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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.

HASTI PUBLIC SCHOOL ,DONDAICHA

Learning of Remote sensing technology and GIS has opened new opportunities for young and enthusiastic learners* Like coding, Robotics , S.T.E.M.  the knowledge of remote sensing technology is a  must for every student

Our Hasti public school has already introduced bee bot for learning through STEM and shall now ready to put the right step forward to make children learn  about remote sensing technology.

Indian Institute of remote sensing is taking initiative  to impart knowledge of remote sensing technology

Let us  try to comprehend the very  basics  of this  important  REMOTE SENSING technology through simple questions and  answers

Defination

Remote sensing is the science of acquiring information about an object or phenomenon by measuring emitted and reflected radiation. There are two primary types of remote sensing instruments — active and passive.

What is Remote Sensing?

Remote sensing is a type of geospatial technology that samples emitted and reflected electromagnetic (EM) radiation from the Earth’s terrestrial, atmospheric, and aquatic ecosystems in order to detect and monitor the physical characteristics of an area without making physical contact. This method of data collection typically involves aircraft-based and satellite-based sensor technologies, which are classified as either passive sensors or active sensors.

Passive sensors respond to external stimuli, gathering radiation that is reflected or emitted by an object or the surrounding space. The most common source of radiation measured by passive remote sensing is reflected sunlight. Popular examples of passive remote sensors include charge-coupled devices, film photography, radiometers, and infrared.

Active sensors use internal stimuli to collect data, emitting energy in order to scan objects and areas whereupon a sensor measures the energy reflected from the target. RADAR and LiDAR are typical active remote sensing tools that measure the time delay between emission and return in order to establish the location, direction, and speed of an object. The remote sensing data gathered is then processed and analyzed with remote sensing hardware and computer software, which is available in a variety of proprietary and open source applications.

What is Remote Sensing Used For?

Remote sensing technology is used in a wide variety of disciplines in thousands of different use cases, including most earth sciences, such as meteorology, geology, hydrology, ecology, oceanography, glaciology, geography, and in land surveying, as well as applications in military, intelligence, commercial, economic, planning, and humanitarian fields. Some typical remote sensing examples include:

•           GIS remote sensing: Geographic Information System (GIS) is a system designed to capture, store, manage, analyze, manipulate, and present geographic or spatial data — satellite remote sensing provides an important source of spatial data. Remote sensing and GIS work together to gather, store, analyze, and visualize data from virtually any geographic position on Earth.

•           Irrigation and soil moisture monitoring and management are major components of remote sensing in agriculture.

•           Doppler radar measures meteorological events such as wind speed and direction within weather systems as well as precipitation intensity and location. Another application is aerial traffic control.

•           AVHRR and MODIS satellites use thermal sensing and mid infrared sensing to monitor active volcanoes.

•           INSAR (interferometric synthetic aperture radar) uses interferometry remote sensing technique to predict and provide early warnings for potential landslides.

•           A primary application of light detection and ranging (LiDAR) is vegetation monitoring, however it is also applied in cases of weapon ranging and laser illuminated homing of projectiles. LiDAR may also be used to detect and measure the concentration of various chemicals in the atmosphere.

•           Stereographic pairs of aerial photographs are used to model terrestrial habitat features and make topographic maps by imagery and terrain analysts in trafficability and highway departments for potential routes.

•           Spectropolarimetric Imaging is used by researchers at the U.S. Army Research Laboratory for target tracking purposes by identifying man made items by their polarimetric signatures, which are not found in natural objects.

•           Remote sensing satellites provide before- and after- remote sensing images in order to quantify post-earthquake damage, which provides vital data for rescue workers.

•           Data from laser and radar altimeters on satellites, sonar, and ultrasound measurements can be used for coastal mapping and erosion prevention, to better understand how to manage ocean resources, to assess the impacts of a natural disaster and create disaster response strategies to be used before and after a hazardous event, and to minimize the damage that urban growth has on the environment and help decide how to best protect natural resources.

•           Remote sensing for oil and gas is an integral tool for upstream and downstream gas and oil operations through evaluation of infrastructure for well-site planning. Spectral analysis is vital for the evaluation of surface outcrops and surface hydrocarbon seepage.

Importance of Remote Sensing

Remote sensing makes it possible to collect data from dangerous or inaccessible areas, with growing relevance in modern society. It replaces slower, costly data collection on the ground, providing fast and repetitive coverage of extremely large areas for everyday applications, ranging from weather forecasts to reports on natural disasters or climate change.

Remote sensing is also an unobstructive method, allowing users to collect data and perform data processing and GIS analysis offsite without disturbing the target area or object. Monitoring floods and forest fires, deforestation, polar bears, chemical concentrations, and earthquakes are just a few cases in which geospatial remote sensing provides a global perspective and actionable insights that would otherwise be unattainable.

Advantages of Microwave Remote Sensing

Microwave remote sensing encompasses both passive and active remote sensing, covering wavelengths ranging from one centimeter to one meter — the microwave’s longer wavelength is an important feature in remote sensing as it can penetrate haze, rainfall, dust, and cloud cover more effectively than visible and infrared.

Remote sensing of the environment using microwave remote sensing is therefore unaffected as the longer wavelengths are not susceptible to atmospheric scattering. Microwave energy can be detected and data can be gathered under most environmental conditions. Applications include sea ice monitoring and global soil moisture mapping.

Application of Remote Sensing to Climate Change

Application of remote sensing in the studies of climate change has provided major advances in understanding the climate system and its changes, by quantifying spatio-temporal states and processes of the atmosphere, oceans, and lands. Satellite sensors have aided in the detection and measurement of the cooling effects of increased stratospheric aerosols and the spatial pattern of sea-level rise, which otherwise went unobserved by conventional climate models observations.

Global climate change research uses big data from Earth observation platforms, in which remote multi-satellite, multi-sensor, and long-term time series data methods are implemented. This has facilitated the detection of climate sensitivity factors, advanced the study of the spatial variability of terrestrial ecosystems, and aided in the development of global climate change response strategies.

Limitations of Remote Sensing Data

Remote sensing is ultimately managed by human operators that make crucial decisions regarding which sensors should be used to collect data and when, resolution specifications for the collected data and sensor calibration, and the selection of the platform that will carry the sensor, all of which expose this method to a certain degree of human error.

Inaccuracy may also be introduced by the electromagnetic spectrum radiation emitted from powerful active remote sensing systems, which can be intrusive and affect the target phenomenon being investigated. Remote sensing instruments may contribute inaccurate, un-calibrated data if the hardware system becomes un-calibrated. There may also be cost related limitations. It is an expensive method that requires extensive, special training for image analysis

History of Remote Sensing

The earliest practices of modern remote sensing consisted of primitive photographs of the earth’s surface taken from tethered balloons for the purpose of topographic mapping in the 1840s. Systematic aerial photography using modified aircrafts was developed for military surveillance and reconnaissance purposes during the first World War and through the Cold War.

With the emergence of the space program in the 1960s, instrumentation on Earth observing and weather satellites such as the Nimbus and Landsat provided global measurements of various data for military, civil, and research purposes. IKONOS, the first commercial satellite built to collect very high resolution imagery, was commissioned by Lockheed Martin, launched in 1999, and decommissioned in 2015.

Does OmniSci Provide Remote Sensing Solutions?

Remote sensing data is a major source of spatial data used in Geographic Information Systems (GIS). Geospatial-specific processes in GIS tools are becoming too slow for the enormous data volumes provided by modern remote sensing technologies.

OmniSci    (It is the world’s fastest analytics platform focused on real-time data analytics, designed to overcome the scalability and performance limitations of legacy) ..bridges this divide, providing an accelerated analytics platform that allows geospatial analysts to cross-filter billions of location data records and polygons alongside other features in milliseconds. The Omni Sci DB SQL engine natively stores geographic and geometric data types, enabling users to run geo calculations with the massively parallel processing power of CPUs and GPUs.

It is required to teach remote sensing knowledge in all middle schools  by the commission on Geographical Education of International Geographical Union*.

*This will strengthen the teaching material of geography and open a new road to spread remote sensing knowledge among the people

The middle school age is the just time for the students to learn the knowledge, they will become talented in remote sensing*. Because our Nation  occupies the most dominant position in the number of students all over the world, so we will have abundant reserve force for remote sensing.

HASTI PUBLIC SCHOOL ,DONDAICHA

                 The sole  purpose of the home work is to make children  learn and understand the content taught at the school and write the answers to the questions of  their own 

*The home work done by the student help teacher to understand his/her  difficulty  in the portion taught , and thus  help teacherS in planning  the remedial measures FOR children .

In reality  the very purpose of  Homework is defeated  as either parents help their wards to complete the home work or HW is completed by either copying the answers from the  /digest or by copying answers   from friends notebook hurriedly out of the fear that teacher will punish . In the process the home work is done but without understanding or comprehending the content and concept*  it is analogous to the story  which goes as under

Once there was a *fowler/ bird catcher who use  to trap parrots  and sell them in the city .One day he saw hundreds of  beautiful parrots sitting on the branches of a huge tree, he was tempted to trap them.

In the mean time sensing the danger, an old and wise parrot collected  all parrots  and  *told them to remember the e simple sentence for their safety and made them to learn by heart. The sentence was 

 “ the hunter will come and lay the trap, but we will not go ”

Every parrot learnt this by heart.

On other day a fowler saw parrots sitting on a tree, he was tempted & started planning to catch all those parrots. Only then the parrots started singing to gather, “ the hunter will come and lay the trap, but we will not go ” . When the fowler heard this, he was astonished.

He had never seen such intelligent parrots anywhere, he thought it was impossible to catch them, they look like trained parrots.

Fowler  fell asleep by putting some guava pieces in his net under the same tree, thinking that some greedy and stupid parrot might be trapped.

After some time when he woke up, he saw that all the parrots were singing together, *the hunter would come and lay a trap, but we would not go. But all parrots were  singing this song inside the net. The hunter laughed seeing the condition of all those stupid parrots and took them all away. in short Instead of memorizing any knowledge,we should emphasize on understanding it.

Therefore  at our Hasti Public School the home work is *not given  as to bring the  answers to the questions but at Hasti Public school  the  *homework is to frame as many questions as possible on the portion taught 

It is a proven fact that ONE WHO ASKS or one who can frames QUESTI ONS *IS WISER  than one WHO ANSWES*

Questions have specific and significant importance in learning process.  Questions generate the thought process and leads to great DISCOVERY ( had ARJUNA not asked questions LORD KRISHNA would not have answered and there would  not have been  GITA  ,so is the importance of Question)

Our Hasti Public School has adopted revolutionary system of NOT giving CUSTOMARY home work .

“No home work” project was launched in the year 2012-2013 .and the School became the only one in the vicinity and in entire district to implement this unique project

Children are motivated to frame questions on the topic taught on the day and child/children framing maximum questions would be encouraged by giving special prize at general Assembly. 

*It was a revolution as other schools are asking children to bring answers to the questions as homework

On another hand ,our school was ASKING STUDENTS TO BRING QUESTIONS ON THE PORTION TAUGHT AS HOME WORK  this is because school believes that,  the real wisdom is in framing the questions than in writing the answers and secondly to frame the questions students have to read thoroughly   

To test the comprehension of the subject content, homework assessment tests are regularly conducted as “weekly test”  The home work books are corrected as per the schedule.

•           It is observed that very often (after coming out of examination hall) when children discussed what they missed they are  heard saying I quote “ oh ! my God! I was knowing this answer” that means  what a child was not knowing  was a  question or could not  understand the question .THEREFORE THERE IS MORE NEED TO MAKE CHILDREN QUESTION FRIENDLY THEN TO MAKE THEM MUG THE ANSWERS WITHOUT COMPREHENDING .

•           It is also observed that for the same answer if the question is changed reframed they get confused For instance;

When we ask question that in a cricket match India scored 235 runs and England scored 475, then how many runs England team scored more? Children will find the answer .but now if the question is asked as How many more runs Indian team need to make to equal the score  many children get confuse . Therefore Children should be made more friendly with the questions .

POWER OF QUESTION FRAMING

There were two friends namely Hari and Salman they use to go to the same school ,they use to play, & they us to study  to gather their favourite game was rope skipping .

Hari’s mother’s  name was Sushila and Shiba was the name of salman’s mother

On Sunday Hari and  salman were sent to the market by their mothers .white  bag  to Hari and blue bag one to Salman. With Rs.200/- each  to purchase vegetables and note books .They returned home at 4.30pm  They gave the details of expenditure and honesty returned Rs.50 to their mothers. Chileren on listening this  can frame many questions like

•           How many friends were there?

•           What were their names?

•           On which day their mothers sent them to market?

•           How much money was given to them?

•           For what purpose they were given money?

•           Which coloured bag was given to Hari and Salman ?

•           At what time they came back home?

•           How much money they brought back?

•           One can frame questions only after reading thoroughly and will definitely know the answers to maximum questions.

•           Thus this type of homework of framing questions is very helpful & less possibility of copy paste work

•           A unique type of homework than routine of asking to bring answers

•           This will generate special interest amongst children and variety of questions will be framed

•           This will automatically generate the question bank

Surprisingly most of the children framing the questions almost know the  answers as well . That is the power and maginc of framing the questions At our Hasti public school  therefore  children  are  asked &motivated to set the question on the portion taught ( 1 MARK,2 MARKS,5 MARKS ETC. ) They are further  asked to set question paper on the chapter completed and bring  the same to school on Saturday the Papers are then  exchanged & a test starts . ———————————————————————————————————————————————-

HASTI PUBLIC SCHOOL ,DONDAICHA

 

“Education without values, as useful as it is, seems rather to make man a more clever devil.” ― C.S. Lewis

Our *HASTI PUBLIC SCHOOL emphasizes on  showing  the path to little ones of the next generation not by precept but by example ? 

our school’s vision is to create global citizens and future leaders with values like loyalty, patriotism, honesty , collaboration , communication & other competencies  in a learner-friendly and inspiring environment*.

Before we get into knowing what is value education,  let us understand what is the connection between development and value education. Value Education should definitely be a part of the child’s learning spaces at developmental stages which includes Parents, School and Community. Value education is one of the critical keys for the overall development of a student in the course of learning which includes Personality development and Citizenship education. Welcoming learning spaces and aesthetically pleasing environment are very important for each stage of development.

The “Value” of Value Education

Value- education, is concerned to make morality a living concern for children. Hence, what is needed is value-education.

The values we live by affect how we relate to the people around us and to all our activities in the environment, and so they have a major influence on our prospects for achieving a sustainable future. Although this can’t be separated from cognitive understanding, values and attitudes relate to the affective (or emotional) dimensions of our behavior. While values and attitudes are similar in this regard, they differ significantly in several important ways.

Values are the long-term standards or principles that are used to judge the worth of an idea. Values provide us the criteria by which we decide what is good or bad, right or wrong.

It predisposes us to respond in particular ways to people and events.

Value-education is a multifaceted endeavor and in an activity during which young people are assisted by adults or older people in schools, family homes, , and other organizations, to make known those underlying their own attitudes, to study the effectiveness of values for their own and other’s well-being in the long term long term to reflect on and acquire other values.

Value Education at HasSchoolti Public School

Education at Hasti public school  always created opportunities for learning includes a wide range of resources that are technology-driven and digital resources. Learning engagements are inspiring, thought-provoking, and relevant.

Here, at our school  the learning cycle gives opportunities to experience, explore, engage and expand their interests in meaningful learning and acquiring new skills and concepts

. Hasti Public School  is consistent to develop in learners the qualities that will enable them to be open-minded, critically discerning, hold values, generate ideals, have a sense of justice and exercise moral and political freedom. JAI HIND

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HASTI PUBLIC SCHOOL ,DONDAICHA

VALUE EDUCATION

“Education without values, as useful as it is, seems rather to make man a more clever devil.” ― C.S. Lewis

Our *HASTI PUBLIC SCHOOL emphasizes on  showing  the path to little ones of the next generation not by precept but by example ? 

our school’s vision is to create global citizens and future leaders with values like loyalty, patriotism, honesty , collaboration , communication & other competencies  in a learner-friendly and inspiring environment*.

Before we get into knowing what is value education,  let us understand what is the connection between development and value education. Value Education should definitely be a part of the child’s learning spaces at developmental stages which includes Parents, School and Community. Value education is one of the critical keys for the overall development of a student in the course of learning which includes Personality development and Citizenship education. Welcoming learning spaces and aesthetically pleasing environment are very important for each stage of development.

The “Value” of Value Education

Value- education, is concerned to make morality a living concern for children. Hence, what is needed is value-education.

The values we live by affect how we relate to the people around us and to all our activities in the environment, and so they have a major influence on our prospects for achieving a sustainable future. Although this can’t be separated from cognitive understanding, values and attitudes relate to the affective (or emotional) dimensions of our behavior. While values and attitudes are similar in this regard, they differ significantly in several important ways.

Values are the long-term standards or principles that are used to judge the worth of an idea. Values provide us the criteria by which we decide what is good or bad, right or wrong.

It predisposes us to respond in particular ways to people and events.

Value-education is a multifaceted endeavor and in an activity during which young people are assisted by adults or older people in schools, family homes, , and other organizations, to make known those underlying their own attitudes, to study the effectiveness of values for their own and other’s well-being in the long term long term to reflect on and acquire other values.

Hasti public school  always created opportunities for learning which  includes  wide range of resources that are technology-driven and digital resources.

Learning engagements are inspiring ,thought-provoking,and relevant.

at our  Hasti school  the learning cycle gives opportunities to experience, explore, engage and expand their interests in meaningful learning and acquiring new skills and concepts

Hasti Public School  is consistent to develop in learners ,  the qualities that will enable them to be open-minded, critically discerning, hold values, generate ideals, have a sense of justice and exercise moral and political freedom.

Hasti school occupies a distinct place in the world of education

Jai hind

HASTI PUBLIC SCHOOL , DONDAICHA

We all love a great novel. And when we finish it, we remember the plot, the characters, and most details. Why is that? Because we are totally focused and absorbed in what we are reading as we read it

Contrast that with a textbook – dry, non-fiction content that we are consciously trying very hard to read and remember, without much enthusiasm.

Enthusiasm is probably the single most important factor in reading fast and remembering what we have read. And it is the factor that we all must try to overcome when we read non-fiction material that is not so exciting.

Students, content marketers, and business professionals have to absorb a lot of content, and without solid strategies to read faster and remember more, they are committing a great deal of time to an arduous task, often having to take copious notes as they read so that they can review it later and remember.

There are tactic to fix this problem, although they are not the strategies that any of us were taught in elementary school.

Here is how to read faster and remember more.

1. Turn Off the Monologue of Making Sounds

This is how you were taught to read – to sound out letter combinations and put those together to form words. We continue to do this as adults, when our eyes can actually capture words and sentences and send them to our brains much faster.

This new strategy requires mindfulness, a contemporary buzzword that means many things, but is most often defined as focus. Focus not on sounding words out but rather on your eyes moving across the page. When you do find something that really interests you, you can turn that monologue back on and enjoy. But focusing on what the eye is seeing can increase your speed up to three times.

2. Scan for Those Important Words

This is another strategy that goes against what we were taught in grade school – to read every word in a sentence or paragraph. It is totally unnecessary to get the information. Verb, adverbs, articles, and many adjectives only add fluff. You want the nouns and some of the adjectives and you only need to really read 50% of what is in a sentence. Your mind can fill in the gaps of the less important words.

Example: “Certainly, the dog was happy that his owner fed him but was even happier that he was given some attention with a game of catch.”

Let’s break it down.

“The dog was happy” – your eyes can see this as a chunk, not as four separate words.

“fed by owner” – another chunk

“happier … attention … game of catch”

The sentence has 25 words in it. You can get the meaning by scanning and picking up only 11 words – less than 50% of the total.

This takes practice, but once you get it, you will read everything this way (except that novel where you want to savor every word). And, if there is a paragraph you read that you don’t get this way, you can always go back and read it again. But if you do get it, you are onto the next paragraph quickly.

3. Read First and Last Sentences of Paragraphs First

The reason for doing this is two-fold. First, if you read the first sentence and it is introducing something you already know, why read the rest of the paragraph? Second, non-fiction is generally poorly written. It is long-winded, often repetitive, certainly wordy, and with more examples than are necessary.

Try reading just the first and last sentence of a paragraph in a textbook. Do you get the gist of what is being said? Is this something you have heard about before? Then move on. If, on the other hand, a first sentence piques your interest or if it is introducing content that is foreign to you, read the whole paragraph.

4. Relate New Information to Stuff You Already Know

When we read and take in information, our brains actually store everything – most of it in our subconscious. We don’t know it is there. So, when we try to recall what we have read, it may be hard to do. But it is there – it just needs a context that will spark the retrieval. You can spark that retrieval by relating something new to something you already know, preferably a personal experience.

If you are reading a book on psychology, for example, and you come across the term “cognitive behavioral therapy,” which is then explained, read the full explanation. After all, this is new stuff. Now relate it to a personal experience.

The theory is that what we think about ourselves determines all of our behaviors, and to change behaviors we must first change our thinking. Think of a time when you didn’t take a chance on something because you were afraid of failure. That’s cognitive behavior in action. Now you’ll remember it always.

5. Do Get Some Stuff in Writing

There is a very tiny percentage of humans who remember absolutely everything they read, see, or hear. Their “condition” is called hyperthymestic syndrome. For the rest of us, our memory is not that good. Sometimes we have to write things down so we don’t forget.

When you finish a piece of non-fiction, go back and make some notes, maybe from parts you highlighted as you read. Then type up a 150-word summary of the piece and list the important point you took from it. Save it in a database. You only need to do this with information that is really important to you. Ten years from now, when the memory of that book is a bit vague, you have that database to look it up, and the rest will be retrieved for you.

Reading faster and remembering more is not a magical, mysterious thing.  Practice on above and you will be benefitted                                        

  Jai Hind