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

Freedom and the Fear of Dislike

Reading from The Courage To Be Disliked by Fumitake Koga and Ichiro Kishimi. To explore Adlerian psychology's concepts of freedom and community.

Key Takeaways

• Freedom is the courage to be disliked. It means living by your own principles, not being a "slave to inclination" (Kant) or seeking constant recognition.

• "Separation of tasks" is the tool for freedom. It defines boundaries by focusing on your own tasks (e.g., leading a horse to water) and letting go of others' outcomes (e.g., whether the horse drinks).

• Fear of judgment is self-centred. This fear stems from an "attachment to self," not concern for others. True connection requires shifting to "social interest" and seeing others as comrades.

• Adlerian psychology is "Individual Psychology" because the self is "indivisible." It rejects dualisms (e.g., mind/body, reason/emotion) and views individuals as whole, choosing their actions and emotions.

Topics

Freedom & the Courage to Be Disliked

• The universal desire for recognition (Kant's "inclination") makes one a "slave to desire."

• Analogy: A stone rolling downhill is unfree; a human resisting inclination and climbing uphill is free.

• Core Principle: Freedom is being disliked by some, as it proves you are living by your own principles.

  • Note: This is not a call to wrongdoing, but to be unconcerned by others' judgment.

• Cost of Freedom: The possibility of not being recognised.

Separation of Tasks: The Tool for Freedom

• Principle: Define clear boundaries by focusing only on your own tasks.

• Example (The Philosopher's Father):

  • Problem: A strained relationship, attributed to a childhood trauma.

  • Freudian (Aetiology) View: The trauma caused the bad relationship.

  • Adlerian (Teleology) View: The memory was used to justify not repairing the relationship.

  • Solution: The philosopher focused on his own task—resolving to repair the relationship—without expecting his father to change.

  • Outcome: The father eventually said "Thank you," showing the power of focusing on one's own actions.

Community Feeling: The Goal of Relationships

• Critique of Task Separation: The student argued that it leads to isolation.

• Philosopher's Clarification: Task separation is a starting point, not an end in itself. It untangles relationship threads to enable true connection.

• Goal of Relationships: "Community feeling," or "social interest."

  • Definition: Seeing others as comrades, finding refuge in the community, and desiring to contribute.

  • Adler's "Community": An all-inclusive ideal (past, present, future, all life) that is an "unattainable ideal" but a necessary guide.

Self-Centeredness vs. Social Interest

• Self-Centeredness: An "attachment to self" focused solely on the "I."

  • Includes: Tyrants, egotists, and those obsessed with recognition.

  • Rationale: Worrying about others' opinions is self-centred because it is a concern for how they satisfy your desire for recognition.

• Social Interest: A "concern for others" that shifts focus from self to community.

• The Dilemma: The student questioned this, arguing that the self is the natural protagonist of one's life.

Next Steps

• Sandeep Dutt: Write the Sunday newsletter, including the Good Schools Alliance's new governing council.

• All Participants:

  • Reflect on the concepts of freedom, task separation, and self-centeredness.

  • Share reflections in the WhatsApp group or request a blogger ID for the website.

  • Meet next Saturday to continue the discussion.

Reflection - Masterclass 2024 - Kapila Yadav

 Affection vs Rejection

From a child's perspective, affection manifests as warmth, attention, and consistent care, drawing them in with a sense of security and belonging. Children are attracted to positive reinforcement, gentle touch, and genuine interest in their thoughts and feelings. On the other hand, rejection, characterized by neglect, harsh criticism, or emotional unavailability, creates confusion and distress, pushing them away. This disconnect can lead to behavioural issues and a sense of inadequacy. Love, therefore, acts as the best medicine, fostering healthy emotional development and resilience. By nurturing a child's need for affection, we lay the foundation for their overall well-being and future relationships.
From a child's perspective, affection is a powerful force that nurtures their emotional and psychological growth. When parents or caregivers provide consistent love, attention, and positive reinforcement, children feel valued and secure. Simple acts such as hugs, listening actively, and showing genuine interest in their activities and feelings make a significant impact. These gestures attract children, encouraging them to open up and develop trust.

Conversely, rejection, whether through neglect, harsh words, or emotional absence, can be deeply unsettling for a child. Such negative experiences distract them from forming healthy attachments and can lead to feelings of worthlessness and anxiety. Rejection disrupts their sense of safety and can hinder their ability to form trusting relationships in the future.
Ultimately, love is the best medicine for a child's well-being. It fosters a nurturing environment where children can thrive emotionally, socially, and cognitively. By prioritizing affectionate interactions, we support their development and help them build a foundation of confidence and empathy that benefits them throughout their lives.

What makes a Good School?

A good school is more than just a place of learning; it's a sanctuary where dreams take flight. Beyond children's laughter, it's the nurturing embrace of dedicated teachers who sow seeds of knowledge and compassion. It's the echo of encouragement in every corridor, reminding students of their potential and worth. A good school resonates with empathy, understanding the struggles of each child and offering support without judgement. It's a haven where diversity is celebrated, fostering an environment of acceptance and inclusion. In every classroom, there's a symphony of curiosity and discovery, where minds are ignited and imaginations soar. A good school is a tapestry woven with the threads of perseverance and resilience, teaching students to rise above challenges and embrace growth. It's a place where failures are seen as opportunities for growth, and success is measured not only in grades but in character development. Within its walls, friendships blossom, forming bonds that last a lifetime. It's where mentors inspire greatness and instil values that extend far beyond academic achievement. In the heart of a good school, kindness reigns supreme, cultivating a culture of respect and empathy. It's a beacon of hope for those who dare to dream, providing the tools and guidance needed to turn aspirations into reality. A good school is a sanctuary of safety and security, where every child feels valued and protected. It's a cornerstone of the community, bridging gaps and fostering unity among diverse backgrounds. Ultimately, a good school is a sanctuary where hearts are nourished, minds are enriched, and futures are transformed with love and dedication.

Why Relationship Matters?

Relationships with parents, caregivers, siblings, and peers provide children with the emotional support and security essential for healthy development.
Secure attachments formed in early childhood serve as a foundation for building trust, empathy, and resilience. Through interactions with others, children learn to regulate their emotions, express themselves, and develop a sense of belonging.

Meaningful relationships stimulate cognitive growth by providing opportunities for language development, critical thinking, and problem-solving. Collaborative activities and play encourage creativity, imagination, and the exploration of new ideas. This is majorly observed when kids begin schooling.
Positive relationships serve as models for prosocial behavior, teaching children empathy, kindness, and cooperation.

By observing and interacting with others, children learn appropriate ways to express themselves, resolve conflicts, and navigate social situations. 
On the other hand, Broken relationships can disrupt the sense of security and stability that children rely on for healthy development. Changes in living arrangements, routines, and family dynamics can leave children feeling uncertain about their future and their place in the world.The stress and upheaval caused by broken relationships can interfere with children's academic performance and social interactions. They may struggle to concentrate in school, form trusting relationships with peers, or participate in extracurricular activities due to emotional distress or instability at home.

In conclusion, relationships are the cornerstone of children's development, providing them with the love, support, and guidance they need to thrive. By nurturing meaningful connections with family members, peers, and other caregivers, we can empower children to reach their full potential emotionally, socially, and intellectually. As Teachers, we have a profound responsibility to cultivate environments where every child can experience the transformative power of positive relationships.

Fire In The Mountain, Run… Run… Run…

As a teacher, I can't help but feel a sense of concern and responsibility amidst the rising tide of new diseases and health challenges. It's disheartening to see how quickly we can move from one crisis to another, barely catching our breath before another threat emerges. However, amidst this turmoil, I also find solace in my role as a guide and educator. I believe that education is key to combating these issues. By raising awareness about diseases and promoting preventive measures, we can empower individuals to take control of their health and reduce the burden of these illnesses.

Furthermore, addressing the underlying social determinants of health, such as poverty, inequality, and lack of access to healthcare, is essential for creating a healthier and more equitable world. By tackling these root causes, we can create conditions that support overall well-being and resilience in the face of health challenges.
In my role as a teacher, I will continue to educate and empower my students to become advocates for health and agents of change in their communities. Together, we can work towards a future where everyone has the opportunity to lead healthy and fulfilling lives.

Love Learning vs Hate Learning

In the context of school, love and hate can manifest in various ways. Love might be seen in the bonds formed between friends, supportive relationships with teachers, or a passion for learning. Conversely, hate could arise from conflicts with peers, dislike for certain subjects, or frustration with the educational system. Both emotions can significantly impact a student's experience and academic performance. In school, love can be evident in the camaraderie among classmates, the admiration for inspiring educators, or the joy of discovering new interests and talents. Love can also encompass the sense of belonging, acceptance, and encouragement that students receive from their peers, teachers, and mentors.

On the other hand, hate in the school context may stem from bullying, discrimination, or exclusion experienced by students. It can also arise from struggles with certain subjects, academic pressure, or dissatisfaction with school policies and practices. Negative experiences in school can lead to resentment, frustration, and disengagement among students.
Ultimately, fostering a positive and supportive school environment can help cultivate love, while addressing issues such as bullying and academic challenges can mitigate feelings of hate and dissatisfaction.

To Copy or Not to Copy

Facebook, Instagram, X and to top it all we have been in a whirlwind of Shorts and Reels. In today’s hyperconnected world, teenagers are constantly exposed to influences—from social media trends and peer pressures to unrealistic academic expectations. The urge to “copy” has never been stronger. Whether it’s mimicking fashion styles, adopting online personas, or even cheating in exams, adolescents often find themselves in a whirlwind of comparison and conformity. But is copying always harmless?

The need to fit in is a natural part of adolescence. Social acceptance feels like survival, and the fear of missing out (FOMO) can push teens to imitate influencers, celebrities, or even their high-achieving classmates. Academic pressure, too, plays a crucial role. Many students, overwhelmed by expectations, resort to dishonest means—plagiarizing assignments, copying during exams, or even faking achievements on college applications. They justify it as a shortcut to success, unaware of the long-term consequences.

However, this relentless need to copy can have damaging effects. When teenagers fail to meet the unrealistic standards they set for themselves, it breeds anxiety, low self-esteem, and in severe cases, depression. The inability to “be like others” or “achieve perfection” can create feelings of worthlessness. Social media, with its curated images of success and happiness, only worsens the situation. Some teens, trapped in a cycle of self-doubt, take extreme steps, leading to a tragic rise in suicide rates.

It is crucial to instill self-awareness and critical thinking in young minds. They must learn that originality and self-acceptance hold more value than blind imitation. Schools, parents, and society need to foster environments where failure is seen as a learning experience, not a disgrace. After all, true success comes from authenticity—not from being a copy of someone else.

Affection vs. Rejection

Affection and rejection—two contrasting forces—play a defining role in shaping a child’s emotional and psychological growth. A child who receives warmth, encouragement, and support from parents and teachers grows with a sense of security and confidence. On the other hand, rejection, whether in the form of neglect, criticism, or lack of emotional connection, can leave deep scars, sometimes leading to antisocial behavior and emotional instability.

Affection acts as a positive reinforcement in a child’s life. When parents express love through words, gestures, or simply by being present, children feel valued. This sense of belonging fosters resilience, self-esteem, and emotional intelligence. Similarly, a teacher’s encouragement—be it a pat on the back, words of appreciation, or patient guidance—motivates students to excel. A child who feels loved and supported is more likely to develop healthy relationships, face challenges with confidence, and make ethical choices.

I have seen this firsthand in my own classroom. A few years ago, I had a student named Rohan who was struggling with academics and often isolated himself. He had faced constant criticism at home, making him believe he was not good enough. Instead of reprimanding him for his poor performance, I chose to acknowledge his efforts, no matter how small. I encouraged him, told him I believed in him, and helped him set realistic goals. Slowly, he started participating in class, seeking help without fear, and even making friends. By the end of the year, he had not only improved academically but also found confidence in himself.

Conversely, children who experience rejection—whether through emotional neglect, harsh criticism, or lack of positive reinforcement—often struggle with self-worth. They may seek validation from the wrong sources, leading to a range of issues, from low academic performance to aggressive or withdrawn behavior. Many troubled youth share a common history of emotional rejection, reinforcing the idea that childhood affection is not just a luxury but a necessity.

The solution lies in creating nurturing environments at home and school. A simple “I believe in you” or “You did great today” can work wonders. A child who is nurtured with love becomes a responsible, compassionate adult, while a child who faces rejection often struggles to find their place in the world. The choice is ours—affection or rejection, growth or destruction.

Kapila Yadav

Sunbeam International School

Honesty and Respect - Shalini Solanki

1. The most common instances of dishonest behaviour shown by students in class

There are some common instances of dishonest behaviour in class like not speaking the truth, making mistakes and not admitting, taking each other’s things and not returning, and blaming each other for any misbehaviour. I would like to share one instance in my class last year.

I still remember a child in my class from the previous session who was intelligent and enthusiastic. She was expressive and overconfident about her academic performance. She got her all spell check words correct the entire session without even a single mistake. She was happy with her performance in the class. Towards the end of the session, post the pandemic, our school opened offline for teachers and gradually for students. This child started coming to school. She was a very fun loving student. We had a good time with each other for about 2 weeks. She used to discuss a lot. Once she came in the morning and confessed that she never got all the words correct in spell check during the online classes, and she lied to everyone. This, she spoke in front of the entire class with confidence. We did not ask her why, but she wanted to tell herself. She did not get scolded. In fact, she was appreciated for having the courage and being honest to speak the truth.

There were specific reasons behind her behaviour:-

• She was scared of getting judged.
• Her mother used to hit her for any mistake, so she cheated to keep her mother happy.
• She said that she used to pray to God to get me as her teacher since Grade K.G. and wanted to create the best impression in front of me. She never wanted me to dislike her.

Some common reasons behind dishonest behaviour:

• Children want to create a good impression on their peers and teachers.
• They do not want to get judged; hence they make a different impression in front of the class.
• They are scared of losing friends and feel that speaking the truth or being honest may take them away from their friends.

Sometimes they are not honest because this is what they observe in their surroundings.

When children do not get a healthy response to their honest behaviour, they avoid speaking the truth.

When elders do not trust them, children avoid speaking the truth.

2. we must indeed show Respect to earn Respect in a classroom

It is essential to give Respect to everyone, including children, as Respect cannot be snatched but earned. We have always heard the phrase ‘Give Respect to Earn Respect. Earning needs hard work, patience, dedication, collaboration and confidence. We sometimes make mistakes assuming that ‘Giving Respect’ is not our job but receiving ‘Respect’ from everywhere is our right. It is 2-way traffic where coordination and collaboration are required.

I have an example of sharing from my class a few years ago-

A new angry child entered the classroom on the first day of the session. He didn’t ask for permission to enter the room; he didn’t wish his teachers and classroom nanny and threw his bag near the dustbin. He then came to me and said that he wanted to go back home and will not stay in the class. Now, I had to show that I was his teacher, got a little firm and asked him to go out of the class with his bag and ask for permission to come into the classroom. This child did not listen to me and started howling. This continued for many days. He was regular with his behaviour of not respecting teachers, and I was firm every time in making him follow the rules and respect everyone and everything in the classroom.

Things were not working, and then I thought of changing my strategies. I started wishing him myself; initially, he didn’t respond, but gradually he started wishing back. I appreciated his written work, drawing and involvement with his peers. Magic... He was a changed personality. Started wishing all the teachers, nannies and peers. He used to share many things and help everyone in the classroom. It has been 5 years now, and he still comes to wish me every morning. Sometimes, It is more important not to think like teachers but any individual struggling to adjust. We can’t even get closer to the insecurities that ultimately captured the child. We must give Respect, time and opportunities to others to receive the same.

Shalini Solanki
<shalini@gyanshree.in>

Quality and Love - Parineeta Negi

Quality

When we talk about the quality of anything, we are actually judgmental about that thing. We seek good or bad qualities in it. We are making the judgment according to our point of view. 

This can differ from person to person. For example- when we talk about a child’s behaviour, we judge him by his attitude towards others. His work and the way he behaves with elders and we come to a conclusion about that child. 

https://thehimalayantimes.com/opinion/quality

Case1. A student who does a shoddy job with classwork and homework. 

First, we will identify the child's work and check him in person so that the child may not feel awkward in front of everybody. This may improve his quality of work. If there is no improvement, then a teacher needs to go deep into the child’s life and find the cause of his behaviour; counselling the child and developing the teacher's confidence will help solve the maximum problems of the student. A teacher can even sit closer to the child and guide him with love and care. In this procedure, a teacher must keep in mind that the child’s feelings are not hurt; he may not feel left out or embarrassed. With continuous efforts, the quality of the work of that child can be improved.

Love

It is actually the sense of care and respect for others. When we love anyone, we develop respect, care and understanding for the other person that can be our parents, friends, children or colleagues. Love brings us closer, develops understanding, and we share our happiness, joy and sorrows. As a teacher, we love our profession, and we respect all others at the same time. 

We care and help each other so that we can give our best to society. We love our students and try our best to make them the best to become good citizens and live happy life.

Case2. Two underage students in a romantic relationship. 

• If any such case comes to our knowledge, the first thing is to confirm whether it is true or not. 

• We can call the student separately, and counselling can be done. 

• We can make them understand that these situations are just the attraction that happens at this age, but they must focus on their future and think about their real ambition. 

• Diverting their thoughts towards the reality of life can help them grow and develop their life. 

• Talking to their parents and advising them to spend more time with their children can also help them think about their future. 

• The child will open up and talk without hesitation and surely will understand the drawbacks of such a relationship and focus on his future. Dealing with such situations, our approach should always be positive and for the betterment of society. A teacher should always care, love, understand, listen patiently and make them feel that we are always there to help them. The children will develop confidence and will love and always respect you.

- Parineeta Negi@JMMS, John Martyn Memorial School, Salangaon, Dehradun

Honesty - A cherished virtue - Dr Mona Khanna

Amidst trickery and moral turpitude, incidents related to honesty restore our hope in good over evil. So, it did when the manager at Woodland Store in Delhi, Kohat Enclave branch, returned an envelope of INR 48,000 to me that I forgot at the counter while shopping for my son. I was fumbling through my purse to look for the credit card to make the payment, and that is when I accidentally took out the envelope containing the money and left it at the counter. It was only at night when I had to go home to catch the night train to Dehradun, and I wanted to give both the kids money, and I noticed that the packet was missing.

I went back to that area even though I wasn’t very hopeful. Despite the late hour, Woodland was open. I entered the store and asked them if they had found any packet. I could see the relief and smile on their faces. They told me that they had kept the store open anticipating the customer to return looking for the envelope. After asking a few questions regarding the envelope’s details, the manager handed over the envelope. I profusely thanked them and took out some money as a token of appreciation, but the entire staff refused to take any, saying they were only doing what their call of duty expected them to. I understood that their conscience would never let them do anything wrong.

I wrote a note of appreciation and later sent an email to their country head talking about the entire episode of leaving the strain of honesty intact. Honesty and respect are interlinked concepts. The above incident earned so much goodwill and respect for the staff of that store. To date, I never miss a chance to go back and show my gratitude to them.

We, as teachers, should strive to articulate expectations about academic integrity and the consequences of cheating. Explicit norms and expectations stating that dishonesty is not an acceptable trait should be laid down. Let us create a culture that rewards success beyond grades. If students are also rewarded for their honesty, hard work, determination, and respect for teachers and peers, they shall begin to value the process of learning. This kind of culture fosters academic honesty and discourages plagiarism.

As a little child, I was made to do this activity from The Abraham Lincoln Center for Character Development to instill honesty, which has left a lasting impression on my mind.

Activity – The Lie Trap

• Target grade level: till Grade 5

• Character quality: Honesty

1. Head outdoors with the kids and hunt for a spider’s web, watch how a bug becomes entangled in the web, catch a fly, put it in the web to see what happens, or find a video online of that occurrence instead. The more the insect struggles, the more entangled it becomes. If you are fortunate, you might even see the spider come and wind the bug up in a more sticky thread.

2. Ask students what happened every time the insect struggled and what happened because of that struggle. Explain that the same thing happens when we do not tell the truth and become entangled in lies.  Ask students if they think the insect regrets getting trapped in the web (and a lie) and what should have been done instead (tell the truth).

We all make a conscious effort to instil ethical standards and practices in our children. However, they take time to imbibe the same and do tend to falter occasionally (don’t we as adults?!?!). We should forgive their mistakes, resulting in self-realization, and help them take corrective measures. Once they have realized their mistake and borne the consequences, I am of the firm opinion that we should not judge them on their past moral failings. Our intention should be to correct the wrong and not the doer. The intention should be to use dishonest behaviour as a teachable moment. Teach them to be candid with a fault. The students should be taught to introspect, reflect, and learn from their behaviour. We, as teachers, should be instrumental in helping them transform as better human beings. They will turn into young men and women who shall hold their teachers in high regard for placing their trust in them. I vividly remember several students who have become exceptionally ethical, principled gentlemen of high integrity.

I always give the example of Abraham Lincoln as the epitome of honesty. To many kids, and even some adults, Abraham Lincoln remains “Honest Abe.” Lincoln was far from a perfect individual. He possessed human flaws and made many mistakes in his life, as we all do.  However, he learned from his mistakes and learned to compensate for his shortcomings. He honed and practised and developed them daily, and so should we. Powerful innumerable lessons from his life on honesty must be continuously encouraged and integrated into every fabric of society, and into both young and old. And let me pass along Lincoln’s own words on the topic- “Resolve, to be honest at all events; and if, in your own judgment, you cannot be an honest lawyer, resolve to be honest without being a lawyer. Choose some other occupation.”

I want to conclude with a piece of advice I gave to my tutorial group. The boys at the Doon School once asked me about the fine line between honesty and deception and how to ensure that they were treading the right path. I quoted from the famous collection ‘Letters from a Father to his Daughter’- “Let us make friends with the sun and work in the light and do nothing secretly. And if you do so, my dear, you will grow up a child of the light, unafraid and serene and unruffled, whatever may happen.”

- Dr Mona Khanna, Vice Principal at Unison World School, she has joined the PLP Cohort for the Joy Of Learning Program at the John Martyn Memorial School in Salan Gaon near Dehradun, India Dr Khanna's professional profile - linkedin.com/in/mona-khanna-244198175 

Image Courtesy https://images.app.goo.gl/ivrq3WTLbjDUZksk6 

Failures are the stepping stones to success - Nikita Rajpurohit

Always remember the obstacles which you face or the failures are the stepping stones to success. It is from those mistakes which makes us a better person and strive hard to our dream destination. Our mistakes teach us what went wrong and how to correct it. Each and every human has come across a phase in their life which they thought was their hardest part of their life. However, this particular phase taught them to become bigger and better. Time and experience have proved to be the best teachers they can be. Every wrong or bad decision we take has a life lesson that we learn. Time is a way of telling how far you have come. Experience is a way of telling how strong you have become. We need to learn from the mistakes that we make. In this wake, we make a stronger version of ourselves that later becomes indestructible. Only from a proper experience phase of your life, you learn how to judge anything and everything in an unbiased manner. A fraction of us has to fall a couple of times on the same stone before they learn that particular lesson. Knowledge is wisdom. Knowledge is everything. The knowledge you have helps you to make a good or bad judgement of the current situations.

Einstein once mentioned, “Anyone who has never made a mistake has never tried anything new.” We can completely agree with this great mathematician’s statement. It is the new experience and new exposures that teach you new things. With every new fall, you learn something new. If you are not ready to let yourself fall, then you cannot teach yourself anything new. If you do not do that, you will continue to have bad experiences and it becomes a loop from which you can never get out. This leads to denial, losing self-confidence and blaming others for your experiences. You enter into that stage of your life where you focus only on the negative impacts happening to you. Learning from your mistakes is not easy. Nobody said it was simple. But once you do, you can trust yourself. You believe that you have the power to do anything.

You grow internally and externally when you realize your mistakes. You learn how to prevent the same mistakes from happening again. Some of our mistakes can bring us down and prove to be very dangerous. It may run us into a trap that seems to eat you up. Regardless of the mistake you made, you have to carefully observe and analyze the situation and take the necessary steps. We all are humans. We make mistakes. But it is these mistakes that teach us. So keep learning from your mistakes.

Nikita Rajpurohit <nra@fabindiaschools.in> The Fabindia School

Thoughtfulness and Understanding - Nikita Rajpurohit

Thoughtfulness simply means stop thinking about ourselves (stop being selfish for a moment) and

then give that time to understand others. Doesn't matter if we could help them out or not but still act of showing concern and compassion can help a lot to comfort the other person. Whenever we try to understand another person, it's necessary to put our feet in their shoes and then analyse the situation because until and unless we don't visualize the situation from the other person's point of view, we might not be so good with our judgement sometimes. Kind thoughts reflect a kind person, for example, if you see a blind man crossing a road, put an effort to help him reach the other end. It's for sure that the blind man might be enough capable to judge the road and cross it safely but still what's bad in helping them to reach the other end safely

Understanding someone is an art and that art comes from love, emotions and strong relationship bonds. Different people see the world from different perspectives. In our society, there will always be misunderstandings between people and those people's reactions will differ. Some choose to groan and even get angry about the way that themselves or others are treated while some decide to try and do something about it. Understanding is very important for, building trusting, and having open relationships.  Working with your students to develop their understanding of others is a crucial aspect of empathy. Teach them to put yourself in the other person’s shoes. Here are simple steps for putting yourself in someone else’s shoes:

1. Think about what that person has going on in his or her life. If you don’t know, ask.

2. Think about how you would act if you were in that specific situation.

3. Talk to the person about the situation and find out why he or she handled it in that way.

4. Listen to them before judging.

To live a healthy life and maintain strong relationships, being thoughtful and understanding is very essential.

Nikita Rajpurohit

The Fabindia School

nra@fabindiaschools.in

Freedom and Peace - Engaging Minds BHIS

“If you truly love Nature,

you will find beauty everywhere”

When you really see an aspect of yourself clearly with no judgement you are at the door to Peace and Freedom.

It was a bright Monday morning. Mr Wilson entered the class with a bright smile. It was our Art class. We were ready for the topic. Mr Wilson with a twinkle in his eyes instructed to put down our thoughts in the form of a painting that depicted Peace. And the best painting will be awarded. We were excited and got started. Each table had a set of crayons, pencil shadings, expensive painting colours. 

Peter, one of our classmate, was unclear on this topic. He questioned what exactly is Peace. Mr Wilson placed his hand on Peter’s head and told him that he has full Freedom to express anything that defines Peace for him. He looked straight in Mr Wilson's eyes and nodded. Soon everyone began with their presentation. John, one of the most creative boy and always bloom with ideas had reached halfway with his picture. In no time he was done and the result startled everyone. Mr Wilson stopped at John's table and was very pleased. It was a calm and serene lake which mirrored high snow-capped mountains. A blue sky above with white, fluffy clouds. The chirpy colourful birds flying free. The rays of sun slowly climbing up behind the mountains still feeling cosy inside the clouds. Everything was perfect and so peaceful!

John's painting

Each one in the class appreciated John's painting. 

It was about time for the best painting. Everyone was already congratulating John as they knew it would be him. But when Mr Wilson announced the best painting everybody's jaw dropped. 

It was from Peter !!

But how?? Why ??

Peter's picture too had mountain but was bare and stony one with no greenery. The sky was painted with a blend of orange and red that looked rather angry. There was lightning and thunder. Clouds were rather dark and the picture was overall a dull and a gloomy one. What made Mr Wilson select this one?

Mr Wilson requested his children to look at the painting closely...

Peter's painting

In the huge mountains, there were small cracks which had a bush. In that bush was a tiny mother bird that had built its nest. Amidst all the thundering, she was secure and at peace in her nest. It was its state of mind that did not get disturbed by its surroundings. 

Peace does not mean to be in a place where there is no noise or disturbing situations. Peace means to be in the midst of all those and still be calm at heart.

 A Freedom to accept a state of mind with is Peace.

Engaging Minds @ Billabong High International School Thane 

- Ginny Franklin, Yojana Suryarao, Ishita Thakkar, Kiran Pandey, Nilka Gandhi, Geeta Mali, Meenaz Khan.

Courage and Patience - Prerna Rathod

Patience is the quality of being able to stay calm and not getting angry, especially when there is a difficulty or you have to wait for a long time. It is well said by Mahatma Gandhi that "To lose patience is to lose the battle." Moreover, courage is the quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear or bravely.  It is well said that courage is not the absence of fear, but rather the judgement that something else is more important. 

Example: The most well-known incident that strikes my mind right now is from the great history of Mahabharata. When Guru Dhrona asked his students to attack Panchal, the Kauravas became impatient and decided to attack first, and got caught.  But the Pandavas patiently analyzed the situation and with their courage, they were able to defeat the King of Panchal.

Thus, this incident shows us that only courage to do something is not enough, rather we should also have the patience to analyse the situation to know its pros and cons and then with our courage we will definitely succeed.

Prerna Rathod
The Fabindia School