HASTI GEOUP OF SCHOOLS , DONDAICHA

BLOG NUMBER 416
*

Here are 6 things a tracher document.
* I DOCUMENT THE BEHAVIOUR AND NOT MY OPINION.
I DOCUMENT WHAT HAPPENED IMMEDIATELY BEFORE THE BEHAVIOUR

I DOCUMENT FREQUENCY , INTENCITY AND DURATION
* I DOCUMNT WHERE , WHEN AND WITH WHOM T HE BEHAVIOUR APPERARS
* I DOCUMENT WHAT I DID AND WHAT HAPPEND NEXT
*I DOCUMENT THE STUDENT’S OWN EXPLAINATION
1. *I never want my record to say:
“The student was rude today.”
That tells me almost nothing.
What did “rude” actually look like?
*Instead,
I write something such as:

“ During Mathematics , after being asked to close his other book and begin*
the student replied, ‘I am not doing that,’ & continued using the other book and laughed when the instruction was repeated.”

Now we have something we can examine.

One of the most important skills in behaviour documentation is separating observation from interpretation.

“ Disrespectful” is an interpretation.

“ Rolled his eyes, turned away and said, ‘Whatever’” is observable.

“ Lazy” is interpretation.

“ Completed one of six assigned questions during twenty minutes of independent work ” is observable*.

“ Attention seeker” is interpretation.

“ Called out eleven times while three other students were answering questions” is observable.

This matters when a parent says, “My son is not disrespectful.”

I do not need to prove that he is disrespectful.

I can say, “This is what happened.”

That changes the temperature of the conversation.

Teachers should document like good researchers. Describe the event so clearly that another adult who was not present could understand what occurred.

And I also record positive behaviour.

If that same learner worked successfully for twenty minutes the following day, I record that too.

Why?

Because documentation should help us understand the child, not build a prosecution file against the child.

The goal is not to collect evidence that proves the parent wrong.

The goal is to collect enough evidence to understand what the classroom is revealing.
[10:20 pm, 20/8/2026] DR VIJAY: HASTI GROUP OF SCHOOLS DONDAICHA * BLOG NUMBER 417 * Dear Exhausted Educators,

If no one has taken the time to tell you this lately, let this be that moment:

You have done enough. In fact, you’ve done more than most people will ever understand.

You poured your heart into your work giving your students not only lessons in math, science, or literature, but lessons about life, resilience, and kindness.
You offered them a safe space, even when your own world felt far from safe.
You became their second parent, their counselor, their advocate, their silent shield in times they needed one most.

You showed up even on the days when your heart was heavy, when your energy was depleted, and when your soul whispered that it couldn’t do it anymore.
But
still, you rose. You stood in front of that classroom with a smile, with hope, and with a spirit that refused to give up.

That courage alone is something no salary or recognition could ever truly repay.

You crafted more than lesson plans, you created memories. From the simple “good morning” greetings to the quiet
encouragement during a quiz, from the celebrations of small wins to the silent

support during hard days, those were the things your students will remember. Even when they forget the dates in history or the formulas in algebra, they will remember how you made them feel. And that is what changes lives.

You taught beyond the textbook. You taught empathy when you mediated conflicts.

You taught accountability when you asked them to own their actions.

You taught perseverance when you never gave up on the struggling child.

You taught authenticity when you were honest about your limits, yet still kept going.

You matter, not because of test scores or board decorations, but because you showed up with heart every single day.
And for that, you are enough
Let no system, policy, or ungrateful comment ever make you doubt your worth.
The fatigue you feel is not a sign of failure. It is the evidence of love given freely, of battles fought quietly, and of a job done with integrity. You carry the weight of dreams, the burden of society’s expectations, and still, still, you choose to serve.

So pause. Breathe. Reflect.

Be proud of who you are and what you’ve become.
Not because you’re perfect but because you stayed.

You endured. You made a difference even when it wasn’t seen.

To be a teacher is to be an unsung hero in plain clothes, changing the world one child at a time with no spotlight, no stage, no standing ovation.

But

know this: somewhere, a child believes in themselves because you believed in them first.

Rest, dear teacher. You have earned it.

You are deeply valued even when the world forgets to say it.

HASTI GEOUP OF SCHOOLS , DONDAICHA

BLOG NUMBER 414
5 STEPS TO BEGIN NEW LESSON IN CLASS ROOM

Step 1: Begin With a Thinking Trigger, Not a Topic Announcement.

Many teachers begin lessons by saying, “Today, we are going to learn about evaporation,” or “Open your books to page 42.” This tells students the subject, but it does not create intellectual movement.

A thinking trigger presents students with something they must examine before receiving an explanation. It may be an image, object, short scenario, surprising statement, demonstration, mistake, question, quotation or real-life problem.

Instead of announcing a lesson on evaporation, place two wet pieces of cloth in different parts of the classroom and ask: “Which one will dry first, and what makes you think so?”

Before teaching fractions, show two differently divided cakes and ask students which person received more.

Before discussing persuasive writing, present two advertisements and ask which one is more convincing.

The trigger must be accessible enough for every student to enter the conversation, but complex enough to produce different responses. A question that has only one obvious answer will not generate meaningful thought.

Give students quiet observation time before requesting answers. Thirty seconds of silence can improve the quality of responses because students are not competing with the fastest speaker.

Then ask them to record one observation, one prediction or one question. This creates accountability. Every student must think, not merely watch others think.

The teacher’s role at this stage is not to confirm the correct answer. It is to collect thinking. Say, “What did you notice?” “What evidence supports that?” or “Who saw something different?”

A strong beginning does not tell students everything. It gives them something worth mentally wrestling with.

Step 2: Activate What Students Already Know.

Students do not receive new knowledge into an empty mind. They interpret new information through previous experiences, language, assumptions, misconceptions and memories.

When teachers ignore prior knowledge, explanations may sound clear but fail to connect.

Before teaching something new, identify what students already believe about it. This is more than asking, “Who remembers what we did yesterday?” That question usually attracts the same confident students while everyone else remains silent.

Use a brief structure that makes every learner retrieve or reveal something. Ask students to complete a sentence such as, “I think this happens because…” Give them three possible explanations and let them choose one. Ask them to draw what they believe is happening.

Present a statement and let them decide whether they agree, disagree or are unsure.

For example, before teaching plant nutrition, ask students where they believe a tree gets most of its food. Some may say the soil. That response is valuable because it exposes the thinking the lesson must address.

Do not ridicule an inaccurate answer. A misconception revealed is more useful than a misconception hidden. Say, “That is an interesting possibility. Let us test it,” rather than, “No, that is wrong.”

Teachers should also distinguish between lack of knowledge and faulty knowledge. A student who says, “I do not know,” requires a starting point. A student who confidently believes something inaccurate requires conceptual correction.

Record common responses where students can see them. Return to them later in the lesson and ask what has changed.

Activating prior knowledge gives the teacher diagnostic information. It also tells students that learning involves revising ideas, not merely collecting notes.

Before you explain the new concept, discover the mental material students are already bringing into the room.

• Step 3: Make Students Commit to a Prediction or Position.

Thinking becomes stronger when students must commit to an idea before the teacher reveals the answer. A prediction creates intellectual tension. Students become more attentive because they want to discover whether their reasoning survives the evidence.

Commitment can be simple. Ask students to choose an option, rank possibilities, make a prediction, select a strategy or defend a position. They may respond using mini-whiteboards, hand signals, written notes, corners of the classroom or short partner discussions.

Before demonstrating whether an object will float, ask every student to predict the result.

Before reading the ending of a story, ask students what the character is likely to do next and why.

Before solving a mathematics problem, present three possible methods and ask which one appears most efficient.

The important element is not guessing. Students must attach a reason to the prediction. Replace “What do you think?” with “What do you think, and what evidence or experience influenced your answer?”

Do not immediately announce who is correct. Invite contrasting positions. Ask one student to explain a choice, then ask another to challenge or extend it. The classroom should become a place where ideas are examined without students being personally attacked.

Teachers must also resist rewarding only correct predictions. A wrong prediction based on visible reasoning may be more educationally valuable than a correct answer produced by luck.

After the explanation or investigation, students should revisit their original position. Ask: “What did you predict?” “What actually happened?” “What part of your thinking needs to change?”

This final reflection converts prediction into learning.

When students commit before receiving the answer, they stop behaving like passive recipients. They become mentally invested participants.

Explanation now has somewhere to land because the students already have a question, position or uncertainty that the teaching can resolve.

Step 4: Let Students Attempt Before You Demonstrate.

One of the most common instructional mistakes is demonstrating the complete process before students have attempted any part of it.

The teacher models beautifully, students nod confidently, but confusion appears when they must work independently.

A productive attempt allows students to encounter the structure of the task before the teacher provides the full method. This does not mean abandoning students to struggle without support. It means giving them a carefully designed opportunity to test their current understanding.

Present a problem, text, experiment, case or task that is slightly beyond what students can complete automatically. Give clear boundaries, limited time and a specific thinking goal.

For example, before teaching how to calculate the area of a triangle, allow students to compare a triangle with a related rectangle and propose a method.

Before explaining the features of an effective introduction, give students three opening paragraphs and ask them to identify which one works best.

Before demonstrating punctuation, present a confusing sentence and ask students to improve its clarity.

During the attempt, circulate and observe. Do not rush to correct every mistake. Ask questions that extend thinking: “What have you tried?” “Where did the difficulty begin?” “What pattern do you notice?” “Can you represent it another way?”

Collect common strategies and errors. These should shape your explanation. When several students make the same mistake, that mistake becomes teaching material.

The attempt should end before frustration becomes disengagement. Productive struggle is purposeful; unmanaged confusion is not.

Afterward, invite students to share methods, not merely answers. Compare approaches and identify where each one succeeds or breaks down.

When students attempt first, the teacher’s explanation becomes responsive rather than rehearsed. You are no longer explaining what you assumed they needed. You are addressing the exact reasoning, gaps and misconceptions revealed by their work.

Step 5: Explain in Response to the Thinking You Have Collected.

Teacher explanation is powerful when it answers a question students are already holding. It becomes weak when it arrives as a long speech before students have noticed a problem, tested an idea or attempted a solution.

By this stage, you have collected observations, prior beliefs, predictions, strategies and misconceptions. Your explanation should now connect directly to that evidence.

Begin by acknowledging the students’ thinking. Say, “Many of you predicted this because…” or “I noticed that several groups used this method.” This communicates that the explanation is not disconnected from their work.

Next, identify the key gap. Do not explain everything you know about the topic. Explain the concept students need in order to move forward. A focused three-minute explanation may be more effective than a fifteen-minute lecture.

Use examples from their attempts. Correct misconceptions without embarrassing the students who expressed them. Instead of saying, “Some of you were completely wrong,” say, “This answer appears reasonable until we examine this evidence.”

Model the thinking process, not only the final answer. Verbalise decisions: “I am choosing this method because…” “This evidence changes my earlier conclusion because…” “At this point, I need to check…”

After explaining, return responsibility quickly. Give students a similar but not identical task.

Ask them to apply the concept, revise their first response or explain the idea to a partner.

Then check whether their thinking has changed. Use an exit question such as: “What do you understand now that you did not understand at the beginning?” or “Which part of your original idea would you revise?”

The purpose of explanation is not to display the teacher’s knowledge. It is to reorganise the learner’s thinking.

Explain after students have mentally entered the lesson, and your words will become a solution rather than background noise.

Hasti Group of schoolsDONDAICHA

BLOG NO. 413

Nurturing Minds for Tomorrow”Education is not preparing children for examinations; it is preparing them for life.”

Walk into a classroom today and you will notice a remarkable transformation. The familiar blackboard has often given way to interactive displays, books now share space with digital resources, and students collaborate, question, and create with confidence. *Yet, amidst all these changes, one truth remains constant—the influence of a dedicated teacher.

Then … Learning Was About Information *In earlier classrooms: The teacher was the centre of knowledge. Learning depended primarily on textbooks.
Memorisation was often rewarded more than understanding.
Success was measured mainly by examination scores.
The classroom was largely teacher-directed.
This approach built discipline, respect, and a strong academic foundation. It served its purpose in an era where access to knowledge was limited.

Now… Learning Is About Transformation
The world our children inherit is changing faster than ever. Today’s students need far more than information—they need the ability to think, adapt, collaborate, and lead.
At Hasti Group of Schools, learning is designed to nurture these very qualities
Our classrooms encourage students to:

Ask meaningful questions.
Think critically and creatively.
Solve real-life problems.
Communicate with confidence.
Work collaboratively.
Develop empathy, responsibility, and resilience.

Technology supports learning, but it never replaces the warmth, wisdom, and guidance of a committed teacher.

The Hasti Difference At Hasti, education is not confined to the classroom walls.
hildren learn through:

Activity-based and experiential learning
Robotics, STEM, and innovation labs.
Reading initiatives that cultivate lifelong learners.
Sports, arts, music, and cultural programmes.
Leadership opportunities and value-based education.
Community engagement that develops responsible citizens.

Every experience is carefully designed to help children discover not only what they can achieve, but also who they can become.

The Teacher’s New Role

A Hasti teacher is more than an instructor. A teacher is:

A mentor who guides.
A facilitator who encourages exploration.
A motivator who builds confidence.
A lifelong learner who embraces innovation.
A role model who nurtures values alongside knowledge.
Because children rarely remember every lesson taught, but they always remember how a teacher made them feel about themselves.

Preparing for a Future We Cannot Predict

Many of today’s careers did not exist a decade ago. Tomorrow’s opportunities will demand creativity, adaptability, emotional intelligence, ethical decision-making, and continuous learning.

That is why Hasti believes education must prepare children not only to earn a living, but to lead meaningful, compassionate, and purposeful lives.

Our Promise As classrooms continue to evolve and technology advances, Hasti remains steadfast in its commitment:

To inspire curiosity.
To cultivate character.
To celebrate creativity.
To nurture excellence.
To prepare every child for life—not just for examinations.
Because while the tools of teaching may change, the mission of education never does.

A Thought to Remember Yesterday, teachers filled minds with knowledge.
Today, they ignite minds with curiosity Tomorrow, they will empower hearts to transform the world.
That is the Hasti Way.

Hasti Group of schools
DONDAICHA
BLOG NO. 412 Siblings are born to the same parents, raised in the same household, and share an extremely close bond from birth. Our sentimental minds tend to believe that siblings—having grown up together, shared their mother’s milk, and matured under the shelter of their father’s love—naturally love one another deeply; indeed, we feel they *ought to.

However, a closer observation reveals that the notion of sibling love is often merely a poetic, idealized concept. Upon deeper reflection, one finds that feelings of rivalry, jealousy, hatred, and competition—and the resulting inter-sibling conflict—often outweigh genuine affection. The poisonous seeds of these sentiments are sown in early infancy, and the bitter fruit must be tasted in adulthood. If, upon growing up, siblings become independent and pursue their own careers—without being financially dependent on one another, sharing a similar socioeconomic status, and lacking a significant ancestral estate to fight over—then the need to taste this bitter fruit may not arise. At the very least, a cordial, superficial relationship remains intact. Yet, if any disparity or imbalance creeps in, sibling rivalry flares up, often becoming a spectacle for others to witness. This is not a rare or exceptional occurrence; rather, it is the norm. Instances of siblings sharing truly heartfelt, genuine love are exceedingly rare.

At first glance, many might consider this statement incorrect. This is because we operate on the assumption that siblings *must love each other, taking it for granted that such affection is a given. However, we need to examine the actual reality of the situation.

Human emotions fall into two categories: innate emotions and those that develop later in life. One may also distinguish between primary and secondary emotions. The drive to stay alive—and to acquire and preserve the means necessary for survival and for experiencing the joy of living—constitutes a primary emotion. The bonds of affection woven around us—such as social connections, kinship ties, and relationships with friends and relatives—evolve from this fundamental aspect of life and are classified as secondary emotions. Indeed, all such affectionate relationships are built upon the foundation of a second primary drive: the urge to procreate and thereby expand one’s own existence. Thus, it is true that these secondary emotions rest upon the foundation of primary drives.

Whenever a conflict arises between primary and secondary emotions, the primary ones prevail, while the secondary ones are suppressed. The more “primitive” the state of being, the stronger the influence of primary emotions—or, more accurately, the more overt and explicit they become. In childhood, we are free from social pretenses and the need to display outward civility; we exist in a primitive state. Primitive, uncivilized humans and children are alike in that they act in accordance with their primary emotions. Once this psychological makeup and the nature of these impulses are understood, phenomena such as sibling rivalry become easily comprehensible.

If there is anyone who stands in the way of a child’s rights or access to comforts, it is often their own siblings. Long before the question of dividing an inheritance arises, children must vie for shares of their parents’ and elders’ affection. These allocations often involve injustice—or at least, the children perceive them as far more unjust than they actually are. This is because adults often distribute attention and resources based on principles other than fairness, equity, or equal shares. There are, of course, disparities—more for the young, less for the old; more for the frail, less for the robust. Beyond this, some children earn labels like ‘good,’ ‘sensible,’ or ‘virtuous,’ while others are branded as ‘stubborn,’ ‘mischievous,’ ‘troublemakers,’ or even ‘thieves.’ There may or may not be valid reasons for such labels; delving into them would lead us far off-topic. However, the share of love children receive often varies based on qualities defined by adults. Some children are beautiful and delicate, naturally drawing more attention and affection; others are deemed intelligent or bright, earning them a larger share. Ultimately, the truth is that these allocations are made based on a mix of reasonable, unreasonable, appropriate, inappropriate, and even bizarre principles.

Compounding this unequal distribution is the child’s inherent desire to possess the entirety of that love—undivided and complete. Consequently, even if the division is fair, the very fact that a division had to be made—that one had to settle for half instead of the whole—is enough to breed resentment.

Conflict begins the moment another child is born into the home, and a succession of reasons arises to fuel that friction. The primary issue is the loss of exclusive access to the mother; initially, her attention is focused entirely on the newborn. Seeing her constantly engrossed in loving the baby, is it any wonder if a child thinks, “When will this baby die?” or “It would be wonderful if someone took it away!”? The law acknowledges the righteous fury of a man driven to a frenzy upon seeing another man acting familiarly with his wife; yet, few realize that a child may feel an equally intense rage upon seeing the mother—whom they consider rightfully theirs—become devoted to someone else. The child is already suffering from a deep emotional wound; amidst this, others often tease him—ostensibly in jest—saying things like, “Your mother is gone now,” or “You don’t belong to your mother anymore.” Such teasing is not mere play; it is like searing a wound with a hot iron. At that tender age, it inflicts unbearable pain. The young child feels as though he has lost his entire world, yet upon seeing him cry or react in agitation, the adults…Yet, they keep laughing! In truth, such behavior must be deemed utterly callous. Naturally, that very moment marks the beginning of sibling rivalry and hatred; subsequently, various incidents—large and small—continue to unfold. Adults do not always act after careful consideration, and they rarely pause to think about the impact their actions have on a child’s mind. Consequently, the seeds of poison are well-nourished, allowing the poisonous tree to flourish. Later, love enters the picture alongside this hatred, sparking a conflict between the two emotions.

Even young children possess a nurturing instinct. Watching a tiny baby play or crawl awakens an urge to hold, kiss, protect, and care for it. It is beneficial if this instinct finds a proper outlet. However, adults often prevent the older child from participating in the baby’s care, fearing they might cause harm. This only intensifies the child’s underlying resentment. Their tender, vulnerable minds are left shattered. Is it any wonder, then, if they feel as though the earth is swallowing them whole or the sky is crashing down upon them? In household after household, one hears remarks like, “This child has become terrible! He wasn’t like this before!” or “Who knows what’s gotten into him lately? He’s become so irritable and cranky.” Some might say, “He’s become so mischievous; he’s constantly hitting and breaking things!” Such comments abound. This sense of frustration warps the child’s state of mind, leading to traits like bad behavior, irritability, crankiness, stubbornness, and more. Their spirits are dampened; they begin to feel that no one loves them and feel compelled to rebel to claim their rights. Consequently, they resort to such behavior, and as a result, the poor things get scolded even more and incur the displeasure of the elders. Yet, often, they find the elders’ anger, physical punishment, or scorn preferable to being completely ignored and left to lie quietly unnoticed. They derive a sense of satisfaction simply from knowing that, in this way, they have managed to draw the elders’ attention toward themselves. They often deliberately do the very things they were told not to do, and frequently, they are seen watching the elders out of curiosity to see if anyone will speak up yet. The more commotion there is and the longer the discussion about them continues, the better they feel; this is because, for that duration at least, the younger baby’s importance seems to diminish, and they feel that the adults are treating them as significant individuals.

In a sense, the matter is quite simple—something that happens in every household. However, just because it is a common occurrence, one should not dismiss it as trivial. There is no doubt that it leads to long-term, bitter consequences and causes profound emotional pain to one’s own child at that very moment. It is absolutely essential to take appropriate precautions in this regard in a timely manner.

The first step is to behave in a way that prevents the older child from feeling that they have lost their rights. A mother inevitably has to devote more attention to the younger child than the older one; however, care should be taken to ensure the older child does not feel abandoned or think, “I have no one left for me now.” The grandmother or father should draw the child closer so that the loss of the mother’s constant attention is not keenly felt; at the very least, the child must see that there is no lack of love. Efforts should be made to minimize the sense of separation from the mother. Furthermore, the mother herself should not keep the child at a distance; instead, she should occasionally call the child close, inquire about them, and embrace them affectionately, thereby reassuring them that she is still their mother. It is important to consciously keep some of the child’s needs in mind. Even if there are domestic helpers or other family members around, a mother often does not need to perform certain chores herself. Yet, as a gesture of love, she should still attend to small tasks—such as braiding her daughter’s hair, dressing her son, threading the drawstring into his shorts, or sitting close by and mixing his rice for him. This ensures the child does not feel suddenly displaced or demoted. They should not be made to feel that there has been a sudden, drastic change in their life—whether in terms of status or the affection they receive.

Secondly, one should not belittle the child by making remarks like, “You’ve grown up now; aren’t you too big to sleep on Mother’s lap?” A child of two, three, or four years old is not truly “grown up.” On the contrary, one must acknowledge that the child has less access to the mother than before and therefore has a right to a share of her time and attention.

Thirdly, one should never engage in cruel teasing—such as saying “Mother isn’t yours” or “Mother doesn’t like you; the baby is Mother’s favorite”—that might awaken unnecessary pain or aggravate existing feelings of insecurity. Instead, one should consistently convey the mindset that “this baby is also mine,” “Mother has to attend to the baby because it is small,” “you are mine and so is the baby,” and “you are cherished and so is the baby.” This attitude should be demonstrated through one’s actions as well.

Fourthly, care must be taken to avoid introducing the concept of competition. Children often have a habit of discussing past events. Conversations frequently involve praising one child’s virtues while pointing out another’s faults. Children find it entertaining to hear stories about the past—viewing them almost like history. It usually does not bother them to hear, for instance, that they were a “crybaby” when they were younger. Yet, all too often, incidents from childhood are brought up as if they were the child’s own faults. This stings the child. “Oh, him? He’s been tormenting me since the day he was born. He hadn’t even turned two months old when he caught whooping cough. I had to stay up night after night..One should avoid disparaging one child while praising another’s qualities in one’s speech or actions. Such behavior erodes the bond of love between siblings and fosters rivalry and jealousy. Similarly, one should not instigate competitions like, “Let’s see who finishes first; whoever is quick is the smart or clever one.” In short, one should neither speak nor act in a way that sparks competition or a race for superiority among siblings.

The fifth point is that elders should never—even inadvertently—display behavior that suggests inequality among siblings. The perception that adults are being unjust or partial—that they favor one child over another—runs deep and can cause lifelong emotional pain. In many households, there is a practice of treating sons and daughters differently, or even making distinctions regarding food and drink. In some families—particularly among the landed gentry or aristocracy—a stark disparity is often created between the eldest son and the other children. Sometimes, for various reasons, a particular child becomes the favorite of the mother, the father, or both, leading to constant, minor acts of favoritism. To the other children, these acts feel as irritating and painful as a speck of dust in the eye. Even though a household is built upon a foundation of love, those who manage the family must remember that justice, equality, and impartiality should always take precedence.

The sixth point is that the older child should be encouraged to play an appropriate role in caring for the younger one from the very beginning. They should be allowed to help with their younger sibling’s needs to the best of their ability; if they cannot manage a task alone, the parents and the older child can work together to look after the little one. Instead of shouting, “Go away! Don’t bother me or make a fuss here; I’m putting the baby to sleep,” and thereby harshly pushing them aside, one should say, “Come, let’s put the baby to sleep now, shall we?” If asked to “pat gently” or “sing a song,” the older child often complies beautifully—remaining calm, speaking softly to avoid causing a disturbance, and doing exactly as requested. Maternal instincts—or the capacity for nurturing—often arise naturally in them. If this trait is fostered, the mother’s task becomes easier, and there is no cause for toxic emotions like resentment to take root or grow in the sibling’s mind.

Furthermore, the older child should be given opportunities to find their place among friends and at school. Unless the younger sibling was born with a very short gap—a situation parents have a duty to prevent—the older child is usually ready for the playground or preschool by the time the new baby arrives. If they can spend their time and engage their mind in outdoor play and making friends, the fact that the mother is busy doting on the younger sibling ceases to be a source of distress. It is a common observation that children who stay cooped up at home tend to become more prone to jealousy.

If a child has been the only one—receiving constant pampering, undivided attention, and endless praise—they may feel deeply hurt when that privileged position is lost. Therefore, whether there is one child or several, the guiding principle should be to ensure they receive appropriate attention and their rightful place, avoiding any imbalance; this approach benefits the children.

Recognizing that this matter is far more significant than it might appear, it is essential for parents in every household to observe their children’s behavior in this regard, correct any mistakes promptly, and take care to ensure that the child’s life does not become unhappy unnecessarily.

HASTI PUBLIC SCHOOL AND JR.COLLEGE ,DONDAICHA

The Most Effective Teaching Strategies To Use In School

Teaching strategies are methods and techniques that a teacher will use to support their pupils or students through the learning process; a teacher will chose the teaching strategy most suitable to the topic being studied, the level of expertise of the learner, and the stage in their learning journey.

In one lesson a teacher may use many different teaching strategies with different end goals. The most effective teaching strategies are those proven to work over large scale trials. There is no requirement for a teaching strategy to be innovative although of course some of them are.

List of teaching strategies for primary school

These are the 13 most important teaching strategies that the teachers of Hasti public school ,Dondaicha use.  Its not that every teacher uses all of  the stratagies in every lesson,  but an awareness of what they are and the results you can expect is essential to move your practice on.

1. Know Your Pupils and Develop Their Respect This may sound basic, but the basis of all good teaching is an understanding of your pupils and their learning needs. Allied to this is the respect you are held in by your pupils. The relationship between teacher and student is a vital element of the learning experience.

take the time to get to know each pupil throughout the 1-to-1 lessons by asking about their hobbies and interests or the kinds of things they’ve been learning In this way, whenever possible you can personalise a lesson or a teaching technique as appropriate to the child with a real world example.

2. Appropriate use of Summative and Formative Assessments The first stage here is making sure you know the difference between formative and summative assessment.

Summative assessment refers to an assessment that takes place after a block of work has been completed, whether this is a term or a year..

Formative assessments are those that take place day-to-day and are used to gauge pupils’ understanding of a topic – they are assessments for learning.

We at our Hasti Public school  use these kinds of diagnostic assessment to identifies a child’s misconceptions. Usually this is best achieved through a set of multiple choice questions.You can use diagnostic quizzes

For pupils on our one-to-one maths interventions, we use a diagnostic quiz at the start of the intervention which is responsive based on answers to an earlier question. This helps us more clearly identify not just misconceptions and weaknesses, but also where a child’s strengths lie and what therefore needs less time spent on.

3. Teach the Vocabulary  With the new focus in the curriculum on knowledge organizers, there’s no excuse for children being without the relevant topic vocabulary. They need the words to be able to create the thoughts and the sentences to confidently speak about a given topic.

This is why we  always talk through any specialist maths words at the start of a lesson with pupils, explaining any new terms and checking for understanding of previously covered ones.We recommended co-creating maths vocabulary lists with your pupils. This Maths Vocabulary List is a great start.

4. Explicit Instruction Also known as direct instruction, this teaching strategy is highly teacher-led, and focuses on frequent questioning and guided practice to help pupils learn a topic. The backbone of explicit instruction is the use of the worked example in an Example-Problem Pair. This involves demonstrating a worked example in its entirety in silence alongside a problem that pupils will then attempt.

Silence is important in order to ensure pupils’ attention is not split between the example and the spoken explanation, making it more likely that both will be more fully absorbed and retained.

5. Effective Questioning Techniques While we are all aware of the importance of questioning as a tool to gauge pupils’ understanding of a topic, there are definite techniques to improve the efficacy of your questioning in the classroom.

Questions such as “Are you sure?” and “How do you know?” encourage pupils to engage in some basic critical thinking to establish how confident they are in an answer and why, while others such as “Is there another way?” help to highlight where multiple methods to derive a solution may exist.

6. Deliberate Practice One of the most effective ways of introducing new concepts to a class, Deliberate Practice involves breaking learning down into a series of sub skills, each of which is deliberately practiced in turn.

The 5 steps involved in deliberate practice are:

1.         Isolate the skill

2.         Develop the skill

3.         Assess the skill

4.         Final performance

5.         Retrieval practice later

9. Metacognition

Literally ‘thinking about thinking’, metacognition has been recognised as one of the most effective teaching strategies with pupil making an average of seven months’ additional progress.

Metacognition in primary schools often incorporates some of the other effective teaching strategies, such as *questioning in the classroom – “How do you know?” *not only asks pupils to justify their solutions, but has them thinking about their own thought processes for deriving that solution.

Teaching pupils how to plan, monitor and self-evaluate their learning also improves pupil motivation and encourages them to work harder in lessons, tying into another teaching strategy.

10. Personalised Learning It might sound obvious, but pupils are more likely to engage with learning when is more targeted to them and appeals to their interests! This may be difficult to achieve early on – especially with a full class of 30 pupils – but as familiarity and rapport builds throughout the year it should become easier to make activities and even questions more personalised to individual children.

11. Collaborative Learning Also referred to as ‘cooperative learning’, the idea of having pupils work in groups for certain classroom activities won’t be new to most teachers.

12. Modelling and Scaffolding You  are already familiar with the “I do, We do, You do” method a sort of  student seminar which is used at our Hasti school and  this has yielded good desired results

HASTI PUBLIC SCHOOL AND JR.COLLEGE,DONDAICHA

Let child attempt in different fields of his/her choice. Initially a child may show slow progress or may fail .Do not dishearten the child .Make child understand&lern that “FAILURE IS NOT OPPOSITE OF THE SUCCESS” but is one step closer to  the success

Teachers are supposed to make & submit the list , to the principal,  of  the children having interest /talent in fields likeMusic,Drawing,painting,Dance,craft,singing,playing  musical instrument, conversation debate, robotics, & in  many other vocations listed  below  .

Every child should be given an opportunity to ;

•           Think freely ,

•           Make creative writing

•           undertake Adventure ,

•           Learn Finearts,

•           Think out of box

•           Perform practrical, data collection ,inference and analysis

•           Pen down Innovative ideas

•           Try to Implement ideas ,

•           Learn Photography,

•           Learn Pottery,

•           Learn robotics

•           Learn Sculpturing,

•           LearnAnimation ,

•           LearnPlumbing,

•           LearnRepair of electric and electronic gazettes

•           LearnMobile repairing

•           LearnWelding,

•           LearnCarpentry,

•           Communication skill, and  many more

Our all attempts and all out efforts should be to explore creativity  among children and to take it to the excellence

WE WILL FOCOUS  ON CREATIVITY

What is creativity  ?

Creativity is the act of turning new and imaginative ideas into reality. Creativity is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. Creativity involves two processes: thinking, then producing.

If you have ideas but don’t act on them, you are imaginative but not creative

WE NEED TO Make our teaching and class room activities creative and do away with  rote& unproductive  teaching . This non-creative teaching and learning will produce clerks or white collared workers only

Update yourself , be active  to learn something new ,what you have learnt and what you are teaching is already obsolete . The role of creativity in classroom may be summarized as under

•           Learn with fun: Creative classrooms give an opportunity for students to learn with fun. The teaching activities such as storytelling and skits help them to learn without the pressure of learning. Students are always fun loving and inclined FOR creative activities.. Teachers should encourage students from the lower classes itself and inspire them to believe in one’s own creativity. Fun team building activities can be organized so as to promote creative thinking in groups  and helping them to learn about accepting others’ ideas.

•           Freedom of expression: Unlike the conventional teaching methods, the creative classrooms give them an opportunity to express themselves. Whether it is debate or classroom discussions or field trips, students have the chance to come out of their shelves and become a part of it. This freedom of expression gives them a sense of goodness and happiness. Making some contributions in the learning sessions gives them a sense of satisfaction too. A creative approach to learning makes them more open with the puzzles that come their way and gives them a feeling of accomplishment and pride.

•           Emotional development: Creative expression is important for a kid to trigger up their emotional development. Importantly, this has to happen at their lower classes itself so that they grow up by responding well to the happenings around them. Creativity gives them that freedom to explore the surroundings and learn new things from them. Students would always love a classroom setting that helps them to explore freely without setting them any boundaries. When they can show off their true emotions in a creative manner in their classrooms, they can build up good confidence level.

•           Enhances thinking capability: Creativity can stimulate imaginative thinking capability in students. That is why teachers promote activities such as open ended questions, creative team building activities, brainstorming sessions and debates amidst busy curriculum schedules. Some teachers tactfully use these techniques to teach tough lessons to make children learn with fun and ease. Activities such as puppet shows will keep the students feel interested in the learning sessions and the flow of images in their mind gives them the pleasure of creativity. The open-ended questions will open them a world of imaginative thinking and they can come up with creative responses.

•           Reduced stress and anxiety: When some time is set aside for creativity in between all the strenuous study times, it takes a lot of stress away from students. This sense of joy keeps them relaxed and reduces their anxiety which in turn helps them to prepare well for examsand excel in it. Integrating more hands-on learning and making room for visual reflection is really going to make a positive impact. Encouraging productive discussions as well as making the classroom layout more flexible all matters a lot in gearing up a creative classroom atmosphere.

•           Boosts problem solving skills: The brain storming activities involving puzzles can stimulate the skills of problem solving in children. Creativity can really alter the way students approach a problem and it can be impressively optimistic once they go through creative teaching sessions. Creative problem solving can be encouraged in classrooms that help students to think out of the box and be more imaginative and innovative. With this way, the problems or opportunities are redefined by the students and the solutions or responses would be more innovative.

•           Improves focus and attention: The average attention or concentration span of a lower class kid is just a few minutes. The conventional teaching methods would be boring for them and they may lose their focus in the midway. Including creative teaching strategies such as storytelling and skits are sure to improve their focus and attention and the study time would be more productive. Playing memory games, taking regular breaks and intervals to bring in some creativity and setting a flexible classroom environment can make a lot of improvement in their attention span.

•           Better communicators: A classroom environment that promotes creativity opens them a world of communication. Students can make better conversation and stimulate innovative thinking and talking sessions in their free time. This also triggers group problem solving and shared learning that gives them a feeling of togetherness. Classroom debates not only help them to think creatively but also understand and welcome others’ views. This kind of shared creative experience helps them to open up to one another and grow up as better communicators.

•           Follow passions: Working out the passions in addition to excelling in the academics is important for a student to come up successful in life. A good classroom environment should give space for students to follow their passions whether it is music, dance, poetry, drawing or other art forms. This gives students a sense of happiness which in turn helps them to approach academics with a free mind. Setting aside time for such activities is really going to help them develop their creative talents in addition to academic brilliance. Students who rightly use these opportunities can come out of the school with flying colours.

•           Future opportunities: A stimulating classroom can have charts that visualize the goals with timelines that helps students to have a look on the go. The classrooms are the place where students get the basement for how successful they can be when they grow up. The skills and the confidence they gain throughout their school days are really going to make an impact in the way they prosper the career. In fact, creative persons have an upper hand in triggering future opportunities than those with a mere academic skill set. They can express freely during knock out rounds and the way they present themselves really matters in this competitive phase.

•           Innovative mindset: Open ended questions and classroom discussions are two popular creative teaching strategies that help students to develop an innovative mindset. Students get opportunity to think more critically about the question or subject and come up with innovative ideas. The friendly classroom discussions also aid them to think decisively about others’ ideas and contributions while thinking critically to produce something innovative. A stimulating classroom setting which is colourful rather than black and white can do the trick to lower class students and teachers can make some effort to bring in some humour between the lessons.

•           Drive lifelong learning: A person with a creative mindset always has that craving to learn new things every time and this helps them to have that amazing feeling of lifelong learning. This would really keep them engaged and active throughout which in turn helps them to stay young always. A curious mind always loves to learn more and the creative classrooms can build up a curious mindset in children through unconventional ways.

However, it is the role of a good teacher to bring in the right mix of creativity in classrooms and bring out the best in the students. The pleasure of creativity also contributes a lot to improved health and this helps them to have a continued growth in academics as well as world of creativity.

Once we notice the creativity in a child then Call the meeting of parents whose wards are identified having a special talent/  interest. Motivate parents to allow their ward to continue his/her  interest so that the child will be nurtured to become prodigy

Tell parents that their ward/wards   can do better by joining special courses. convince the parents that developing and mastering the talent at the cost of few marks in academics is not going to make much difference or harm the child, on the contrary a child may become famous painter, whose paintings could be sold at several thousand ,  a child can turn out to be  good sports person, musician, crafts person, singer, actor, dancer, cook , news analyst, etc.

Ask parents to Observe his/her Television Viewing Choices

observing the kind of shows your child likes to watch on television can help you in spotting his interests. If he is always inclined towards programme about cars, for instance, these are signs that automobile engineering probably interests him.If your ward  is very argumentative don’t forget he may grow as successful lawyer

Pay Attention to what your child is Curious about.

Our focus is not just on academic development, but also the physical, spiritual, emotional and social needs of our children.

As such, we offer a multi-faceted curriculum to extensively cover all these dimensions of education.

In next blog we will  focus on EXCELLENCE

—————————————————————————————————————————————–

HASTI PUBLIC SCHOOL AND JR.COLLEGE

IMPACT OF SCHOOL

CHILDREN SAY ;  From Home to Hasti school WE  run like *panther, But from school  THEY SAY  “WE GO like *tortoise SOMUCH THEY LOVE SCHOOL

School is beautiful and amazing phase of everybody’s life

There is indelible  Impact of school life on everyone’s  personality

Going to school is actually a fun activity, (barring few days in the beginning)   school  allows individuals to learn about different new things, and get to know new people with the same interests or with different interests. It increases children’s knowledge; and also allows interacting with many others*.

It is the place where a critical transition point is marked in every individual’s life*. As it is the most profitable investment for a child’s growth: a process that lasts a lifetime and which does not only refer to traditional educational institutions but a multiplicity of phenomena without which there would be no balanced, stable and widespread development.

The School  provides an opportunity for the kid to grow well. With a  sense of freedom.. *We all know , freedom cannot be achieved without proper school education. The more educated the person is, the more likely he is to avoid being oppressed and exploited by the social situation.

After all school is a place which gives us knowledge of the world around us.

School therefore is the Encyclopedia Of Children’s Life

A school is a place where a child develops his personality with integrated development through education and learning to become a good community member.

school is the second environment in which the child grows and prepares him for future life. School plays a significant role in every child’s development as it is a chain that improves cognitive skills.

There is a significant impact of school life on children’s personality development. This impact accompanies the attitude in the personality consolidation process.

Benefits of School Education

The student spends most of their time in the school. Therefore it  affects him greatly, as the student learns all the positive values through his interaction with his teachers and colleagues, the school is considered the complementary part of the home,

Built self esteem and confidence  The child grows up in a safe environment that cares for his emotional needs at this time in his life. Early childhood education is an investment in happiness. It is the virtue of inspiring security in others through values, words, and an attitude of loyalty before those who confess something private or intimate.

Leadership qualities  The leader is the person who influences another or can also act as a guide for a team. He can guide subordinates working towards a common goal, encouraging his team to face any unforeseen situation that may cause problems. A leader has empathy, takes responsibility, has a strong vision, and is a good communicator. These are the qualities we start learning from school Remember the time when you were selected by the classmates to represent a group? It was the first step you learned about leadership.

Empowerment The student must be empowered, that is, to be able to face any problem with courage and strength without falling into pessimism because this attitude only leads to changes that cannot be made. Students possess qualities that make them capable, encouraging them to defend their ideas. They must conceive of error as the beginning of learning.

Conscience It is the knowledge around the individual’s responsibility before a certain thing, being, or situation. This allows the individual to realize the impact that their words or actions generate in others and in the environment that surrounds them.

Empathy It is the ability to recognize one’s own virtues, accept limitations or defects, and act accordingly transparently or genuinely. A humble person is modest and straightforward, who does not have superiority complexes. The child learns to be empathetic towards other creations of God, understanding their value and importance.

School life helps a child develop all sides of human personality, revealing his abilities. It helps him understand how to choose the right way in this world. And this is, what matters the most because your child is much more than their academic grades.

*That’s the reason our children  of HASTI PUBLIC SCHOOL say we  run like panther for school  BECAUSE WE

STEP IN TO LEARN

 AND

 STEP OUT TO SERVE.  So what are some of your fondest memories of school life? Do share with us

HASTI GROUP OF SCHOOLS*

*DONDAICHA*

*BLOG NO.283*

As technology continues to integrate into the learning experience, there has been an increase in the amount of schools using electronics such as computers for test taking, assignments and more. Schools have the choice between using paper or digital materials, and it’s a tough call, as both have their pros and cons. While technology plays a vital role in modern education, the use of paper and pencil offers unique benefits for learning and retention, particularly in fostering focus, promoting deeper processing of information, and reducing distractions. 

*Here’s a breakdown of the arguments for using paper and pencil in school education*:

Benefits of Paper and Pencil:

*Enhanced Focus and Retention*:

*Studies suggest that students retain information better when they read from physical texts or write by hand. The tactile nature of writing and the process of physically manipulating a pencil can aid in deeper processing and memory encoding*. 

*Reduced Distractions*

The digital world is full of distractions, and *relying on paper and pencil can help students focus on the task at hand, free from the constant allure of notifications and social media*. 

*Improved Cognitive Load*:

*With fewer distractions, students can focus on the task at hand and keep relevant information close at hand*, allowing them to focus on mathematical strategies and relationships. 

*Facilitates Problem-Solving*:

*Paper and pencil assessments allow students to demonstrate their problem-solving process and understanding by showing their work, which is often overlooked in online* assessments. 

*Promotes Academic Honesty*:

Using paper and pencil can reduce the risk of cheating, particularly in the age of AI tools like ChatGPT. 

*Development of Fine Motor Skills*: *Writing with a pencil and pen helps children improve their fine motor skills and develop more legible and confident handwriting*. 

Versatility and Accessibility: *Paper and pencil are readily available and don’t require any special equipment or* *internet access, making them a reliable and accessible tool for learning*. 

*Emotional Comprehension*: *Some argue that paper-based learning can lead to better emotional comprehension* and overall well-being*. 

Arguments for Technology in Education:

*Accessibility and Flexibility*:

Digital tools can provide access to information and resources that may not be readily available in traditional paper-based formats. It’s difficult to determine which method ensures the most academic success, or if schools would be better off using a mix of both. *Using computers and other forms of technology in schools can offer a wide range of resources and opportunities for students. With the internet*, *students can access many different tools for research, studying and other uses. Students can collaborate with their peers through shared documents for projects, making it easier to connect if they have busy schedules*. 

*Digital learning also makes it easier for teachers and students to communicate when issues arise. Teachers can quickly grade students’ work in a matter of minutes rather than having to write each correction by hand for hundreds of students*.

*There are many platforms such as Google Classroom and Canvas, that allow teachers to easily give feedback to students that they can access from their own homes. These same platforms, in addition to communication as email, allow students to quickly ask questions or respond to feedback*

Additionally, *using technology can help to engage students and make learning more interactive*. *There are hundreds of websites and resources for students and teachers to use to add interesting components to their learning. This allows teachers to cater to different student’s learning styles and motivate them to participation*.Collaboration and Communication:

Welcome to our this  blog, where we invite you to share your thoughts and opinions on the education system. We encourage you to think freely and provide feedback on which system you believe is more effective.

Do you think our current education system needs a reboot? Share your insights and suggestions on how we can improve it.

Join the conversation and let’s work together to shape the future of education!”This blog gives you freedom to think and give your feedback  on which system you think is better and give your opinion on whether there is need to reboot the education.

Digital tools can facilitate collaboration and communication among students and teachers, allowing for real-time feedback and discussions. 

• Personalized Learning:

Technology can be used to personalize learning experiences, catering to individual student needs and learning styles. 

• Efficiency:

Digital tools can streamline administrative tasks, such as grading and record-keeping, freeing up teachers’ time for instruction. 

While the pros of *paper seem compelling, it does come with its disadvantages*. *Considering that the internet was created as a tool for creativity and research, it seems like a waste not to take advantage of the wide range of resources that were designed to advance learning*. *Using paper can also be difficult for teachers, as it’s hard to keep track of them. Papers can easily get lost or damaged, which can be frustrating for teachers when grading assignments or tests*. 

Additionally, the environmental impact of primarily using paper is necessary to consider. Deforestation is already an issue, and if schools rely too heavily on paper, it could have significant effects on the environment.

Finally, only using paper might not properly prepare students for the real world, where technology is utilized in many careers. 

Conclusion:

This poll has ended.

Do you prefer learning digitally, or traditionally on paper?

Digitally (100% – 1 vote)

Traditionally (0% – 0 votes)

Both of these learning strategies offer benefits and disadvantages. Using too much of either one could result in issues with learning, or problems among students and teachers. Schools would most likely benefit the best from an integrated approach between both digital and non-digital learning styles. While the future increasingly embraces technology, learning the old-fashioned way with paper and pencil should still be utilized. With both of these methods used in schools, students and teachers can leverage the advantages each and integrate them into the most successful and effective learning experience.

“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

This quote describes the essence of positive communication. Besides leaving an impression on the listener, positive communication provides health and wellness benefits for the speaker

Positive communication also “yields the potential to inspire people to achieve higher moments, greater good, and to act selflessly”

Let’s take a closer look at positive communication.

What Is Positive Communication?

Dale Carnegie (1998, p. 137) stated, “if you would win a man to your cause, first convince him that you are his sincere friend. Therein is a drop of honey that catches his heart.”

Positive communication “is not defined as the absence of negative verbal and nonverbal communication, but rather the presence of positive, enhancing, and facilitative talk and gestures”

“Positive communication is unique in its ability to generate physical, social, and psychological health and wellness”

1. Positive emotions This includes emotions such as contentment, wellbeing, and satisfaction about past experiences; flow, ecstasy, and happiness in the present; and hope and optimism about the future.

2. Positive traits This domain offers information on the individual strengths and virtues and extends to talents and natural abilities.Traits such as resilience, forgiveness, optimism, self-esteem, self-efficacy, and hope These traits offer strength in tough times and various situations.

3. Positive institutions

The final lens through which we analyze positive communication is through the study of positive institutions and communities. This includes places of work and leisure but also encompasses abstract entities such as family, democracy, and free press.

Why Is Good Communication Important?

When we interact with a person who makes us feel loved or supported, oxytocin is released.Building trust and creating social bonds also release oxytocin

Speaking and listening are basic communication skills used daily that build connections with others. These skills help us process language so that we can interact with people.

“When we use these tools well, they help us create wonderful, growing, lasting relationships” Our personality development and mental and physical health are linked to the calibre of our communication.”

Positive Communication Skills:

Below are both verbal and nonverbal examples of positive communication that can enhance closeness and generate health and wellbeing.

Verbal positive communication

1. Listening

It’s not just about listening, but listening deeply and fully. According to Newberg and Waldman (2012, p. 142) you must “train your mind to stay focused on the person who is speaking: their words, tone, gestures, facial cues–everything.”

Further, being fully listened to and understood is the most commonly cited communication value signifying depth in a relationship.

• Empathy Empathy is essential when engaging in positive communication. Being able to demonstrate empathy appropriately is vital – relationship gold.

Skills that enhance empathic listening include

1. Quiet your mind to focus on the person speaking.
2. Listen to them fully and openly.
3. Listen through the words.
4. Avoid interrupting them when they’re speaking.
5. Use your own words to reflect back what you heard them say, including the emotional content of the message. 

9 Techniques to Foster Positive Communication

One approach used to teach positive communication skills is the relationship enhancement (RE) approach, which focuses on conversation sharing, conflict resolution skills, and effective self- and other-changing techniques for enriching relationships

The method can be used to help clients express themselves, respond to the attitudes and needs of others, manage interpersonal issues skillfully, and solve problems promptly (Pitts & Socha, 2013).

In order to accomplish these relational milestones, the RE approach encourages the study and practice of skills, such as:

1. Empathic (listening)
2. Expressive (speaking)
3. Discussion–negotiation (conversing)
4. Problem–conflict resolution
5. Self-change
6. Helping others change
7. Teaching or facilitation
8. Generalization
9. Maintenance skills

Although all these skills are important to the practical application of positive communication, we discuss only a few here:

Empathic listening

When listening, it’s paramount to focus all your attention on the other person and demonstrate appropriate nonverbal mannerisms. This is also a good time to focus on emotions, perceptions, needs, or wants (Pitts & Socha, 2013).

Leal (2017) believes preparation for empathic listening starts with empathic awareness:

• Recognize the inherent value and dignity of yourself and the other person.
• Foster a desire to want to listen and relate to the other person.
• Think of the other person in a positive light.

Humility resides in these components.

Expressive speaking

Pitts and Socha (2013) recommend responding empathically to the other person before expressing your own wants, needs, or feelings. Further, using assertive statements when sharing your own perceptions, needs, wants, or feelings enables communication transparency and builds trust.

Newberg and Waldman (2012, p. 123) discuss compassionate communication and list strategies they believe should be adhered to consistently. They include:

• Express appreciation.
• Speak warmly.
• Speak slowly.
• Speak briefly.
• Listen deeply.

2. Active Constructive Responding

The Active Constructive Responding worksheet reviews four types of responses we give when hearing the good news of others.

The four styles are passive-destructive, passive-constructive, active-destructive, and active-constructive. Examples of each of the styles are provided. Clients are asked to review the styles and reflect on which style they use in different relationships.

Responding to the other person’s good news using the active-constructive response style represents the ideal and shows components of positive communication outlined in this article.

AS I sat down to write my 250^th blog on 8^th of Jan’2024 I could not help but felt the sense of nostalgia ,mixed emotions and reflections on this journey which I started on  25^th day of June 2021. That is I took approx. 2 years and 7 months to write 250 blogs that is on an average took 4 days for one blog.

This journey had been incredible filled with creativity & learning  and the satisfaction of sharing my insight.

I was  actively writing content on the following topics that pique my interest.

Education system

Teaching technologies

Parenting

Learning

Productivity Time management and mind management

Innovative ideas to Improve  academics and make general assembly purposeful and effective.

In a want of , suggestions ,responses, commendation and remark ,  I don’t know whether my blogs had any reading value , but one thing is sure while writing I learnt a lot . Thanks to sir Kailas K.Jain our visionary chairman for motivating  me and kindling the creativity  

I agree that my blogs were not original , Mark Twain once said “There is no such thing as an original idea or writing in that sense even I am not original as I am a copy of genes of  my parents)   but I had my own ideas, my own thinking and my own way of presenting the topics .

 It became abundantly clear that my blog had failed to resonate with the readers. I dedicated considerable time to introspection, attempting to uncover the underlying reasons. Regrettably, no clear answers or discernible patterns emerged.

Now I am thinking of working on audio blog on different educational topics keep showering your blessings and best wishes.

Thanks for your support , your response to my blogs.

With warm regards

When we were all in school…*the only quotient that appeared to be important was

 1.*I.Q.” …INTELLIGENCE QUOTIENT*, but NOW WE KNOW about ;

2.*E.Q…EDUCATIONAL QUOTENT* ,

3.*A.Q…ADVERSITY QUOTIENT**

4.*E.Q…EMOTIONAL QUOTIENT*

5.*T.Q…TEACHING QUOTIENT   ,from lerners point of view

Educational quotient

*The mental age concept assumed that there was a certain measurable increment of intelligence for each year of chronological age*, and that this was independent of the specific training that the child had received. Later investigators found it advisable to have a *single mathematical expression for the relation between the measured intelligence of an individual or a given age and the norm for that age. This was called the Intelligence Quotient*. The I.Q. is an index of learning under the ordinary conditions of life, and may justly be taken as an indication of future learning. But the *learning that goes on under the common, general environment is only one phase of our development, and not the phase with which the school is directly concerned*.

*The I.Q. needs to be supplemented by an index of specific school abilities, the E.Q., or Educational Quotient*.

*A person’s EQ is generally found by dividing the results of their Wide Range Achievement Test by their IQ and multiplying by 100*, or by *dividing their Education Age by their Chronological Age and multiplying by 100*.

 I.Q.

*Teachers always seemed to be impressed with the students’ school records that showed a high I. Q. (Intelligence Quotient) They would brag about how many students they had that year with above average I.Q’s*. It was going to be a good year.

It takes some time to realize… after we leave school behind…that *the strong emphasis on our I.Q. numbers was misplaced….*there is another quotient that is much more reliable at predicting our success in life*.

LET US DIVE DEEP IN TO A.Q ADVERSITY QUOTIENTY

*It is called our “A.Q.” Adversity Quotient*.   *The higher the level…the more tolerance and endurance we show for the adversities*life is going to throw at us.

*Unfortunately, in education test assessors prefer the objective intelligence quotient assessments over the more subjective adversity quotient*.

*Education gets so caught up in crunching statistics concerning curriculum scores that it forgets the basic reason for school and learning*…*to prepare students for the world they will enter*…and we all know *that world is filled with adversities*.

*An adversity quotient is a person’s ability to manage difficulties and transform obstacles into opportunities* . *The adversity quotient is one factor that affects a person’s success since it correlates positively with a person’s performance*.

 *person who has a high adversity quotient will also have high performance*. *People without adversity quotients will always depend on others, especially parents, peers, and others*.

*They cannot take initiative and struggle greatly when confronting challenges*.

 *Adversity quotients also has an impact on the possessor’s performance, autonomy, and achievements*.

*Success can be measured by one’s ability to face difficulties in life (Stoltz, 2005), including flexibility, perseverance, and the ability to face problems in their duties and work*.

*People who can solve problems more effeciently can control the situation and have a higher chance of success* THEREFORE *Students require the adversity quotient in order to successfully face their problems and complete their duties and responsibilities in online learning. By having the adversity quotient, they can control the situation, take advantage of opportunities, and have a greater chance of success*.

Students require the adversity quotient in order to successfully face their problems and complete their duties and responsibilities in online learning. By having the adversity quotient, they can control the situation, take advantage of opportunities, and have a greater chance of success.

*Several studies have revealed the effect of adversity quotients on workplace aspects*. THERE IS  a significant effect of adversity quotient on *work ethics*, *school organization culture*, and *teacher performance*The adversity quotient affects student performance too.).

*We all are aware that At the end of 2019 and early 2020, a new virus was found in Wuhan, China, namely, coronavirus disease* *COVID 2019*.

*This virus did spread rapidly across the globe, causing the world to face a global pandemic*. In the COVID-19 pandemic era, almost all sectors of the world’s life were affected, including our country  India*. The COVID-19 pandemic has affected the economy, education, personal and social life of  people.

*In the educational aspects, there was a change in learning patterns, and face-to-face meetings at schools and colleges which changed to online*. *It required adaptation, readiness, and infrastructure support*. *Furthermore, it also required the integration of all educational complements*

* Teachers and students are required to provide energy and ability to online learning environments*.

Adversity quotients can help students carry out their duties and confront problems. Students need strength, fortitude, resilience, and intelligence to face difficulties effectively. Intelligence quotient (IQ) and emotional intelligence (EQ) are not enough to make a student successful; therefore, adversity quotients are necessary to manage obstacles and challenges.

  Paul Stoltz in 1997 coined the term  AQ  and Paul Stoltz is rightly called the father of A.Q. he coined the term  , developed an assessment method called the Adversity Response Profile (ARP).

*AQ has 3 states of mind*:

Quitter, Camper and Climber!

*Quitter*: As the names suggests, these are *people with low AQ. Such persons have a negative mind-set and tend to give up or run away from the problems*. Quitters tend to wallow in self- pity, play the ‘victim’ card and sometimes are unable to face even minor difficulties.

*Camper*: *Campers are those with low or medium AQ levels*. While not entirely ‘fence sitters’ *they are the yes-no-maybe types*!  They are indecisive and tend to get overwhelmed when adversities aggravate. *Research says that 60% fall in the Campers category*. However, Campers do have some capacity to accept challenges and if they are guided well they have the potential to evolve into a ‘climber’.

*Climber*: *These are the people with high levels of AQ. They are bold, fearless, independent and create an energy around them*. Climbers take charge, are full of optimism, think about others first and are always ready to lend a helping hand.

 AQ is the *CORE model*.

*C – *Control*; O – *Ownership*; R – *Reach*; E – *Endurance*

*CORE describes the four dimensions that make up your AQ*. The combined CORE dimensions will enable you to both learn and strengthen your responses to Adversity

Control: *Control occurs when one seeks facets of the situation that they can influence and control*. *Invariably, it would lead to higher resilience levels*.

Ownership: *Accountability is the backbone of action. Holding oneself responsible for improving the situation and playing some role in making it better ought to be the outlook*. Being accountable for dealing with situations regardless of their cause would enhance resilience capacity.

Reach: *This is about how one keeps the setbacks and challenges in their place and not let them infest the healthy areas of both work and lives*.

Endurance: *One should cultivate an uncanny ability to foresee how long the adversity would last or endure*. *Hope and optimism can create an inner energy and energize others to see past the interminable difficulties and overcome the challenges*.

*In conclusion, AQ is an exceptional skill – both at life and work*. It is not something innate and instilled only in the ‘chosen’ few.* Once you understand the science of AQ, you can upgrade your own, your team’s and your organization’s capacity to deal with adversities*.

*We must stay connected to community, close friends and family, nature, and persons who share our inner beliefs that we are all connected as children of our universe through our Creator*.

*These are the connections that will raise our “A.Q*.” levels and help us find our way through life.

*So until tomorrow …”Never give up”….God hasn’t… so neither should we* …just keep on keeping on. LIFE IS WORTH IT! & *“Today is my favorite day*”  *Please feel free to share your valuable views*,*suggest  activities we can conduct at our Hasti school to raise AQ of our children** . also feel free to record your impression , ,Your commendatons if any*  and *your comments to make this blog more meaningful* please do not forget to visit our website