The essence of education is the concentration of the mind and not the collection of facts. The type of knowledge that is imparted to the students at school nowadays concentrates mainly towards bookish knowledge. The end of the education lesson plan at secular education system stops at the level of superficial and general knowledge. General knowledge cannot be acquired by mere study of books. It is learnt from the book of life. Education should open the minds of the students whereby fundamental knowledge is reached. Before proceeding to the level of fundamental knowledge one has to cross over the knowledge of discrimination. Then all the knowledge gained is put to practice.

Knowledge as such is changeless and eternal. It is therefore called practical knowledge. The fundamental knowledge that comprises spiritual knowledge is greater than both practical knowledge and general knowledge. Fundamental knowledge enables one to recognize the unity of all creation. One must realise the unity in multiplicity. One must be able to accept pain and pleasure as gifts of God. So, this should be imparted along with the secular education. ( Adapted from Divine Discourse delivered by Bhagavan Sri Sathya Sai Baba on the occasion of the First Conference of Sri Sathya Sai Schools Worldover, 20 th November 2001)

The STAR programme sessions is specially designed and planned to reach a common objective of real education (Refer to Diagram-1).Each and every student will be exposed to the programme modules which has aims in improving students academic results and character building. STAR will be a catalyst to build the power of discrimination amongst the students and thus, lead them to practical knowledge and finally to fundamental knowledge. Nevertheless every student has his or her very own ability into adapting and learning new study skills as well enriching their souls with noble thoughts at their own pace of time.

Surveys say that students with low academic performance and character development seem to contribute a lot to the cause of today’s negative behavioral patterns around the world. Therefore the STAR lesson plans includes not only effective study methods for the weaker minds but also simultaneously blends activities on human values for the head, heart and hands (3HV) to function together in becoming a worthwhile human being. As these students follow through the lessons on a weekly basis together with the daily school timetable, gradually they will be able to witness changes within themselves mentally, physically and socially. As the end result, the STAR programme will be able to produce students who can:

•Constantly yearn to succeed

•Develop self –confidence and positive character

•Realise the importance of education in life

Use effective study techniques in accordance to their own ability.'What the head thinks, should be examined critically in the heart and this right decision should be carried out by the hands. This should be the primary product of the educational process.'

The STAR programme creates many opportunities for weak students to learn to control their mind for beneficial results and 'untrain' the mind to get rid of negative thoughts. The mind is therefore prepared for the individual to use anyway he or she wants to for the well being of themselves and also others. In short, the mind is cleansed with positive ideas to become a better person as a whole. In the long run, these students will experience an increase in memory power, to stay focused, to visualise the reality and a stronger mind which will directly improve their concentration while studying. These students are then catered with extra classes (tuition) in subjects they are weak at. When the mind is ready to absorb the bookish knowledge, these students are able to use the techniques introduced to them while studying and gradually show improvement in their grades.

The STAR programme is tactfully designed to build positive character throughout a students life.They build a character of their own for a better future.They realise their talents and ability through sessions like story telling, debates,forums, group activites,team building games, etc ( Refer diagram 2). These sessions carry very deep values directly and indirectly for these students to learn and thereafter start practicing in their daily life. At the end of the day,these values well practised makes up excellence in Character.

i. Form 5 - very low academic achievers

ii. Form 5 - students of any level of academic achievement

iii. Form 4 - very low academic achievers

iv. Form 4 - students of any level of academic achievement

v. Any group of students depending on the request made by the school authority.

All the modules or lesson plans are designed to cater it's benefits for all races. The lessons do not touch on any form of sensitive racial issue or trigger any form of discomfort for any student.

Thus are the 5 techniques - the path to allow the students to experience a change in their thought, attitude and character along the STAR programme.

Now when the mind is under control and is prepared to take in information, theories, new skills etc. the students are exposed to;

All these skills are constantly introduced and stressed during tuition classes and human value classes. The methodology of STAR as a whole is flexible and can be changed to suit the target group that the teachers or facilitators have to approach. What is important here?

It is the involvement of the students. This truly depends on the skills of the facilitators to attract these students towards what they are trying to relate and participate in all the activities wholeheartedly. This is where the role of the facilitator comes in. Through the way they present the ideas, students must realize that they lack some important value in life and are prepared for a change to attain academic and character excellence.

The facilitator must be alert of the rapid changes taking place at the present schooling environment. Thereafter the facilitator has to also win the love, admiration and respect of the students. They must be able to motivate students at every lesson with valuable thoughts to reach for the stars - 'Stars in God's Heaven' (Sathya Sai Baba). Therefore the facilitators should be deep rooted in upholding the highest values and be able to adapt to the terrain of the modern students.

A facilitator is a person whom the students can come and reach out to at anytime. A facilitator must be mentally prepared himself/herself to always be there when the students need them. Therefore the requirement for a STAR facilitator is not much of a difference. The STAR facilitator too must always be mentally fit, physically healthy and socially balanced. He/she has greater responsibilities to carry the students for theybecome role models, mentors source of inspiration, heroes or family members to the students involved in the STAR programme. Some of the requirements and the responsibilities for an effective STAR facilitator

b) Get exposed to the lifestyle of the present young generation like listening to the pop song, watch movies, surf   -   the net, play video games etc.

c) Be sensitive with the ever-expanding range of attitude and activities of students

In order to take up and fulfil all these requirements and responsibilities as facilitator one has to undergo some personal treatment cum training himself- personal level sadhana (Refer diagram 3) Personal level sadhana well practiced leads to changes in external behaviour of a facilitator (Refer diagram 3)

INTERNAL REQUIREMENT AND EXTERNAL DEVELOPMENT OF THE STAR FACILITATOR

Diagram 3

Below here are some of the recommended tools that could be occupied to add some energy during lesson time.

•Ice breakers

•Energisers

•Lecture

•Discussion

•Debate

•Sketches

•Brainstorming

•Multimedia Presentation (Video, TV, Computer)

•Reflection

•Role-Play

•Case Studies

•Win, Lose or Draw

•Charade

•Cartoon, Comic Strips, Picture Cuttings

•Self Directed Learning

•Games

•Mind Mapping

•Songs

The facilitators should be flexible and versatile for the learning process of the student's to be successful. This aim can only be accomplished when a facilitator ventures into creating their own lesson plans, ideas, teaching aids etc.

•Helper

•Adviser

•Mentor

•Director

•Counsellor

•Expert

•Audience

•Entertainer

•Friend

•Teacher

•Brother / sister, etc;

Handling a group of students who differ in many areas like academic, family, mentality, race, character, emotions, mind set, lifestyle, etc. may sound troublesome. To help cross-there are some common do's and don’ts a facilitator can obey to ease the situation in reaching out to the children.

A complete facilitation session involves debriefing after a lesson or activity. A facilitator has not fulfilled his or her responsibility if the debriefing is not completed. Debriefing is a detailed discussion on what transpired during the activity. Important facts about a debriefing session?

•Activities like experiential learning games build inward-reflectionon an experience.

•Formulates and stores certain concrete ideas or values.

•Generates positive thoughts and affirmations to take home with after a lesson.

•Throw questions that can invoke deep thinking and understanding on a matter.

•Focus intensely on the meaning and objective of a game or activity but minimise the instructions of a game. The nature of instructions must be short, straight forward and simple.

•Promptly guide the students but always give them ample opportunity to generate meaningful conclusions, hence later end a session with your own opinions and observations in short.

•Keep the discussion flowing and terminate the discussion when all major points have been highlighted. In short, the STAR facilitator has an insurmountable task of promoting the objectives of STAR (Refer 2.0 Objectives of STAR). The facilitator obviously here is the bridge between the programme and the students concern.

The facilitator drafts a future for the students to live blissfully. The students go home with a value filled mind in order to pursue a positive lifestyle.

The facilitator can achieve any high ideals , provided they are co-operative well disciplined, soaked in service and sacrifice, and fully determined to succeed

3. Prepare all supporting materials e.g. Concept paper on STAR, STAR Syllabus, Previous Success Stories and also the Organization Profile whereby the service and education oriented activities should be highlighted.

•The Sathya Sai organization has build a bond or connection.

•Schools that have problems in handling low achievers, especially in exam classes.

•A school which has a Sai devotee as a teacher

•Schools where the administration is familiar and aware of the STAR programme. Explanation on the STAR programme should be made stressing the benefits the students will gain in terms of character and academic excellence.

Facilitators must be able to do this so that the students are always motivated to know more and to concentrate in the class. Facilitators must tap issues that motivate students to try harder.

Everything that a facilitator teaches must be meaningful to the students and to the facilitators as well. This will ensure that at the end of the lesson everyone has learned something that is meaningful to him or her.

Facilitators should always let the students to learn by discovering something new (discovery learning). By doing this the students will be more interested and involved in the learning process.

To facilitate discovery learning, facilitators should use certain methods in order to make the discovery session possible. One of the methods is that of Bruner and Bigge’s suggestions for structuring discovery session. A facilitator’s roles in this session are:

By emphasizing contrast, students will be able to differentiate between issues or situations. This will help the facilitators to encourage the students to discover something new or form an opinion regarding any issues.

2. Invite students to compare different people, events, ideas & solutions

In this way, the students will be able to direct their attention to certain issues that are being discussed. Students also will be thinking on questions like how, why, and so on.

3. Stimulate informed guessing

To do this the facilitators should present a problem to the students and then provide information how to solve it. So this will make sure that the students will not be frustrated but will be able to direct their attention to the information given in order to come up with a solution.

4. Encourage participation

Encouraging student’s participation can be done by asking them to engage in provocative activity or discussion. This will give them a boost of energy to agree or disagree on certain issues that can be related to them.

Facilitators should encourage the students to think how to attack a problem, where to get information’s and check the hypothesis made.

Facilitators must allow students to conclude when a point is sensible then provide alternate views to that point. This will encourage the students to think of different solutions or points.

Facilitators should also allow students to see the problem the wrong way, or come to false conclusions and then ask them why the error has occurred. Some of the issues that face the students today, especially for those who are in their adolescence are as stated below. These issues can become the discussion topic and provide an avenue for the students to express their views and learn something new. The issues are:

There are two type of development that the facilitators should carry on in their class.

In order to do this, the facilitator must always be fair, listens to the students, be caring and have positive contacts with the students.

Facilitators should look into managing emotions that are shown during the class hour by the students. They should promote responsible behaviour that will instill self-discipline and self-responsibility.

Facilitators should praise and recognize the little successes that the students achieve. By doing this, the students will be spurred to achieve more success.

This is very important so that the students will understand the rules and know that will happen if it is not followed. The rules and routines must be made clear to the students. The facilitator must always act in a fair, firm and consistent manner to enforce the rules.

In order to do this, the facilitator must look beyond the misbehaviour of the student. Facilitators should acquire techniques to deal with the misbehaviours. They should focus on the inappropriateness of the act. They can also elicit the support of parents in dealing in this matter. Facilitators should have regular and positive communication with the parents and the students.

One of the techniques that a facilitator must know is how to respond to misbehaviour. A facilitator should first respond to misbehaviour by giving warning and cautions to the student. This will then be followed by actions that are firmer and sterner. Facilitators should establish a plan of escalating actions so that the actions that are taken are consistent and firm. They should also avoid escalating the problem or conflict that occurs. If the plan of action does yield any result, then help from the staff can be seek. The main important aspect in dealing with misbehaviours is to establish control in the classroom.

This is another technique that a facilitator should know while dealing with misbehaviours. To enforce consequences fairly, here means, to reprimand the students or to carry out punishment that befits the rule broken. First the facilitators should define the misbehaviour to the student. Then facilitators must have a discussion with the student regarding the misbehaviour. While doing this, facilitators should commend on the students maturity. Facilitators should give some time for the students to improve and the implementation of the consequences must be done in a calm and consistent manner. If there is any improvement in the student’s behaviour, they must be given some feedback on the improvement made. Facilitators must always review the consequences of the misbehaviour and if there are no improvements they should discuss on having stiffer consequences.

Implementation must be done according to the misbehaviour and consequences.

Power struggles are common in a classroom where the students are new or unfamiliar with the facilitator. Facilitators must always be aware of the power struggle that might happen in their class. Facilitators must be able to take care of their of themselves emotionally. They should ignore student's initiation of a power struggle. However they should acknowledge students feeling in any matter. To solve this conflict they should privately acknowledge that there is a power struggle with the student concerned. By doing this, facilitators should not embrace into submission but solving the issues behind the power struggle.

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Well, maybe some of us are.. but as the saying goes..."Prior Preparation and Planning Prevent Poor Performance".

Being a facilitator/teacher one must be fully prepared before entering the class - "The Will To Win Is Important, But The Will To PREPARE Is Vital". Therefore it can concluded that ‘Lesson Plan’ plays a fundamental role in ensuring a smooth flow of lesson and thus it can be called as the 'heart' of the STAR Programme. Here are some tips on preparing a good lesson plan:

a.) The teacher must first have a thorough understanding of his own mind before trying to understand the minds of the students.

b.) If the teacher's mind is good, the students will reflect it in their behaviour. Since the teacher cannot see the student's mind, he has to understand it only by observing the student's behaviour.

c.) The teacher should observe and analyse the student's behaviour with that of his parents, his friends and his fellow students. Basing on this, he will be able to lead the student on to the right path.

d.) The teacher must have a full understanding of the lesson that will be taught, this can only be obtained when one, first practises and then teaches the same to his students. So when we want to teach good principles to students, first we practise and then set an example, hence values will be imparted to students with greater impact.

Lesson Plans should focus on 2 main areas:

Lessons Plans to be tailor-made to pupils' need (eg. age group, language used-level of understanding, common problem faced, etc.)

- Confucius  -

How true, lessons should be made interesting and fun filled, relating to the 5 methodologies. (Explained in length in the following pages of this manual).

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