Freedom & Peace- Avighna RPKM

A. When you were a student, what were the 3 most critical instances where you felt that more freedom at your disposal would have allowed you to realize your goals/potential in a better way? Do you think any of those circumstances exist even today?

As a student, I remember feeling that having more freedom to explore different subjects and choose my own learning path would have helped me realize my goals better. I also wished for more freedom in expressing my creativity and pursuing extracurricular activities. And of course, having the freedom to make mistakes and learn from them would have been valuable too.

Having more freedom in choosing their own learning path would have allowed students to explore subjects that interested them the most. Sometimes, the curriculum felt a bit rigid, and they wished they had more flexibility to pursue their passions. Additionally, I believe that having more freedom to express their creativity and participate in extracurricular activities would have enriched their overall educational experience. Lastly, I think having the freedom to make mistakes and learn from them without fear of judgment would have encouraged students' growth and development.

These circumstances still exist today, but I believe there's been progress in providing more opportunities for students to have greater freedom in their education. Also, I believe there have been positive changes in education systems to provide students with more opportunities for personalized learning and self-expression.

B. What is it about human behaviour, according to you, that causes people to give up the peace and adopt violence? How do you think classrooms can be used to shape peace-loving individuals?

I think various factors can contribute to people giving up peace and resorting to violence. It could be due to a lack of understanding, fear, anger, or even a desire for power or control. Sometimes, people may feel that violence is the only way to address their grievances or protect themselves.

Here are three real-life situations involving students and their choices regarding peace and violence:

A. Imagine a scenario where a student witnesses bullying happening to a classmate. Instead of joining in or ignoring it, the student decides to intervene peacefully. They stand up against the bully, using assertive communication and empathy to diffuse the situation and protect their classmate.

B. In another situation, a student is part of a heated debate in the classroom. Instead of resorting to aggressive arguments or personal attacks, the student actively listens to others' perspectives, respects differing opinions, and engages in constructive dialogue to find common ground and promote understanding.

C. Let's say there's a student who faces discrimination based on their background or identity. Rather than responding with violence or anger, the student chooses to educate their peers about diversity, inclusion, and the importance of treating everyone with respect. They organize awareness campaigns, initiate discussions, and foster a culture of acceptance and unity within the school community.

In each of these situations, the students demonstrate the importance of choosing peaceful approaches to conflicts and promoting harmony within their classrooms and beyond.

Let me give you one more example -

Imagine a situation where two students in a classroom have a disagreement. One student feels frustrated and resorts to using aggressive language and even physical force to express their anger. The other student, instead of responding with violence, chooses to remain calm and tries to understand the root of the problem. They engage in peaceful communication, actively listening to each other's perspectives and finding a solution through compromise. In this scenario, the second student demonstrates the ability to prioritize peace and resolve conflicts without resorting to violence.

Classrooms can play a crucial role in shaping peace-loving individuals by promoting empathy, understanding, and conflict-resolution skills. Teachers can create a safe and inclusive environment where students learn to respect and appreciate diversity. They can teach about the consequences of violence and the importance of peaceful communication.

Encouraging open dialogue, fostering a sense of community, and teaching problem-solving skills can also help cultivate a peaceful mindset among students.

By instilling values of empathy, kindness, and respect, classrooms can contribute to shaping individuals who actively seek peace in their interactions with others.

Avighna @RPK Moradabad

Ritika, 
Shwetank, Evon Anthony, Neeru, Saymeen, Swadha, Deeksha



Freedom & Peace - Siddhi RPKM

Freedom & Peace

A. When you were a student, what were the 3 most critical instances where in you felt that more freedom at your disposal would have allowed you to realise your goals/potential in a better way? Do you think any of those circumstances exist even today?

When I was a student, one of the most critical instances where I felt that more freedom at my disposal would have allowed me to realize my goals or potential in a better way was when I passed my intermediate and was very confused about which field to opt for. 

During that time I didn't find any guidance or help from my surroundings, still, I tried to search a lot and seek opinions from my teachers as I was willing to study something related to designing buildings or architecture; for which I prepared well and cleared my AIEEE exam. 

This gave me a chance to seek admission but I could not do it as my relatives didn't permit me to go out of the city for higher studies because I was a girl. It always hurt me that I was not given the freedom to explore more and know my potential.        

B. What is it about human behaviour, according to you, that causes people to give up peace and adopt violence? How do you think classrooms can be used to shape peace-loving individuals?

There are many causes of violence including frustration, exposure to violent media, violence in the home or neighbourhood and a tendency to see other people's actions as hostile even when they're not.

The most common motivation for violence can be viewed as inappropriate attempts to handle emotions. Often, violence is the medium used by an individual to openly express their feelings such as anger, frustration, or sadness.

There is definitely a tendency for violence because violence is quick, easy and effective. Watch really young kids playing together. They quickly realize that if someone tries to take their toy, they can protect their plaything with a quick wallop from the potential toy thief. We have to teach children Negotiation, Compromise, Sharing and Cooperation.

If we want our children to be non-violent, we cannot use violence to discipline them. Rather, we can direct our children's energy by giving them a job or task. We can model for children how to apologize and help them apologize when they have hurt someone.

This is especially true when children fight with a sibling or other child. When a child tells us of a problem, we often respond with solutions—such as "Be nice to one another", "You have to learn to share", "Give him the toy, you've had it long enough," or " If you can't take turns, then the toy will be put away."

But these solutions are not permanent. We should teach the children proper discipline or behaviour from time to time.

Discipline means “to teach.” When we discipline our children, we are turning their misbehaviour into an opportunity to teach them how we want them to behave. To do this, we need to be clear on how we want them to behave rather than just focusing on what we don’t want them to do.

The ultimate goal of discipline is to teach our children self-discipline so that they can make good choices about how to behave.

Siddhi @RPK Moradabad

Sanskriti Tandon, Priyanka Ruhela, Lovely Singh, Swati Saluja, Soni Bhatnagar, Manjit Palit








Freedom and Peace - Saumya RPKM

Freedom 


Freedom is the state of independence where one can do whatever one likes without any restriction by anyone. They have the right and are free to do what they can think of (ethically). Freedom has a different meaning. because everyone has a different opinion about freedom. So, it can be called a state of mind where you have the right and freedom to do what you think.

There are three instances where we felt that more freedom at our disposal would have allowed us to realise the potential better. (experience of Mrs. N . Narula)

Instance 1- When I was in class 9th. My teacher always explained every topic in English. Because of my hesitation at that time, I was unable to ask my queries or problems from the teacher. I feel now that if I were free to ask questions from the teacher, I'd have secured better marks in class 9th.

Instance 2- As a girl, I was not allowed to wear Western dresses and go outside. I feel that, if I were permitted for the same, I would have been more confident.

Instance 3- I was not very good at Art as my art teacher never encouraged my artistic skills. So I lost interest and still couldn't draw anything confidently. I feel that If I were encouraged by my teacher, I would have gained at least some interest in Art.

We do not believe any of these issues are faced by students at the current time or these issues are sparse. Women have become more empowered and our education system has grown a lot,  promoting every student's potential.

Peace 

Peace means a state of quiet or an absence of disturbance or agitation. It can also describe a relationship between people characterized by respect, justice and goodwill. Peace can describe calmness serenity and silence.

Violence - It's the act of purposefully hurting someone. Many different factors cause violent behaviour. The more these factors are present in life, the more likely we are to commit an act of violence. 

Causes people to give up peace and adopt violence -

The most common motivation for violence can be inappropriate attempts to handle emotions. Often, violence is the medium used by an individual to openly express their feelings such as anger, frustration or sadness. Other times, violence can be considered as a form of manipulation for individuals to try and get what they want or need. 

Aggressive behaviour can also be used as a form of retaliation. A means by which one uses to even the score. Other factors which can be the cause of violence -

  1. - The influence of one's peers
  2. - Having a lack of attention or respect
  3. - Having low self-worth
  4. - Experiencing abuse or neglect 
  5. - Witnessing violence in the home or community

Classrooms can be used to shape peace-loving individuals -

Students learn the skills and information necessary to resolve a conflict without resorting to violence through Peace education. Peace education is centred on the concept of social justice and non-violence. It advocates for a fair and inclusive society where people can coexist peacefully without encountering discrimination.

Ways to use the classroom to shape peace-loving individuals - 

Storytelling, role-playing games and other activities that provide children with the chance to practice interacting with one another are just a few approaches to teaching empathy. To inculcate empathy among students, you can promote social-emotional learning in the classroom. 

Teachers should prioritise peace education in their classrooms since it is a skill that can be mastered. Through peace education, you can teach students the origins of conflicts and critical thinking skills. It enables them to comprehend potential causes of conflicts which may stop them from engaging in such conflicts (violence) in the future.

Saumya @ RPK Moradabad 

Rashmi Wright (G. Leader), Ekta Sharma, Nidhi Narula, Rajni Gupta, Beena Singh, Shaifali Johri, Asha Singh 


Freedom & Peace- Prakriti RPKM

Freedom and Peace  

Part A  

Freedom sets us free from the shackles of being controlled by others and lets us think and act according to our will. There are some instances where I remember that as a student more freedom would have helped me to achieve my goals efficiently and realize my potential in a better way. 

First, the academic pattern in my school was very stiff and rigid, students were supposed to work in circles of that predetermined pattern only, and more freedom in that case would have led to making me a more confident person than I am today. Second, I believe that academics and exams are part of schooling, the whole schooling is not based on these two.

There are other aspects as well that were neglected when I was a student. Children were not free to share their feelings, fears and emotions with the teachers as more emphasis was on performing better in class. So if I had this freedom to be transparent with my teachers or if I had emotionally available teachers, today I would not feel the need to heal my inner child while dealing with the ups and downs of life. 

Third, favouritism and partiality were something that faded out the shine of many. Equal chance to speak out and freedom of participation in discussions and class activities were absent due to which till a certain age I was doubtful and unconscious about my potential. 

Today I understand these things better and I have built myself way stronger and confident so I do not feel or face such circumstances as much. And I try my best not to repeat such blunders with my students. 

Part B

What is it about human behaviour, according to you, that causes people to give up peace and adopt violence? How do you think the classroom can be used to shape peace-loving individuals? 

People give up peace and adopt violence because of multiple reasons. 

1. To talk about a few, the first reason is a lack of patience in people that leads to a lack of tolerance and in turn they move towards the wrong path of violence and harsh behaviour and in turn, they lose their own peace.  

2. The second reason would be a lack of basic necessities of life. It happens that people are not able to earn and get proper resources that are needed to survive due to lack of a proper job (occupation)/ lack of money and there can be a variety of reasons for the same. 

In this scenario, they are forced to adopt the wrong path of snatching or taking things forcibly from others which leads to violence. Such acts don’t help an individual for long and the results are grave. 

3. Lack of proper guidance and education - When people or individuals are uneducated and don’t have proper guidance, they are clueless and shortcuts seem to be the easy way out rather than studying and earning their bread. 

4. One reason might be inheritance or they have seen such behaviour or activities in their family. In particular, youngsters learn and imitate their elders and are quite vulnerable to being attracted by wrong actions. 

The classroom is the best and first place after home to inculcate basic qualities in an individual like patience, honesty, helpful behaviour, compassion etc. In this regard, what the students need to learn is Patience. Patience is the key to being at peace and satisfied in life. Activities can be conducted in class, teaching a child how to be patient. 

If you are not getting something you have to try patiently, keep working towards it and don’t start panicking and complaining.  

We have to teach our students that life is not a piece of cake and we don’t get everything easily. The importance of Hard work and consistency has to be taught and inculcated in the students. 

Firm belief in God- The superpower is one of the integral ways to stay calm and at peace. We have to teach our students that we have to believe in destiny and that things will fall our way with the right efforts and at the right time. We can only get something before the destined time and more than what we deserve.


Prakriti @ RPK Moradabad

Naushaba, Isha, Suman Singh, Naina Soni, Rekha Kapoor, Siddhi, Dheeraj

 



Freedom & Peace- Ashtalakshmi RPKM


Human behaviour is influenced by a complex interplay of factors, and the shift towards violence often stems from a combination of social, psychological, and environmental elements. Factors like frustration, fear, inequality, and a lack of effective communication can contribute to the abandonment of peace in favour of violence.

In the context of classrooms, fostering a peaceful environment involves several strategies. Firstly, educators can emphasize conflict resolution and emotional intelligence, teaching students effective ways to manage their emotions and peacefully resolve disputes. Additionally, incorporating lessons on empathy and understanding different perspectives can promote a culture of tolerance.

Creating a safe and inclusive learning environment is crucial. This can be achieved by addressing bullying, and discrimination, and promoting respectful communication. Teachers can also integrate mindfulness practices, encouraging students to reflect on their actions and promoting self-awareness.

Ultimately, shaping peace-loving individuals in classrooms requires a holistic approach that addresses the root causes of violence and cultivates essential skills for conflict resolution and understanding.

As a child, I was given the freedom to learn, explore, and challenge ideas while building and sharing my own opinions. This freedom gave me a platform to learn, explore, and challenge ideas while building and sharing my own opinions. I was free to take “reasoned exception” to concepts and theories presented in the classes and to disagree with opinions I would hear from my instructors. 

Our  “views, beliefs, and political opinions” shared with a teacher during professional interactions were kept confidential and were not shared by the teacher with others but it was made sure that we respect other students by listening to those with whom we disagree and respond with our own ideas and opinions respectfully.

This has helped me to respect the opinions of others and if I disagree on something to show it respectfully to others.

Ashtalakshmi @RPK Moradabad

Poonam, Sonia, Tabinda, Charu, Ritu, Meenakshi, Krishangi


Freedom and Peace: Arya RPKM

FREEDOM

Q. When you were a student, what were the 3 most critical instances where you felt that more freedom at your disposal would have allowed you to realize your goals /potential in a better way? Do you think any of those circumstances exist even today?

A. 3 instances where I felt that more freedom would have allowed me to achieve my goals in a better way are mentioned below- 

INSTANCE 1 

A few years back when I was in college studying Fashion Designing, I was given an assignment. The assignment was to prepare a range of garments inspired by Jaipur’s heritage. But just cause I couldn’t join my friends on the Jaipur trip as I had to manage secondary data. While others researched everything by visiting the places and meeting the people, I just searched everything on Google and did my assignment. Since I couldn’t go to Jaipur due to some family reasons, my assignment was affected and so were my marks. 

INSTANCE 2 

After completing my post-graduation, I got a job offer from a well-known fashion brand. The only problem was that they wanted me to shift to Mumbai. But I didn’t have the freedom to shift to Mumbai because that was the year 2021 i.e.; my parents didn't allow me due to increasing Covid 11 virus cases. I lost a great job opportunity which could have been my career’s turning point. 

INSTANCE 3 

It was the 2015-16 academic year of my school, I was in class 12th. I was in my school basketball team. There was a state-level tournament in Delhi. Because my preboards were coming next month, my teacher suggested I stay back and work on my academic results rather than attending the tournament. There I had to choose between the two most important one-time opportunities of my life. I still wish I had the freedom to grasp both of them.

Talking about the present, no such instances occur now. Even if in future any such circumstances happen, I am sure to handle the situation more wisely so that I won’t have any regrets later.

PEACE

Q. What is it about human behaviour, according to you, that causes people to give up peace and adopt violence?

Human behaviour leading to the adoption of violence is often influenced by various factors, including socio-economic conditions, cultural norms, and personal experiences. Individuals may resort to violence as a means of expressing frustration, asserting power, or dealing with perceived threats.

In classrooms, fostering a peaceful environment involves addressing multiple dimensions. Firstly, educators can incorporate conflict resolution and emotional intelligence training into the curriculum. This equips students with skills to manage conflicts peacefully and empathize with others. 

Moreover, promoting open dialogue and understanding diverse perspectives can reduce misunderstandings that may escalate into violence. Creating a safe space where students feel heard and respected contributes to a positive classroom culture.

Additionally, teaching subjects that emphasize critical thinking and ethical decision-making can empower students to make choices that contribute to a peaceful society. Encouraging collaboration over competition and instilling values of tolerance and empathy can further shape individuals prioritising peace over violence.

In essence, a comprehensive approach within classrooms that combines education on conflict resolution, emotional intelligence, and ethical decision-making can play a crucial role in shaping peace-loving individuals.

From 

Arya @ RPK School Moradabad

Dhiraj Gupta, Naina Soni, Rekha Kapoor, Suman Singh, Sandeep Negi, Naushaba Sami and Isha Sharma.


Hope & Friendship - Samriddhi RPKM

A student who has lost all hope 

Hope is an optimistic state of mind that is based on an expectation of positive outcomes with respect to events and circumstances in one’s life or the world at large. 

In comparison, a student who has lost all hope is the one with a pessimist frame of mind based on certainty of negative outcomes. It is an alarming situation as it relates to the mental state of a student who is largely considered to be a future society/nation builder. 

In this case, the root cause needs to be identified and worked upon. Help students focus on their strengths and remind them of past successes. Encourage them to take on new challenges and celebrate their progress along the way. By building a positive self-image, students can feel more confident and motivated to reach their goals. 

Teach the students different ways to explain when they are confused or don’t know something. The idea here is to remove “I can’t” or “I don’t know” from their vocabulary and have them identify the progress they are making instead.  

A student with no friends  

Supporting a student with no friends in school can be important for their well-being. Here are  some steps to help: 

Identify the issue: Talk to the student to understand their feelings and concerns. Determine if there are any specific reasons for their social isolation. 

Encourage social skills: Offer guidance on building social skills, like communication, active listening,  and empathy. 

Positive reinforcement: Celebrate small achievements and progress in building friendships to boost the student’s confidence. 

Teach coping strategies: Help the student develop coping strategies for dealing with loneliness and stress. 

Create a safe space: Ensure the school environment is inclusive and safe for all students. 

Remember that each student is unique, and it may take time to see improvements. Patience and ongoing support are the key. 

By Samriddhi RPKM

Seema Kulshreshtha, Rakhi Gupta, Saraswati Singh, Anju Gupta, Gurpreet, Meeta Gulati 





Tolerance & Happiness - Lubna Jafri

Teachers should establish their expectations and guidelines for behaviour in the classroom, including a zero-tolerance policy for hate speech or discriminatory behaviour. 

Tolerance

Education is the most effective means of preventing intolerance. Dealing with hate and intolerance in the classroom is a frequent occurrence for teachers. If not dealt with properly, these feelings can negatively impact the learning environment and the well-being of all students. Teachers can address hate & intolerance in the classroom by setting clear expectations. 

Teachers should establish their expectations and guidelines for behaviour in the classroom, including a zero-tolerance policy for hate speech or discriminatory behaviour. First, the most important lesson to learn about tolerance is that it’s necessary for succeeding in today’s workplace. 



Happiness

School experiences and situations that make students unhappy throughout their school life are exams, homework, projects, wrong choices, courses and syllabi, scolding, pressure, violence and punishment. In this situation, we can deal with unhappy students by talking about their feelings, reading together and paying attention to what their behaviour is communicating.

Lubna Jafri 

RPK Bilari, Moradabad

Simplicity & Trust - Vandana Sharma


Exercise on Simplicity:

Initial Responses: During the introduction of the concept of simplicity, students exhibited a mix of curiosity and uncertainty. Some students expressed interest in understanding how simplicity could improve their lives, while others were sceptical about its effectiveness.

My Role/Contribution: I began by defining simplicity and offering relatable examples, such as streamlining daily routines or reducing digital clutter. This allowed students to grasp the concept more easily and relate it to their own experiences. I encouraged them to share their thoughts on areas of their lives that they felt could benefit from simplification. 

Impact on Students: As the exercise progressed, students started engaging in thoughtful discussions about how simplifying their surroundings, tasks, and even their thought processes could lead to increased clarity and reduced stress. Some students shared personal anecdotes about times when they simplified things and noticed positive changes. 

Takeaways/Learning: It was intriguing to observe that while many students embraced the idea of simplicity, some struggled with the practical implementation. Some noted that the fast-paced nature of their lives made it challenging to find opportunities for simplification. This highlighted the need for ongoing support and guidance in practising simplicity. 

Initial Responses: When introducing the topic of trust, students exhibited a range of emotions. Some students were enthusiastic about discussing trust-building experiences, while others hesitated, possibly due to past experiences of broken trust. 

My Role/Contribution: I initiated the session by discussing the significance of trust in various aspects of life, such as friendships, family, and professional relationships. I shared relatable stories to highlight the impact of trust and how it can be rebuilt after being damaged. I also facilitated group activities that encouraged students to share their views on trust and collaborate on identifying the elements that contribute to building trust. 

Impact on Students: As the exercise unfolded, students became more open to discussing both positive and negative experiences related to trust. They shared stories of instances when trust had been pivotal in their relationships and discussed the challenges of rebuilding trust after it had been compromised. 

Takeaways/Learning: It was enlightening to observe the emotional depth of the discussions, as students revealed vulnerabilities and insights about trust. Some students remarked that this exercise allowed them to better appreciate the importance of open communication and honesty in building and maintaining trust. 

In both exercises, the classroom environment fostered active participation, thoughtful reflection, and deeper understanding among the students. The insights gained highlighted the complexity of these concepts and the diverse ways in which they impact individuals. As an educator, I learned the significance of tailoring discussions to the unique experiences and perspectives of each student,  ensuring a more inclusive and enriching learning experience.


Hope & Friendship - Adhya RPKM

 

Dealing with a student who has lost all hope

In the session of 2022, when I became the class teacher I found a girl who always remained quiet, didn't respond to the teacher's questions and always got scolded. After a few days of the same behaviour, I asked her what is the problem, but she wasn't able to explain. Some of her old classmates told me that she had lost her mother due to a long-term illness last year. 


Since then she seemed to be hopeless in her life. Being a teacher, I wanted to help her, so I encouraged her to participate in different activities first. I also tried talking to her for 15 minutes to learn her ideology every day. 


In the beginning, she hesitated but gradually started talking about different things. She also participated in different activities and started improving. Then, I started giving her tips about rapid improvement and she started following the tips. Slowly, she came out of the phase of hopelessness and passed her grade with flying colours. 


Helping a student make friends


This year when I got to teach Mathematics in a class, I faced an unusual situation with a boy who always stayed alone and sat on the last single seat. I thought it must be his fixed seat, but he was continuously sitting there for two weeks and never talked to any of his classmates. 


When I asked others, they told me that he always used to remain solitary with no friends. But as an educator, I knew the importance of having friends. So one day, I talked to him and told him about the importance of having friends. I also asked some students to break the ice with him. But he did not respond and started to ignore. 


At last, with regular trials, he had to give in, and he talked to some of his classmates. And gradually he started talking a little bit, regularly. The boy who looked boring turned out to be the most amazing with the other students. He became popular and also tried to become friends with other students in the class. 


Impact on Students 


Both students became cheerful and tried to remove their obstacles of hopelessness and loneliness by themselves. Hope and Friendship had a great and powerful impact on their life. 


Advice 


As an educator, I advise that these values are significant for students as they are the future of our planet. To be confident and successful, both qualities should be inculcated in students. We should remember that students are also part of society and these values will help them in improving society.

Adhya RPKM


Deepa Khanna, Rachna Bisht, Asma Ali, Farida  Sushma Paul, Kulmeet Madan, Krishangi Sharma





Courage and Patience - Sharda Pullabhatla



Reflection 1 - A Fearful student 

Where there is fear, there can’t be any learning. This is the philosophy which I strongly believe in. Students who fear going to school, cannot pay full attention to what is being taught in the class and their minds are preoccupied with unknown and imaginary fears which dissuade them from letting their imagination go free. 

I encountered such a student from Grade 6, who was often dropped off at school by her father. She used to wail and used to get literally dragged into the classroom by her father. I never liked this as it made me think about what makes her dislike the school in general and her classroom in particular. 

Then I decided to sit in her classroom and observe what goes on in the class. I observed that she was leaning on her desk and looking out of the window, totally disinterested in the proceedings in the class. I being the coordinator, instructed the teacher to make her read from the textbook. When her name was called out by the teacher, she was trembling. She struggled to read even a line properly.  Further, when she was asked a few questions, she had no clue. I asked the student to follow me to my office. 

When she came to my office, I made her comfortable by offering her a few cookies. Initially, she was a  bit reluctant, but later she took a cookie. I could see that she was a bit comfortable then. I asked her about her interests, hobbies and what she liked to do in her free time. She told me that she was very good at drawing. I gave her a white sheet of paper and asked her to make a sketch of mine. She thought I was joking, but when I pushed her a bit she started sketching. Within a few minutes, she showed me the sketch.

Though it was a bit caricaturish, she did an amazing job. I congratulated her on that and wrote her name below the sketch and went with her and put it up on the Art Wall. She felt proud and I could sense that feeling of achievement in her eyes. I then rewarded her with candy.  I also told her that she should make a drawing and bring it to me every day. She just nodded her head.  I couldn’t decipher what she meant by that, but to my surprise, her father did not have to drag her to her classroom the next day. She hopped out of their car and ran inside the school gate. She had a paper neatly rolled up in her hand and she directly came running to my office to give me her drawing.  This time she drew the school building. I gave her a warm hug and rewarded her with candy. This practice continued and now she is one of the best artists we have got in our school. She has won several awards by participating in various competitions. 

Educators must identify the strengths of the students and work on them, rather than forcing them to learn everything. Results are important, but making the student love the learning environment and develop a sense of belongingness in the school environment is the beginning of the entire learning process.

Reflection 2 - An Impatient Student 

Patience is a virtue, but impatience can be a superpower when it comes to learning. I realised this when I met a student from Grade 8.  

Teachers regularly used to complain about him as he was never seated in one place and used to roam around the class, disrupting the usual proceedings. His impatient nature irked the teachers greatly as he never liked sitting in his place. I then asked the teachers about his academics. They had no complaints about that. In fact, they appreciated his academic performance and further, they added that his work is always complete and he was one of the first students to submit his work. I then got intrigued to figure out the cause of his restless behaviour in class. 

I decided to call him to my office and ask him how he felt in the class, as he was a new admission.  He was in a different school till Grade-7. Then I asked him what was the difference between his previous school and our school. Then he said that in the previous school, the students, who finished the classwork first were allowed to walk around the class and help the other kids. We did not have a similar practice in our school. In fact, I understood that the student’s behaviour was not out of indiscipline or insolence, rather it was a practice which was deeply ingrained within him by the previous school. In fact, this was a good practice. 

I encouraged the student and let him go. In the next teachers' meeting, I shared this best practice with all the teachers and our principal. Everyone liked the idea. We adopted it and we could see that students felt more engaged, responsible, and involved. This made the learning environment much better. 

Things may not be the way we see them. We need to go deeper and do a root-cause analysis. This helps us understand the students' behaviour and connect with them and can make our teaching and learning places more effective and livelier.

Sharda Pullabhatla @KNPS Phagwara

Honesty and Respect- Sharda Pullabhatla

 1. Common Instances of dishonest behaviour shown by students in class-

Actually, I believe in the fact that – “Honesty is the fastest way to prevent a mistake from turning into a failure”. So I try my best to motivate students to be honest while dealing with any type of situation.

Be it young or old students, when it comes to giving answers they try to hide things and in that process, they tend to be dishonest at times, which may be unintentional. I feel, in such instances, they lack the thought of the consequences of being dishonest.

Let me share a few situations where students tend to be dishonest in the classroom - 

a. When students do not complete their work (homework) they start making excuses like we were not at home, Oh! I forgot to bring my notebook I had completed the task though.

b. When students do not like food that their mother has sent in their lunch box, they do not want to eat and start making excuses, that they have stomach aches, they do not feel like eating their lunch. 

c. Students of grades XI / XII give dishonest answers while they are late to class. While they move to optional subject classrooms for different subjects, they do not report on time. On enquiring by the teacher, they tend to give dishonest answers or hide the truth – by saying – “was in the washroom”, or “I was drinking water”. 

We as educators should always try our best to make students understand the importance of being honest at all times. We should teach students in all situations and all aspects – “If you want to be trusted, be honest first”. 

2. Show respect to earn respect in the classroom Respect is a two-way process – give and take. 

The same goes in classrooms also. Nowadays, students have become outspoken. They want to express what is in their head and heart, the fear of being judged in less. Hence at times, we feel they are disrespecting, however, I feel it’s the liberty that they take with teachers whom they adore, especially in higher classes. In junior classes till grade 8 or 9 still students maintain cordial relations with teachers. 

As they are more into adolescence, they tend to have good sharing relations with educators. In my grade XI while I was teaching in class, a student shouted suddenly with a loud voice on his friend as they were sitting on the last bench and arguing about something. When I asked them to share with me in front of the class, they did not want to share. 

I gazed at the situation and counselled both of them and made them sit. While the period was over I called them both in the staff room and spoke to them about it. I also told them I didn’t want them to be embarrassed or made fun of by their friends as I wanted to keep their respect. They understood it and promised not to repeat this behaviour again in class. They requested kindly not to share with our parents, but I didn’t. 

They always behave well in my class and if I meet them anywhere, they show respect and listen to me if I guide them or ask them to complete any task. We educators should be friendly with students but not be their friends, as we have to still guide them on the correct part by differentiating between right and wrong. 

Sharda Pullabhatla @ KNPS Phagwara. 

Honesty & Respect - Rajvinder Kaur


Q. What are the most common instances of dishonest behaviour shown by students in the class? 

A. Dishonest behaviour, also known as academic misconduct, refers to any act that violates the rules of integrity. It can relate to any type of academic activity such as learning, teaching, researching, etc. Some of the common reasons that push students to break the rules of the ethical code include but are not limited to: 

  • Poor time management
  • Academic overload
  • Lack of interest in a certain subject
  • Desire to live up to high expectations
  • Fear of failure
  • Cheating
Cheating is a form of academic dishonesty that refers to using or attempting to use sources or devices that are forbidden during a certain type of assignment. Some of the most common examples involve:

  • Using personal notes, course books, or mobile phones during a closed-book examination 
  • Copying answers from other students
  • Letting somebody copy answers from you 
  • Communicating with other students during a test 
  • Sabotage 
Sabotage relates to unethical acts that disrupt the work of others. It can involve, for example, refusal to collaborate with other students to complete group projects, destroying learning materials and books that can be necessary for the studying process of others, revealing confidential information crucial for other students to complete their assignments, etc.)

Major causes of academic cheating:- Many reasons push students to cheat. The most common of them include poor time management, fear of getting a low grade, desire to help peers, pressure from parents and teachers, disinterest in a particular subject, etc. 

To prevent the students from breaking the ethical code, it’s crucial to build trustful relationships with them and explain to them the importance of academic honesty. 

Lying:

  • A student may lie to avoid punishment. 
  • A student may lie to achieve a reward. 
  • Students may lie to feel better about themselves. 
  • A student may lie to protect others. 
  • A student may lie in order to hurt others or get even. 
  • A student may lie in order to be accepted into a group or become popular. 

As teachers, we should always reinforce the importance of being honest. Whether we teach 1st grade or 11th grade, our goal should be to ensure that each one of our students understands, care about, and practice being honest until the day they are being honest because that’s just who they are and want to become. Honesty has become part of their identity. Inspiring our students to go out into the world as honest and trustworthy individuals is one of the best lessons we can impart.

Q. How far is it true that you must show respect to earn respect in the classroom? Give an instance. 

A. It's unclear if students actually respect teachers less than they used to, but people certainly perceive it that way. Of course, it's possible that people remember their own school experiences with a bit of nostalgia, and not all schools are the same, so it's hard to tell whether or not kids today really are different than they were in the past.

As a teacher, it is important to show respect to your students in order to earn their respect. When you show respect, you are setting the tone for the class and creating a positive learning environment. You are also modelling the behaviour that you expect from your students. 

There are many reasons why it is important to show respect to your students. First of all, when you treat your students with respect, they are more likely to behave respectfully towards you and others in the classroom. Secondly, when you show respect to your students, they feel valued and appreciated. This can motivate them to work harder and learn more. Finally, when you are respectful towards your students, it builds trust between you and them. This trust can be beneficial in terms of establishing open communication and fostering a positive relationship. 

We as teachers are always looking for new ways to earn the respect of our students. Celebrating successes together is one way to do this. When teachers and students celebrate successes together, it helps to build a rapport and shows that the teacher respects the students. It also helps the students to see that they are working towards a common goal. Either way, teachers who treat students fairly and kindly will always command respect in the classroom. respecting kids includes attention, consideration, concern, and appreciation. 

"Young people are dignified and strengthened by adult respect, "Earning your students' respect requires you to be consistent, keep your word, control your frustration, learn who your students are, be patient, speak in a normal tone of voice, and be kind. As a teacher, it is important to remember that your students are looking to you for guidance and support. 

In order to earn their respect, it is crucial that you be genuine and sincere when interacting with them. This will help create a positive and supportive learning environment where your students can thrive. Show them that you care about their well-being. This can be done in a variety of ways, including connecting with them on a personal level (e.g., by sharing personal stories and experiences), providing feedback on their work, and asking them how they’re doing. 

There was a boy in my class. He was excessively talkative. He even engaged the other students in his talks. I made him understand by all means like by being polite and sometimes even by scolding him not to talk that much. But he never understood that. He didn't like it when I used to tell him to stop talking. Slowly he started disobeying me in the class. 

Then I decided to make him the monitor of the class. He enjoyed quieting the other students who were talking in the class. He loved to shoulder this responsibility. He thanked me for making him the monitor of the class. Whenever I assigned him any duties, he happily fulfilled them all; in this way, I was successful in gaining the respect of my student.

Rajvinder Kaur @KNPS Phagwara 


Honesty & Respect - Indu Mehta


What are the most common instances of dishonest behaviour shown by students in the class?

Dishonest behaviour can vary among students, here are the most common instances of dishonest behaviour shown by students in class:

  • One of the most common forms of dishonest behaviour is cheating during tests or exams. This can involve copying answers from another student's paper. 
  • Sometimes students submit work that someone else wrote, whether they paid for it or not. They present work or ideas as their own without giving proper credit. This can include copying and pasting text from websites, books, or other sources. They submit someone else's work as their own.
  • Some students engage in dishonest behaviour by fabricating data or information in assignments or research projects. This can involve making up experimental results, falsifying survey responses, or manipulating data to support desired outcomes.
  • Students lie intentionally providing false information or misleading others. In an academic setting, this can involve lying to teachers or administrators about reasons for missed assignments, falsely claiming to have completed work, or providing misleading information to gain advantages.

It's important to note that these behaviours are not representative of all students and many students exhibit honesty and integrity in their academics.



2. How far is it true that you must show respect to earn respect in the classroom?

The statement "You must show respect to earn respect in the classroom" is generally true. Respect is a two-way street, and students who demonstrate respectful behaviour towards their teachers and peers are more likely to receive respect in return.

In my class, there was a student who consistently interrupted the teacher during lectures, talked back in a disrespectful manner, and disregarded classroom rules. Their behaviour showed a lack of respect towards the teacher and disrupted the learning environment for others.

On the other hand, there was another student who actively listened to the teacher, participated in class discussions, and treated both the teacher and fellow students with respect. The second student’s behaviour demonstrated a respectful attitude and contributed positively to the classroom environment.

In this scenario, it was likely that all the teachers and other students developed a more positive perception of the second student and her respectful conduct. All started listening to her opinions, assisting when needed, and engaging in respectful interactions. Conversely, the first student’s disrespectful behaviour led to strained relationships, lack of support, and potential disciplinary actions.

By showing respect to others, students can foster mutual respect and cooperation in the classroom. It creates a conducive environment for learning, encourages positive interactions, and helps build strong relationships between teachers and students as well as among peers.


Indu Mehta @KNPS Phagwara




Schools Can Change Only If?

From time to time, I’m approached by schools who want to change their ways and improve to become leaders. But actually, they don’t want to change. Rather, they want slow change. In nature, slow change is like iron rusting. It’s not like a plant growing that has multiple interventions active on it. 

They want change where they feel in control. Yet they bemoan that change takes long. They want instant results. So they look for scapegoats, shop around for alternatives, or abandon the slow task midway. 
Sounds familiar? Some are so daunted by the road map they don’t even start. The beginner’s paralysis maintains status quo with a few cosmetic changes that are proclaimed from rooftops.

They are often in denial about current status and very reluctant to put their reality to test which could result in pain and break long built self and organisational images.

People equate the familiar with safety and change with danger. Human beings don’t always do what is good for them or move away from what is harmful. Habit rules. 
Successful people break the mould, are proactive rather than reactive, think critically and creatively, are aware of the stakes and factors involved. This means they are not short sighted, or impatient.

The other factor that affects organisations is the time factor. They must be aware of the competition and relevance of keeping with the progress of the times. Some changes like linguistic proficiency take time and cannot be achieved by a single-point decision. 
Thus, time is of the essence. You can’t order critical thinking for lunch!

Freud likened the act of change to the death of a loved one. There is pain and grief and mourning. So is it a surprise that we bemoan the miseries of the world that seems bereft of common sense in solving long standing problems? It is important for us to know who we are, and how our psyche operates in order to make the right decisions. In academics, you can’t change just one factor as a baby step without considering the others. 

Most Heads of schools want a consultant to baby sit teachers every week preferably for a pittance. In the end, if things don’t work out, there is always an outsider to blame. But teacher training is just one part. 

Then there are pedagogical methods that must be implemented without second guessing and resistance. An in house supervisor to oversee this implementation. Resources like textbooks, teaching manuals, assessments, feedback on classrooms. 

If the teachers have to reinvent the wheel to match the interdisciplinary aspects, critical thinking, or progressive goals taught by the trainer, without the right resources or know how, they will end up having to do these themselves, and badly. Teaching will go back to the auto pilot of square one of old habit. 

Consider these points to make bolder and wiser decisions instead of patchwork, band aid and short cut ones. Change is an audacity. It’s not for the lily livered. #managingchange #factors #time #keepingrelevant

The original post: https://www.linkedin.com/posts/usha-pandit-02727125_managingchange-factors-time-activity-7126082267541553152-cFpX

Usha Pandit 
usha_mail@yahoo.com
No edits or changes were made, the post is reproduced from Usha's profile, please.

Founder CEO at Mindsprings India

Happiness & Tolerance - Vandana Sharma

"Happiness is not something ready-made. It comes from your own actions." 

This quote highlights how happiness comes from within and is not dependent on external factors. It also emphasizes how unhappiness can make life difficult by causing us to focus on what we lack rather than what we have, and how it can lead to a negative self-image and an obsession with others' opinions. Ultimately, the key to happiness is finding contentment and fulfilment in oneself and one's life. 

As an educator, I love doing my job with complete sincerity and commitment. I try my best to understand the needs of the students and deal with them most appropriately so that they succeed in their paths. Overall, being an educator can be a challenging yet rewarding experience, as it allows us to make a positive impact on the lives of the students and communities. 

There are a lot of challenges while upgrading ourselves and working day and night for our students. One of the biggest challenges is failing to understand the needs of a student. I generally overcome every challenge efficiently because of my compassionate attitude. 

In my teaching career, I came across a student who literally gave me a different outlook to understand problems. I would like to share that experience. 

I met a three-year-old student who just started his first year in primary school. He had always been a shy and introverted child who struggled to make friends. He found it challenging to speak up in class, and as a result, he needed to catch up on his studies. 

As the school year progressed, He began feeling increasingly unhappy. He felt isolated and excluded from class, so he dreaded going to school. He felt embarrassed and ashamed about his struggles and was afraid to ask for help. 

Despite my efforts to engage him in class and provide extra support, his grades continued to suffer. He started to act out in classes and became disruptive, which only made him feel worse. I noticed that he seemed unhappy. I tried speaking to him to find out what was going on, but he didn't want to talk about it.

Eventually, I reached out to his parents to discuss his behaviour and academic performance. Together, we tried to develop a plan to support and address his needs. I gradually developed an understanding and convinced his parents to cope and start engaging him in activities that he liked. With the help of his parents and a counsellor, he began making progress. He learnt new coping strategies and social skills, and he started feeling more confident and happy in school. 

In this scenario, his unhappiness is related to his struggles with socializing and academics. By working together, I, his parents, and a counsellor were able to provide the support he needed to overcome his challenges and thrive in school. He made me understand how important it is to understand the needs of a student and engage him in his interests throughout his educational journey to make him feel better and smarter. 

There could be different meanings when describing an intolerable student. To be honest, I have never come across an intolerable student. Though if I have to describe an intolerable student, I would say, an intolerable student is a student whose behaviour is not acceptable and creates a negative impact on the learning environment. 

This behaviour can range from disruptive, disrespectful, or aggressive behaviour towards peers, teachers, or school staff. Intolerable behaviour can cause harm to students, themselves, and the learning environment as a whole.

It's important to address intolerable behaviour early on to prevent it from escalating and to ensure a safe and positive learning environment for all students. Hypothetically, if I had to deal with an intolerable student, I would do the following:

1. Identify the root cause: Understanding the root cause of the student's behaviour is essential. It's important to talk to the student, listen to their concerns, and try to understand what's causing their behaviour.

2. Set clear expectations: Set clear expectations for behaviour and consequences for breaking the rules. Make sure that the student understands what is expected of them and the consequences of their actions. 

3. Use positive reinforcement: Positive reinforcement is an effective strategy for encouraging positive behaviour. Praising the students when they display positive behaviour can help reinforce that behaviour.

4. Use consequences: Teachers can use consequences when the student exhibits intolerable behaviour. Consequences should be clear, consistent, and fair. 

5. Provide support: Provide support to the student by offering resources and counselling. Working with the student to identify their strengths and areas of improvement can help them develop a positive attitude towards school and learning. 

6. Involve parents: Involving parents in the process can be helpful. Parents can provide insight into the student's behaviour at home and be a valuable ally in developing a plan to address the behaviour.

7. Be consistent: Consistency is key when dealing with intolerable behaviour. Students need to know what to expect and what will happen if they continue to exhibit such behaviour. 


My suggestion to all my fellow educators:

Building relationships with students is crucial for effective teaching and learning. Take the time to know your students, their interests, strengths and weaknesses and create a positive learning environment for their success. 

Encourage positivity, respect, and inclusivity in the classroom. With gradual efforts and a "never give up" attitude, every educator can achieve their goals and the students can achieve success in their educational journey.

 Vandana Sharma @KNPS Phagwara, India

Happiness & Tolerance - Sharda Pullabhatla


An Unhappy Student:

I am also one of the admission team members at our school. Every day I meet students from various schools of different classes with different mindsets, skills and hobbies. Last week I met a girl child who hadn’t cleared her grade IX final exams in her previous school.

She wanted to be admitted to grade IX in our school. Her parents were very tense and worried about her being very quiet and shy. They said that until grade 7 she was an active and enthusiastic girl. However, after the lockdown, she has changed a lot and does not want to talk to anyone. 

Gradually, she became lonely and this resulted in her inattentiveness to her studies. As a result, she could not score well in grade IX exams. While I spoke to her she expressed her sadness about not having friends. She said she was unhappy because she did not have friends to share her feelings and thoughts. 

During her interaction, I motivated her to stay happy and keep smiling. I also told her that we would make new friends for her in this school. Her buddies in class will help her settle down in this new school. She may share moments of joy and happiness with them. 

Even our school Principal motivated her very much and encouraged her to perform well in class. Be happy and do every work with zeal. She told her to forget the past and put her efforts into the present task. 

She was admitted to our school. I met her every day for one week. Gradually, I noticed changes in her. It's almost 15 days since she joined our school. She is paying attention in her class studies, sharing lunch with friends, making new friends and has started smiling as well. 

Educators who wish to inculcate the value of Happiness in their students may refer to these points:

i) We should always support students. 

ii) Lend an ear to their issues and concerns. 

iii) Make them understand the positives and negatives of the situation and then resolve the issues.

An Intolerant Student -

Early morning after the assembly while students were settling down for their periodic assignment, suddenly we heard a loud noise from a teacher. I ran towards the classroom from where the disturbance was coming. Two teachers were already scolding two students involved in the quarrel.

On investigating the matter, we found out, that one of them had posted some abusive/unwanted comments on the social media account of another classmate. As a result, the first student was irate and held his collar and asked him to apologize. Instead of apologizing he commented by saying - “I have done the correct thing”. 

We made both of them sit in different rooms, gave them a glass of water, heard the complete situation and counselled them about their behaviour and approach. We spoke to them about the method they have used to solve this situation. Also asked the students to write a realisation letter, promising this shall not repeat and they shall be more tolerant in future. I also made them say sorry to each other and shake hands. 

After a week, just went to meet them and gauge the situation. While I observed them, they were not talking to each other, but then the quarrel had come to an end. My advice to teachers who wish to inculcate the value of tolerance in their students shall be –

I) Consider every situation as separate. 

II) Take action based on a case-to-case basis. 

III)Share different stories and situations where people demonstrated 'the value of tolerance to achieve victory and succeeded with students during class.

IV)Be friendly with students.

V) Be tolerant of students.

Sharda Pullabhatla @KNPS Phagwara



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