Happiness and Tolerance - Roopa Bhattacharyya

We, as educators, have to make a happy class. Extract from the child what we want. I have not had any such experience of an unhappy child or an intolerant student in my teaching career. However, if I did, I would do the following:

UNHAPPY STUDENT

1. If I find an unhappy child in my class. I will first examine the child’s behaviour under the Johari Window, as shown below. 

JOHARI WINDOW

2. Adults may have a primarily hidden self as they can play act through life – pretending to be happy when they are not. But a child cannot do so. Therefore the child is unhappy because of one of the following reasons or a combination of the following reasons:

A) Circumstances at home

B) Circumstances in the classroom

I. Behaviour of classmates

II. Behaviour of some other teachers

III. Behaviour of self (class teacher)

3. So, the first thing I have to do is examine my own behaviour to see whether I am making the child unhappy. If this is not the case, I have to closely interact and interview the child (in the most friendly manner possible) to pinpoint the root cause of the child’s unhappiness, whether it is because of the classmates/ some other teacher or domestic issues or a combination of two/three of the above reasons.

4. Having pinpointed the root cause/causes, I have to take the following actions:

A) Change my own behaviour (if that was a contributing cause

B) Council the parents if the circumstances at home were a contributing cause

C) Council the subject teacher if they were a contributing cause

D) Interact with classmates if they were a contributing cause and device

activities/games where the classmates will be enthused /invigorated to co-opt the subject child in the games/activities.

Educators can also act accordingly for an unhappy child.

INTOLERANT STUDENT

Let us try and understand what and who is an intolerant child. An impatient child believes that they are right and all others are wrong. This kind of a belief can emanate from one of the following reasons:

1. A psychological/ philosophical belief that propagates supremacist behaviour.

2. Delusional belief that I am always right.

3. Nurture by the parents to believe that their child is always right.

4. A self-defence mechanism to overcome adverse situations where the child starts off by believing that they are always right, and then it becomes a part of their nature.

As a teacher, I have to first pinpoint the root cause of this behaviour to overcome this. However, what happens in real life is the following:

A) Withdrawal – the teacher avoids the student's behaviour and takes no action.

B) Smoothing – the teacher emphasises areas of mutual acceptance and tries to create a healthy and conducive environment within the classroom.

C) Compromising – the teacher tries to compromise between the intolerant child and their victims. This makes the situation within the classroom more conducive.

D) Forcing – the teacher forces a solution to the conflict situation because they have to get on with the teaching.

NONE OF THE ABOVE ACTUALLY SOLVES THE PROBLEM/ISSUE. THESE ARE, AT BEST TEMPORARY SOLUTIONS.

E) Confrontation – the teacher interacts and interviews the child to discover the root cause of their behaviour. Then the teacher addresses this issue and removes the root cause.

The choice in front of teacher #1. Confrontation #2. Compromising #3. Smoothing #4. Forcing /Withdrawal

Educators can also act accordingly for an intolerant child.

Roopa Bhattacharyya
Ahlcon Public School
JOL Cohort 2022

Quality and Love - Reah Sikand

Love and Quality are two great values or feelings that a child must have. Children understand the language of love better than any adult. When a child feels secure and loves, he performs much better in class and grows up to be a lovely human being. All living things need love and care. I had a child in class 3 who would score fewer marks in English, I would often hear teachers getting upset with her. I decided to help her out in her free time. I was patient and loving towards her. I was surprised to know that she had done much better in English papers that year. When a child is scared of their teacher or parent, they get uncomfortable to ask questions and do not perform their best. On the other hand, when an adult is loving, kids feel more comfortable communicating with them. Love is something every individual craves for.

Quality in the class depends on the potential of each child. Every kid has its own capabilities, and the last thing we adults should do is compare the kids to each other. In my class, I ask the kids to help each other in their studies. This makes their bond and friendship stronger.

With age, I have realised the importance of quality over quantity. Like I tell the kids, when you do something, give it your hundred per cent or don’t do it. Sometimes when I enter class, the kids are not in the mood to study and o respect that, and we have a fun class or watch some interesting videos on the screen.

We as teachers teach the kids various things, but the kids are the best teachers for us as well.

If a child does a shoddy job with her classwork, I will sit with that kid alone and try and understand the reason for it, maybe I did not teach the topic well, and she found it difficult to do her homework, and I will sit with the kid and teach her the topic one on one where she can freely tell me what her doubts are.

In a situation where boys and girls are together, there is bound to be a romantic relationship, which is normal. We need to normalise such situations. I would talk to the student and tell them it’s absolutely fine, but certain limits should not be crossed; otherwise, that could lead to many problems for the kid. 

- Reah Sikand, The Doon Girls' School, Dehradun

Thoughtfulness and Understanding - Reah Sikand

Thoughtfulness and understanding are two values that go hand in hand. Thoughtfulness means to be considerate towards others. Children start interacting with others at a young age. Thus, this value should be instilled in them from a young age. Kids should understand the meaning of thoughtfulness as this makes them caring individuals.

My grandmother always taught me that we must put ourselves in the other person's place before we judge them or react to their actions. This made me realise that circumstances make people behave in a certain way. Everyone needs love and care.

One day I entered the class and started teaching the kids, and a few of the kids came to me after class and asked me if I was doing okay since they noticed I wasn’t myself in class that day. I was surprised to realise that the kids had noticed I was sad.

We need to treat kids like adults and communicate with them. We need to tell them to help others and care about others. Kids learn this quality very quickly because they are pure souls. When children visit NGOs, they become more sensitive towards others. Thus, schools must encourage their kids to do social work.

Understanding is to feel an emotion another person is feeling. We must understand individuals, and we must learn to empathise with others. We tend to become selfish and only think about ourselves, but if we only think about ourselves, no one will think about us as well.

If there is open communication between children and adults, these values will be easy to understand for kids. Being a good human being is very important for a better world, and for that, teaching kids moral values are the most important thing. When adults are happy and calm, and peaceful, kids will automatically develop this attitude.

- Reah Sikand
The Doon Girls' School, Dehradun

Honesty and Respect - Flyers DGS

Honesty takes birth where there is trust, respect then follows in. However, the question we all need to ask is, what are the circumstances that lead us to dishonesty? And that's what will make one introspect, further on, it would also give an adult food for thought, that what leads the child to dishonesty?

It is often very easy to preach about honesty and respect to a child, but does that always mean the one preaching about honesty is also honest with the child? Let's understand a child's perspective about the same through a story!

The above mentioned story is an eye-opener for every adult and a teacher; the values of honesty, truth and respect were instilled appropriately without humiliation and in a fair manner.

ईमानदारी एक ऐसा गुण है जिसे सभी लोग अपनाना चाहते हैं और हमेशा ही प्रशंसा करते हैं कि वह व्यक्ति ईमानदार है ऐसा करने से उस व्यक्ति को सम्मान मिलता है, अतः हम यह कह सकते हैं कि ईमानदारीऔर सम्मान दोनों ही एक सिक्के के दो पहलू हैं जो एक दूसरे के साथ स्वत: ही जुड़े हुए हैं।अपनी गलती को स्वीकार करने की क्षमता प्रत्येक में नहीं होती है हालातों केअनुसार बेईमानी करने पर हम मजबूर हो जाते हैं,परंतु स्थिति केअनुसार निर्णय लेते हुए स्वयं को दोषी ठहराते हुए,जो कदम किसी के द्वारा उठाया जाता है वह व्यक्ति वास्तव में महान हैऔर सम्माननीय भी है।

Once honesty deeply sets itself in our heart, soul and mind then the person becomes virtuous. For each one of us, honesty and respect is perceived differently and to understand perspectives of different human beings could make the world a better place to live in.         

Children are the shadow of adults around them and they follow, learn and observe every little thing, the onus of a child’s future and behaviour is on the adults around them, so if mistakes and lessons are learnt with honesty, trust and respect the chances of dishonesty, distrust and disrespect is squared down to zero!

Graphics created using Pixton: FREE Comic, Storyboard & Graphic Novel Maker www.pixton.com

Written happily by – Flyers DGS @ The Doon Girls' School, Dehradun - Vijaya Jugran, Vandana Goel, Urvashi Uniyal, Nandini Arora, Bhumika Vyas & Ritika Tyagi.

Anger Mangement:Teaching /Training to students and adult

Mark Twain once said, ‘Anger is an acid that can do more harm to the vessel in which it is stored than to anything which it is poured’.

According to APA, Anger is an emotion characterised by antagonism toward someone or something you feel has deliberately done you wrong. Like other emotions positive and negative anger also is an integral part of every life.

We need to understand the causes behind aggression.

Why will we get angry with a person or a situation? The answer is simple; when the person or situation is not according to our expectations. Let's deal with both things separately.

First lets deal with the person. We get annoyed with the people we are dealing with everywhere - home, workplace, friends and family. 

We must introspect and think whether our expectations from that particular person are reasonable and justified. If we are right then we must try to train that person according to us and if not then we must take the onus of not expecting the right thing from the right person. The other reason might include that of back-stabbing or we are being cheated.

We must maintain the distance, not deal with the person and in case he is your work associate you may replace him, take responsibilities back from him or create situations that he leaves on his own.

Don’t react in anger at that time. Wait for the right time and opportunity.Let us look at some key points to control our anger.

Keep a record of what all triggers your anger and on basis of that develop the strategies

On feeling angry; start deep breathing, count till 10, start thinking about your favourite hobby, play your favourite music, meditate for 5 minutes or go for a walk.

Anger may lead to destruction if not controlled in time. The bombings at France and Lebanon in 2015 are classic examples of the built-in anger and aggression for a long period of time. I wish as educators we are able to instil peace and harmony in our students so that we don’t witness the attacks and outbursts of aggression. Respecting each other and being tolerant is not only needed in our country but across the world.

Dr Vasudha Neel Mani

Vice-Chairperson Learning Forward India

Principal Rockwoods International School Udaipur

Draft Volunteer Conduct Agreement

NAA means National Award Authority, and the NAA India office is in New Delhi, contact Nivedita for further information. Call us now +91 11 26497154/ 26493400


The draft Volunteer Conduct Agreement reads as follow:-

Throughout the world the Award is reliant on the hard work, commitment and dedication of volunteers.  It is volunteers who, for the most part, deliver the Programme to young people and act as instructors and supervisors for the different activities.  Without volunteers the Award could not operate. When working with volunteers, NAAs should undertake the following steps:

·         A description of the role must be written and agreed with the volunteer.

·         Relevant references must be taken up and the equivalent of a Criminal Records Bureau check must be carried out, where possible. 

·         All volunteers must undergo an induction into the organisation. 

·         The necessary volunteer conduct agreement should be signed.

·         Training should be provided where necessary to enable the volunteer to carry out their role.

·         A highly supportive level of supervision and management must be carried out with regular meetings to review progress.

·         A proper ‘thank you’ needs to be made at the end of the project and the appropriate handover undertaken.

It is important that no document sets out ‘rights’ or ‘obligations’ nor gives the volunteer employment rights. It is also important to include expectations of the volunteer and of the organisation in the role profile.

Recognition of Achievements

NAAs should present adults involved in the Award, certificates in recognition of outstanding service to the Award. The certificate should be signed by the chairman or president of the NAA, or their nominated representative.

The success of the Award has depended largely on the extent to which people have helped with its organisation, development, promotion, operation, and assessment. Meritorious service of this nature can be acknowledged by the award of a certificate recording such recognition. Emphasis should be on outstanding service over a significant period of time; the presentation of a certificate should never be regarded as automatic.

Minimum Service

The minimum time involvement should normally be at least 3, 5 or 10 continuous years, though there may be exceptional cases when a shorter period of service would be worthy of recognition, or where breaks in service could be taken into account.

Criteria

The judgement of outstanding service must inevitably be subjective, but considerable involvement of an individual's own free time to the undoubted benefit of a number of young people, is the basic criterion. Evidence is also required of positive advancement of the Award’s aims and philosophy. The person should have demonstrated superior efforts and initiatives during his or her period of involvement with the Award and is expected to have shown exceptional ability, reliability and results in one or more fields related to its operation.

Future Commitment

The presentation of a certificate of recognition is not merely a reward for meritorious past service, though that is a necessary condition, but a point at which exceptional talent, initiative and diligence have been recognised at the highest level, and beyond which nominees are expected to commit themselves to further efforts on behalf of the Programme and its participants.

Procedure

Nominations should be made to national Award offices. The presentation of the certificates is at the discretion of the national Award committee or board.

Eligibility

There will be many categories of persons eligible for nomination, including Award advisers, long-standing chairpersons and members of Award committees and panels, members of expedition panels, unit co-ordinators, leaders and organisers, and instructors and assessors of Award activities.

Presentation

Wherever possible, an appropriate occasion (for example, a local Award presentation) should be chosen for the recipient to be presented with the Certificate of Recognition.

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Role Profile Format

Role title:

Reports to:

Method of reporting: (eg to whom; how often and how)

Location:

Objectives of role: (including but not restricted to geographic area, specific projects and outcomes)

Specific responsibilities and actions required:

Timeframe:

The NAA will provide: (eg equipment, invitations to meetings, funding, expenses, secretarial support etc)

Checklist:

Action	Date and by whom
Role agreed
References taken up
Criminal Records Check carried out (where possible)
Induction undertaken
Volunteer conduct agreement signed
Training undertaken
Supervision and management process agreed
Thanks given
Handover completed

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In consultation with [Representative’s Name] of [NAA Name] in [country], I accept these terms and undertake that I will:

1.       Exercise due care and diligence in carrying out my role and responsibilities

2.       Comply at all times with the requirements of the [NAA Name] and with all applicable laws relevant to fulfilling my obligations to the [NAA Name]

3.       Consult to undergo a police and/or reference and/or background checks when requested by [NAA Name]

4.       Undertake training and meet accreditation requirements, as appropriate

5.       Respect the privacy of persons served by the [NAA Name] and hold in confidence private and personal information collected by the [NAA Name]

6.       Immediately advise the [NAA Name] of any matter of which I am involved that has or could lead to a criminal conviction

7.       Advise the [NAA Name] of any officer or employee of the [NAA Name], or any assessor, instructor or volunteer involved in the management and/or delivery of the [NAA Name] who I believe has acted in a way which may be detrimental to the good name of the [NAA Name]

8.       In carrying out my role and responsibilities for the [NAA Name] I agree to:

·         Represent the Award with professionalism and be responsible for conducting myself with courtesy and appropriate behaviour

·         Conduct myself in a respectful manner, exhibit good conduct and be a positive role model

·         Display respect and courtesy for participants, other volunteers, staff, contractors and property

·         Provide a safe environment by not harming youths or adults in any way whether through discrimination, sexual harassment, physical force, verbal or mental abuse, neglect or other harmful actions

·         Work cooperatively as a team member with the employees of the Award and other volunteers

·         To follow through and complete accepted tasks

·         To copy and distribute materials only for the purposes of the Award and will not use them without the prior written consent of the [NAA Name]

·         Not use those materials in any way which would bring [NAA Name] into disrepute

·         That once my appointment with the Award ends,  I will immediately stop all use of the materials

·         That any improvements or developments or new versions of the materials, including new materials I create based on or incorporating them, belong to [NAA Name] and I assign all rights, including intellectual property rights to [NAA Name]

The NAA agrees to:

1.       Explain the rights and responsibilities of volunteers

2.       Provide support,  supervision and training to enable volunteers to undertake their roles

3.       Respect my privacy  and hold in confidence private and personal information collected by the [NAA Name]

4.       Treat volunteers with respect in line with equal opportunity requirements

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The [NAA Name] has provided me with a description of my role and responsibilities, and the requirements and fundamental principles of the Award which I have read and understand. I will comply with all these requirements.

I am aware of my obligations as outlined in this document and that my appointment as an [instructor/assessor/volunteer] in relation to the Award may be terminated as a result of any breach by me of the undertakings in this document.

I agree to the above terms.

Volunteer name: _______________________________________________________

Address: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

Volunteer signature: _____________________________________________________

Date: _________________________________________________________________

Representative of NAA signature: __________________________________________

Date: _________________________________________________________________

Role of Volunteers - IAYP

Our volunteers love creating a positive, supportive environment that’s bristling with energy for participants. They support the IAYP's overall mission and help run IAYP centres and groups, helping young people to achieve their full potential.

There are many different roles for our volunteers - have a look to see what they do:

IAYP Zonal Field Officers
These people set up and manage the IAYP in a centre. If you become a Co-ordinator, you'll support your Leaders and oversee all groups.

IAYP Leaders
Our Leaders are responsible for a IAYP group. You'll lead, guide, inspire and encourage young people, agree their programme choices and sign off Record Books.

IAYP Assessors
Assessors check on a young person's progress and agree the completion of a section of their programme. You'll need knowledge of the activity they're doing and you'll sign off their Record Book to confirm completion.

In the Expedition section, qualifying expeditions must be assessed by a competent adult who is approved by the Operating Authority and accredited by the IAYP through the Expedition Assessor Accreditation Scheme.

IAYP Supervisors
Supervisors are people with a good understanding of a participant's chosen activity. You'll help them set their goals and regularly meet with the young person to check on their progress, address any potential issues and adjust goals.

A Supervisor is essential for the Expedition section as they are responsible for supervising and supporting a team of participants to ensure their safety and well-being whilst they are doing their expedition.

Volunteers/helpers
Adults who can spare some time to help our IAYP Leaders run a group can be a volunteer. You may give general support, i.e. admin, help run one section or give specific training.

Whilst not all volunteers will be involved in the detailed running of programmes everyone needs to ensure continuity throughout, share responsibilities and maintain the overall quality of the IAYP experience.

If you'd love to make a positive impact on young people, then we want to hear from you! Get in touch with your local Operating Authority today!
Welcome to get in touch with us http://www.iaypdukeaward.in/contact_us.htm