Like vs Unlike and Teenage Challenges

Learning Forward Saturday

To read and discuss Chapter 5, Like vs Unlike on understanding and guiding teenagers, from Wanted Back-bencher & Last-ranker Teacher by Kavita Ghosh Key Takeaways Teenagers define identity through possessions (e.g., Apple, Prada) due to societal messaging (“you are what you own”), using brands to establish status and belonging. Peer pressure is driven by fear of isolation. Saying “no” risks exclusion and the painful loss of shared experiences, which can be more damaging than the negative behaviour itself. Adults can build connections with teens by listening, asking guiding questions, and setting a personal example, rather than lecturing or fighting their battles. Peer pressure can be transformed into “peer strength” by empowering students to take ownership of projects, turning collective influence into a force for high-quality work. Topics Teen Psychology: Materialism & Peer Pressure Core Driver: Identity Formation Teenagers use possessions to answer the question, “Who am I?” This focus on brands (e.g., True Religion, Rolex) can overshadow ethics and relationships. Peer Pressure: Fear of Isolation The primary driver is the fear of being excluded from the group. The pain of isolation and missing out on shared experiences is often a greater deterrent than the negative behaviour itself. Positive Transformation: Peer Strength Peer pressure can be channelled into a positive force. Example: A teacher’s class won a bulletin board competition three times by giving students full ownership of the project, which transformed peer pressure into a drive for excellence. Adult Strategies for Connection Listen: Create a safe space for teens to be heard without interruption. Ask Guiding Questions: Help teens find their own solutions by asking questions that prompt critical thinking. Example: “Do you think your friends are always right?” Set a Personal Example: Model healthy friendships and values to inspire teens. Don’t Fight Their Battles: Empower teens to solve their own problems by offering guidance rather than intervention. Chapter Context: Roma’s Personal Life The chapter opens with a phone call from Roma’s ex-fiancé, Ravi, who is resentful of her decision to adopt a child. Ravi’s derogatory comments about the child and the birth mother reveal a fundamental conflict in values. Roma ends the relationship, stating she cannot be with someone who disrespects women, upholding a core principle. This personal conflict provides a backdrop for the professional discussion on teen behaviour. Next Steps All Participants: Write a reflection on personal experiences with teenagers (at home or school) and how the chapter’s insights might have changed past approaches. All Participants: Share reflections next Saturday for group discussion. FATHOM AI-generated notes.

Like Vs. Unlike - Ankit Verma

Like vs. Unlike: A Student's Perspective

In Wanted Backbenchers and Last Ranker Teacher, Kavita Ghosh highlights the struggles and triumphs of students who are often ignored or misunderstood by the conventional education system. One key takeaway is the difference between students who are “liked” by teachers and those who are “unliked” or overlooked. This contrast significantly shapes a student’s learning experience, self-esteem, and future success.

The “Liked” Students

In most classrooms, some students are naturally liked by teachers. These students are often:

Academically Strong: 

They score well in exams, complete assignments on time, and participate actively.

Disciplined and Obedient: 

They follow classroom rules, respect teachers, and maintain a good behaviour record.

Confident and Outspoken: 

They ask questions, engage in discussions, and express their thoughts clearly.

Teachers' Favorites: 

Due to their performance and behaviour, they receive praise, extra attention, and opportunities to represent the school. While these students deserve appreciation, the danger lies in an education system that prioritizes only this group, leaving others feeling neglected or unworthy.

The “Unliked" Students

The book emphasizes that many students who sit at the back of the classroom or struggle with academics are often seen as “unliked” by the system. These students may:

Struggle Academically: 

They may have difficulty understanding concepts or face personal challenges affecting their studies.

Be Introverted or Disengaged: 

Some students hesitate to speak up due to fear of judgment.

Challenge Authority: 

They might question traditional teaching methods or resist rigid rules, making them appear defiant. Have Hidden Talents: Many so-called “unliked” students excel in creative fields, sports, problem-solving, or entrepreneurship but go unnoticed.

Bridging the Gap: A Teacher's Role

Kavita Ghosh's book reminds us that every student has potential, whether liked or unliked in the conventional sense.

As educators, we must: Recognise Individual Strengths: Encourage students beyond academics, appreciating their unique talents.

Adopt Inclusive Teaching Methods: Engage all students through creative, interactive, and student-friendly approaches.

Build Confidence in Every Learner: Provide opportunities for students to participate and shine.

Move Beyond Labels: Instead of seeing students as backbenchers or toppers, recognize their individuality and nurture their potential.

Conclusion

The distinction between “liked” and “unliked” students is often created by the education system rather than being an inherent reality. Every student has something valuable to offer. As teachers, mentors, and even classmates, we must look beyond labels and create an inclusive learning environment where every student feels valued.

Wanted Backbenchers and Last Ranker Teacher teaches us that sometimes, the most overlooked students can become the most extraordinary individuals—if only they receive the proper support and belief.

Ankit Verma 

Sunbeam School Varuna 

Like vs Unlike- Smriti Tiwari

 

Let’s talk about something simple yet powerful—Like vs. Unlike. Every day, we scroll through social media, clicking “like” on posts, photos, and videos. But in real life, what does it really mean to like or unlike something?

Why Do We Like Things?

Liking something is natural. We like:

• People who share our interests

• Subjects that excite us

• Music, movies, and activities that make us happy

When we like something, we feel connected. It motivates us, makes us curious, and adds joy to our lives.

Why Do We Unlike Things?

On the other hand, there are things we dislike. Maybe a subject feels difficult, a task seems boring, or a person’s behavior doesn’t sit well with us. But does disliking something mean we should ignore or avoid it?

Sometimes, what we dislike can teach us the most. A difficult subject can challenge us, a tough situation can make us stronger, and people who think differently can give us new perspectives.

The Balance Between Like and Unlike

We don’t have to like everything, but we should be open to understanding.

• Instead of avoiding what we dislike, we can explore why we feel that way.

• Instead of judging differences, we can learn from them.

• Instead of just clicking “like” online, we can appreciate real-life experiences.

Conclusion:

Life is not just about like or unlike—it’s about learning, growing, and understanding. Whether we like or unlike something, every experience shapes who we are.

So, let’s not just focus on what we like. Let’s also find meaning in what we don’t. Because sometimes, what we “unlike” today might be what we appreciate the most tomorrow.

Smriti Tiwari

Sunbeam Bhagwanpur

Like vs Unlike

                    

LIKE VS UNLIKE

Everyone is born unique and special. We all have different things we like and don't like. Some of these choices come from within us. Others we learn from people around us. Let's explore what shapes our preferences.

Let me express each point in detail:

Personal Choices Matter: Our personal preferences are like fingerprints of our personality. When someone chooses to learn piano over guitar, read science fiction over romance, or prefer solitary activities over group events, these choices reveal deeper aspects of their character. For example, someone who consistently chooses creative hobbies might have a strong imaginative side, while someone who gravitates toward analytical activities might have a more logical thinking pattern. These preferences aren't just superficial - they form the building blocks of our identity and influence how we see and interact with the world around us.

Influenced by Others: Our environment plays a crucial role in shaping our likes and dislikes. Consider how food preferences often reflect our cultural background, or how our music taste might be influenced by what our friends listen to. This influence can be direct (like parents encouraging certain activities) or indirect (like social media shaping our fashion choices). Sometimes, we adopt preferences to feel part of a group - like a teenager getting interested in a particular sport because their friends play it. These influenced preferences aren't necessarily inauthentic; they're part of how we grow and connect with others.

Changes Over Time Our preferences are not set in stone - they evolve as we do. Someone who disliked vegetables as a child might become a vegetarian adult. A person who never enjoyed reading might discover a love for books later in life. These changes often come through exposure to new experiences, changing circumstances, or personal growth. Being open to such changes is crucial because it allows us to adapt and discover new aspects of ourselves. Think of how many people discovered new hobbies or interests during the pandemic, showing how circumstances can lead to unexpected preference changes.

Impact on Decisions Our likes and dislikes: act as an internal compass guiding our choices. On a daily basis, they influence small decisions like what clothes to wear or what show to watch. But their impact extends to major life decisions too. Career choices often stem from our interests - someone who loves helping others might become a nurse, while someone passionate about technology might pursue software development. Even relationship choices are influenced by our preferences, from the type of people we're attracted to, to the kind of lifestyle we want to share with a partner.

Respecting Differences Understanding and accepting different preferences is key to harmonious relationships and social interactions. When we recognize that someone's different preferences don't diminish their value as a person, we create space for more meaningful connections. This respect is crucial in various settings:

In families: Accepting that children might have different interests than their parents

At work: Acknowledging different working styles and preferences among colleagues

In relationships: Understanding that partners don't need to share all the same interests

In society: Appreciating how diverse preferences contribute to cultural richness

By respecting these differences, we create an environment where people feel comfortable expressing their true preferences without fear of judgment. This leads to more authentic relationships and a more inclusive society where diversity in tastes and choices is celebrated rather than criticized.

Ankit Khare

Sunbeam School Sarnath

Like Vs Unlike - Shalini Tiwari

प्रकृति ने सभी को स्वयं में विविधता पूर्ण बनाया है, सबकी अपनी पसंद और नापसंद होती है जिसमें कुछ पसंद तो आपकी व्यक्तिगत होती है और कुछ हम दूसरों के दबाव में आकर पसंद करने लगते हैं तो पसंद और नापसंद पर हम कुछ बिंदुओं द्वारा चर्चा करने का प्रयास करते हैं-

चुनाव (Like) को महत्व देना

हमें अपनी पसंद के साथ दूसरों की पसंद को भी महत्व देना चाहिए| जीवन में हमें क्या पसंद है यह हमारी रुचि और नजरिया तय करता है और आवश्यक नहीं है कि जो हमारी पसंद हो, हमारा नजरिया हो वह सभी का हो | समय के साथ अब हर व्यक्ति की पसंद को महत्व दिया जाने लगा है पहले जो अभिभावक ने कह दिया वही हमारी पसंद बन जाती थी| यदि वह हमारे अनुकूल है तो हम मन से स्वीकार कर लेते थे परंतु प्रतिकूल होने पर पसंद का स्थान आज्ञा ले लेता था| जैसे-जैसे समय बदला, सोच बदलती गई और सबकी पसंद को प्राथमिकता दी जाने लगी। किसी भी परिवार संस्था या समुदाय में जब तक हम दूसरों के पसंद को महत्व नहीं देते हैं वहां सदैव विचारों में मतभेद पनपते रहते हैं

आत्म निर्णय की क्षमता में विस्तार

कई ऐसे लोग हैं जो अपने जीवन में, जिन बातों को नहीं पसंद करते हैं वह अपने बच्चों पर भी लागू करने लगते हैं यह कहकर कि, ऐसा ही होता है। यदि आज के समय में हम बच्चों की पसंद पर सवाल उठाते हैं तो प्रश्नों की बौछार लग जाती है लेकिन यही समय है जब, हम बच्चों के प्रश्न टालने के स्थान पर उससे होने वाले हानि लाभ पर चर्चा करें क्योंकि मन में उठे प्रश्न उन्हें संतुष्ट नहीं होने देते और फिर उन उत्तरों को ढूंढने में कई बार रास्ता भटक जाते हैं।

कई बार हम सोचते हैं कि बच्चों को कोई अनुभव नहीं है तो उनकी पसंद को कैसे उचित समझा जाए? तब हमे यह सोचना चाहिए कि क्या हमने कभी इस तरह के चुनाव का अनुभव किया? यदि हाँ तो आप बहुत आसानी से अपने बच्चों के चुनाव पर चर्चा सकते हैं और उन्हें उनके प्रयोग से अनुभव करने दे। जब आप अपने बच्चों के चुनाव में सहमति जताते हैं तो बच्चे महसूस करते हैं कि उनके भी विचारों को महत्व दिया जा रहा है। ऐसे भी लोग हैं जो अपने अतीत से सबक लेकर आने वाले पीढ़ी को उनके चुनाव के लिए आजादी देते हैं

आत्मविश्वास द्वारा भौतिकवाद में कमी 

आज के समय में भौतिकता इस कदर पाँव पसार रही है कि अधिकतर लोग ‘दिखावे’ को सामाजिक स्तर बना लिये हैं। बच्चे फैशन के होड़ में गलत हो या सही, एक दूसरे का अनुसरण कर रहे हैं। मेरा मानना है कि ऐसे में अभिभावक बच्चों को स्पष्ट रूप से मना करने के स्थान पर उनसे उन कामों से भविष्य में पड़ने वाले प्रभाव पर चर्चा करें और स्वयं निर्णय करने के लिए छोड़ दें। 

कई बार हमें बच्चों की प्रतिक्रिया से ऐसा लगता है कि हम व्यर्थ ही उनसे वार्तालाप कर रहे हैं किंतु, बच्चे हमारे प्रश्न  चर्चा से कुछ न कुछ आत्म मंथन करने के लिए मजबूर हो जाते हैं। जब स्वतः विश्लेषण करते है तो उनमें आत्मविश्वास आता है और भौतिकवाद को सही नजरिए से देख पाते हैं।

साथी या सहकर्मी दबाव (Peer Pressure) को नियंत्रित करने में कुशलता प्राप्त करना

स्वाभाविक तौर पर जब हम मित्र बनाते हैं तो हम उनके साथ रहते हुए 'साथ निभाने 'का दबाव महसूस करते हैं। सहकर्मी का दबाव सकारात्मक भी होता है और नकारात्मक भी।  यदि हमारे साथी बुद्धिमान व सकारात्मक सोच वाले हो तो उनका दबाव हमारे उत्साह को बढ़ा सकता है किंतु साथियों का दबाव तब गलत होता है जब वह अपनी पसंद(Like के लिए आप पर दबाव डाल रहे हैं। 

ऐसे में आप सहजता से, कारण के साथ मना करें। जब आप पहली बार उसे ना करेंगे तो अगली बार दबाव डालने की बजाय पहले आपसे राय लेना उचित समझेंगे या आपसे दूरी बना लेंगें।

यदि किसी विषय से संबंधित गतिविधि में सम्मिलित हैं और सहकर्मी का दबाव महसूस हो तो उस समय अपनी क्षमता के अनुसार उसे समझा कर उस कार्य को रचनात्मक तरीके से करने का प्रस्ताव रखें।

धन्यवाद

शालिनी तिवारी

सनबीम स्कूल इंदिरानगर

(वाराणसी)

Like Vs Dislike - Ranjana Singh

Like vs Dislike

With the advent of digital platforms and exposure to social media "like" and "dislike" have taken new dimensions. The concept of "like" which specifically symbolises approval or enjoyment — can impact the phenomenon of "dislike," particularly within educational contexts.

Like and dislike can empower students, educators, and the broader educational community in various ways, fostering critical thinking, analytical thinking, engagement, and a deeper understanding of content.

The rise of digital classrooms and social media has transformed students' perspectives in an educational context. Platforms like Google Classroom, Edmodo, and even social media sites such as Facebook, Instagram and Twitter allow students to express their preferences through "like" buttons. This seemingly simple feature can create an environment where positive reinforcement is readily visible and accessible. When students "like" a particular post and comment and on a piece of content, it develops a sense of shared interest. This participation strengthens the feeling of team endeavour.

However, the empowerment of "like" inherently brings the concept of "dislike" into sharper focus. In platforms where "dislike" buttons are absent, the lack of engagement (i.e., fewer "likes") can serve as a form of silent criticism. This dynamic pushes students to think critically about what content they endorse, often leading to more thoughtful interactions. Students might reflect more deeply on why certain content resonates with them while other content does not, fostering a habit of critical analysis that is essential in educational development.

"Like" mechanisms also enhance the process of constructive feedback. Whether virtual or physical, students and educators benefit from practising brainstorming, student reflection, and volunteer teaching in a classroom setting. Positive reinforcement through "likes" can highlight effective teaching methods, successful projects, or engaging discussions. Conversely, the absence of "likes" on certain materials can prompt educators to reconsider their approaches and invite feedback from students.

This process empowers students to express their preferences and encourages educators to adapt and improve. For instance, if a teacher notices that a particular type of interactive content receives more "likes" than traditional lecture notes, they might incorporate more interactive elements into their teaching strategy. This feedback loop, driven by the empowerment of "like," can lead to a more dynamic and responsive educational environment.

Additionally, it fosters a Culture of Openness and Dialogue within educational contexts. When students feel empowered to express their preferences, they are more likely to engage in discussions about why they like or dislike certain content. This dialogue can lead to a deeper understanding of diverse perspectives and promote a more inclusive classroom environment.

For example, a student might express their preference for collaborative projects over individual assignments through their engagement patterns. This preference, when openly discussed, can reveal insights into different learning styles and preferences within the classroom. Educators can then tailor their approaches to accommodate a broader range of student needs, creating a more inclusive and effective learning environment.

Therefore by leveraging the positive aspects of "like" and addressing the challenges it brings, educators and students can create a culture of continuous improvement and meaningful interaction. This balanced approach can ultimately enhance the educational experience, promoting deeper understanding and critical thinking among all participants.

Ranjana Singh

Sunbeam Varuna

Like Vs Unlike - Gitika Kapoor

"Like may attract like, but unlike is what sparks growth"

In the grade 2 English classroom, I often witness the power of similarities and differences in action. During a recent lesson on storytelling, I noticed that some students preferred to write about adventures in far-off lands, while others focused on stories set in their own neighbourhoods. 

By acknowledging and celebrating both the similarities and differences in their storytelling styles, I was able to create a space where students felt encouraged to share their ideas and learn from one another. As we explored the common elements of a good story, such as strong characters and exciting plot twists, students were able to connect with one another and build a sense of camaraderie. 

However, when we delved into the unique ways in which each student approached storytelling, we uncovered a wealth of creativity and diversity within the classroom. By balancing the similarities and differences in their writing, I was able to help students see the value in both collaboration and individual expression. This not only fostered a deeper understanding of storytelling techniques but also encouraged students to appreciate the perspectives of their classmates. 

Eventually, this balance of similarities and differences created a vibrant and inclusive learning environment where students were able to grow and flourish. By celebrating the things that connected them, such as their love of storytelling, and embracing the things that made them unique, such as their diverse writing styles, my grade 2 English classroom became a place of acceptance and appreciation. 

Through recognizing and celebrating both the similarities and differences among my students, I was able to create a dynamic and engaging classroom environment where diversity was valued and individuality was encouraged. This approach fostered a sense of community among the students while also challenging them to think critically and creatively. 

In embracing both the commonalities and distinctions in their storytelling, students were able to learn from each other and develop a deeper appreciation for the richness of language and expression. Ultimately, by finding a balance between similarities and differences, we were able to create a lively and inclusive learning space where every student felt heard, respected, and empowered to explore their own unique voice in the world of English literature. 

Gitika Kapoor 
Sunbeam International Varuna

Like Vs Unlike - Sunbeam Indiranagar

Learn to say no, not all things are right for the soul. 

Peer pressure is when your friends or people around you try to influence you to do something, whether good or bad. It can be tough to resist sometimes, but it's important to make decisions that are right for you. Peer pressure among teenagers is based on their lifestyle and their expectations. 

Not able to hang out with friends as their other classmates or neighbours. Based on this fact, presenting the real story by teachers of Sunbeam School Indiranagar.

Thanking You

Chandrani Singh

Shalini Tiwari

Vijeta Wilson

Shilpi Chakraborty

Group- Sunbeam Indiranagar team 

Masterclass 2024

School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.

When I teach, I am like a ... जब मैं अपने सबसे अच्छे रूप में अध्यापन कर रही हूँ

जब मैं अपने सबसे अच्छे रूप में अध्यापन कर रही हूँ , तो मैं अपने आप को एक 'सच्चे मित्र' के रूप में देखना चाहूँगी । क्योंकि मित्रता एक ऐसा रिश्ता है , जो जन्म से  नहीं होता, बल्कि हम उसे अपनी पसंद से अपनाते हैं। हम अपनी वे सभी बातें जिन्हें अपने माता-पिता से शेयर नहीं करते, वे सभी अपने मित्र के सामने निसंकोच प्रकट करके अपने आप को तनाव मुक्त कर लेते हैं । सच्चा मित्र आँखें बंद करके हर जगह अपने मित्र का साया ही नहीं बनता, बल्कि उसका हमराह और रक्षक बनकर सदैव उसके साथ खड़ा रहता है। मित्र की सही बात पर समर्थन करता है तो गलत बात पर उसका विरोध भी करता है। गलत आदतों, गलत विचारों और गलत तरीकों से उसे सचेत और आगाह भी करता है। अवसर आने पर दीप की तरह प्रज्वलित होकर उसका पथ- प्रदर्शन और पथ- संचालन भी करता है । सही दिशा का ज्ञान कराता है। सही बात पर समर्थन करता है, तो गलत बात पर उसके विपरीत भी जाकर उसे प्यार से सही-गलत की पहचान कराता है ।जो निष्पक्ष होता है। सुख-दुख दोनों ही परिस्थितियों में सदैव हर हाल में अपने मित्र के साथ खड़ा रहता है। जो कभी भी अपने मित्र का विश्वास नहीं तोड़ता। सीखने में उसके मौजूदा ज्ञान, कौशल और अनुभवों में वृद्धि करके नए दृष्टिकोण को प्राप्त करने में उसकी मदद करता है। बातचीत की यह प्रक्रिया सीखने में मुख्य भूमिका निभाती है, क्योंकि इससे छात्रों को उनके विचारों को स्पष्ट रूप से प्रकट करने की प्रेरणा मिलती है ।आपसी बातचीत के द्वारा उन्हें नई बातें सीखने में मदद मिलती है । छात्रों की बातचीत का उपयोग उनकी समझ और प्रगति के मूल्यांकन के एक साधन के रूप में करके उसके अनुसार अपनी अध्यापन योजनाओं में बदलाव करता है।अपने नियमित कक्षा शिक्षण के दौरान भाषा सीखने का आकलन कैसे करें? इस पर विचार करता है । हमेशा अपने छात्रों को बोलने और सुनने के अच्छे नमूने देने की कोशिश करके स्पष्ट रूप से बात करके स्वस्थ वातावरण का निर्माण करता है। उत्तर देने वालों के साथ दृष्टि संपर्क बनाकर  प्रश्न पूछकर उनके उत्तरों के माध्यम से उनकी रुचियों को जानता है और उन्हें उसे व्यावसायिक रूप से अपनाने की प्रेरणा देकर उसकी सफलता सुनिश्चित करता है।
- Kalpana Jain, educator at The Iconic School