Love Learning vs Hate Learning

Learning Forward Saturday, March 28, 2026, with Brinda Ghosh and Sandeep Dutt

Today’s session was deeply thought-provoking, focusing on the emotional journey of a student who struggles academically. The passage highlighted how stressful and painful the waiting period for results can be, especially for students who lack confidence in their abilities. The line “The two months… had been sheer torture” clearly reflects the anxiety and fear students experience.

What stood out to me was how the student actually knew some answers and had put in effort, yet the rigid evaluation system failed to acknowledge partial understanding. This made me realise how important it is for teachers to appreciate students’ efforts, rather than just focus on final results.

The session helped me understand that many so-called “weak” students are not incapable, but often discouraged by the system and a lack of support. As a future teacher, I feel it is important to create a classroom where mistakes are valued as part of learning and where students feel encouraged rather than judged.

Overall, the session was insightful and reminded me to be more empathetic, patient, and supportive toward every learner.

Ankita Mishra

The reflection on ‘Love learning and hate learning’ resonates deeply. In this context, the role of a teacher is crucial. They can nurture the love for learning by creating a supportive environment, celebrating small wins, and making learning enjoyable. They can also help students navigate the struggles by providing guidance, scaffolding challenges, and fostering a growth mindset. By doing so, teachers can help students see learning as a journey of growth rather than a source of stress.

Monika Ojha

Today’s session was thought-provoking, highlighting the emotional struggles of academically weak students. The line “The two months… had been sheer torture” clearly showed the anxiety they faced. It made me realise that students often put in effort, but rigid evaluation fails to recognise it. I learned that “weak” students are not incapable; they are just discouraged. As a future teacher, I will focus on being empathetic and supportive, and on valuing effort over results.

Neha Pandey 

Today’s session gave me a deep insight into the emotional challenges faced by students who struggle academically. The line “The two months… had been sheer torture” strongly conveyed the stress and frustration such students go through during their learning journey.

It helped me understand that many students make genuine efforts, but traditional assessment methods often overlook their progress. Being labelled as “weak” can lower their confidence and motivation. In reality, these students are not less capable; they simply require more guidance, patience, and encouragement.

As a teacher, I want to adopt a compassionate and understanding approach. I will try to create a classroom environment where every child feels safe, respected, and encouraged to learn. 

Jyoti Pandey

The distinction between “loving ”and ‘hating’ learning is a powerful one. It highlights why the teacher’s role is so vital; by fostering a supportive environment and celebrating incremental progress, educators can transform challenges into growth opportunities. When teachers provide the right scaffolding and encourage a growth mindset, they effectively shift the student’s perspective from stress to a genuine love for the journey.

Jyoti Mishra

Violence as an Immature Communication Strategy

 

Masterclass

To reframe violence as an immature communication strategy and advocate for student self-reliance. Reading from the book The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga

Key Takeaways

• Violence is an immature communication strategy. It’s a low-cost, high-effort shortcut to force submission when verbal consensus fails. This includes non-physical acts, such as rebuking, which Adler called “anger that pulls people apart.”

• Shift from cause to goal. Instead of focusing on who is to blame (“bad person” vs. “poor me”), guide students to focus on “What should I do from now on?” to foster responsibility and self-reliance.

• Educators must foster self-reliance. The core task is to help students gain the awareness that they can accomplish things on their own. This requires a horizontal relationship, not a vertical one built on authority.

• The reward is the feeling of contribution. Expecting student gratitude hinders self-reliance. True happiness comes from contributing to their growth, not from being thanked.

Topics

Violence as an Immature Communication Strategy

• Violence is a shortcut to force submission when verbal communication fails to achieve consensus.

• This includes non-physical acts, such as rebuking, which is a low-cost attempt to force submission.

• Adler’s view: “Anger is an emotion that pulls people apart.” It invites contempt and reveals the adult’s immaturity, undermining respect.

The “Triangular Column” Framework

• This framework helps analyse conflict by identifying three perspectives:

  1. “That bad person”: The perceived aggressor.

  2. “Poor me”: The perceived victim.

  3. “What should I do from now on?”: The forward-looking, goal-oriented perspective.

• Focusing on the first two only yields excuses. The goal is to guide students to the third perspective.

Fostering Self-Reliance

• Problem: Adults often hinder self-reliance by creating dependence.

  • Reason 1: Fear of losing authority in a vertical relationship.

  • Reason 2: Self-protection—avoiding responsibility for student failures.

• Solution: Create a horizontal relationship where students can make their own decisions.

  • Separation of Tasks: Don’t intervene in tasks where the student bears the final responsibility.

  • Support, don’t control: Provide knowledge and experience, but let students choose their own paths.

Next Steps

• Gurdeep Kaur: Write a reflection on the quote “Anger is an emotion that pulls people apart.”

• All Participants:

  • Join the “My Good School” session tomorrow.

  • Continue the discussion in the WhatsApp group.

• Sandeep Dutt: Resume the masterclass on Saturday, April 4, from the current bookmark.

FATHOM AI-generated notes, read with care.

शोर से सीख तक: बच्चों से जुड़कर कक्षा को सकारात्मक बनाना - सुनीता त्रिपाठी

आज जब मैं कक्षा में प्रवेश की तो बच्चे बहुत शोर कर रहे थे। कोई कागज की जहाज उड़ा रहा था, कोई हंस रहा था, तो कोई अपनी जगह से उठकर इधर-उधर घूम रहे थे, एक पल के लिए लगा कि मैं क्या करूं, लेकिन फिर मैंने सोचा अगर मैं उनके साथ जुड़ जाऊं तो शायद वह मुझे बेहतर समझ पाएंगे। मैंने मुस्कुराते हुए बच्चों से कहा, "चलो पहले हम सब एक छोटा सा खेल खेलते हैं। मैंने उनके साथ ताली बजाकर एक छोटा सा राइम गीत शुरू किया। जैसे लालाजी ने केला खाया। केला खाकर मुंह पिचकाया। 

धीरे-धीरे सभी बच्चे उसे खेल में शामिल हो गए कक्षा का शोर अब हंसी और खुशी में बदल गया जब सबका मन शांत और खुश हो गया तब मैंने प्यार से कहा, देखो बच्चों जब हम मिलकर खेलते हैं तो कितना अच्छा लगता है इस तरह अगर हम मिलकर पढ़ेंगे तो हम और भी अच्छा सीखेंगें। उसके बाद बच्चे अब पूरी तरह शांत हो गए थे और ध्यान लगाकर बात सुन रहे थे। इससे यह सीखने को मिला कि पहले मुझे बच्चों से जुड़ना पड़ा। बच्चों के साथ जितना ज्यादा से ज्यादा समय बिताना, उनकी ऊर्जा सही दिशा में उपयोग ला सकता है। 

सनबीम ग्रामीण स्कूल

सुनीता त्रिपाठी

Picture Courtesy - AI

Love Learning vs Hate Learning

 

Learning Forward Saturday

To read and reflect on Chapter 3 of “Wanted Back-bencher Last-ranker Teacher” by Kavita Ghosh. Narrated by Brinda Ghosh and Sandeep Dutt

Key Takeaways

• Create a “classroom without walls” by replicating the joy and positive social dynamics students show outside. This requires shifting from a rigid, fear-based environment to one that fosters engagement.

• Prioritise patience over perception. Judgmental labels (e.g., “Supriya does not want to study”) are ineffective and disrespectful. Instead, treat students like your own children, focusing on their potential and providing support.

• Understand the neuroscience of stress. Cortisol, the “stress hormone,” blocks memory and learning. Humiliation and fear create “test trauma,” which is a major barrier to student success.

• Make reflection a daily habit. This is the core practice for professional growth, distinct from simple note-taking. Share thoughts in the WhatsApp group to build a reflective community.

Topics

The Problem: A Disengaged Classroom

• The chapter’s protagonist, Roma, observed that her students were happy and well-behaved only outside the classroom.

• Insight: This contrast signals a need to bring the positive energy and social dynamics of the outside environment into the classroom.

The Challenge: Judgmental Attitudes & Poor Performance

• Roma’s class performed poorly on weekly tests:

  • 15 failed math

  • 10 had single-digit science scores

  • 8 performed miserably in social science

• A former teacher, Sumita, dismissed these students with judgmental labels, blaming their personalities and past failures.

• Principal’s Counter-Directive: “We don’t give up on our own children, so why give up on our students?”

  • Principle: Treat all students with the same patience and belief in their potential as you would your own children.

The Solution: Empathy & Brain Science

• Roma’s past as a struggling student provided critical context for understanding her current students.

• Neuroscience of Stress: Cortisol, the “stress hormone,” is released during stress and anxiety, blocking memory and learning.

  • This explains “test trauma” and why fear-based teaching is counterproductive.

• Roma’s Experience: Humiliation from a teacher who publicly shamed her for a math failure created a lasting aversion to the subject.

  • Rule: Never humiliate students or publicly announce their marks.

Logistics & Future Sessions

• Next Saturday (April 4): Guest speaker Rahul Chug (Learn PF app) will present to The Teachers Academy.

• Saturday After Next (April 11): The group will resume reading Chapter 3.

• Reflection: All participants are encouraged to share their reflections on today’s discussion via WhatsApp or email.

Next Steps

• Brinda:

  • Coordinate with Rahul Chug for the April 4 presentation.

  • Share her LinkedIn post on “failure as a great teacher” with the group.

All Participants to share reflections on today’s discussion via WhatsApp or email.

Fathom AI-generated notes, read with care.

The 5 Stages of Problem Behaviour

Masterclass with Sandeep Dutt 

To analyse the five stages of problem behaviour from The Courage to be Happy by Ichiro Kishimi and Fumitake Koga.

Key Takeaways

• Problem behaviour escalates through 5 stages, each driven by a goal to secure a “special position” and rooted in a “love-starved” feeling.

• Rebuke is ineffective; it often reinforces the behaviour by fulfilling the student’s goal of being recognised, even when it’s negative.

• Intervention must match the stage: early stages respond to respect, while late stages require professional help.

• The teacher’s role is critical for prevention, as most problem behaviour stops at Stage 3 (Power Struggle).

Topics

The 5 Stages of Problem Behaviour

• Stage 1: Demand for Admiration

  • Goal: Gain praise and a privileged position.

  • Behaviour: Acting as the “good child” or “honour student.”

  • Risk: Motivation collapses without praise, leading to cheating.

  • Intervention: Show respect to convey inherent worth, focusing on small, everyday details.

• Stage 2: Attention Drawing

  • Goal: Stand out by any means when praise fails.

  • Behaviour:

    • Assertive: Mischief (e.g., noise, ridiculing) to be a “class clown.”

    • Passive: Dramatic drop in achievement (e.g., forgetting, crying).

  • Rationale: Prefers negative attention (rebuke) to being ignored.

  • Intervention: Convey worth through respect; this is the last stage where direct teacher intervention is effective.

• Stage 3: Power Struggle

  • Goal: Prove might through open resistance and disobedience.

  • Behaviour: Provocation, foul language, rule-breaking, or passive refusal to engage.

  • Teacher’s Trap: Reacting with anger creates a “racket of anger” that escalates the conflict.

  • Intervention: Get off the “court” immediately by refusing to engage in the power struggle.

• Stage 4: Revenge

  • Goal: Seek “love’s revenge” on those who wouldn’t provide love; seeks connection through hate.

  • Behaviour: Repeating disliked actions, stalking, self-harm, or social withdrawal.

  • Rationale: Accuses others (“it’s your fault”) and finds success in their worry.

  • Intervention: Requires an impartial third party (another teacher, parent, specialist) because the student will escalate behaviour with the original teacher.

• Stage 5: Proof of Incompetence

  • Goal: Announce incompetence to avoid further hurt and disappointment.

  • Behaviour: Despair, self-deprecation, lethargy, and rejection of all assignments.

  • Rationale: “Don’t expect anything from me.”

  • Intervention: Requires a specialist. This stage is difficult to reverse, even for professionals.

The Ineffectiveness of Rebuke

• The Cycle: Rebuke provides only temporary quiet. The teacher must constantly yell, proving that it is an ineffective educational tool.

• The Paradox: Problem behaviour often implies a wish to be rebuked, as it fulfils the goal of being recognised as “special.”

• The Deterrent Fallacy: Punishment fails as a deterrent in education because the student’s underlying goal is to be noticed, making the punishment itself a form of reward.

Next Steps

• All Participants:

  • Read the chapter “War vs Peace” from Wanted Backbencher Last Ranker Teacher by Kavita Ghosh.

• Sandeep Dutt:

  • Continue reading The Courage to be Happy on March 28, 2026 - VIOLENCE IN THE NAME OF COMMUNICATION

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Student Engagement and Classroom Behaviour

Learning Forward Saturday

To reflect on managing classroom “war” and fostering “peace.”

Key Takeaways

• Distinguish “Notes” from “Reflections”: Reflections must be personal experiences and feelings, not generic theory. This distinction is critical for collaborative learning.

• Engage Bored Students with Differentiated Learning: Boredom, especially among high achievers, disrupts learning. Differentiated teaching provides customised challenges to keep all students engaged.

• Be “Friendly,” Not a “Friend”: Maintain a professional boundary to preserve respect and authority. A teacher’s role is a guide (marg-darshak), not a peer.

• Make Every Student Feel Valued: Simple actions like noticing absences or giving small responsibilities build trust and create a supportive environment where all students feel seen.

Topics

The Problem: Classroom “War”

• “War” is student energy and expression, not just indiscipline.

• Students often test new teachers, creating chaos.

• A new teacher’s non-traditional approach can be a key advantage, as they lack the preconceived notions of a veteran.

The Solution: Fostering “Peace”

• Immediate De-escalation:

  • Distraction: Use a sudden, unexpected action (e.g., clapping or singing) to break the cycle of chaos.

  • Non-Reaction: A calm, controlled response signals authority and prevents escalation.

• Building a Culture of Value:

  • Personal Connection: Notice absences and ask about well-being.

  • Inclusive Responsibilities: Assign small tasks (e.g., writing the date) to quiet or overlooked students.

  • Active Listening: Give all students your full attention, which shows their thoughts are valued.

  • Appreciation: Acknowledge and praise good behaviour and effort.

• Preventing Boredom with Differentiated Teaching:

  • Boredom is a primary cause of disruption, especially for high achievers who finish work quickly.

  • Differentiated Teaching: Plan lessons with customised challenges for all student levels—above-average, average, and below-average.

  • Customised Learning: Provide varied activities to keep every student engaged and prevent boredom-induced misbehaviour.

The Challenge: “Notes” vs. “Reflections”

• A key challenge was that many submissions were generic “notes” (theory, prescriptions) instead of personal “reflections” (experiences, feelings).

• This distinction is critical for collaborative learning, as it shifts the focus from abstract knowledge to practical application.

Next Steps

• All Teachers:

  • Write a reflection on this session, focusing on personal impact and specific takeaways.

  • Prepare to discuss Differentiated Teaching and Learning in the next session.

• Sandeep:

  • Share a video example of an effective reflection on the group WhatsApp.

FATHOM AI-generated notes, read with care