for deputy commission secretaries</p>
<p><strong> TSC COMMUNICATION CHANNELS</strong><br />
You can always contact the commission by:</p>
<ul>
<li style="text-align: left;"> Writing a letter to the secretary of the TSC- Private Bag, 00100, Nairobi.</li>
<li style="text-align: left;">Sending an e-mail to info@tcs.go.ke</li>
<li style="text-align: left;">Visiting their website-www.tsc.go.ke and online portal- www.teachersonline.go.ke</li>
<li style="text-align: left;">Calling their telephone- the telephone number is (020) 2892000</li>
<li style="text-align: left;">Circulars disseminated to institutions or online channels</li>
<li style="text-align: left;">Publications</li>
<li style="text-align: left;">Social media channels- Facebook; Tsc Kenya</li>
<li style="text-align: left;">Customer Care Services</li>
</ul>
<p> ;</p>
<p><strong>TSC TEACHER PROFESSIONAL DOCUMENTS</strong><br />
1. KICD approved syllabi<br />
2. Updated schemes of work<br />
3. Updated lesson plans<br />
4. Updated lesson notes<br />
5. Analyzed learner progression records<br />
6. Learners’ value-added records<br />
7. Learners’ attendance register</p>
<p><strong> TEACHERS PERFORMANCE APPRAISAL and DEVELOPMENT TOOL</strong></p>
<p>This is an assessment tool filled on a termly basis to determine the level of achievement of pre-set targets and improvement areas.<br />
It prepares the ground for a soft landing during promotions, retention and career progression.</p>
<p>It contains the following key areas:</p>
<p>Professional knowledge and application; Time management; Innovation and creativity in teaching; Learner protection and security; Co-curricular activities; Professional development and Collaboration with stakeholders</p>
<p><strong>TSC REMUNERATIVE ALLOWANCES</strong></p>
<p>Note that remunerative allowances are divided into two main categories; automatic and those payable upon application</p>
<p>AUTOMATIC TSC REMUNERATIVE ALLOWANCES<br />
1. House allowance<br />
2. Leave allowance<br />
3. Commuter allowance<br />
TSC REMUNERATIVE ALLOWANCES PAID UPON APPLICATION<br />
1. Hardship allowance- only paid to teachers who work in hardship areas such as the North-Eastern region of Kenya. It is paid upon application.<br />
2. Reader’s facilitation or aide allowance- given to teachers with physical impairment e.g. the deaf, blind or dumb. It is also paid to teachers who are confined to wheelchairs<br />
3. Transfer allowance-it is given to teachers who have transferred from one sub-county to another to facilitate easier relocation.</p>

ESSENTIAL LIFE SKILLS
<p>Did you know that much as formal education equips your child or students with knowledge, skills, values and attitudes; there exist other core life skills which your child is more likely to acquire from real-life experiences? This is what experts technically refer to as core life skills.</p>
<p><strong>WHAT ARE LIFE SKILLS?</strong><br />
This term is used to define basic abilities which enable humans to effectively adjust to demands and challenges of life. They boost self-confidence, nurture critical thinking and promote independence.</p>
<p><strong>BENEFITS OF LIFE SKILLS</strong><br />
<strong>Life skills:</strong><br />
1. Propel you to make the most out of life through creative thinking.<br />
2. Make you aware of your rights and obligations as a citizen.<br />
3. Keep you in the loop on social, economic and political issues.<br />
4. Make you aware of and considerate to others’ welfare.<br />
5. Equip you with the ability to voice your views.<br />
6. Promote independent thoughts.<br />
7. Boost your level of confidence since they give one a sense of direction.<br />
8. Enable you to resolve conflicts that may arise peacefully.<br />
9. Help you handle criticism at work, school or home environments thus shielding your ego.<br />
10. Make you strong enough to put up with an indifferent boss.</p>
<p><strong>EXAMPLES OF LIFE SKILLS</strong><br />
There are 10 essential life skills. These are:</p>
<p><strong>Decision-making</strong><br />
This refers to the ability to think through a situation before arriving at sound judgement. This skill is crucial bearing in mind the numerous dilemmas that life presents. For instance, enables you not to indulge in alcohol no matter the pain you are going through at the expense of your job.</p>
<p><strong>Problem- solving</strong><br />
This skill equips you with the ability to resolve conflicts amicably. It enables you to face the problem instead of avoiding it.</p>
<p><strong>Creative thinking</strong><br />
It refers to devising new ways of doing something, for example, you can start your business idea instead of seeking employment.</p>
<p><strong>Critical thinking</strong><br />
This is the ability to analyze scenarios and decisions before determining whether they are beneficial or detrimental. This skill shields you from making rash decisions.</p>
<p><strong>Effective communication</strong><br />
It refers to the ability to pass across information either orally, in writing or using body language to your audience. Therefore, even children who are dumb or deaf need this essential skill.</p>
<p><strong>Social skills</strong><br />
It is the ability to get along with others. It also encourages cooperation which enhances teamwork, emotional intelligence, etiquette-socially acceptable behaviour, leadership and social networking.</p>
<p><strong>Self- awareness</strong><br />
This is the ability to know who you are in terms of your skills, abilities, temperament and shortcomings. Self- awareness makes you stay out of trouble since you know the extent of your anger.</p>
<p><strong>Assertiveness</strong><br />
This is the ability to carry on in a way that expresses self -confidence, power or importance. Assertiveness commands respect from your peers and other people around you.</p>
<p><strong>Empathy</strong><br />
It refers to the capacity to understand what others are going through and trying to help them out.</p>
<p><strong>Resilience</strong><br />
The mental ability to forge forward after an illness, depression or misfortune is referred to as resilience.<br />
Note that without these skills, you will find it extremely difficult to adjust and live in harmony with other members in the society no matter how intelligent you are.</p>

INTELLIGENCE AND THE COMPETENCY-BASED CURRICULUM IN KENYA
<p>Whereas talent wins matches, trophies and medals; intelligence wins championships. Kenya’s new competence-based curriculum is here and several parents are confused about what it entails. Worth noting is the fact that CBC is not a strange phenomenon. It only goes a step further and fully exploits your child’s potential. It focuses on various intelligence modalities instead of academics only.</p>
<p>CBC thus is closely associated with<strong> Howard Gardner’s theory of Multiple</strong> <strong>Intelligences (1983</strong>) which seeks to sub-divide intelligence into various modalities. Gardner proposes that human intelligence should be evaluated based on multiple dimensions as opposed to a single general ability.</p>
<p>Just like Gardner, proponents of the competence-based curriculum in Kenya hold on to the idea that our children are gifted differently. Consequently, we have to grade them based on their areas of strengths. Therefore if the teacher advises your child to chat the path of music or sports, do not feel like you are wasting time and resources. Neither should you feel like your child is damn or daft. You need to appreciate the fact that s/he is endowed with musical or fine motor intelligence skills.</p>
<p><strong>WHAT IS INTELLIGENCE?</strong><br />
This refers to the ability to learn and apply knowledge and skills aimed at manipulating your environment. Intelligence also enables an individual to make the right choices and resolve conflicts amicably.</p>
<p><strong>TYPES OF INTELLIGENCE</strong><br />
<strong>Gardner (1983)</strong>, a psychologist in his text entitled “Frames of Mind” proposes the following categories of intelligence. They include:<br />
Musical rhythmic or musicality</p>
<p>If your child is gifted in music, then s/he has got what Gardner popularly refers to as Musical rhythmic intelligence. Therefore, your child will tend to exhibit the following characteristics:</p>
<p>1. A perfect pitch-degree of voice<br />
2. Ability to sing well<br />
3. Ability to compose songs and play musical instruments such as the violin, guitar, drum-sets among others</p>
<p>Children with musical rhythmic intelligence are likely to make great musicians, vocalists, songwriters or instrumentalists.</p>
<p><strong>Verbal- linguistic or linguistic intelligence</strong><br />
This means that your child can creatively exploit language. Such children demonstrate the following features:</p>
<ol>
<li>Ability to read.</li>
<li>Ability to tell stories &#8211; good orators.</li>
<li>Ability to memorize words (for instance bible verses, poems, songs) and dates.</li>
</ol>
<p>These children will become great orators, linguists, language teachers, journalists, lawyers and news anchors.</p>
<p><strong>Logical-mathematical intelligence (reason)</strong><br />
Refers to the ability to think critically, manipulate numbers and understand underlying principles of a concept.</p>
<p>Such children are likely to pursue STEM courses and careers such as engineering, medicine, accounting and statistics.</p>
<p><strong>Bodily-kinesthetic intelligence</strong><br />
This form of intelligence is related to gross and fine motor skills. A child with Bodily- kinetic intelligence has perfect control over his/ her body movements and can skillfully handle objects.</p>
<p>Such kids excel in sports such as athletics, dancing, acting/ film industry and can make good soldiers.</p>
<p><strong>Visual-spatial intelligence (spatial)</strong><br />
This is the ability to see using the mind’s eye. A child with visual¬- spatial intelligence can see objects from various angles or space and note fine details.</p>
<p>This skill is essential in careers like medicine and investigative occupations e.g. criminology.</p>
<p><strong>Inter-personal or social intelligence</strong><br />
This is the ability to identify with other people’s moods, feelings, temperaments and motivations. A kid with social intelligence easily cooperates with others besides embracing teamwork. Moreover, s/he communicates well and emphasizes with other’s difficult situations.</p>
<p>Careers associated with this ability are sales and marketing, teaching, social workers and professional counsellors.</p>
<p><strong>Naturalistic intelligence</strong><br />
This refers to the ability to identify with plants and animals. Kids who are endowed with naturalistic intelligence can relate to their immediate environment, classify animal/plant species and creatively reproduce them.<br />
They fit well in careers such as animal husbandry, veterinary courses or farming.</p>
<p><strong>Word<span style="text-transform: initial;"> from the</span></strong><strong style="text-transform: initial;"> author: </strong>You need to know your child’s intelligence modality early enough to effectively guide him/her on careers.</p>

PARENTING STYLES PROS AND CONS
<p>Parenting is a very important process in your child&#8217;s growth and development. Therefore, you need to be extremely cautious when moulding him or her. So, what kind of parent are you?</p>
<p>AUTHORITARIAN</p>
<p>Do any of the following descriptions fit you well?</p>
<ol>
<li>You expect your son or daughter to follow your rules without raising any eyebrows.</li>
<li>You occupy the place of a king in their lives since your word is law.</li>
<li>Your child&#8217;s opinion does not matter.</li>
<li>You do enforce preset rules using the whip instead of discipline, better put as ruling with an iron fist.</li>
</ol>
<p>If you exhibit any of these traits, yours is an authoritarian style.<br />
You keep on ignoring your child&#8217;s views or feelings as you are more geared towards obedience and submission. Moreover, you make him or her remorseful for their mistakes.</p>
<p>This style has got pros and cons. Its advantages include: Your child is likely to recognize authority hence promoting good behaviour. S/he will also easily develop a sense of responsibility and a clear goal at a tender age.</p>
<p>On the other hand, your child is bound to experience low self -esteem, poor creativity and problem- solving skills. What is even worse is the dependency syndrome owing to your preset regulations.</p>
<p>AUTHORITATIVE<br />
Unlike authoritarian, authoritative parents aim at establishing a cordial relationship with their children. Thus, you take it in your stride to make your child understand the reasons behind your rules or standards, consider their views or feelings and use praises to enforce good behaviour.</p>
<p>The advantages of this style include:<br />
a. Happy and successful children who adjust quite well to life&#8217;s demands.<br />
b. Your child can make sound decisions for s/he can weigh a situation beforehand.<br />
c. Authoritative parenting style also nurtures independence. Once your son or daughter matures, they can evaluate a situation on their own before arriving at a decision.</p>
<p>PERMISSIVE<br />
If you fall into this category, then your home is nothing less than a roller-coaster where children are free to do what they want. Neither rules nor dire consequences are set to regulate your child&#8217;s conduct. A permissive parent can only interfere in the event of a life-threatening case. His or her opinion is full of &#8216;let kids be kids&#8217; attitude. Besides, s/he is more of a friend than a parent.</p>
<p>Its pros include a cordial relationship between parents and children, high self-esteem and independence.</p>
<p>However, its glaring demerits are failure to recognize authority, behavioural challenges and health risks such as obesity resulting from excessive freedom.</p>
<p>UNINVOLVED<br />
Parents in this category are often less concerned about their children&#8217;s whereabouts. They do not make a follow-up on their children or offer parental guidance. Uninvolved parents do not know their children&#8217;s character since they do not create time to do so. The children, neglected are forced to take care of themselves.</p>
<p>This care-free attitude in these parents may result from other challenges like stress, depression, work, ballooned bills to settle or drug and substance abuse.</p>
<p>Its disadvantages include self- esteem issues, poor academic results, behavioural challenges and extreme sadness in the child.</p>
<p>Worth noting is that sometimes your parenting style may cut across two or more of these. The most balanced style is authoritative.</p>

ENGLISH SCHEMES OF WORK FORM TWO TERM THREE
<table width="1086">
<tbody>
<tr>
<td width="36"><strong>WK</strong></td>
<td width="54"><strong>LSN</strong></p>
<p><strong>NO.</strong></td>
<td width="96"><strong>TOPIC</strong></td>
<td width="126"><strong>SUB-TOPIC</strong></td>
<td width="192"><strong>OBJECTIVES</strong></td>
<td width="156"><strong>L/ACTIVITIES</strong></td>
<td width="126"><strong>L/T AIDS</strong></td>
<td width="180"><strong>REFERENCE</strong></td>
<td width="120"><strong>REMARKS</strong></td>
</tr>
<tr>
<td width="36">1</td>
<td width="54">1-3</td>
<td colspan="6" width="876"><strong>REPORTING AND REVISION OF LAST TERM</strong><strong>’</strong><strong>S EXAMS</strong></td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54"> ;</p>
<p> ;</p>
<p>4</td>
<td width="96"> ;</p>
<p> ;</p>
<p> ;</p>
<p>Listening and speaking</td>
<td width="126"> ;</p>
<p> ;</p>
<p> ;</p>
<p>Word play-puns</td>
<td width="192"><strong>By the end of the lesson, the learner should be able to:</strong></p>
<p> ;</p>
<p>-Define a pun</p>
<p>-Explain the pun in the statements given</p>
<p>&#8211; Create his/ her pun</td>
<td width="156"> ;</p>
<p> ;</p>
<p> ;</p>
<p>Defining a pun</p>
<p>Explaining the pun in the statements given</p>
<p>Creating their puns</td>
<td width="126"> ;</p>
<p> ;</p>
<p> ;</p>
<p>A chart showing puns</td>
<td width="180">Secondary English Bk 2 Page 161</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">5</td>
<td width="96">Study skills</td>
<td width="126">First-Person Narrative</p>
<p>“The Hero”</td>
<td width="192">-Identify the pronouns used to express the first person</p>
<p>-Define the term first-person narrative as used in literature</p>
<p>-Read the story given</p>
<p>-Write a creative story in the First-person</td>
<td width="156">Studying Flashcards showing the pronouns used</p>
<p>to express the first person narrative-</p>
<p>Identifying the pronouns used to express the first person</p>
<p>Defining the term first-person narrative as used in literature</p>
<p>Reading the story given</p>
<p>Writing a creative story in the</p>
<p>First-person</td>
<td width="126">Flashcards showing the pronouns used to express the first person narrative</td>
<td width="180">Secondary English Bk 2 Page 162</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">6-7</td>
<td width="96">Reading</td>
<td width="126">comprehension</p>
<p>‘Munyanga and His Boss’</td>
<td width="192">-Discuss the theme of exploitation and oppression</p>
<p>-Identify the various ways of oppression or exploitation</p>
<p>-Read the text given</p>
<p>-Answer comprehension questions based on the text</p>
<p>given</td>
<td width="156">Discussing the theme of exploitation and oppression</p>
<p>Identifying the various ways of oppression or exploitation</p>
<p>Reading the text given</p>
<p>Answering comprehension questions based on the text</p>
<p>given</td>
<td width="126">Pictures or video clips showing exploitation and/or oppression</td>
<td width="180">Secondary English Bk 2 Page</p>
<p>164-167</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">8</td>
<td width="96">Grammar</td>
<td width="126">Subordinating conjunctions</td>
<td width="192">-Identify subordinating conjunctions and explain where they can apply-functions</p>
<p>-use subordinating conjunctions correctly in sentences</td>
<td width="156">Studying flashcards containing subordinating conjunctions</p>
<p>Identifying subordinating conjunctions and explaining where they can apply-functions</p>
<p>using subordinating conjunctions correctly in sentences</td>
<td width="126">flashcards containing subordinating conjunctions</td>
<td width="180">Secondary English Bk 2 Page</p>
<p>168-169</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">2</td>
<td width="54">1-2</td>
<td width="96">Writing</td>
<td width="126">Advertisements</td>
<td width="192">-Identify and list the features of a good advertisement</p>
<p>-Design an advertisement using the guidelines given</td>
<td width="156">Studying sample advertisements</p>
<p>Identifying and listing the features of a good advertisement</p>
<p>Designing an advertisement correctly</td>
<td width="126">Sample</p>
<p>advertisements</td>
<td width="180">Secondary English Bk 2 Pg 170-171</p>
<p>Secondary English Teacher’s Guide Bk 2Teachers Book page 51</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3-4</td>
<td width="96">Listening And Speaking</td>
<td width="126">Non-verbal Skills: Facial expressions, Gestures and Eye Contact</td>
<td width="192">-Discuss the use of various non-verbal skills</p>
<p>-explain how they can be applied during live performances of oral narratives, poems and songs</td>
<td width="156">Speaking</p>
<p>Role-playing</p>
<p>Dramatization</td>
<td width="126">Video presentation</p>
<p>Showing various non-verbal skills</p>
<p>Laptop</p>
<p>projector</td>
<td width="180">Secondary English Bk 2 Pg 172-173</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">5</td>
<td width="96">Study Skills</td>
<td width="126">Summary</td>
<td width="192">-Identify the steps followed when writing a summary</p>
<p>-Summarize a given passage well</td>
<td width="156">Listening to the teachers explanation</p>
<p>Discussing the passage</td>
<td width="126">Resource persons</p>
<p>Sample passage</td>
<td width="180"> ;</p>
<p>Secondary English Bk 2 Pg 174-175</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">6-7</td>
<td width="96">Reading</td>
<td width="126">Comprehension</p>
<p>“Oprah Winfrey”</td>
<td width="192">-Read the passage silently</p>
<p>-Answer questions on the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</p>
<p> ;</td>
<td width="156">Discussing iconic figures</p>
<p>and their contributions</p>
<p>Reading the comprehension</p>
<p>Discussing oral questions</td>
<td width="126">Photographs of iconic figures such as Wangari Maathai, Maya Angelou and Oprah Winfrey</td>
<td width="180">Secondary English Bk 2 Page</p>
<p>176-177</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">8</td>
<td width="96">Grammar</td>
<td width="126">Interjections</td>
<td width="192">-Identify various interjections and</p>
<p>What emotions they express</p>
<p>-Use the interjections correctly to construct meaningful sentences</td>
<td width="156"> Discussing the use of interjections</p>
<p>Gap filling</td>
<td width="126">Oxford Advanced Learner’s Dictionary</p>
<p>Flashcards</td>
<td width="180">Secondary English Bk 2 Pg 178-179</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">3</td>
<td width="54">1-2</td>
<td width="96">Writing</td>
<td width="126">Personal Journals</td>
<td width="192">-Identify the steps followed when writing a personal journal</p>
<p>-Write a good personal journal correctly</td>
<td width="156">Studying samples of personal journals</p>
<p>Identifying the steps followed when writing a personal journal</p>
<p>Writing a personal journal</td>
<td width="126">Samples of personal journals</td>
<td width="180">Secondary English Bk 2 Pg 180</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3</td>
<td width="96">Listening And Speaking</td>
<td width="126">Pronunciation of /l/ and /r/ sounds</td>
<td width="192">-Pronounce words with /l/ and /r/ sounds correctly</p>
<p>-Give minimal pairs of words that contain the above sounds</p>
<p>-create his/her tongue twisters containing the afore-mentioned sounds</td>
<td width="156">Reading aloud the minimal pairs and/or tongue twisters given on a chart/ flashcard</p>
<p>Giving minimal pairs of words that contain the above sounds</p>
<p>Creating his/her tongue twisters containing the afore-mentioned sounds</td>
<td width="126">Chart or flashcards containing minimal pairs and/or tongue twisters</p>
<p>Oxford Advanced Learners Dictionary</td>
<td width="180">Secondary English Bk 2 Pg 181-183</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">4-5</td>
<td width="96">Study Skills</td>
<td width="126">Analyzing a poem</td>
<td width="192">-Analyze a poem correctly</p>
<p>-Identify the persona, the addressee and the message being conveyed while giving relevant illustrations to support his/her answers</p>
<p>-Explain how effectively the author has used language</td>
<td width="156">Pre-reading activity</p>
<p>Reading a poem silently</p>
<p>Discussing the poem</p>
<p>Note- making on persona, addressee, language and theme as used in literature</td>
<td width="126">Sample poems</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 Pg 183-185</p>
<p>Secondary English Teacher’s Guide Bk 2</p>
<p>Appreciating Poetry</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">6-7</td>
<td width="96">Reading</td>
<td width="126">Reading comprehension</p>
<p>“The pulley “</td>
<td width="192">-Read the passage silently</p>
<p>-Identify and illustrate the character traits of the character as brought out in the passage</p>
<p>-Answer questions on theme(s) in the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</td>
<td width="156">Pre-reading activities</p>
<p>Reading the story given</p>
<p>Discussing the story</p>
<p>Inferring the meaning of new words</p>
<p>Discussing the theme(s)</p>
<p>Identifying and illustrating character traits of characters as brought out in the passage</td>
<td width="126">A chart showing the traits-what we learn about the characters in the passage</td>
<td width="180">Secondary English Bk 2 Pg 185-186</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">8</td>
<td width="96">Grammar</td>
<td width="126">Verb Phrase and Adverb Phrase</td>
<td width="192">-Define verb and adverb phrases</p>
<p>-Identify verb and adverb phrases in given sentences</p>
<p>-Use verb and adverb phrases in sentences</td>
<td width="156">Defining verb and adverb phrases</p>
<p>Identifying verb and adverb phrases in given sentences</p>
<p>Using verb and adverb phrases in sentences</p>
<p>Note-taking</p>
<p>Exercises</td>
<td width="126">A Chart or flashcards containing verb and adverb phrases</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 Pg 186-189</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">4</td>
<td width="54">1-2</td>
<td width="96">Writing</td>
<td width="126">Letter of apology</td>
<td width="192">-List the guidelines followed when writing an apology letter</p>
<p>-Write an apology letter using the correct layout and language</td>
<td width="156">Studying sample letters of apology</p>
<p>List the guidelines followed when writing an apology letter</p>
<p>Writing an apology letter</td>
<td width="126">Samples of apology letters</td>
<td width="180">Secondary English Bk 2 Pg 190-192</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3</td>
<td width="96">Listening And Speaking</td>
<td width="126">Skills of attention and Turn-Taking through Dialogue</td>
<td width="192">-Identify paying attention strategies and turn-taking cues in dialogue</td>
<td width="156">Roleplaying</p>
<p>Identifying paying attention strategies and turn-taking cues in dialogue</td>
<td width="126">A videotape illustrating the skills</p>
<p>of turn-taking And paying attention</td>
<td width="180">Secondary English Bk 2 Pg 193-194</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">4</td>
<td width="96">Study Skills</td>
<td width="126">Third Person</p>
<p>Narrative Voice</td>
<td width="192">-Define the third person narrative voice as used in literature</p>
<p>-write a creative story about a person or people other than himself or herself</td>
<td width="156">Reading a story written in the third person narrative voice</p>
<p>Defining the third narrative voice</p>
<p>Writing a creative story about a person or people other than himself or herself</td>
<td width="126">Sample third-person narrative voice stories</td>
<td width="180">Secondary English Bk 2 Pg195-197</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">5-6</td>
<td width="96">Reading</td>
<td width="126">Comprehension</p>
<p>Drugs: Who Abuses Them?</td>
<td width="192">-Identify commonly abused by the youth in Kenya</p>
<p>-Read the comprehension given silently</p>
<p>&#8211; Answer comprehension questions based on the passage given</td>
<td width="156">-Studying photos of commonly abused drugs in Kenya</p>
<p>-Identify commonly abused by the youth in Kenya</p>
<p>-Read the comprehension given silently</p>
<p>&#8211; Answer comprehension questions based on the passage given</td>
<td width="126">photos of commonly abused drugs in Kenya</td>
<td width="180">Secondary English Bk 2 page 198-199</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">7-8</td>
<td width="96">Grammar</td>
<td width="126">Active and passive voice</td>
<td width="192">-Explain the difference between active and passive voice</p>
<p>-Change the given sentences from</p>
<p>active into passive voice and vice versa</td>
<td width="156">Studying the chart on active</p>
<p>and passive voice</p>
<p>Explaining the difference between active and passive voice</p>
<p>Changing the given sentences from</p>
<p>active into passive voice</p>
<p>and vice versa</td>
<td width="126">A chart on active</p>
<p>and passive voice</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 page</p>
<p>199-200</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">6</td>
<td width="54">1-2</td>
<td width="96">Writing</td>
<td width="126">Shopping List</td>
<td width="192">-Give the correct format of a shopping list</p>
<p>-Write a shopping list</p>
<p> ;</td>
<td width="156">Studying samples of shopping lists</p>
<p>Giving the correct format</p>
<p>of a shopping list</p>
<p>Writing a shopping list</p>
<p> ;</td>
<td width="126">Samples of shopping lists</td>
<td width="180">Secondary English Bk 2 Pg 201-202</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3</td>
<td width="96">Listening And Speaking</td>
<td width="126">Bowing and Curtsying</td>
<td width="192">-Define bowing and curtsying</p>
<p>-Demonstrate bowing and curtsying</p>
<p>-Discuss the situations where they apply</p>
<p> ;</td>
<td width="156">Defining bowing and curtsying</p>
<p>Demonstrating bowing and curtsying</p>
<p>Discussing the situations where they apply</p>
<p> ;</td>
<td width="126">A video or photos</p>
<p>demonstrating</p>
<p>bowing and curtsying</td>
<td width="180">Secondary English Bk 2 Pg</p>
<p>203</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">4</td>
<td width="96">Study skills</td>
<td width="126">Analyzing themes in a</p>
<p>novel</td>
<td width="192">-Define the term theme, minor and major theme</p>
<p>-Describe how to identify the themes in a text</p>
<p>-Read the story given</p>
<p>-Explain the themes evident in the text given</td>
<td width="156">Defining the term theme, minor and major</p>
<p>Describing how to identify the themes in a text</p>
<p>Studying flash cards containing common themes</p>
<p>Reading the story given</p>
<p>Explaining the themes evident in the text given</td>
<td width="126">Flashcards containing common themes</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 page 203-204</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">5-6</td>
<td width="96">Reading</td>
<td width="126">Reading comprehension</p>
<p>“Ekweume And His Father”</p>
<p> ;</td>
<td width="192">-Read the passage silently</p>
<p>-Answer questions on the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</p>
<p> ;</td>
<td width="156">Pre-Reading activities</p>
<p>Discussing oral questions</p>
<p>Reading the passage silently</p>
<p>Answering questions on the passage correctly.</p>
<p>Using the vocabulary in the passage correctly in sentences</p>
<p> ;</td>
<td width="126">Pre-reading activities</td>
<td width="180">Secondary English Bk 2 Pg 205-208</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">7-8</td>
<td width="96">Grammar</td>
<td width="126">Relative and</p>
<p>Adverbial Clauses</td>
<td width="192">-Identify relative and adverbial clauses in the sentences given</p>
<p>-Use relative and adverbial clauses correctly in sentences</p>
<p> ;</td>
<td width="156">Explanation</p>
<p>Note-taking</p>
<p>Working pairs</p>
<p>Writing sentences which have relative and adverbial clauses</td>
<td width="126">Sample sentences on</p>
<p>a chart</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 Pg 208-210</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">7</td>
<td width="54">1-2</td>
<td width="96">Writing</td>
<td width="126">Filling Forms</td>
<td width="192">-Design a form for a particular institution</p>
<p>-Fill the form correctly with the required details</td>
<td width="156">Studying samples of forms</p>
<p>Designing a form</p>
<p>Filling the form</td>
<td width="126">Sample forms</td>
<td width="180">Secondary English Bk 2 Pg 210-212</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3-4</td>
<td width="96">Listening and speaking</td>
<td width="126">Poetry</td>
<td width="192">-Describe the mnemonic features used in the performance of the poem</p>
<p>-Describe the tone and pace used to read the poem.</p>
<p>-identify repeated sounds within the same line</p>
<p> ;</td>
<td width="156">Studying the charts on tone and sound effects</p>
<p>Defining key terms such as tone, pace and sound effects</p>
<p>Describing the mnemonic features used in the performance of the poem</p>
<p>Describing the tone and pace used to read the poem.</p>
<p>Identifying repeated sounds within the same line</p>
<p> ;</td>
<td width="126">charts illustrating</p>
<p>tone and sound effects</td>
<td width="180">Secondary English Bk 2 Page 213-214</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">1-2</td>
<td width="96">Reading</td>
<td width="126">Reading comprehension</p>
<p>“Osebo”</td>
<td width="192">-Read the passage silently</p>
<p>-Identify and illustrate the character traits of characters as brought out in the passage</p>
<p>-Answer questions on theme(s) in the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</td>
<td width="156">Read the passage silently</p>
<p>Identify and illustrate the character traits of characters as brought out in the passage</p>
<p>Answer questions on theme(s) in the passage correctly.</p>
<p>Use the vocabulary in the passage correctly in sentences</td>
<td width="126"> A video clip</p>
<p>Illustrating the theme and character traits evident in the passage</p>
<p> ;</td>
<td width="180">Secondary English Bk 2 Pg 214-216</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">3</td>
<td width="96">Revision</p>
<p>Grammar</td>
<td width="126">Inversions and interjections</td>
<td width="192">-Rewrite the sentences given according to the instructions given</p>
<p>-Fill the blanks using the instructions given</p>
<p>-combine the given sentences using the most appropriate conjunctions</td>
<td width="156">Rewriting the sentences given according to the instructions given</p>
<p>Filling the blanks using the instructions given</p>
<p>combining the given sentences using the most appropriate conjunctions</td>
<td width="126">Flashcards</td>
<td width="180">Secondary English Bk 2 Page 216-217</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">4</td>
<td width="96">Revision</p>
<p>Writing</td>
<td width="126">Business letters</p>
<p> ;</td>
<td width="192">-Write a formal thank you letter</td>
<td width="156">Studying samples of formal thank you letters</p>
<p>Identifying the correct layout and guidelines followed in writing a formal letter</p>
<p>Writing a formal thank you letter</td>
<td width="126">Samples of formal letters</td>
<td width="180">Secondary English Bk 2 Page</p>
<p>217</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">5-6</td>
<td width="96">Revision</p>
<p>Writing</td>
<td width="126">Creative writing</td>
<td width="192">-write a captivating text that demonstrates creativity</td>
<td width="156">Studying samples of</p>
<p>creative texts</p>
<p>Identifying guidelines followed in writing a formal letter</p>
<p>writing a captivating text that demonstrates creativity</td>
<td width="126">samples of creative texts</td>
<td width="180">Secondary English Bk 2 Page</p>
<p>217</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54">7-8</td>
<td width="96">Revision</p>
<p>Listening and speaking</td>
<td width="126"></td>
<td width="192">-Read the text given</p>
<p>-Explain how they will perform given parts of the text</p>
<p>-Identify parts of the text that should be emphasized and explain why</p>
<p>&#8211; Identify and illustrate the features of legends evident in the story given</td>
<td width="156">Reading the text given</p>
<p>Explaining how they will perform given parts of the text</p>
<p>Identifying parts of the text that should be emphasized and explain why</p>
<p>Identifying and illustrating the features of legends evident in the story given</td>
<td width="126">Photos of legends</td>
<td width="180">Secondary English Bk 2 Page 218-220</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36">8</td>
<td width="54">1-2</td>
<td width="96">Reading</td>
<td width="126">Reading comprehension</p>
<p>Mumbi And Gikonyo</td>
<td width="192">-Read the passage silently</p>
<p>-Identify and illustrate the character traits of characters as brought out in the passage</p>
<p>-Answer questions on theme(s) in the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</td>
<td width="156">-Discussing the God-given rights</p>
<p>-Read the passage silently</p>
<p>-Identify and illustrate the character traits of characters as brought out in the passage</p>
<p>-Answer questions on theme(s) in the passage correctly.</p>
<p>-Use the vocabulary in the passage correctly in sentences</td>
<td width="126">A chart showing G0d-given rights</td>
<td width="180">Secondary English Bk 2 Page 220-222</p>
<p>Secondary English Teacher’s Guide Bk 2</td>
<td width="120"></td>
</tr>
<tr>
<td width="36"></td>
<td width="54"></td>
<td colspan="6" width="876"><strong>END OF YEAR EXAMINATIONS</strong></td>
<td width="120"></td>
</tr>
<tr>
<td width="36"><strong> </strong></td>
<td colspan="8" width="1050"><strong>CLOSING</strong></td>
</tr>
</tbody>
</table>

SIMPLE STEPS TO CONFLICT MANAGEMENT AND RESOLUTION
<p>Many a time you have ruffled feathers or better put, rubbed shoulders at home, school or workplaces. Maybe, the raging war is within you as an individual. Do you hence feel like the earth should stop spinning for a moment before you can gather momentum to carry on with life? Things do not have to be this way. There are better ways of ending whatever stalemate you are in. Whatever you are experiencing right now is what is technically referred to as a conflict.</p>
<p>CONFLICT- DEFINITION<br />
The term conflict can be loosely defined as any disagreement arising from the presence of opposing or antagonistic views regarding a particular situation. There are various levels of conflict ranging from simple misunderstandings to complex, escalated disagreements that prompt stress.</p>
<p>WHAT CAUSES CONFLICTS?<br />
The source of a conflict depends on the setting-environment. Some of the commonly identified reasons include:</p>
<p>1. Undefined responsibilities<br />
Is your organization characterized by mayhem because of this one employee x who is everywhere but nowhere in particular? Today he might be at the stores and tomorrow at the entry. You should bear in mind that lack of specialization within your company or organization can easily flare up tempers resulting in disagreements. You are thus likely to end up with a rowdy mob in the name of employees.</p>
<p>2. Communication break-down<br />
Do all your employees give back feedback on whatever issues that you discuss with them? Or you are this snobbish Mr. or Mrs. Right and Know-it-all calibre who trashes their opinions all the time? Then you are lying to yourself if you think you are headed in the right direction. Feedback and full involvement of your employees in all major decisions is key to averting any future misunderstandings.</p>
<p>3. Biasness/ unfairness<br />
Every human being deserves some appreciation no matter how mediocre and dispensable they may be. The question is, do you acknowledge your employees equally? Failure to give enough credit where it deserves can lead to conflicts within your company.</p>
<p>4. Unrealistic expectations<br />
Another key point you should note is what your employees expect from you and the organization at large. If you give them an illusion regarding salary increments, wages or work conditions then they cannot simply decipher the chemistry behind your failure to meet these expectations and this is likely to trigger disputes.</p>
<p>HOW DO YOU RESOLVE YOUR CONFLICT?</p>
<p>Even though conflict management is strongly advocated for, unlike conflict resolution, at times things can get out of hand. In such a situation, you will be obliged to opt for pacifism or forgiveness. The following conflict resolution strategies can be of great help:</p>
<p>1. Surrender<br />
This conflict resolution style can quickly diffuse the problem at hand. It just requires little courage and some cooperation. You just need to down your tools and declare that whatever may come, it is well with your soul.</p>
<p>2. Withdrawal<br />
It requires you to avoid the conflict altogether and pretend that it was never there in the first place. This is also referred to as stone-walling. No guts required, only hypocrisy.</p>
<p>3. Compromise<br />
It involves both parties/disputants foregoing their pride and other privileges in a bid to arrive at a common ground. Its merit is that it leaves both parties fully satisfied.</p>
<p>4. Collaboration<br />
It needs you to listen to your perceived adversary and expounding on agreement areas.</p>
<p>5. Persistence<br />
It demands a lion guts. This way presents the freedom to maintain your views and fail to come down from your high horse. The disadvantage is it only has short term benefits. It does not cater for the future.</p>

ADOLESCENCE- A SEARCH FOR IDENTITY
<p> ;</p>
<p>The rise in the number of suicide cases among adolescents in Kenya is something that the education sector needs to pay close attention to. It is time we sensitized all education stakeholders, especially parents and teachers who spend most of their time with adolescents about what is expected of them so that they cannot blow things out of proportion. Therefore, it is time we learnt to let go some of the minor mistakes made by adolescents, or at least try to understand them given the face they are going through in life. Below is a detailed description of the adolescence stage, the challenges associated with it and how they can be overcome.</p>
<p>Adolescence is a phase of development during which an individual undergoes a transition from childhood into adulthood. It is thus characterized by issues of independence, identity crisis, sexuality and the desire to establish and maintain social relationships. For most girls and boys, adolescence is a very crucial period in their lives. It is usually characterized by good physical health and accelerated growth. However, this period brings along a few challenges that may alter the individual. This article thus expounds on the challenges associated with this period.</p>
<p>CHALLENGES/ PROBLEMS ASSOCIATED WITH ADOLESCENCE</p>
<p>The most common problems associated with this stage include:</p>
<p>Growth and developmental challenges- the most common growth and developmental challenge among adolescents is obesity. It refers to the body mass index (BMI) equal to or greater than the 95 percentile for a person’s age and gender. Although genetics and some disorders cause obesity, most adolescent obesity results from a lack of physical exercise and consuming more calories than needed for the body activity level. Eating a nutritious diet and increasing exercise help treat obesity.</p>
<p>Eating disorders- this is common among girls. It involves the disturbance of the adolescent’s eating patterns ranging from the choice of food, quantity all the way to making themselves to vomit or taking a laxative. This is dangerous since it can cause significant harm to the individual. Eating disorders are more common among women, especially younger women, than among men.</p>
<p>Thought disorders such as schizophrenia are also common during this stage. Schizophrenia is a chronic disorder involving abnormal thoughts, perceptions and social behaviour which leads to relationship challenges. It lasts six or more months. Adolescents with schizophrenia normally withdraw; begin having strange emotions, hallucinations, delusions and paranoia. Antipsychotic drugs can help control symptoms, and counselling can help adolescents and family members learn how to manage the disorder</p>
<p>Mood disorders- mood dysregulation disorder involves persistent irritability and frequent occurrences of behaviours that are uncontrollable/out of control.</p>
<p>Oppositional Defiant Disorder- this happens when the adolescent has got inclination towards defiance. It is a recurring pattern of negative, defiant and disobedient behaviour which is often directed to any sources of authority. Adolescents with oppositional defiant behaviour are often stubborn, disobedient, irritable but not physically aggressive and generally difficult to deal with.</p>
<p>Anxiety disorders- they are characterized by unnecessary tension and worry which can greatly alter the normal functioning of the individual. In many cases, the child may refuse to attend school citing physical discomforts such as headaches and stomachaches. Behavioural therapy is often recommended, but if anxiety is severe, drugs may be needed.</p>
<p>Psychosocial disorders- this refers to psychological and social challenges particularly involving behaviour and school-related issues that are common during adolescence than any other time in life.</p>
<p>Pregnancy- majority of our adolescents often engage in pre-marital sex without being fully aware of contraception, pregnancy and sexually transmitted diseases. They thus act on impulse hence decreasing the likelihood of safe sex. This results in unplanned pregnancies among girls.</p>
<p>The search for identity and independence-adolescents exercise their independence by questioning or disregarding set rules and regulations. This problem can manifest itself through regular drinking, fights, truancy or theft.</p>
<p>Drug and alcohol abuse- it ranges from experimentation to severe substance use disorders. Most adolescents try to find out how it feels when abusing drugs especially smoking. Such behaviour may result in problems, such as accidents, fights, unwise or unwanted sexual activity, and addiction. Moreover, adolescents are vulnerable to the effects of substance use and are at increased risk of developing long-term consequences, such as mental health disorders, underachievement in school, and a substance use disorder</p>
<p>Depression- it includes feelings of sadness, irritability and/or loss of interest in any activities. If the adolescent is experiencing a major depression then these symptoms may last for two or more weeks and thus interfere with the individual’s normal functioning or cause a lot of distress.</p>
<p>Suicidal ideation- thoughts and plans about suicide usually referred to as suicidal ideation is more common during adolescence. Suicidal behaviour is any action that is intended to harm oneself. Family members should, therefore, take all suicide attempts and threats from adolescents seriously.</p>
<p> ;</p>

COMPETENCE BASED CURRICULUM IN KENYA SIMPLIFIED
<p>What is a Competence Based Curriculum?</p>
<p>This is <strong>a uniquely designed model that is designed to promote the development of skills, knowledge and application of competencies by learners to real life situations.</strong></p>
<p>It further aims at imparting knowledge, skills and attitude that build broad competencies which help in solving everyday problems.</p>
<p>This new system of education was designed by the <strong>Kenya Institute of Curriculum Development (KICD)</strong> and launched in <strong>2017</strong> by the <strong>Ministry of Education</strong>.</p>
<p><strong>In summary;</strong></p>
<ul>
<li>CBC focuses on learning outcomes</li>
<li>It is learner centered</li>
<li>It is a learner-driven process hence active</li>
<li>Meant for learners who are born into the world of technology (techno servi learners)</li>
<li>Classes are now referred to as grades</li>
<li>ECDE has 2 levels, not 3 i.e. PP1 &; PP2</li>
<li>Subject areas are now known as learning areas</li>
<li>Topics and sub-topics are now called strands and sub-strands respectively</li>
</ul>
<p> ;</p>
<p>UNIQUE FEATURES/ CHARACTERISTICS OF KENYA’S COMPETENCE BASED CURRICULUM</p>
<ul>
<li>It is flexible for it enables learners to receive credit for what they know, not what they are expected to know.</li>
<li>It not only focuses on the learner’s academic knowledge but also talents.</li>
<li>ICT is integrated at all levels</li>
<li>Learners receive individualized attention</li>
</ul>
<p><strong>THE 7 CORE COMPETENCIES OF KENYA’S COMPETENCE BASED CURRICULUM</strong></p>
<p>At the end of the learning period, a learner is expected to achieve the following competencies:</p>
<ol>
<li>Communication and collaboration</li>
<li>Critical thinking and problem solving</li>
<li>Citizenship</li>
<li>Imagination and creativity</li>
<li>Digital literacy</li>
<li>Self –efficacy</li>
<li>Learning to learn</li>
</ol>
<p><strong>CBC LIFE VALUES</strong></p>
<p>CBC aims at promoting the following values:</p>
<ol>
<li>Love</li>
<li>Responsibility</li>
<li>Respect</li>
<li>Unity</li>
<li>Peace</li>
<li>Patriotism</li>
<li>Integrity</li>
</ol>
<p><strong>CBC LEVELS</strong></p>
<p>Kenya’s Competence Based Curriculum’s basic education is divided into three main levels:</p>
<ol>
<li>Early years education</li>
<li>Middle school education</li>
</ol>
<ul>
<li>Senior school</li>
</ul>
<p>After acquiring basic education, the learner can proceed to higher education levels</p>
<p><strong>Higher education</strong></p>
<p>It takes at least three years.</p>
<p>There is no fixed time frame since it varies depending on the course.</p>
<p><strong>Senior school</strong></p>
<p><strong>(Grades 10, 11 &; 12)</strong></p>
<p>It takes three years.</p>
<p>The age bracket is 15-17 years.</p>
<p>It lays the foundation for further education and training at tertiary level</p>
<p><strong>Lower secondary</strong></p>
<p><strong>(Grades 7, 8 &;9)</strong></p>
<p>It takes three years</p>
<p><strong>Upper primary</strong></p>
<p><strong>(Grade 4, 5 &;6)</strong></p>
<p>It is part of middle school</p>
<p>Formerly referred to as class 4, 5 &;6 respectively</p>
<p>Gives learners a chance to experiment and explore</p>
<p><strong>Lower primary</strong></p>
<p>(Grade 1, 2 &;3)</p>
<p>Formerly referred to as lower primary which comprised class 1, 2 &;3</p>
<p>Pre-primary</p>
<p>Abbreviated as PP1 &; PP2</p>
<p>Referred to as ECDE under the 8-4-4 curriculum</p>
<p> ;</p>
<p><strong>ADVANTAGES OF THE COMPETENCE BASED CURRICULUM</strong></p>
<p><strong>Kenya’s proposed new competence based curriculum has got a number of merits over the former 8-4-4 system of education. These include:</strong></p>
<ol>
<li>It is highly flexible for its structure depends on the learner’s ability.</li>
<li>It encourages increased learner involvement since learners are in charge of their learning-learner-centered</li>
<li>It is centered on skills and competencies that learners can easily apply to real life situations- situations that learners can easily relate with</li>
<li>Furthermore, the CBC curriculum enables the learner to specialize in areas that s/he is competent. Thus it will not end up producing jacks of all trades but masters of none</li>
</ol>
<p><strong> </strong></p>
<p> ;</p>
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SUICIDE ON THE RISE AMONG KENYAN YOUTHS
<p>Education stake holders in Kenya have expressed concern about the traumatizing high cases of suicide among Kenyan youths especially university students. Suicide is the process of taking one’s own life. It is a tragic reaction to stressful life situations. Statistics indicate that there are over twenty documented cases of university students who have recently committed suicide. Even if the percentage of those committing suicide is negligible when compared to the entire student population, every life matters .Thus, these are tell-tale signs that things are not well. There is more than it meets the eye and every sane Kenyan can surely join me in taking up arms against this imminent threat to our children. The question is ‘why should a young, mentally endowed guy with an obviously bright future take his life?’</p>
<p>Here are the symptoms, causes and prevention of suicidal tendencies among the youth.</p>
<p>SUICIDE WARNING SIGN POSTS</p>
<p>A person experiencing suicidal thoughts may show the following signs or symptoms</p>
<p>Feeling or appearing oppressed, disillusioned and hopeless</p>
<p>Increased unexplained isolation-withdrawal from social contact and wanting to be left alone</p>
<p>Getting their affairs in order or giving away their belongings to friends and relatives in preparation for their death</p>
<p>Unpredictable and unexplained mood swings for example being very happy one day but very sad and withdrawn the next day</p>
<p>Constantly talking about revenge, guilt, blame or shame</p>
<p>Constantly talking about death/suicide or regret about being alive. This involves statements such as ‘I will kill myself”</p>
<p>Changes in sleeping patterns such as insomnia-lack of sleep</p>
<p>Constantly holding dangerous weapons such as a gun and a knife or drugs that could terminate life</p>
<p>Talking about being a burden to others</p>
<p>Feeling agitated such as pacing around a room, or wringing one’s hands</p>
<p>Increased use of alcohol</p>
<p> ;</p>
<p> ;</p>
<p>CAUSES OF SUICIDE AMONG KENYAN YOUTH</p>
<p>Disillusionment- most Kenyan youths are feeling hopeless. They have nothing to live for or look forward to. This lack of enthusiasm can easily drive them to death if no intervention measures are provided</p>
<p>An attempted suicide- a person who has attempted suicide before is more likely to do it again.</p>
<p>Stressful life experiences- these may include loss of a loved one, a job, a break up, financial or legal problems</p>
<p>A history of substance abuse- a person who abuses drugs and/or alcohol is likely to act on impulse due to blurred thoughts and wrong judgement of a situation</p>
<p>Access to fire arms such as guns and pistols or piled pills that could cause death increases the chances of committing suicide especially when one has suicidal tendencies</p>
<p>Underlying psychiatric disorders such as bipolar disorder, depression and post -traumatic stress disorder can easily trigger suicide.</p>
<p>A sexual abuse (rape).-a person who has been raped is vulnerable to suicide especially if s/he fails to get enough care and emotional support</p>
<p>Terminal illnesses such as cancer and HIV/AIDS-a person who is constantly undergoing treatment</p>
<p> ;</p>
<p> ;</p>
<p> ;</p>
<p> ;</p>
<p>SUICIDE-PREVENTION/ INTERVENTION MEASURES</p>
<p>Reach out to your close friend or relative whom you can trust with your feelings. Share them no matter how hard it may seem to be</p>
<p>Get in touch with your spiritual leader for moral support. This could be a priest, a catechist or pastor.</p>
<p>Call a suicide hot line. These ho lines are common in the US and they may prove helpful.</p>
<p>Visit a professional counsellor or book an appointment with one for social and emotional support. This greatly helps</p>
<p>Call 911- an emergency police hot line for help.</p>
<p> ;</p>
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<p> ;</p>

SELF ESTEEM
<p>Each and every person deserves to feel good, appreciated and loved. Unfortunately, this is not always the case. Sometimes, it is possible to feel <strong>inadequate, incompetent</strong> and <strong>invaluable</strong>. This feeling is what can be narrowed down to the term <strong>“low self-esteem.”</strong></p>
<p>So, how do you feel about yourself? Do you have friends, parents and teachers that belittle you or are you the one who is too hard on yourself?</p>
<p><strong>CHARACTERISTICS OF PEOPLE WITH A LOW SELF ESTEEM</strong></p>
<p><strong>People with a low self-esteem:</strong></p>
<ul>
<li>Expose themselves to public ridicule</li>
<li>Behave in a contemptible way</li>
<li>Experience unnecessary social anxiety</li>
<li>Tend to experience depression sometimes</li>
<li>Believe that other people dislike them</li>
<li>Judge themselves harshly</li>
<li>Feel bad about themselves</li>
<li>Are extremely hypersensitive i.e. they are easily wounded and tend to overreact even on trivial matters</li>
</ul>
<p><strong> </strong></p>
<p><strong>FACTORS THAT LOWER ONE’S SELF ESTEEM</strong></p>
<ol>
<li><strong> Bullying </strong></li>
</ol>
<p>Individuals who get constantly bullied based on their physical appearance are likely to experience a low self-esteem since this greatly hurts their feeling of self-worth.</p>
<ol>
<li><strong> When adults tend to scold one more often than they praise</strong></li>
</ol>
<p>If one receives negative comments for making a mistake, s/he may end up despising himself or herself hence feeling bad unlike an individual who is constantly praised. It is therefore advisable for adults to practice patience when children make mistakes.</p>
<ol>
<li><strong> Mean teasing emanating from peers and/or siblings</strong></li>
</ol>
<p>Apart from parents, our peers too play a major role in determining how we feel about ourselves.</p>
<ol>
<li><strong> A strong inner critical voice</strong></li>
</ol>
<p>The <strong>main </strong>factor that boosts or lowers our self-esteem is what we tell or feel about ourselves. If you feel that you are a loser or you can never come through; then you are likely to experience a low self-esteem. On the contrary; if you strongly believe and keep on reassuring yourself that you are up to the task, you are likely to experience a moderate self-esteem.</p>
<p><strong>A moderate self-esteem</strong> is experienced when an individual values his or her inherent worth without comparing him/herself to others.</p>
<p><strong> HOW TO OVERCOME A LOW SELF ESTEEM</strong></p>
<ol>
<li>Practice self-compassion- stop being too harsh on yourself. Instead, be kind and acknowledge that you are a perfect imperfection.</li>
<li>Stop comparing yourself to others – remember that you are wonderfully and uniquely made. There is no single day you will ever be like someone else. Thus, instead of worrying about how you measure up to your cohorts set your own goals that are at par with your own values.</li>
<li>Engage in meaningful and helpful activities. This is because it feels good when you help someone. These activities may encompass cleaning the church, donating, volunteering, walking for a good cause etc.</li>
<li>Tune your inner voice towards supporting and acknowledging the positive aspects of life. Many of us tend to focus on the failures and unfortunately we forget about the goodies that life has already presented. Therefore, when you are experiencing any negative thoughts, you should make a list of all positive things in your life.</li>
<li>Keep the company of people who treat you well, not those who shred your heart into pieces at the slightest opportunity.</li>
</ol>
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SELF ESTEEM
<p><span data-preserver-spaces="true">Naturally, all human beings are endowed with a special ability- the ability to </span><strong><span data-preserver-spaces="true">evaluate </span></strong><span data-preserver-spaces="true">or </span><strong><span data-preserver-spaces="true">judge</span></strong><span data-preserver-spaces="true">. It is this special ability that enables one to evaluate himself or herself. So in the process of determining your value, you end up determining your self-esteem level.</span></p>
<p><strong><span data-preserver-spaces="true">Self-esteem</span></strong><span data-preserver-spaces="true"> can thus be defined as </span><strong><span data-preserver-spaces="true">a person’s overall sense or feeling of self-worth </span></strong><span data-preserver-spaces="true">or</span><strong><span data-preserver-spaces="true"> the personal value</span></strong><span data-preserver-spaces="true"> </span><strong><span data-preserver-spaces="true">that an individual attaches himself or herself</span></strong><span data-preserver-spaces="true">.</span></p>
<p><strong><span data-preserver-spaces="true"> FACTS ABOUT SELF ESTEEM</span></strong></p>
<ul>
<li><span data-preserver-spaces="true">Self-esteem is </span><strong><span data-preserver-spaces="true">stable </span></strong><span data-preserver-spaces="true">and </span><strong><span data-preserver-spaces="true">enduring</span></strong><span data-preserver-spaces="true"> thus it can be easily confused with an individual’s personality traits.</span></li>
<li><span data-preserver-spaces="true">Every person’s self -esteem is</span><strong><span data-preserver-spaces="true"> highly vulnerable</span></strong><span data-preserver-spaces="true">&#8211; it can be easily injured or hurt, yours included.</span></li>
<li><span data-preserver-spaces="true">The greatest and most venomous threat to your self-esteem is yourself that is, the critical inner voice within you. Not what people say or think about you.</span></li>
<li><span data-preserver-spaces="true">Both high and low self-esteem lead to misunderstandings and other social problems.</span></li>
<li><span data-preserver-spaces="true">A </span><strong><span data-preserver-spaces="true">moderate self -esteem</span></strong><span data-preserver-spaces="true"> is commendable/good.</span></li>
<li><span data-preserver-spaces="true">High levels of </span><strong><span data-preserver-spaces="true">self- worth</span></strong><span data-preserver-spaces="true"> are better than high levels of self-esteem</span></li>
<li><span data-preserver-spaces="true">High self-esteem is associated with </span><strong><span data-preserver-spaces="true">narcissism</span></strong><span data-preserver-spaces="true">. Narcissism refers to when a person has got too much interest and admiration in his or her physical appearance and/or abilities.</span></li>
</ul>
<p><strong><span data-preserver-spaces="true">THE BASIS OF SELF ESTEEM</span></strong></p>
<p><span data-preserver-spaces="true">Self-esteem highly depends on the </span><strong><span data-preserver-spaces="true">home</span></strong><span data-preserver-spaces="true">, </span><strong><span data-preserver-spaces="true">school</span></strong><span data-preserver-spaces="true"> or </span><strong><span data-preserver-spaces="true">workplace</span></strong><span data-preserver-spaces="true"> environment.</span></p>
<p><strong><span data-preserver-spaces="true">At home</span></strong><span data-preserver-spaces="true">: it is crucial to note that the compliments or rebuking and demonizing statements that you receive from your relatives (especially those who matter for example parents or guardians) play a key role in building or lowering your esteem. While compliments boost self-esteem, unnecessary criticism lowers and destroys it.</span></p>
<p><strong><span data-preserver-spaces="true">At school</span></strong><span data-preserver-spaces="true">: the school environment also plays a major role in the development of self-esteem. The remarks that pupils or students get from teachers can build or destroy them. These comments can be linked to their performance- achievement during examinations. Therefore, a learner who performs very well is likely to have higher self-esteem compared to one who performs dismally.</span></p>
<p><strong><span data-preserver-spaces="true">Workplace</span></strong><span data-preserver-spaces="true">: an employee who easily gets favors, acknowledgment or promotions from the boss is likely to feel good about himself or herself as opposed to one who is always getting blamed for incompetence.</span></p>
<p><strong><span data-preserver-spaces="true">CHARACTERISTICS OF PEOPLE WITH A HIGH SELF ESTEEM</span></strong></p>
<ul>
<li><span data-preserver-spaces="true">People with high self-esteem:</span></li>
<li><span data-preserver-spaces="true">Feel liked or accepted</span></li>
<li><span data-preserver-spaces="true">Feel proud of their achievements</span></li>
<li><span data-preserver-spaces="true">Believe in themselves and their abilities</span></li>
<li><span data-preserver-spaces="true">Are comfortable among crowds</span></li>
<li><span data-preserver-spaces="true">Feel good about themselves</span></li>
<li><span data-preserver-spaces="true">Carry themselves with dignity</span></li>
</ul>
<p><strong><span data-preserver-spaces="true">CHARACTERISTICS OF PEOPLE WITH A LOW SELF ESTEEM</span></strong></p>
<p><strong><span data-preserver-spaces="true">People with low self-esteem:</span></strong></p>
<ul>
<li><span data-preserver-spaces="true">Expose themselves to public ridicule</span></li>
<li><span data-preserver-spaces="true">Behave in a contemptible way</span></li>
<li><span data-preserver-spaces="true">Experience unnecessary social anxiety</span></li>
<li><span data-preserver-spaces="true">Tend to experience depression sometimes</span></li>
<li><span data-preserver-spaces="true">Believe that other people dislike them</span></li>
<li><span data-preserver-spaces="true">Judge themselves harshly</span></li>
<li><span data-preserver-spaces="true">Feel bad about themselves</span></li>
<li><span data-preserver-spaces="true">Are extremely hypersensitive i.e. they are easily wounded and tend to overreact even on trivial matters</span></li>
</ul>
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<p><strong><span data-preserver-spaces="true">FACTORS THAT LOWER ONE’S SELF ESTEEM</span></strong></p>
<ol>
<li><strong><span data-preserver-spaces="true"> Bullying </span></strong></li>
</ol>
<p><span data-preserver-spaces="true">Individuals who get constantly bullied based on their physical appearance are likely to experience low self-esteem since this greatly hurts their feeling of self-worth.</span></p>
<ol>
<li><strong><span data-preserver-spaces="true"> When adults tend to scold one more often than they praise</span></strong></li>
</ol>
<p><span data-preserver-spaces="true">If one receives negative comments for making a mistake, s/he may end up despising himself or herself hence feeling bad, unlike an individual who is constantly praised. It is therefore advisable for adults to practice patience when children make mistakes.</span></p>
<ol>
<li><strong><span data-preserver-spaces="true"> Mean teasing emanating from peers and/or siblings</span></strong></li>
</ol>
<p><span data-preserver-spaces="true">Apart from parents, our peers play a major role in determining how we feel about ourselves.</span></p>
<ol>
<li><strong><span data-preserver-spaces="true"> A strong inner critical voice</span></strong></li>
</ol>
<p><span data-preserver-spaces="true">The </span><strong><span data-preserver-spaces="true">main </span></strong><span data-preserver-spaces="true">factor that boosts or lowers our self-esteem is what we tell or feel about ourselves. If you feel that you are a loser or you can never come through; then you are likely to experience low self-esteem. On the contrary; if you strongly believe and keep on reassuring yourself that you are up to the task, you are likely to experience moderate self-esteem.</span></p>
<p><strong><span data-preserver-spaces="true">Moderate self-esteem</span></strong><span data-preserver-spaces="true"> is experienced when an individual values his or her inherent worth without comparing himself/herself to others.</span></p>
<p><strong><span data-preserver-spaces="true"> HOW TO OVERCOME A LOW SELF ESTEEM</span></strong></p>
<ol>
<li><span data-preserver-spaces="true">Practice self-compassion- stop being too harsh on yourself. Instead, be kind and acknowledge that you are a perfect imperfection.</span></li>
<li><span data-preserver-spaces="true">Stop comparing yourself to others – remember that you are wonderfully and uniquely made. There is no single day you will ever be like someone else. Thus, instead of worrying about how you measure up to your cohorts set your own goals that are at par with your values.</span></li>
<li><span data-preserver-spaces="true">Engage in meaningful and helpful activities. This is because it feels good when you help someone. These activities may encompass cleaning the church, donating, volunteering, walking for a good cause, etc.</span></li>
<li><span data-preserver-spaces="true">Tune your inner voice towards supporting and acknowledging the positive aspects of life. Many of us tend to focus on the failures and unfortunately, we forget about the goodies that life has already presented. Therefore, when you are experiencing any negative thoughts, you should make a list of all positive things in your life.</span></li>
<li><span data-preserver-spaces="true">Keep the company of people who treat you well, not those who shred your heart into pieces at the slightest opportunity.</span></li>
</ol>
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