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Hasti Group of school Dondaicha BLOG NO, 392

Transforming Learning into Lifelong Understanding The Hasti School Approach to Meaningful Education

In the rapidly evolving world of the 21st century, education can no longer be limited to memorizing facts, reproducing textbook answers, or scoring marks in examinations. The world our children are preparing for demands critical thinking, creativity, adaptability, collaboration, and the ability to apply knowledge in real-life situations.

At Hasti School, we firmly believe that true education is not measured by what a child can recall during an examination, but by what a child can understand, apply, experience, and carry forward into life.

With this vision, Hasti School has adopted the LRPAX Methodology—a comprehensive learning framework designed to make education engaging, meaningful, and enduring.
LRPAX stands for:
L – Learn
R – Reinforce
P – Practice
A – Apply
X – Experience

This methodology transforms students from passive recipients of information into active participants in their own learning journey.

Why Traditional Learning Alone Is Not Enough:- For decades, education often followed a simple pattern:
Teach → Memorize → Test → Forget

Students learned concepts for examinations and then moved on to the next chapter. While this approach helped in acquiring information, it often failed to develop deep understanding and practical competence.

Research in educational psychology consistently shows that learning becomes permanent only when students actively engage with concepts, revisit them repeatedly, apply them in different contexts, and connect them with real-life experiences.

The LRPAX methodology addresses this challenge by ensuring that learning does not stop with teaching—it continues until understanding becomes a lived experience.

L – Learn: Building the Foundation very educational journey begins with learning.
At this stage, students are introduced to new concepts, ideas, principles, and skills through engaging classroom instruction, discussions, demonstrations, multimedia resources, storytelling, experiments, and interactive activities. The objective is not merely to transfer information but to ignite curiosity.
At Hasti School, learning is designed to answer three fundamental questions:
What is it?
Why is it important?
How does it connect to life?

For example, while teaching environmental science, students do not merely memorize the definition of pollution. They explore its causes, effects, and relevance to their surroundings.

Learning becomes meaningful when students understand the purpose behind knowledge.

R – Reinforce: Strengthening UnderstandingLearning once is rarely enough.
Human memory naturally forgets information unless it is revisited and reinforced.The Reinforcement stage ensures that concepts move from short-term memory to long-term understanding.
At Hasti School, reinforcement occurs through:
Classroom discussions
Concept mapping
Group activities
Quizzes and games
Reflection exercises
Peer teaching
Revision modules
This stage helps students revisit concepts from different perspectives and strengthens neural connections in the brain.Educational psychologists often describe reinforcement as the bridge between exposure and mastery. Without reinforcement, learning remains fragile.With reinforcement, learning becomes durable.
P – Practice: Converting Knowledge into Skill. Understanding a concept intellectually is important, but true competence develops through practice. Just as one cannot learn swimming by reading a book or learn music by listening alone, academic concepts also require repeated practice. At Hasti School, practice is integrated into every subject.
Students engage in:
Problem-solving exercises
Writing assignments
Laboratory work
Mathematical drills
Language activities
Simulations
Creative projects
Practice develops: Accuracy, Speed, Confidence, Consistency, Independence. More importantly, practice helps students identify gaps in understanding and provides opportunities for improvement.
The aim is not perfection but progress.
Every practice session builds confidence and prepares students for real-world application.
A – Apply: Connecting Learning with Life. One of the most significant weaknesses of conventional education is that students often ask:

“Why are we learning this?”
The Apply stage answers that question.
Application transforms abstract knowledge into practical wisdom.
At Hasti School, students are encouraged to use what they learn in authentic situations.
Examples include:
Mathematics Using percentages to calculate discounts during shopping activities.
Science. aplying scientific principles during experiments and environmental projects.
Language. Using communication skills in presentations, debates, and public speaking.
Social Science. Analyzing current events through historical and civic perspectives.
Technology. Using digital tools to solve real-world challenges.
Application helps students understand that learning is not confined to classrooms. Knowledge becomes valuable when it solves problems, improves lives, and creates opportunities.. Through application, students develop critical thinking, decision-making, and problem-solving abilities that are essential for future success.

X – Experience: The Highest Form of Learning The final and most powerful stage of the LRPAX methodology is Experience.
Experience transforms learning into personal understanding. People rarely forget what they have experienced directly.

Educational theorists have long emphasized that experiential learning creates deeper engagement, stronger retention, and greater motivation.
At Hasti School, experiential learning takes many forms:
Field visits
Educational tours
Community service projects
Science exhibitions
Cultural activities
Sports participation
Leadership opportunities
Entrepreneurship initiatives
Environmental campaigns. When students experience learning firsthand, concepts come alive. A lesson on biodiversity becomes memorable when students visit a nature reserve.

A lesson on social responsibility becomes meaningful when students participate in community outreach.

A lesson on teamwork becomes real when students collaborate during sports and group projects. Experience converts knowledge into wisdom.

How LRPAX Develops Future-Ready Learners The world our children will inherit is changing rapidly.. Future careers will demand skills that go beyond academic excellence.
Employers and universities increasingly seek individuals who can: Think critically ,Communicate effectively, Collaborate with others, Adapt to change, Solve complex problems, Learn continuously
The LRPAX methodology nurtures these competencies naturally.
Through learning and reinforcement, students build knowledge.
Through practice and application, they develop competence.
Through experience, they gain confidence and wisdom.
The result is a learner who is not merely informed but prepared.
The Role of Teachers in the LRPAX Framework
The success of LRPAX depends greatly on skilled educators.
At Hasti School, teachers are not merely instructors.
They are:
Facilitators of learning
Mentors of growth
Designers of experiences
Guides of discovery

Teachers carefully plan learning journeys that move students through all five stages of the methodology. They encourage inquiry, provide feedback, create opportunities for exploration, and help students connect classroom learning with life beyond school.

In the LRPAX model, teachers do not simply provide answers—they help students discover them.
The Role of Parents as Learning Partners
Education is most effective when schools and parents work together.
Parents play an essential role in supporting the LRPAX journey by:
Encouraging curiosity
Reinforcing learning at home
Supporting practice routines
Providing opportunities for application
Sharing meaningful experiences
When parents become active learning partners, education extends beyond the classroom and becomes part of everyday life.
This partnership strengthens student growth and ensures holistic development.
The Hasti School Vision
At Hasti School, education is not viewed as preparation for examinations alone.
It is preparation for life.The LRPAX methodology reflects our commitment to nurturing students who are:
Knowledgeable, Confident, Compassionate, Creative, Responsible, Future-ready
By guiding students through the stages of Learn, Reinforce, Practice, Apply, and Experience, we create an educational environment where learning is meaningful, engaging, and enduring..Because true education is not about what students remember for a test.It is about what they understand, what they can do, and who they become.
Hasti School Learning Today, Leading Tomorrow through LRPAX “Tell me and I forget. Teach me and I may remember. Involve me and I learn.” – Often attributed to Benjamin Franklin. The LRPAX methodology embodies this timeless principle, ensuring that every child at Hasti School learns not just for school, but for life.

HASTI GROUP OF SCHOOL
DONDAICHA
BLOG NO.388 *

The image I recently came across was not just disturbing—it was profoundly unsettling at a moral level

As a teacher and an educational administrator, it forced me to pause and ask a painful question:

“Is this what our education has become?*”

A young, highly educated individual—with a prestigious degree and a lucrative salary—allegedly commits an act so brutal, so devoid of humanity, that it shakes our very belief in what education is meant to achieve.

This is not just a crime story.
It is a mirror.
The Illusion of “Successful Education

For decades, our society has equated education with:

High-paying jobs

Degrees from reputed institutions
Social status and
material success

But somewhere along the way, we quietly dropped the most essential component:

Character
We are producing engineers, doctors, managers…
But are we nurturing humans?

A person may have:
A ₹40 lakh package
A degree from a top institution
Yet, if they lack empathy, restraint, and moral grounding, can we truly call them “educated”?

When Money Becomes the Measure of Worth
The deeper question raised is:
Why has money become more valuable than relationships?

Several factors contribute to this shift:

1. Hyper-Competitive Culture
   From a young age, children are conditioned to:
   Compete
   Win
   Outperform

Rarely are they taught to:
Understand
Empathize
Co-exist

2. Parental Pressure and Aspirational Living
   Many parents, often unintentionally, communicate:
   “ Success means earning more.”

Conversations revolve around:
Packages
Rankings
Careers
But not enough around:
Values
Emotional intelligence
Ethical decision-making
3. Erosion of Family Bonds
Modern lifestyles have reduced:
Shared family time
Intergenerational learning
Children grow up with information, but without emotional anchoring.
4. Education Without Ethical Integration

Schools focus heavily on:
Academic excellence
Skill development
But

value education often remains theoretical, not lived or practiced.

The Dangerous Gap: Intelligence Without Sensitivity
This is the real crisis.
*We are witnessing the rise of individuals who are:
Intellectually sharp
Professionally *successful
But:
Emotionally fragile
Morally unanchored

This imbalance can lead to:
Impulsiveness
Aggression
Breakdown of relationships

What Should Parents Do?
Parents are the first educators—and the most influential ones.

1. Redefine Success at Home
   Let children hear:
   “Be kind” as often as “Be successful”
   “Be honest” as much as “Be smart”
2. Model Behaviour
   Children don’t learn values from lectures—they absorb them from observation.
   How do we treat elders?
   How do we handle conflict?
   How do we speak about money?
   They are always watching.
3. Encourage Emotional
   Expression
   Teach children:
   It’s okay to feel anger—but not to act violently
   It’s okay to disagree—but respectfully
4. Limit Material Conditioning

Avoid making rewards purely material:

“If you score well, I’ll buy you this”
Instead:
Appreciate effort, discipline, and integrity

What Should Teachers and Schools Do?

Schools are not just centers of instruction—they are spaces of character formation.

1. Integrate Value Education into Daily Practice
   Not as a separate subject, but embedded in:
   Classroom discussions
   Literature
   Case studies
   Real-life situations
2. Prioritize Social-Emotional Learning (SEL)
   Teach students:
   Self-awareness
   Empathy
   Conflict resolution
   Decision-making
3. Create Safe Spaces for Dialogue
   Students should feel comfortable discussing:
   Anger
   Stress
   Peer pressure
   Moral dilemmas
4. Recognize and Reward Values
   Celebrate:
   Kindness
   Honesty
   Responsibility
   Not just academic toppers.
5. Teacher as Role Model
   A teacher’s tone, fairness, and empathy leave lifelong impressions.
   Reclaiming the True Purpose of Education
   Education was never meant to be just a ladder to wealth.
   It was meant to be a path to wisdom and humanity.
   If education:
   Sharpens the mind
   but
   Hardens the heart
   then it has failed

A Question We Must All Answer

Before blaming the system, we must ask ourselves:
What are we prioritizing in our homes?
What are we
celebrating in our schools*?
What are we silently encouraging in our society?
Because children do not become what we teach.
They become what we normalize.
Conclusion: Building Humans, Not Just Professionals
The incident that disturbed us should not just shock us—it should awaken us.
Let us strive to create a generation that is:
Competent, but also compassionate
Successful, but also sensitive
Educated, but also ethical
Because at the end of the day:
👉 A society survives not on intelligence alone, but on humanity.

HASTI PUBLIC SCHOOL & JR.COLLEGE ,DONDiCHA*

*BLOG NO.236*

 

                                                                                                                                                                                                        *Punctuality brings numerous rewards to a person’s life*. *A person who is punctual is considered trustworthy, and this quality helps to win respect in society*. By being punctual, a person can manage and save one’s valuable time in life. As we all know, time is the most precious thing in our lives.

*Being punctual will show colleagues and stakeholders that you’re committed to the work you do*.  It shows you’re dedicated not just to doing the job, but doing a great job, and that you understand that a reputation matters.

We cannot make and get back to the lost time. It is the *habit of punctuality which makes us understand and learns us to respect the value of Time*.

*Becoming a successful person in life implies achieving ones’ goals in time with proper planning and dedication, which can again only be attained by being punctual* in life. *A person should be punctual since childhood*

*Punctuality is the basic rhythm of nature*. Birds wake up early; the sun rises every day, and the earth revolves around the sun. Everything in nature is fixed and on time. MOREOVER *Punctuality is important because it makes us disciplined*. It also gives us the chance to become successful in life. It teaches us the essence of time and makes us aware of its value. Punctuality can make us very successful and achieve our goals faster than ever.”

*Is being fashionably late just an excuse for poor punctuality* ?  Definitely, yes. *Punctuality is a vital life skill that can significantly impact a student’s academic success and personal development*. Being on time not only demonstrates responsibility and respect but also ensures that students make the most of their learning opportunities. *Here are some reasons why punctuality is crucial in school life*

For academic success

*To establish good habits*

Respect for others’ time

*Reduced disruptions to classes*

Accountability and responsibility

*Enhance character building*

Less stress and anxiety

*Positive impression on teachers and peers*

*A successful day starts with a well-organized morning routine*.

Consider the following tips to start your day on time:

Set an early wake-up time: Give yourself enough time in the morning to avoid rushing.

Plan your outfit and pack your bag the night before: This minimizes the risk of last-minute panic and ensures you have everything you need.

*Eat a nutritious breakfast: A balanced meal fuels your body and mind for the day ahead*.

*Limit distractions*: Avoid excessive time on social media or electronic devices in the morning.

*Effective time management is the key to punctuality*. These tips will help you to manage your time efficiently:

*Prioritize tasks: Identify the most important tasks and tackle them first*

*One step at a time: Divide larger tasks to smaller steps to avoid procrastination*

Set time limits: Allocate specific time slots for different activities

*Avoid multitasking*: Focus on one task at a time to ensure quality work

*Anticipate and prepare for delays*: Prepare in advance factoring in extra time for potential delays such as traffic

*Remember, punctuality is a skill that can be cultivated over time, and with dedication and consistency, you can make it an integral part of your daily life*

Our Hasti school  gives utmost importance to the holistic development of our *Haitians* the  learners which includes essential life skills.

*As a parent, teacher, or student yourself, you can witness how time-management skills transform your life*.

*So, embrace punctuality, and you’ll find yourself reaping the rewards of this valuable habit in no time*!

*Please feel free to post your valuable  comments ,remarks and commendations as they are the effective tools for improvement*. Please do not forget to visit our website

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

The Most Effective Teaching Strategies To IN 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 ,DONDAICHA

Our *HASTI PUBLIC SCHOOL*believes in The main objective of the education is to create happy, confident and fulfilled human beings who will play a meaningful role in the society.

‘Thinking out of the box’ and strong academics are the heart and soul of our HASTI PUBLIC SCHOOOL DONDAICHA . We celebrate every academic year with a particular theme. The theme of this academic year is Quantum Education by collaborative learning. Under the vibrant leadership of Our visionary chairman  Kailas Kantilalji Jain ,  all teachers will try their best to nurture life skills among our children.

Quantum Learning is a powerful and engaging teaching and learning methodology that integrates best educational practices into a unified whole. This synergistic approach to the learning process covers both theory and practice. It has been proven to increase academic achievement and improve students’ attitudes toward the learning process. These integrated, comprehensive programs turn abstract theory into practical applications that can be used immediately in the classroom.

In Quantum Learning classrooms, workshops, school eachers, administrators and students gain the skills and motivation to contribute to creating an academically and socially successful school community.

Quantum Learning for Teachers (QLT)

QLT is a professional development program of the Quantum Learning Network The program empowers educators from K-12th grade to create joyous, engaging and successful learning environments. Educators receive theory and strategies that can be implemented immediately for:

•           Building a strong foundation of common understanding of classroom norms and procedures

•           Creating a positive atmosphere of rapport and respect

•           Constructing a supportive environment that reinforces learning

•           Facilitating effective classroom management based on motivation.

•           Designing engaging lessons that make content more meaningful and support curriculum

•           Identifying and readying all types of learners

•           Delivering effective presentations and eliciting more participation.

THREE LEARNING STYLES Everyone processes and learns new information in different ways. There are three main cognitive learning styles: visual, auditory, and kinesthetic

The common characteristics of each learning style listed below can help you understand how you learn and what methods of learning best fits you. Understanding how you learn can help maximize time you spend studying by incorporating different techniques to custom fit various subjects, concepts, and learning objectives. Each preferred learning style has methods that fit the different ways an individual may learn best.

 VISUAL

 • Uses visual objects such as graphs, charts, pictures, and seeing information

* Can read body language well and has a good perception of aesthetics

* Able to memorize and recall various information

* Tends to remember things that are written down

* Learns better in lectures by watching them

 Tips for Visual Learner

•Turn notes into pictures, charts, or maps

 • Avoid distractions (windows, doorways, etc.)

 • Learn the big picture first and then focus on the details

* Make mind and concept maps instead of outlines

* Color code parts of new concepts in your notes

 • Use flash cards when trying to study vocabulary

AUDITORY

* Retains information through hearing and speaking

* Often prefers to be told how to do things and then summarizes the main points out loud to help with memorization

* Notices different aspects of speaking

* Often has talents in music and may concentrate better with soft music playing in the background

 Tips for Auditory Learner

 • Record lectures and then listen to them

 • Repeat material out loud and in your own words

 • Discuss materials in your study groups

 • Read textbooks aloud

* Listen to wordless background music while studying

KINESTHETIC

 • Likes to use the hands-on approach to learn new material

* Is generally good in math and science

 • Would rather demonstrate how to do something rather than verbally explain it

 • Usually prefers group work more than others

Tips for Kinesthetic Learner

 • Take study breaks often

* Learn new material while doing something active (e.g., read a textbook while on a treadmill) • Chew gum while studying

* Work while standing

 • Try to take classes with instructors who encourage demonstrations and fieldwork. Our Hasti school team will make all efforts to implement  the theme of this year is Quantum Education by collaborative learning.

HASTI PUBLIC SCHOOL ,DONDAICHA

When elementary students learn logic through collaborative physical activities, there’s no need for laptops or tablets.

Computational thinking is a logic and problem-solving process that pairs skills like perseverance and collaboration with concepts like algorithms and loops so that students can build solutions that could be carried out by a computer. As Our Hasti school is  learning, weaving computational thinking and computer science education into curricula,

Many educators assume that integration requires screen time for students, but that’s not always the case: Unplugged computational thinking activities that require zero screen time can build the knowledge and confidence that students need to participate in computing spaces and be absorbing for students.

There are actually a host of screen-free activities that prompt elementary students to problem-solve, work with peers to build solutions, and use logical thought processes*.

Our Hasti Public school ,Dondaicha  has all plans set to  utilize the following strategies to prioritize joy, equity, and skills within our computer science education activities at the elementary level.

PHYSICAL MOVEMENT

Computational thinking can boost cognition with physical activity through logic games and movement. Start by marking a 6-by-6 floor grid with tape or chalk and have students “program” their peers as robots by giving them directional language and ordinal numbers to get to a specific square or around obstacles placed on the grid—for example, “Forward three steps” or “Turn once.” Increase the size of the grid to make the activity more challenging*.Or where the goal is to get the whole group across the grid to safety. First, a student programmer designs a specific path across the grid on a piece of paper. The rest of the students (“explorers”) begin at a starter square and try one at a time to move square by square across the grid until they take a wrong step off the programmer’s path—then the student programmer sends them to the end of the line. Watching attentively from the side, the student explorers try to remember the path their group members took before them. The group of explorers can help each other, but they can’t use verbal communication—only hand signals or directional cards.

BOOKS AND LITERATURE

There is a growing list of picture books that focus on computer science and computational thinking through storytelling. One of the most popular series is Linda Liukas’s Hello Ruby, which follows a young girl and her animal friends as she explores what a computer is and how computing processes like events, conditionals, and algorithms are incorporated into our everyday lives. Each colorful chapter explores different concepts and has many unplugged activities for students to practice.

complex and difficult activities.

SCREEN-FREE ROBOTS

Physical computing through robotics is a great way to teach computational thinking, as it is motivating, interactive, collaborative, and tangible because students can see their robot moving, which makes coding concepts and processes more concrete than they are onscreen . There are many educational robots that have sensors that can read students’ code in different formats but do not require a computer or tablet to program.

One of our favorites at at our Hasti public school  is bee-bot  a robot that scans codes off of cubical blocks that students string together to make a sequence Another screen-free robot is Blue-Bot, which is programmed through directional buttons on its back. Use bee bot to collaboratively solve puzzles by assigning roles with groups: One student creates a maze for their peers, a second student creates a sequence using paper direction cards that match the buttons on the robot, a third then inputs the sequence by pressing the buttons on the robot, and a fourth debugs or problem-solves if the sequence is incorrect.

At Hasti school we are concentrating on making children learn  coding

We know that  some challenges  are here and there when it comes to some disciplines, especially mathematics and science disciplines   These challenges  forming some elements of fear for mathematics and science which consequently results  in poor performance and lower grades  and this in turn  hampers  their dream of success in their studies.

To deal with above ,At Our Hasti School we plan to make the learning of disciplines like mathematics and science stress-free for students. School organizes and conducts  science exhibition, science day , Mathematics day &  and maths  quiz  etc. Daily two questions ,with their answers , on fundamental Mathematics and science  are displayed on the Mathematics subject & science  subject  display Boards respectively . this helps in building confidence among learners

We at our *Hasti school first to know the weaknesses  and strengths of  learners in the subjects,   Diagnostic tests  are conducted based on the fundamental concepts children have learnt in the previous class or grade the  performance of each and every child is then critically analyzed and accordingly remedial measures are implemented. to ensure that the difficulties are solved   and learner enjoy the subject.

The Number concept and maths vocabulary is to strengthen in  Primary classes that is Grade one  the key class 

It is observed and proven fact that there is a gap that exist for children who have rarely played with dice, cards, board games or dominos.

‘Try asking children to show you 7 fingers* – now spot the ones who don’t have 5 as a bench mark to find 7.’ So how then can we avoid these pitfalls and ensure that children gain a greater understanding of the relationships that numbers have with each other?

Teacher one day  did put some coloured chalk sticks  in  biscuit  box  and asked one of our 3 year old boys “What have you got in there?”  asked him.

“Pencils !” he jubilantly told to teacher .

Great  teacher  thought: he knows and recognizes when he has more than one. “Can I take some out?” teacher asked  &  took out two without letting him see what teacher  had taken. Teacher then  placed them on the floor and asked “What can you see?”

“Pencils ,” he again said.

“How did you see them?” teacher asked. He looked a little blank. So teacher  said  “I saw  1 there and  1 there.”

He immediately responded by saying “Yes, 2.” !!!

Experiences like this are invaluable in helping to develop early number sense and the relationships that exist between numbers.

Getting children to be playful with maths and encouraging them to talk about what they see, how they see it and recognizing how they know it, is fundamental to their confidence around maths and their ability to use and apply this knowledge.

‘Well firstly get your child  playing with dice and cards etc. at home  the children that recognize dice pattern 5 has the advantage of seeing 4 dots and 1, 3 dots and 2 dots, 2 dots and 2 dots and 1 dot. That helps when later they want to add 5 to 7 for example.’ using a tens frame can be a great way of exploring numbers to 10, decomposing and recombining, exploring one more one less, looking for patterns and considering how close to ten.’

‘Games can be an engaging way to practice and extend skills.’ A good example of this would be playing a game where the children have to work out where they are on the board, how many they have to count on and be able to recognize if the dice indicates a number which exceeds what they need: “I only need four to win but I’ve thrown a six… that’s two more than what I need.”Getting children familiar with mathematical language initially in an informal way is vital too.

If we integrate  maths into different activities throughout the day –that story and picture books can be a powerful tool for engaging children with basic maths concepts, while board games (such as Snakes and Ladders) are particularly beneficial to developing understanding of numbers.

We need  to Dedicate time for children to learn mathematics and integrate mathematics throughout the day

Dedicate time to focus on mathematics each day.Explore mathematics through different contexts, including storybooks, puzzles, songs, rhymes, puppet play, and games.

Make the most of moments throughout the day to highlight and use mathematics, for example, in daily routines, play activities, and other curriculum areas.

Seize chances to reinforce mathematical vocabulary.

Create opportunities for extended discussion of mathematical ideas with children.

check what children know in a variety of contexts. Carefully listen to children’s responses and consider the right questions to ask to reveal understanding.

The above practices at our school make children confident and they enjoy the learning of mathematics . —————————————————————————————————————————————————

HASTI PUBLIC SCHOOL ,DONDAICHA

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At our  Hasti public school pre- primary and primary sections  team building games occupy prominent place in the curriculum  Yes, there are mounds of curricula they must master in a wide breadth of subjects, but education does not begin and end with a textbook or test. While education technology is a basic and crucial component of the 21st-century classroom, educators must still ensure that students are engaging with each other in meaningful ways. Team-building exercises are a great way to do this, and because of this, they will never go out of style.

One of education’s primary goals is to groom the next generation of little humans to succeed in the ‘real world. Team-Building Games Promote Collaborative Critical Thinking

When, at our school, team-building activities are used routinely in classrooms, the classroom space becomes a shared, safe zone where students feel comfortable and ready to learn.

These short games not only allow students to gain valuable skills, but also develop empathy and often improve their self-esteem.

Team-Building Activities are designed to help students step outside of their comfort zones, boost their morale, and improve their communication, leadership and teamwork skills. … Each activity presents the team with a goal that can only be accomplished by all team members working together. Team-building games promote *cooperation and communication, help establish a positive classroom environment and — most importantly — provide a fun, much-needed reprieve from routine.Some simple team building games for class rooms :

 If You Build it…This team-building game is flexible. First, divide students into teams and give them equal amounts of a certain material, like pipe cleaners, blocks, or even dried spaghetti and marshmallows.Then, give them something to construct. The challenge can be variable (think: Which team can build the tallest, structurally-sound castle? Which team can build a castle the fastest?). You can recycle this activity throughout the year by adapting the challenge or materials to specific content areas. Skills: Communication; problem-solving

Zoom Zoom is a classic classroom cooperative game that never seems to go out of style. Simply form students into a circle and give each a unique picture of an object, animal, or whatever else suits your fancy. You begin a story that incorporates whatever happens to be on your assigned photo. The next student continues the story, incorporating their photo, and so on. Skills: Communication; creative collaboration

 Minefield Another classic team-building game. Arrange some sort of obstacle course and divide students into teams. Students take turns navigating the ‘minefield’ while blindfolded, with only their teammates to guide them. You can also require students to only use certain words or clues to make it challenging or content-area specific. Skills: Communication; trust

The Worst-Case Scenario Fabricate a scenario in which students would need to work together and solve problems to succeed, like being stranded on a deserted island or getting lost at sea. Ask them to work together to concoct a solution that ensures everyone arrives safely. You might ask them to come up with a list of 10 must-have items that would help them most, or a creative passage to safety. Encourage them to vote — everyone must agree to the final solution.

This game is similar to the ‘If you build it’ game: Teams have a common objective but instead of each one having the same materials, they have access to a whole cache of materials. For instance, the goal might be to create a contraption with pipes, rubber tubing, and pieces of cardboard that can carry a marble from point A to point B in a certain number of steps, using only gravity.Creative collaboration; communication; problem-solving

It’s a Mystery Many children (and grown-ups) enjoy a good mystery, so why not design one that must be solved cooperatively? Give each student a numbered clue. In order to solve the mystery — say, the case of the missing mascot — children must work together to solve the clues in order. The ‘case’ might require them to move from one area of the room to the next, uncovering more clues. Skills: Problem-solving, communication

4-Way Tug-of-War  That playground classic is still a hit — not to mention inexpensive and simple to execute. For a unique variation, set up a multi-directional game by tying ropes in such a way that three or four teams tug at once. Some teams might choose to work together to eliminate the other groups before going head-to-head. Skills: Teamwork; sportsmanship

Me Too! Ideal Grade Levels: K-2 The first student gives a fact about themselves—I love basketball, I have two sisters, etc. If that statement or fact is true about another student, they stand up and say “Me too!” They can also stay seated, but simply raise their hand and say “Me too!”

Park Bench Ideal Grade Levels: 6-9. Two chairs are placed together to resemble a park bench. Two students volunteer—or are selected—to act out ‘what happened’ in a fictional news story. They are given one minute to prepare a scene where they discuss the ‘event’ without ever actually saying what happened. After given time period (1-5 minutes), peers guess ‘what happened,’ but they must give up all four important details: Who, What, Where, and When, e.g.:

What: SCHOOL Basketball game

Who: MAHESH AND RAJESH

When: Early April

Where: MUMBAI

Fact or Fiction Ideal Grade Levels: 3-12 In a circle, the first student offers two facts and one piece of fiction about themselves. Others raise their hand or are called on to identify which were facts, and which were fiction. The correct guesser goes next. Play is completed when all students have gone.

Green Door Ideal Grade Levels: 5-9 A leader chooses a topic, but keeps it quiet, only saying that “You can bring a __ through the green door.” Students are then forced to deduce the topic by asking if other things can be brought through the green door as well, e.g., “Can I bring a ___ through the green door?”

The leader can only reply yes or no. When a topic is identified, topic resets. Topics can be content-related, such as  parts of speech, colors, geometric figures,  historical figures, etc.

One Minute Talk Ideal Grade Levels: 5-8 Students are chosen to give 60-second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to *topics given from teacher. Classmates can then follow-up with one thing–no matter how innocuous–that they can ‘connect’ to or is somehow related to their life.

Count to Ten

Ideal Grade Levels: 3-5 All students stand in a circle. The first student says ‘1,’ or ‘1, 2.’ The next student picks up where that student left off and can say a maximum number of 2 numbers. The movement continues clockwise until it gets to 10, where that student has to sit, and the game starts back over at 1 at the next student.Note that there can be no pausing or silent counting—any pauses or indications the student is counting/calculating forces them to sit. Also, pouting or talking during counting results in elimination from future rounds. The big idea is to count strategically so that you can keep from saying ’10.’

I Never Ideal Grade Levels: K-6 Students form a circle. The first student says something they’ve never done. Each student that has done the thing the other student has not steps briefly into the center. The game continues until every person has stated something they’ve done.

Magic Ball Ideal Grade Levels: K-4

Students form a circle. The first student is ‘given’ an imaginary magic ball. The student sculpts an imaginary ball into a new shape, handing it to the person to their right. The activity is silent. Any talking/noise results in student sitting. After the game, guessing may be done to predict what ‘sculpture’ was.

Silent Line Ideal Grade Levels: K-8 Students are given criteria, and must silently put themselves in a line as quickly as possible, to meet a goal, compete against other classes, or receive some reward (free reading time, no homework, etc.) The criteria can simple (birthdays), or slightly more complicated (alphabetical order of college or career ambition).

Inside-Outside Circle Ideal Grade Levels: 3-5

Students form a circle within a circle with (ideally) an equal number of students in both circles. Inside circle members pair with outside circle members. Activity leader (usually teacher, but can be a student) presents a topic, prompt, or question. Partners share for 10 seconds (or less), the leader asks inside the circle to move clockwise a certain number of spaces to collaborate with new partners directly across from them. This is usually content focuses and helps spur quick discussion on content-related topics, or even current events.

There are so many other team building games practiced at the class room . At Hasti Public school your ward  will develop in to a  effective and meaningful  team builder *

HASTI PUBLIC SCHOOL ,DONDAICHA

SOCIAL MEDIA A BOON  OR BAN FOR STUDENTS

After the prolonged period of more or less rigid and static pedagogical realm which comprised fixed knowledge, fixed methods of teaching and fixed ingredients (teacher and students), social media broke into it to make it more dynamic, flexible and learner-centered. Like any other technology, social media is also a double-edged sword with all its helps and hazards. This research paper discusses the opportunities offered by the inclusion of social media in education, and also its pros and cons. Present artical reflects that social media facilitates easy creation and phenomenal sharing of enriched and enhanced learning experiences and also enables a personalised learning experience suitable for learners with different styles of learning and sharing it across time and space. It also raises issues related to social media such as low reliability of content, privacy concerns, distractions and peer pressure which need to be addressed to make its use more fruitful.

However the excessive use of social media by school goers is a matter of c

Great concern and need is to address the issue meaningfully   

A constant struggle of parents today is to unhook their children from their laptop and phone screens. With the continuously growing internet-savvy world, everyone is glued to their screens to connect, play, learn and entertained. Students tend to learn and solve their academic concerns as well as enjoy recreational activities online.

Screen time has become a way of living,  however Our Hasti Public School ,Dondaicha has  taken all care and adopted measures to ensure that a screen time is minimized considerably particularly for primary tiny tots by effectively employing  ;

1. Plan for hands-on activities that kids can easily complete at home and showcase online. Reduce screen time by planning hands-on activities that kids can complete at home while being monitored on the call.

For instance, a science lesson may include a simple lab that can easily be done at home with materials that are readily available in most homes.      Use screens creatively; assign students work that can be done by hand but submitted virtually

2. Homework.:Home work  reduces screen time only when that work is done by hand on paper.     

3.Frequent breaks during extended synchronous sessions, especially for younger learners

Even while in the classroom, children need frequent brain breaks to keep them focused and recharged.      

4. Divide online class time into chunks While it might seem awkward for teachers to tolerate chunks of online time that are virtually silent while students work to complete an assignment,  

5. It is advised to the children as not to look at the screen  but look in to text books when teacher is explaining there by reducing the screen timing and will help in listening  the explanation  but

 with parents themselves having to remain connected for their work, children also are growing up with the knowledge that screen time is how life is meant to be.

Social media is the new way of communication and has become rather omnipresent. However, while we can confirm that it has varied uses, once cannot avoid its side effects as well. It can either be a help or a hindrance, depending on how one chooses to use it.

Listed below are a few of the points that we feel shed light on this very important topic;

1.         Effective Communication: From keeping in touch with their peers, seniors, teachers, or even family – students benefit from being able to connect quickly with people across time zones and distances.

2.         Opportunities: A student’s social media can open doors to their future in ways, we cannot imagine. Their pictures speak volumes about the personality, identity, and attitudes of any candidate.

3.         Knowledge: Extensive and outbound levels of knowledge is on the internet and the various social media platforms. From following celebrities and their trends to news channels, everyone is always updated on the general news in a matter of seconds.

As with all activities, too much of one thing can be bad and overdosing on social media platforms can prove to be hazardous to many students*’ personal and academic life.

1.         Cyber bullying – Be it at any age, cyberbullying can bring stress and anxiety to anyone. Social Media provides an opportunity to remain in the public eye constantly. Being applauded and recognized on these platforms results in immediate validation and while it can help boost one’s self confidence, it is equally quick to deteriorate one’s self-worth if that recognition is in the form of criticism.  There have been enough cases where extreme trolling and online bullying has led to extreme actions taken by young people.

2.         Medical concerns: Some studies have established a link between the excessive use of social media and sleep disturbances among students, which in turn effects their quality of life in general.

3.         FOMO: Also known as Fear of Missing Out is one of the most common negative effects of social media addiction. When anxiety kicks in from the fear of missing out on a positive experience or emotions that someone else is attending. It is mostly observed in the young generation who are glued to their devices.

4.         Unrealistic Expectations: In the era of Instagram Influencers and YouTube personalities, social media has encouraged people to form unrealistic expectations of life and friendships. Depicting their lives on screens extravagantly or negatively impacts the mindset of students in drastic ways.

Whether social media is a blessing or a curse, entirely depends on how we use it. Social media can give you fantastic returns if you use it positively, on the other hand, you can waste a big chunk of your time on social media if you are doing it just to pass the time.

No matter how much information or entertainment we are enjoying through social media, however, life can be great if you spend less time on social networking sites and more time in the real world.