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.

MENTAL MATHEMATICS

14 Jun 2024 Leave a comment

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


How to Teach Your Children to Do Mental Math*

It is important that everybody learn to do some calculations mentally when paper and pencil or a calculator is not handy.

*Let us see  few beginning mental math strategies that a parent might help a child learn at home*.

*Mental math should not be confused with the memorization* of basic mathematics facts*— such as knowing the times-tables by heart. While memorizing basic facts makes mental math easier, *doing mathematics mentally requires both memorized facts and the manipulation* (strategies) of numbers and operations*  

 The following mental math strategies are arranged in general order *from the easiest* strategies children can learn to perform in their head , *to more difficult and challenging mental math gymnastics*.

*Strategies for Addition*

Doing addition problems in your head is probably the best way to start doing mental math. Even young children—5, 6, and 7 year olds—can do the easiest strategies below. While the first few may seem *trivial to adults* , But they are a *good way for children to begin learning to do mental math*.

When the words “hearing” and “saying” are used in these strategies, they mean “hearing in your head” and “saying in your head.”

Adding One

*Adding one means hearing a number, then saying one number up—or counting up one number*. The best way to introduce this to your children is to *say a number out loud and then, after allowing they time to think, have them tell you the next higher number*. Make it fun by having your children tell you a number and then you tell them the next number. Start with low numbers and, when your children are able to count higher, move to larger numbers.

Adding Two

Adding two means hearing a number, and then saying the number that is two more. To do this, children can either mentally add two or count up by two. *If you first teach your children to count by twos: 2, 4, 6, 8, 10, etc., it will be easier for them to add two mentally. However, remember that they will also have to learn how to count by the* *odd numbers: 1, 3, 5, 7, 9, Also, if children understand that any odd number, plus 2, will always be another odd number, and that any even number, plus two, will always be another even number, these mathematics concepts can help them check their answers mentally*.

Counting-On

*Counting-on is one of the simple but powerful mental math strategies children can learn and is the easiest for most students* —many children figure out this strategy naturally. *Counting-on means a child mentally says the biggest number to add, and then counts-up the second number*, one (or two) at a time. For example, *in the equation 5 + 3, you start with the 5 in your head, and then count up: . . . 6, 7, 8. You might suggest to your children that if they want to add 2 + 6 in their head, they should start with the bigger number, in this case 6, and count up (. . . 7, 8) since, with addition, you can add numbers in any order and get the same answer—order does not matter. *This is called the commutative property of addition*

.

When mentally counting-on, children and adults often resort to using their fingers to count up (or down), simultaneously counting on their fingers while they count in their heads. If your children use this handy device, let them. It is not harmful if it helps to make counting-on a useful mental math strategy.

*Making-Ten*(s)

Since ten is the basis of our number system, students who know all the single-digit combinations that equal 10 can make good use of them in doing mental math. The *making ten strategy involves memorizing the number combinations that add to ten*: 7 + 3, 8 + 2, 5 + 5, etc.—they are not as useful if children need to think hard to remember these combinations. *Once students memorize these, counting-on or other strategies become easier. For example, 6 + 4 = 10 may be a trivial problem, but *if you know your combinations of ten, this strategy can then be extended to harder problems, such as 76 + 4, since 76 + 4 = 70 + 6 + 4 = 70 + 10 = 80—easy*!

Rearrange Numbers and Operations

*On paper, we tend to calculate with numbers in the order they are given. Doing mathematics mentally frees us to do calculations in the order we choose and can do more easily*. For example, if we do 6 – 3 + 2 + 4 + 8 in our heads, we can rearrange it as (6 + 4) + (2 + 8) – 3—*two combinations of 10*, then subtract 3 last. However, to do this, a child must be able to remember the numbers and rearrange them mentally. This is hard for some people.

*Visualizing a Mental Number Line*

Number lines, such as those found on the wall in many classrooms, are a visual model of our number system and can be very helpful for children who need to see how numbers are logically arranged. *If children can close their eyes and  visualize a mental number line, this too can be helpful in doing mental math. *The best way to help students picture a number line is to PASTE*  *A PAPER NUMBER LINE IN YOUR HOME WHERE YOUR CHILDREN CAN SEE IT AND USE IT REGULARLY*  ON TV,MIRROR , INFRONT OF DINING TABLE , KITCHEN TABLE ETC. *

*Do you remember in our HASTI PUBLIC SCHOOL*  *we ask children to paste* their aim or objective of future career for ex.*I WANT TO BECOME DOCTOR/ENGINEER/CA/ ARMY OFFICER ETC. or of scoring total % at public exam.for ex.I WILL SCORE 95% MARKS IN MY SSC/HSC EXAM* ..on *mirror, TV*  etc.and *TO WRITE LETTERS TO THEIR 10 RELATIVES AND FRIENDS ABOUT THEIR DETERMINATION TO ACCOMPLISH THE AIM*

Adding Ten

*The number line can teach students that adding ten is easy because ten is an easy “jump” up the number line. No matter what number you start with, the one’s digit stays the same but the ten’s digit increases by one. For example: 5 + 10 = 15, 12 + 10 = 22, 23 + 10 = 33, etc*.

Adding Nine

*Once adding ten is easy to do, adding nine is the next strategy to learn. To add nine, a student just adds ten, and then counts down by one. A child would mentally say 5 + 9 = 5 + 10 – 1 = 15 – 1. Once understood, this mental math strategy is almost as simple as adding ten*.

Double Numbers

*Making use of doubles—5 + 5, 7 + 7, etc.—is a bit harder, but can be very useful for mental math*. Doubles come up often in calculations, so if all the single-digit doubles are memorized, students can combine these known facts with the mental math strategies already mentioned. *For example, when faced with the problem 76 + 6, students can think of it as 70 + 6 + 6. If they remember that 6 + 6 = 12, then they can rearrange the problem as 70 + 12, and then again rearrange the problem as 70 + 10 + 2 = 82*—making it an easy mental math problem.

Near-Doubles

*Once students have memorized their doubles; the use of near-doubles in mental math*  follows easily. *For example, in the expression 5 + 6, if students first remember the double, 5 + 5 = 10, then it is easy to add one more, getting an answer of 11*. Children actually do not have to memorize the near-doubles if they know their doubles. For example, in the equation 37 + 8, when children use the near doubles strategy, it follows that 30 + 7 + 7 + 1 = 30 + 14 + 1 = 44 + 1 = 45.

Front-end Addition

*We frequently do mathematics differently in our heads than we do with paper and pencil. The typical way to add a pair of two-digit numbers is to add the digits in the ones place first, carry ten if necessary, add the digits in the tens place next, and finish by combining the tens and ones results*. *For example*, in the problem 65 + 26, if students first mentally calculate 60 + 20 = 80, the number 80 is pretty easy to remember—to store away mentally for a few moments. If they then add the ones, 5 + 6 = 11, they can recall the easily remembered number, and compute 80 + 11 = 91. Not everyone prefers front-end addition, but those who do often use this strategy without thinking about it.

“Friendly Numbers” Strategy

*certain number pairs go together nicely and are easy to work within our heads; we call these friendly numbers*. For example, 75 + 25 totals 100—we know this well from using money. Although we do not often get many problems as simple as 75 + 25, we can combine this friendly number strategy with other mental math strategies. *For example, to add 78 + 25 students would instead think 75 + 25 + 3, changing it into two friendly numbers* and one easily added number instead.

A Bit of Mental Math Advice

For some students these mental math strategies will be interesting and fun—and may even make them feel mathematically powerful. However, what appeals to one child may be uninteresting and hard to another. If there is one important bit of advice before you share any of these strategies with your children, it is: go slow and proceed only IF your children enjoy learning how to do mathematics in their head. *A few minutes of playing with mental math are plenty—do not make it tedious. If learning mental math tricks is not fun for your children, it is best if you stop and look for other areas of mathematics, such as geometry or puzzles that will appeal to your children more than mental math*

In our Hasti school this is planned and *This is what we do and expect teachers and learners to do and more importantly the parents to play with their wards a  mental mathematics.

CRIATIVE THIKING* AND  CREATIVITY*  

12 Jun 2024 Leave a comment

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


*Creativity is the ability to make something new* . This might be a picture, or a piece of music—but it might also be a new idea. *Creative thinking, therefore, is the ability to think differently*: to see a problem or issue from a new angle or perspective.Critical thinking is the ability to clearly and logically consider information that is presented to us. Creative thinking is about generating new, novel, or useful ideas.

*High scores do not necessarily equate to effective learning and the onus of education is being defeated in the competitive mad race for marks* writes AK Bakhshi

*Creativity is the most difficult thinking skill to acquire, and also the most sought-after*. We value it in our music, entertainment, technology, and other aspects of our existence. We appreciate and yearn for it because it enriches our understanding and can make life easier.

*Creativity always starts with imagination*, and history shows that *many things we imagine are later actually created*.

*Gene Roddenberry imagined the Star Trek flip communicators in 1966, and Motorola produced them in 1996*

*In the mid-1800s, Augusta Ada King envisioned a language for computing machines that didn’t even exist; today she is honored as the founder of modern programing languages*.

*creating is the highest order of thinking*, it should be in the *forefront of all learning environments* and an end goal. When students create what they imagine, they’re in the driver’s seat.

*Creative thinking involves students learning to generate and apply new ideas in specific contexts*, *seeing existing situations in a new way* , *identifying alternative explanations*, and seeing or *making new links that generate a positive outcome*.

The recently announced National Education Policy *(NEP) 2020* emphasises on the need to *shift focus from examination and rote learning to conceptual clarity*, *critical-thinking*,*problem-solving*,*innovation* and  *creativity* 

*Creativity is one of the most important human resources which* enable us to look past what exists and discover new ways of thinking*.

Nurturing creativity in our students is, therefore, the need of the hour and hence *our Hasti school* is trying to  introduce major reforms* in our teaching learning pedagogy* .

According to a reliable study, *98% of the kids at the time of entering schools think different* but when they go through the education system, at the age of 25 *only 2% think different*. This happens so because from childhood *we  provide ready-made answers to the questions* and hence strips the learners of their ability to think on their own* therefore

 *at our Hasti school  *we do not ask children to* *bring answers from home*  as *home work* but instead *to bring questions*  which we intend to discuss in  class  room and make children give answers differently this gives  exposure to their-creativity* .

*The passive one sided teaching discourages questioning, discovery, experimentation and application in the classroom and thus draws them to rote learning*  .

 This situation is further aggravated by the misunderstanding that *good marks equate to effective learning* and the *onus of education is being defeated in this competitive mad race for high marks*.

*Creativity is not an injection which you can give to someone* . *For creativity, you need to create an environment for curiosity and a way to encourage students and get the best out of them* . Teachers can play the most important role in nurturing creativity among students. However, as the teachers themselves are mainly the product of the same old system which focused on rote learning, therefore they need to be massively trained in various ways to nurture creative thinking in students

*Some of the ways to nurture creativity amongst students include*:

1. *New teaching technology*  *Students need to be encouraged to ask innumerable whys and why nots* . *Curiosity is the seed of creativity*

*Therefore students ,at our Public school & Jr.colllege are encourage to ask & to   make more and more questions  & thereby advocates  & encourages  curiosity and hence creativity*

2. ICT-empowered pedagogies: In this information age the teachers need to be empowered with the new ICT-empowered pedagogies such as blended learning and flipped classroom which can help meet the learning needs of the 21st Century.

3. *Experimental learning and exploration*  There is an urgent need to shift focus from passive learning to experiential learning i.e learning by doing. As we have at our school regular students seminars .This approach is extremely effective in helping the students to grasp, explain and retain otherwise difficult concepts.

4. Focus on keen observation: Keen observation of the world around has caused many important breakthroughs in science and medicine and in the social and business worlds. Strong observation skills are found to be greatly linked to greater creativity,

5. Avoid excessive use of the internet: *One of the main reasons behind the lack of creativity in our students is the excessive usage of the Internet*. This has impacted adversely the generation of original ideas and plans.

6. Reforms in Assessment Pattern: Assessment drives learning. Special training needs to be given to the teachers through workshops in setting examination questions which test out of box thinking and hence creativity. Assessment process needs to be made more scientific to encourage multiple skills of the students.

7. Teaching beyond curriculum: *At least one lecture per week should be devoted to “teaching beyond curriculum”. In this lecture, students may be asked to decide what they will like to do* in one year or in one semester. This project may involve anything like *writing poetry, news report, general articles, scientific fantasies etc*.

*Imagination and creativity are the traits that fuel the future*. Both serve to inspire students and should be integrated into every part of learning. In planning and designing learning for students, this we know: Teaching students how to think is more important than teaching students what to think.

*There are various activities and work sheets* that if given to students individually or in groups/  bubble,  will encourage them to think independently and creatively .

*Some  such activities are given in our next blog*. please do read and record your impression and do share this to your colleagues and teaching community   if you like.

Cognitive biases*

12 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


*Cognitive bias is a form of thinking that appears to be erroneously based on logical and rational reasoning, leading to incorrect analysis and judgments*.

These shortcuts of the mind are mostly unconscious and systematic. Thus, although we can act on them after the fact, we cannot prevent the brain from producing them. The best way to counteract them is first to be aware that they exist, then to know how our three systems of thought work. Out of the 250 or so cognitive biases known to date the *following  three formidable ones deserves special attention in education*

  1. *Bias blind spot*

The blind spot evokes the visual partiality, we all have an area of our retina which  is devoid of photoreceptors, therefore blind, and it is our brain that completes the missing visual portion.

While evaluating  our own perceptions, we tend to give *more credit to the information that comes from our thoughts than from our actions*

. In contrast, *we do the opposite when we judge others* ,  *giving more importance to their actions than to their thoughts*, even if we know the latter.This phenomenon called the “*illusion of introspection*”

In an educational context, the bias blind spot can cause a teacher to behave towards learners in a way that is consistent with specific preconceived ideas that he or she knows to be wrong and would not apply to him or her

to maintain positive mind  set in classroom

12 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized


Every one  probably have an idea of what a positive mindset or positive attitude is ?

“Positive thinking is a mental and emotional *attitude that focuses on the bright side of life and expects positive results* .”

Another, more comprehensive definition comes from Kendra Cherry at Very Well Mind (2017B):

* Positive thinking actually means approaching life’s challenges with a positive outlook*. It does not necessarily mean avoiding or ignoring the bad things; instead, *it involves making the most of the potentially bad situations, trying to see the best in other people, and viewing yourself and your abilities in a positive light* .”

We can extrapolate from these definitions and come up with a good description of a *positive mindset as the tendency to focus* *on the bright side, expect positive results, and approach* challenges with a positive outlook* .

*Having a positive mindset means making positive thinking a habit*, *continually searching for the silver lining and making the best out of* any situation you find yourself in*

*A positive mindset is essential in the classroom* because The positive thinking basically *assists students to feel more relaxed and happier, which transform to makes it easier to focus on tasks and grasp new knowledge*. … If the students cannot learn the way teachers taught them, so it’s essential; for teachers to teach the way they love to learn.03-Jun-2020 *the positive mindset towards learning has the prospective to boost the function’s mind’s memory*.

Some times at school we may  feel a burden to students as *students have so much homework, sports, and other activities. Because of this, students have many negative thoughts* in their minds. It keeps students away from executing goals and also blocks them from moving forward in life. Whether it is developing, learning, or acquiring happiness, negative thoughts block each and everything in a student’s life.

But the question arises on *how to maintain a positive mindset in the classroom*? For this, *the teachers and even parents both can play a massive role in teaching students how to think positively. In the classroom*,

Positive thinking has several mental, emotional, and physical and benefits. Along with this, the positive attitude can assist students in coping with stress, enhance student’s overall wellbeing, and even boost their immune system. The studies also have shown that positive thinking can influence a student’s capability to solve problems and learn new things. The positive thinking basically assists students to feel more relaxed and happier, which transform to makes it easier to focus on tasks and grasp new knowledge.

*Parents can help in maintaining A Positive Mindset In The Classroom:

1. Manage Stress

When children are feeling stressed or anxious, then it becomes difficult to maintain a positive mindset in the classroom.

2. Set their Own Learning Goals

 Setting clear learning objectives and then tracking the progression towards them is one of the finest ways to enlarge achievements and enhance stimulation.

3. Push themselves  To Do More Each Day

The positive mindset means believing in yourself and your capabilities. To maintain a positive mindset, it’s essential to do more work today than you did yesterday.

4. Surround them With Positive People

If you want to maintain a positive mindset in the classroom, then the surrounding also matters a lot. The surrounding that you keep also has a massive impact on your attitude.

5.tell them that *Learn From Your Mistakes*

For a positive mindset, it’s essential to learn from your mistakes. The mistakes are not only avoidable, however, but they are also really essential in terms of learning new things.

Maintain a positive mindset all the time is may be difficult for students; even all of us, however, it doesn’t mean we should not try harder to maintain a positive attitude.

6.*Loving Kindness Meditation*

Dr. Barbara Fredrickson found that just six weeks of training in a form of meditation focused on kindness and compassion resulted in increased positive emotions, 

“May you feel safe. May you feel happy. May you feel healthy. May you live with ease.”

7.*Helping Others*

Helping others is obviously beneficial to other people, but it will also enhance your child’s own positive feelings and attitude.

8.*Recording Daily Awe Moments*

Dr. Fredrickson explains that positive thinking can stem from recognizing and appreciating small moments of happiness and beauty. These simple moments can include laughter, a hug, a beautiful sunset, 

9.*Setting and Achieving Goals*

goal-setting helps people become more optimistic, positive thinkers with a greater sense of well-being.

To help your child achieve goals and develop more long-term positive thinking, try using Dr. Oettiengen’s *WOOP strategy*

*W*ish* – Help your child come up with a goal she would really like to accomplish.

*O*utcome – Engage your child in visualizing the best outcome that could result from accomplishing this goal.

*O*bstacle – Take wishing and visualizing a practical step further by generating a list of obstacles that could prevent your child from reaching the goal..

*P*lan – Finally, make a plan for dealing with these obstacles

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