EVERY TEACHER IS A PARENT AND EVERY PARENT IS A TEACHER*

26 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Teachers At our Hasti Public school understand that both Teaching and learning are important*,  but we  at the Same time  know very well that  *it’s not what children are learning, but how they are learning that is of most importance*  and therefore to make every child independent learner,   *modern and impactful methodologies  and metacognition strategies are used* . Education at our Hasti school is children centric, and all efforts are made for holistic development of child. For comprehensive and integrated learning of children the involvement of parents is an important .  

*Nowadays, it is important to nurture children as confident and strong citizens with capabilities to accomplish any task by their own and parents play an important role  in it*,

In modern times, the term education is not limited merely to bookish knowledge and getting grades; *it engulfs a vast area with important factors* such as developing self-confidence, making your child socially secure, inculcating emotional strength among them, and problem solving etc.

*Even if you think you don’t know much about learning and teaching, your child keeps learning from you over the years*

*when your child goes to primary and then secondary school, you can help your child have a positive attitude to learning, just by being positive yourself* and communicating with your child’s One of the best ways to *support your child’s learning and education is by building a good relationship with your child’s school teachers*.

*Children learn in different ways* – some learn by seeing, some by hearing, some by reading, some by doing. at this stage, children still learn through play. Plenty of unstructured, free play helps balance formal lessons at school. It also gives children a chance to unwind after the routines and rules of school.

Children also *learn by using objects*  in many different ways. When your child is experimenting, exploring and creating with a range of materials, they learn about problem-solving in situations where there are no set or ‘right’ answers.

Children aren’t born with social skills – they have to learn them, just like they have to learn to read and write. *Giving your child chances to play with other children*  is a great way for them to develop skills for getting on with others.

Your child’s community connections can offer valuable learning experiences too. For example, *visiting the local shops, parks, playgrounds and libraries or walking around your neighbourhood helps your child understand how communities work. As you and your child explore your community together, you can talk to your child about interesting things that you see or share things that you know*.

*If your family speaks a language other than English at home, this can be a great way for your child to grow up as a bilingual learner. Learning more than one language doesn’t harm or hold back children’s development. In fact, *being a bilingual child can have a lot of advantages – for example, better reading and writing skills*.

When you know how your child learns best, you can help your child with all areas of learning. For example, if your child seems to learn best by seeing and doing but needs to write a story for school, they could make a comic strip to organise their ideas.

*For developing self-confidence in your ward  , making your child socially secure, inculcating* *emotional strength among them, and problem solving* etc. Parents need to look into* ;  

*Making a child emotionally strong*: Be a patient listener. It helps your child to come to you for any of his/her turbulences. *Make them understand that there is a solution to every problem and they will have to face different situations which might be sometimes unfavourable* but they will have to overcome all the hurdles with a winning stroke of confidence.

*Be the strength* : The education can benefit the child only if he is adaptive to various changes as well as experiences in his/her life. *Be friend to your child. Let your child discover a friend, philosopher and a guide in you*. *Making this happen he will consider you to be his strength*. Let them realise that for all problems they have this door always open and welcoming with love.

*Each child is unique*  : *Every child is different and unique; blessed with immense potential*, curiosity and creativity blended with lots of learning attitude. *Respect their individuality*. Give them exposure to the fullest. *Let them discover their own world*; make their own choices and face their own challenges. Just be there as a support.

*Providing platform*: The more you learn and the more you know the well you can experience. Things come up by doing. *Provide them with exposure by encouraging him to participate in school activities*, go on tours and excursions, attend social gathering etc. *Make them extrovert*. Extrovert children openly express themselves. It reduces the chances of such children to harm themselves or others whereas. *Introvert child does not mix with others and hence does not express which leads to inner conflicts within and might harm himself*.

*Social media awareness*: In the ever changing and fast paced world of technology, the access to the internet and social media sites has become easy. It is now easily available at the touch of your finger. Many children get affected by the social networking sites and various posts on it. *It becomes of great importance to make your child aware about the advantages and disadvantages of social networking sites and apps*.

*These few steps will surely help our children to emerge as strong individuals and thus with this we ‘The School’ and ‘The Parents’; will be able to educate our child in real sense*. It is *necessary that we all work on this and satisfy the real goal of education – Holistic development of a child*!

more involved in making decisions about learning and organising activities.

IMPROVING BEHAVIOUR AT SCHOOL

26 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Improving Behaviour in Schools

Six recommendations for improving behaviour in schools

Misbehaviour in lessons is something that has been documented by teachers for centuries. And while most pupils in most lessons are well-behaved, it’s a major cause of stress for teachers and can have a lasting impact on the outcomes of the pupils in the class. There’s a clear need for school to have consistent and clear behaviour policies that promote positive behaviour in lessons. 

This EEF( Education empowerment foundation ) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as where there are problems.

To develop this report’s six recommendations for improving behaviour we not only reviewed the best available international research, but also consulted with teachers and other experts. As with all EEF guidance reports, its publication is just the start of how we aim to support schools in implementing these recommendations. We will now be working with the sector, including through our colleagues in the Research Schools Network, to build on them with further training, resources and tools. This report is well-timed for school leaders to consider alongside the recent Timpson report on exclusions, and to be part of professional conversations around behaviour that will be central to the Department for Education’s Behaviour Support Networks.

1.Know and understand your pupils and their influences Pupil behaviour has multiple influences, some of which teachers can manage directly.Understanding a pupil’s context will inform effective responses to misbehaviour.Every pupil should have a supportive relationship with a member of school staff.

2.Teach learning behaviours alongside managing misbehaviourTeaching learning behaviours will reduce the need to manage misbehaviour.Teachers can provide the conditions for learning behaviours to develop by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning.Teachers should encourage pupils to be self-reflective of their own behaviours.

3.Use classroom management strategies to support good classroom behaviourEffective classroom management can reduce challenging behaviour, pupil disengagement, bullying and aggression.Improving classroom management usually involves intensive training with teachers reflecting on their classroom management, trying a new approach and reviewing their progress over time.

Reinforcement programmes based on pupils gaining rewards can be effective when part of a broader classroom management strategy.

4.Use simple approaches as part of your regular routineSome strategies that don’t require complex pedagogical changes have been shown to be promising.Breakfast clubs, greeting children at the door and working with parents can all support good behaviour.School leaders should ensure the school behaviour policy is clear and consistently applied.

5.Tailor targeted approaches to meet the needs of individuals in your schoolUniversal behaviour systems are unlikely to meet the needs of all your students.For pupils with more challenging behaviour, the approach should be tailored to individual needs.Teachers should be trained in specific strategies if supporting pupils with high behaviour needs.

IMPLEMENTATION AT Whole-school LEVEL Consistency and coherence at a whole-school level are paramount. Whole-school changes usually take longer to embed than individually tailored or single-classroom approaches.However, behaviour programmes are more likely to have an impact on attainment outcomes if implemented at whole-school level.

COMPETITION

25 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


COMPETITION

Children need a chance to develop their capability to cope with the pressure and hardships gradually.  As responsible adults, do we allow them to? In most cases, adults, blanketed under their own matters, have very little time for children to actually help them through their turmoil. *Very often we land up removing the threat of danger to keep our children safe but along with it goes all the other experiences needed for development of a healthy approach towards life itself.

We expect them to meet our requirements and fulfill our dreams; but we forget that children have dreams of their own. The result being headlines like this- Student suicides: The silent epidemic claims very large number . Should we hold ourselves responsible for their irrational behaviour or should we pass the buck on the more generic terms such as peer pressure?

Can you say you are truly happy? There is nothing in your life you don’t want to change , even if it’s just a wee bit- a bigger house, higher income, more fame or power. The non- acceptance of our present self or the desire to be someone else, to get something else propels us to get into the rat race and most of the time we land up dragging our children into it too .

Teaching our children to *focus on marks , only to gain admissions in the desired institutes does nothing better than satisfy our egoist need to boast before friends and colleagues of goals reached and targets achieved. To quote Einstein, “An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future.”

If we really want our children to stand the test of time, we have to lead them to look within  for solutions.

For this to happen we must first shift our focus from the outside world to the inner world.

We must accept our self for what we are rather than what we want to be . No matter what roles we play in the lives of children around us, as responsible members of the society, we must be aware of our own self and stop hiding behind the facades we put up to shield ourselves from the world. Awareness brings acceptance. * With acceptance, no failure can harm or no pressure can destroy a precious life* .

Instead of taking obstacles out of our children’s way, let’s help them see every obstacle as an opportunity to grow . Let them find their own solution you promise them that you are there if needed.

Let’s keep in mind that the 21st century offices require not those who in the name of learning catalogue objects but those who not only think critically but also communicate effectively as problem solvers in this global village.

Our Hasti school therefore organises variety of activities and competitions to explore the critical thinkling ability , communication skill, collaborative attitude and creativity.

positive and constructive association with Parents

24 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


Our Hasti public  school strongly believes in maintaining  strong , viable , and  result oriented partnership with parents and expects  same from parents as well* .Let us discuss the importance of partnership beween teacher  and parents and what teacher  should do to foster the same and  then what parents should  do to foster the strong partnership with teacher/s of their ward.

School has scheduled calss wise meeting of parents with teachers in addition to  the regular meeting with the PTA of our school.

Positive & constructive relationship between Teachers to parents and Parents to teachers

we at Our Hasti Public school believes in having sustainable vibrant and live bonding with the parents school has planned calendar of meeting with parents regularly.    Research shows that when a partnership approach between parents and teachers is evident, children’s work habits, attitudes about school and grades improve . They( children  demonstrate better *social skills, fewer behavioral problems  and a greater ability  to adapt to situations and get along*. And parents and teachers benefit, too. When working together as partners, it’s been found that parents and teachers communicate more effectively, develop stronger relationships with one another and develop skills to support children’s behaviors and learning.

“Building partnerships between families and schools is an effective strategy to address opportunity gaps, especially for those who have been historically underserved,” “Strong partnerships support children’s learning and ability to develop lifelong skills and networks, while also strengthening parents’ capacity to be engaged in their child’s school experience.”

Here is an info graphic along with some tips on how to foster relationships with the parents of your students.

First Impressions

We  want our  encounters with parents to be warm and gracious. Try sharing bit  about yourself. Most parents want to know how their child is doing so it’s important to communicate often and through various channels. You could use the* standard email or phone call*. You could also use apps like Remind, a platform where teachers can schedule and send reminders, assignments or homework*. There are many more apps External link  you could use in your classroom. It’s important to declare your intentions. Discuss goals each of  you have for the child for the school year. Try* providing weekly updates on what’s going on in the classroom* . For many parents, a phone call about their child is their worst nightmare . A positive call home letting them know how well their child is doing would be greatly appreciated.

Learn from Parents

Just as parents can learn from teachers; teachers can learn from parents. Listen to parents when they’re talking about their child. They may give you insights about the child that you were unaware of . As children get older, parents are not often asked how they can contribute or don’t know what to do. Let parents know how they can help you. Provide ways they can help at home and in the classroom. Try getting to know what skills, passions, and interests a parent has. Invite them to share their knowledge with the class.

Be Resourceful

When parents come with questions, point them in the right direction where they can find help. If you share a concern, be prepared to suggest resources. Another thing you can do is create a resource. Create a website with basic information  External link  such contact information; policies, supplies needed, and expectations that you have for students and parents for a successful year . Great platforms for building websites include WordPress, Wix and Weebly. If families do not have internet access, prepare a pamphlet or a newsletter and distribute them to parents.

Explain Decisions and Invite Input

Take the time to explain any instructional or any other decisions regarding the child. Many parents may not understand certain aspects of the educational system (i.e. standardized testing, curriculum choices, proper protocols). Educating parents who are unfamiliar with the education system makes it easier for them to understand External link   what you’re doing and why . Also, invite parents to have inputs in decision making. Give them the information needed to form an opinion and listen to their solutions. Two heads are better than one and the parent may have knowledge you’re unaware of or come up with a solution that you may not have thought of.

Here is an info graphic along with some tips on how to foster relationships with the teachers  of your ward  Partnerships are most powerful when they include three main components , represented as the

* 3 C’s *  COMMUNICATION, CONSISTENCY  AND COLLABORATION.

 The first is communication between home and school. Like any relationship in life, communication between you and your child’s teacher is key.* Communicate with your child’s teacher early on and throughout the school year* . Start by letting him/her know that you want to play your part in your child’s education. Discuss with your child’s teacher the best ways to communicate The best kind of communication is *open , clear , constructive  and timely . Frequent, two-way communication is important to stay apprised of what is happening at school. ,

The second component of an effective partnership is *consistency. This involves opportunities and experiences you provide at home to support your child’s learning .Ask about and suggest ways you can work with your child at home to encourage their learning for a successful school year. Creating routines for homework, such as establishing a time and quiet place, is important. Providing learning

 This kind of partnership sends a consistent message to your child and lets him know that you and his teacher together support his learning.

The third component of partnering is collaboration. Collaboration will be easier if communication is frequent, and you consistently create opportunities for your child’s learning. A collaborative, cooperative partnership focuses on specific, positive strategies to help your child achieve to the best of his or her potential . Planning and problem-solving are forms of collaboration, and will be especially important when your child needs extra support to reach a goal*.

Collaborative planning with your child’s teacher involves acknowledging the need to work together to address a concern, staying focused on finding a solution  (not placing blame), making plans that involve support and responsibility at both home and school, following through on plans and checking back to make sure progress is being made.

 Remember that the parent and teacher relationship should be a partnership . When parents and teachers can successfully work together to ensure a child’s success . It’s a win-win situation Our Hasti school welcomes and invite and involve   parents in the holistic progress of the wards of the parent members ,

Our Hasti public  school makes  all out efforts to invite, and involve  parents in  real  and virtual meet regularly and periodically for the better all round progress of their wards and our students

MODE OF THINKING AND HOW IT IMPACTS OUR PERFORMANCE *

24 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


The activities of the mind are related to patterns of brain activity. Different mental activities, such as reading a book, painting a picture, or talking to a loved one, each involve different patterns of interaction between networks of nerve cells in the brain The networks involved in one activity are often different from those involved in another activity.

Networks can also be linked together in different patterns. If we looked into the brain, we would see shifting patterns in the activity of networks and in their connections with each other as the mind moves from one task to another. For a while, one pattern predominates, then a shift occurs, so brain networks that previously interacted in one pattern now do so in a different configuration.

Limited number of core patterns of brain activity and interaction seem to crop up as recurring features in a wide variety of different mental activities. These core patterns reflect some basic “modes of mind  namely THINKING MODE  & DOING MODE

For maximum period of time  I am in thinking  mode  than in doing mode

I spend a lot of time dreaming about things — incredible adventures I want to go on, self-improvement projects, all those books I plan on reading  And I THINK  there’s nothing wrong with that. Dreaming is wonderful.

What I’ve noticed, though, is that sometimes *I get stuck in the thinking and dreaming mode , and don’t actually take action.

When I realize this, it’s good for me to make this distinction: am I in the mode of thinking about it, or actually doing it? Both are fine! But at some point, it helps to make the switch: from thinking about it … to Doing.

This is the point where we make a commitment.

We can think of these modes of mind as loosely *analogous to the gears of a car*. Just as each gear has a particular use (starting, accelerating, cruising, etc.), so each mode of mind has its own particular characteristics and functions .

Over the course of a day, as the mind switches from one kind of activity to another, the underlying mode of mind changes—a little like the way that a car, driven through a busy city, there will be a continuous series of changes from one gear to another . And in much the same way *a car can only be in one gear at a time, when the mind is in certain modes, it will not be in other modes at the same time.

Our continued dwelling on how we are not as we would like to be just makes us feel worse, taking us even further from our desired goal. This, in turn only serves to confirm our view that we are not the kind of person we feel we need to be in order to be happy.

Here are four suggestions on how to take charge  from thinking mode to doing mode that is how to shift modes:

1.         Check up on your mode of thinking frequently. The great personal development trainer and speaker Zig Ziglar used to recommend “a checkup from the neck up.” The most important dialogue you’ll have today is with yourself. As you drive home from work, ask yourself: What mode of thinking have I been operating in today ? In recent days? What’s my self-talk been and why

2.         Take action on an idea. Take a look at your “things to do” list. Pick one out and make it happen! Action calms fear, cures inertia, and can alter a negative mindset The satisfaction of accomplishing even a little task or eliminating an irritant, can lead to further action, feeding on itself in a virtuous cycle . There’s nothing more fun than striking through a task on the proverbial “to do” list and here’s why: it shifts your mental mode from Defeatist/Sustainer to Dreamer/Opportunity.

3.         Count to ten and win. To shift out of Defeatist Mode, literally count your blessings. List all the things in your life you have going for you: your friends, job, faith in a higher power, etc. After you’ve proven to yourself that you can do this, consider how you might help others jumpstart their thinking and shift into performance enhancing modes.

4.         Let your Dreamer Mode come out to play. One of my favorite techniques is called WIBGI, which stands for “ wouldn’t it be great if… ?” To help yourself or your colleagues shift to a more visionary state of mind, invite people to weigh in with statements starting with: “wouldn’t it be great if” and vocalize whatever comes to mind.

It’s very easy to fall into one of the less productive thinking modes without even being aware of it . It’s an inescapable part of human existence to sometimes operate from the Defeatist or Sustainer Modes .

The “Doing” Mode

The ruminative state of mind is actually a variant of a much more general mode of mind that has been called the “doing” mode. The job of this mode of mind is to get things done —to achieve particular goals that the mind has set. These goals could relate to the external world—to make a meal, build a house, or travel to the moon—or to the internal world of self—to feel happy,  not make mistakes, never be depressed again , or be a good person . The basic strategy to achieve such goals involves something we call the “discrepancy monitor * a process that continually monitors and evaluates our current situation against a model or standard—an idea of what is desired, required, expected, or feared.

Once this discrepancy monitor is switched on, it will find mismatches between how things are and how we think they should be .

But, crucially, dwelling on how things are not as we want them to be can, naturally enough, create further negative mood.

In this way, our attempts to solve a “problem” by endlessly thinking about it can keep us locked into the state of mind from which we are doing our best to escape.

How the Discrepancy Monitor Works:

1) First we create an idea of how we want things to be, or how we think they should be.

2) Next, we compare that with our idea of how things are right now.

3) If there is a difference between how things are and how we want them to be, then we generate thoughts and actions to try to close the gap.

4) We monitor progress to see whether the gap is increasing or decreasing, and adjust our actions accordingly.

5) We know we have reached our goal when our idea of how WE WANT THEM TO BE –

IMPORTANCE  OF QUESTIONING SKILL IN TEACHING AND LEARNING

19 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Sir Albert Eistein once said I quote
” *if I had an hour to solve a problem and my life is dependent on the solution ,I would spend the first 55 minutes determining the proper question to ask for . Once I know the proper question ,I could solve the problem in less than five minutes” I unquote.
Such is the power of questions .
Had Arjuna not asked  wise questions ,It would  not have prompted Lord Krishna to answer  to quench the thrist  of  knowledge of Arjuna..Thus credit for the world class mythological text  GITA  goes to questions asked by ARJUNA Such is the power and importance of questions .

Children gherefore need to be allowed to ask questions fearlessly and There is need to develop the art of asking the questions for the success
Insights of successful people from different walks of life show the importance of right question which help us to increase our curiosity and creativity
Therefore
Questioning is one of the most important skill for successful people

At our Hasti Public school more stress is given on framing questions we believe that “ *One who  answers  the question may be intelligent * but *One who ask question is wise*    In our Hasti Public school we have revolutionized the home work system , our teachers , instead of giving home work to bring answers , (to the questions (which they are likely to ask or copy from digest or from friends notebook) , give home work to  frame or make questions (as many as possible)  from the portion taught to them 

Our Hasti School is now creating  a wonder  wall or QUESTION WALL  in everty class room where children are allowed to write the question before and after the lesson /topic/chapter/unit discussed

i think , Had Arjuna not asked  wise questions It would  not have prompted Lord Krishna to answer  to quench the thrist  of  knowledge of Arjuna.. Thus credit for the world class mythological text  GITA  goes to questions asked by the ARJUNA . Such is the power and importance of questions .

We all know that the moment a child takes birth, it makes announcement of    his/her arrival with the first cry. As children grow, parents start modeling conversation skills thereby aiding the development and nurturing the communication skills of children by making them capable of expressing themselves. While growing up, children tend to ask a lot of questions and this innate desire or curiosity to know the world by asking questions acts as a **catalyst in communication.

Just like plants need the right amount of sunlight, water, clean soil, and some nutrients in the soil for food . Our learners should be taught the art of *listening,* speaking*, receiving and giving feedback* and most importantly of asking questions.

Why Is Questioning Skill Important In The Teaching And Learning Process ? child’s world is full of excitement and wonder. To strengthen the natural instinct of wondering, questioning is an important skill to be developed in learners., A good question can open minds. It is a question that often leads us to wonder, reflect, discover and challenge new ideas, uncover new meaning by taking us from the known to unknown.

Those with good questioning skills are often also very good listeners as they spend more time absorbing information Questioning is at the heart of communication, it is an expansion of critical communication skills in children.* A great question is equal to great communication* hence questioning is the key mantra to successful communication.

Promoting learner questions in class is a significant role of an Inquiry teacher.

How Can Teachers Develop A Culture Of Questioning In Their Classrooms ?

Nearly a century ago, John Dewey made a prescient observation about classroom culture and questioning that still holds true today:

No one has ever explained why children are so full of questions outside of the school ,? and the conspicuous absence of display of curiosity about the subject matter of school lessons.The real issue is in the classroom culture, here would point out that teachers have enormous power, their behaviour will determine an impact on the climate of questioning in the classroom.

A teacher’s curiosity infects the entire classroom in a positive way,Thomas Kuhn said “ The answers you get depend on the questions you ask

*What Can we Teachers Do to Improve Questioning Skills in Learners?

Question Cube –The question cube creates tension on the learners in framing critical thinking questions from a book you have read, as well as pictures of important things or main ideas. This strategy can be used in any subject focus.

See- Think- Wonder- Visible thinking Routine is simple yet a powerful tool to help learners generate questions. Beginning with a visual prompt, learners share their thinking at each step along the way before moving on to the next one. This facilitates the learners to build on the group’s thinking and often results in deeper and meaningful discussions.

Question Quadrant-                        

Teachers often struggle with getting their learners to understand and ask good open ended questions. To get them to understand the different types of questions, the Question Quadrant is a tool first devised by Philip Cam (2006) while working with students and teachers in order to *hone, sort and categorise learner questions. It is a tool which assists teachers to explicitly teach question types with the intention of using students’ questions to guide learning.                                                                                             *

Question Wall – Question wall is popularly known as a wonder wall or learning wall. A question wall is a space in the classroom where learners post their questions. In remote teaching we can design a virtual wall Teachers can incorporate this questioning strategy in their classes before, during and after a lesson. *With question walls, learners can write their burning questions enabling them to safely express their wonderings. This strategy is particularly useful as it stimulates learners to think critically, boosts active learning and participation.

The importance of communication skills in children is key to being a successful communicator, an empathic leader and a contributive global citizen.The art of questioning is at the heart of the development of communication skills. Questions can be asked in a formal or an informal setting. Asking questions in the classroom or at home is a driving force of learning. It will always be an indispensable slice of every child’s learning. Powerful questions can create an explosion in learning. Parents and teachers must encourage young learners to ask questions and provide them with an opportunity to investigate their own learning.

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SOCIAL SKILL

16 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Today I came  across a wonderful thought  which reads as

शब्द मुफ्त में मिलते है, उनके चयन पर निर्भर करता है

की उनकी कीमत मिलेगी  या चुकानी पड़ेगी 

This made me realize that  how important are words ,  tone , volume and  body language.  While you communicate  thus  .*Social skills are an important component in both a personal and a professional capacity

Having strong social skills can help you excel in your career, perform well when interviewing, help you achieve career goals and expand your professional network. There are many specific skills that fall in the social skills category..

The virtual world has not only captured our imagination but our entire being, one may wonder if these skills were applicable anymore

What would be the most important social skills in the coming decade or more?

Two very distinct instances made me ponder and aware of what mattered: one, where *a child’s unruly behaviour was disrupting a class and *another where a child wanted to play with a classmate (whom, in his own words, he had teased endlessly till a month ago) who wasn’t ready to reciprocate in a similar manner.

It just struck a chord! Both of them wanted

* acceptance*. Their ways of seeking it may have differed from the usual but both wanted to be included was the crux of their behaviour. *What is it that both exactly wanted from their peers or teacher ?

They wanted to be heard, they wanted others to listen.

They wanted to be cared for, so that sharing with them became important.

They wanted to be included, be a part of the whole.

They wanted to be respected, for who they are and what they “brought to the table”.

They wanted their past to be forgotten and they be looked at for what they have evolved into.

They wanted to be considered important enough to contribute.

And lastly but not the least they wanted to be loved, beyond their weaknesses, their follies and their failings.

Social skills are skills that promote effective communication with others. There are various social skills as well as several different ways in which we communicate on a daily basis. Social skills include written, verbal, nonverbal and visual communication used to relay a message to others. Common ways in which you exercise your social skills are:

•           The language you use

•           The tone, pitch and

    volume *  of your voice

•           Physical gestures you-

    make*

•           Your facial expressions

•           Your body language

•           Eye contact with others when communicating

While Working as a team with other employees, keeping your emotions in check in stressful situations and communicating with clients and team members are some of the situations where *social skills need to be applied when working in a professional environment.

Social skills, also referred to as soft skills or interpersonal skills, are important because they *enable you to foster and maintain meaningful relationships with  people you come across (like employers, colleagues and network contacts.) 

A few of the many ways that good social skills can *benefit your career include that they:

•           Allow you to effectively work as a team on projects

•           Let you share your own perspective in an effective manner

•           Help you expand your professional network and stay updated on new opportunities

•           Make the workplace more enjoyable

•           Let you gain valuable feedback and referrals from those who can attest to your abilities

•           Enable you to successfully communicate  with people

The following are a few of the many important social skills you should possess :

•           Observation

•           Active listening

•           Conflict resolution

•           Empathy

•           Written and verbal communication

•           Mirroring

•           Cooperation

•           Relationship management

Observation

The ability to observe serves you well in a professional setting. Though it comes naturally to some and is closely associated with people who are slightly introverted,

Active listening

Active listening is the ability to pay attention to a person when they are communicating with you without interrupting or losing focus.

Conflict resolution

Conflict resolution is your ability to see a problem for what it is and devise a workable solution to solve it. For example, if there is a misunderstanding between two coworkers and they come to you for help, you should focus on the root cause of the issue and then work to solve this problem rather than get involved in the arguing.

Empathy

Closely connected to observation skills is the ability to empathies with people and situations. Empathy is the ability to identify and understand how another person is feeling in any given situation.

Written and verbal communication

Verbal and written communication is two important components of effective social skills. When you write or verbally communicate, you are expressing yourself to another person. It’s important to use clear language, as well as proper spelling and grammar,

Cooperation is another essential social skill in the workplace.It is the ability to work well with others towards a common goal.

There are several steps you can take to improve your social skills at work. These include:

•           Ask for feedback. As friends and colleagues what areas you need to improve upon in relation to social skills. Using this feedback, you can set goals to work towards improving these skills.

•           Pick up a personal development book. Read personal development books that focus on improving social skills. There are countless free resources online such as e-books and guides that can provide you with concrete steps to take to build your interpersonal skills.

•           Choose one social skill to focus on improving. Rather than try to improve several social skills at once, pick one to work on and only move on when you’re confident in your ability to effectively use that social skill.

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EDUCATION AND WORK ETHICS

14 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


Hasti public school Dondaicha , understands the importance of quality education while students develop good work ethics

.In today’s world, both our life and work environments require more thinking skills than actual bookish or content knowledge.

The unrelentingly competitive environment has now become even more competitive since today’s jobs require people to have a much higher level of adaptability and flexibility.

Life skills and work ethics such as initiative, self-direction, adaptability, flexibility, social and cross-cultural skills are crucial in today’s environment . Ask any employer today on what are the ideal qualities they’re looking for in an employee, and they would say – adaptability, versatility, the ability to be a self-starter; self-learners. Capacity to interact effectively with others is an important skill which will help you in life.

Students today are lacking in areas known as life skills and work ethics. So to correct these errors, Our Hasti public school has plans to   introduce Life skills and work ethics to students. As young students, they begin a life skills-based education in the foundational skills: reading, writing, telling time, math, creative thinking, and interacting with others effectively through various co curricular activities and regular class room learning activities  like debates, Brain storming, social service etc.. However, they continue to learn and develop throughout our lives. As they become young men and women, experience and educational training help to teach the skills necessary to live a fulfilling and competent life .

These skills will be required in all primary life areas (e.g., career, family, health and vitality, recreation, significant relationships, finance, spirituality, education, physical environment).

Many of the skills mentioned above will be essential throughout their lives. Some will be particularly important during various stages of life. These steps do not occur in an entirely linear fashion. They cycle through portions of each stage throughout life; however, specific skills are dominant in each stage.

Many youth suicides and depressing phases in children/adolescents can be averted with the right kind of education to the child and the adolescent.

Life skill education can play a great role in alleviating such trying moments in a child/adolescent. Life skills are the abilities which enable the individual to effectively deal in a positive and adaptive manner to the challenges of daily living. At Hasti Public School  we have already life skills in our education system. Trained educators facilitate activities to improve students’ Life skills and work ethics.

Emotions can be moderated, and a balanced emotional state can be maintained only when the student is well aware of the emotions going through him/her. *We also teach *empathy, which is another component that needs to be covered extensively. It is the ability to put oneself in another person’s shoes and look at the world through the lenses of another person.

We set up group discussions, debates, and team activities to enhance their level of empathy

The overall character of the adolescent is improved in this way. We strive to build well-rounded individuals ready to step into the adult world and embrace its complexities with their feet grounded on firm soil, and this will emerge due to the focus on Life skills and work ethics. At Hasti public school we make sure our students are better equipped to cope with the growing challenges of modern life with a sense of balance and poise.

CURIOSITY IN KIDS

14 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


 “Why a twinkling star or say the moon following us*?”

*Why does a tree appear to be moving with us while we are in train

 “Why is 2×2 = 4 and not 5?”

“Why is the sky not red?”

“Why can birds fly but not me?

These questions should definitely sound familiar to you! Years ago you must have asked these same questions to your parents too . While a lot of times we ignore these questions asked by our preschool kids, it reflects a very important inherent quality in them – curiosity. 

Remember when an apple fell on Newton’s head and he almost made jam out of it? But why didn’t he? Because he was curious to find out about why the apple fell off the tree. Had he not been curious we would also be asking questions like our toddlers – “Why things that go up come down again?”  All pre-schoolers have a little Newton hidden inside them  somewhere. You simply need to let their curiosity bloom to allow them to scoop out a new discovery!

Quite often, questions asked by young kids get submerged in a classroom either due to a crunch of time or it being unrelated to the topic of discussion going on. However, in most cases, the teaching-learning methods used in the classroom does not provide the space for curiosity to bloom out of the minds of young learners . And so, the curiosity sort of gets buried as an unfulfilled desire to “know”.

 “When children are in pre primary school, one of the things that really defines them is their curiosity, how curious they are and so keen to learn new things.”

This is the importance of curiosity in the life of school-going kids although hard work is a crucial factor to walk on the path of success, curiosity is what drives the journey towards it! 

To push their journey of success, preschool kids need “a good pre primary school, one that really encourages this kind of curiosity in its children.” Encouraging new thoughts, ideas and most importantly questions asked by young minds are the primary steps towards appreciating and uplifting curiosity in kids. Most teachers have a “*ask me a question” session* at the end of a class which allows the students to raise their doubts and seek information. But the type of questions allowed to ask remains confined to the “syllabus” being taught and that is something that needs to be pushed out of its boundaries. And in the case of pre primary kids, patience is not their strong trait. They tend to follow their spontaneous nature and ask a question in the middle of the class! This is where a teacher’s reaction can make or break the kid’s morale . If the teacher allows the kid to proceed and answers the child or maybe politely request them to hold their thought and discuss it at the end of the class, the child will feel that his or her question matters. This not only makes them patient but also keeps the spark of curiosity alive!

On the other hand, *if the teacher has an opposite reaction and does not entertain impromptu questions from the young students, the child would think twice before asking questions * from the next class, thereby reducing their will to participate in classroom discussions. This might look like a small incident but in reality, little acts like these are what decides the degree of involvement of the child in the teaching learning process, not just physically but also mentally.

Body language should be welcoming enough for new questions, ideas, thoughts by the young learners. If they see you being interested in what they have to say, they will feel free to share their thoughts!

Curious kids are always active. It’s time for the teacher to be an active listener too!  Carefully listen to what they have to ask and answer their questions patiently.

Their questions and your answers can be turned the other way around. Why don’t you ask them a question and spark a conversation? This will give them the opportunity to think, analyze and come up with their own viewpoints!

Some topics may be difficult (and maybe boring) to teach, even for you! So why not turn them into something relatable to the young kids! Relating a concept to real life is known to help understand better than giving age-old examples time and again. Go ahead, try this in the next class!

A conversational tone, rather than passive lecture, can be incorporated into the teaching learning process in the classroom. This will help in creating a comfortable, judgement free environment for kids to fearlessly ask questions and spread curiosity among peers too!

Just like there are no regulators of Bitcoin, curiosity too can’t be regulated by anyone You simply need to let your child invest themselves fully in activities that feed their curious mind. “They are sort of developing as young adults so they are very keen to explore the world around them..”

One of the challenges faced by teachers in a majority of schools is the high student-teacher ratio which does not allow the space for teachers to encourage curiosity in their students. Schools following the ideal ratio such as HASTI PUBLIC SCHOOL, have been able to keep the spark of curiosity alive in students encouraging them to speak their minds and actively participate in classroom discussions!

ABOUT ZERO

14 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


            *Without zero, modern electronics wouldn’t exist. Without zero, there’s no calculus, which means no modern engineering or automation*. Without zero, much of our modern world literally falls apart.

Humanity’s discovery of zero was “a total game changer … equivalent to us learning language,” says Andreas Nieder, a cognitive scientist at the University of Tübingen in Germany.

*But for the vast majority of our history, humans didn’t understand the number zero . It’s not innate in us . We had to invent it. And we have to keep teaching it to the next generation.*

Other animals, like *monkeys, have evolved to understand the rudimentary concept of nothing*. And scientists just reported that even tiny bee brains can compute zero.   But it’s only humans that have seized zero and forged it into a tool. So let’s not take zero for granted. *Let us see  how numbers have evolved from ZERO*

*Imagine a box with nothing in it. Mathematicians call this empty box “*the empty set.” It’s a physical representation of zero*. What’s inside the empty box? Nothing.

Now take another empty box, and place it in the first one.

How many things are in the first box now?

There’s one object in it. Then, put another empty box inside the first two. How many objects does it contain now? Two. And that’s how “we derive all the counting numbers from zero … from nothing.

Development in India “* We are of the view that in ancient India are found numerous so-called cultural antecedents’ that make it plausible that the mathematical zero digit was invented there*,” said Gobets, secretary and leading member of Project Zero. Project Zero is an organization composed of academics and graduate students who study the development of zero  in India*.

*The first modern equivalent of numeral zero comes from a Hindu astronomer and mathematician Brahmagupta in 628*. His symbol to depict the numeral was a *dot underneath a number*. He also wrote standard rules for reaching zero through addition and subtraction and the results of operations that include the digit. A circle inscribed on a temple wall in Gwalior, India, dates back to the ninth century. According to the University of Oxford, this is the oldest recorded example of zero. The numeral can also be seen on an ancient Indian scroll called the Bhakehali Manuscript. Discovered in 1881, the scroll was assumed to have been a contemporary of the temple in Gwalior, but modern carbon dating reveals its origin in the third or fourth century. Thus, many scientists opine that ndia discovered zero.

After its development in India*, zero would be taken back by the Arabian voyagers to their cities and towns. Eventually, the number would reach Baghdad by 773 AD. In the ninth century, A Persian mathematician, Mohammed ibn-Musa al-Khowarizmi, worked on equations that equaled zero. Thus, Algebra was invented. He also developed quick methods for multiplying and dividing numbers, known as algorithms. Al-Khwarizmi referred to zero as ‘sifr,’ from which our word cipher is derived. By 879 Ad, the dot had transformed and taken an oval shape that closely resembled the modern zero number.

When the Moorish conquest of Spain happened in the middle of the twelfth century, Al-Khowarizmi’s work translations finally made their way to England. *Italian mathematician Fibonacci developed the number further by using it to do equations without an abacus. By the 1600s, zero had spread widely throughout Europe.

It was fundamental in Rene Descartes’ Cartesian coordinate system and in calculus, developed independently by Sir Isaac Newton and Gottfried Wilhelm Leibniz. Later, calculus paved the way for physics, engineering, computers, and most modern financial and economic theories.

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