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. 


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. 


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. 


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. 


  • 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 
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Founder CEO at Mindsprings India

Good Schools of India Journal @ www.GSI.IN

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