Transforming Learning Through Reflection, Error, Memory, and Productive Struggle - Amit Mittal

Assignment -2 

Topic: How High-Confidence Error Correction Leads to Improved Learning

Outcomes – A Critical Review

Introduction

Error correction is an essential part of the learning process. However, the way errors are corrected can have a significant impact on learning outcomes. This review explores the concept of correction awareness error learning, which involves correcting errors with high confidence. We discuss the theoretical framework, empirical evidence, and practical implications of this approach.

Theoretical Framework

Correction awareness error learning is based on the idea that errors are an essential part of the learning process. When learners are aware of their errors and are confident in their ability to correct them, they are more likely to engage in deeper processing and develop a more robust understanding of the subject matter. This approach is grounded in cognitive psychology theories, such as Cognitive Load Theory and Self-Efficacy Theory.

Cognitive Load Theory:

This theory posits that learning is influenced by the amount of mental effort required to process information. Errors can increase cognitive load, but high-confidence error correction can help reduce this load and promote learning.

Self-Efficacy Theory:

This theory suggests that learners’ confidence in their ability to perform a task influences their motivation and learning outcomes. High-confidence error correction can enhance self-efficacy and promote learning.

Empirical Evidence

Several studies have investigated the effectiveness of correction awareness error learning. For example, a study found that learners who received high-confidence error correction showed improved learning outcomes compared to those who received low-confidence error correction. Another study found that correction awareness error learning led to better retention and transfer of learning.

Study Findings:

• High-confidence error correction: Improved learning outcomes

• Low-confidence error correction: Decreased learning outcomes

Error Correction Strategies

There are several error correction strategies that educators can use, including explicit correction, implicit correction, and self-correction.

Explicit correction involves directly correcting the learner’s error, while implicit correction involves providing feedback that allows the learner to correct their own error. Self-correction involves encouraging learners to correct their own errors.

Benefits of High-Confidence Error Correction

High-confidence error correction has several benefits, including improved learning outcomes, increased self-efficacy, and reduced anxiety. When learners are confident in their ability to correct errors, they are more likely to take risks and engage in deeper processing.

Challenges of Implementing Corrective Awareness Error Learning

There are several challenges to implementing correction awareness error learning, including the need for educators to be trained in this approach, the potential for learners to become frustrated or demotivated, and the need for ongoing assessment and feedback.

Practical Implications

The findings of this review have several practical implications for educators and learners. Firstly, educators should focus on providing high-confidence error correction to learners, as this can lead to improved learning outcomes.

Secondly, learners should be encouraged to take an active role in the error correction process, as this can help them develop a growth mindset and improve their self-efficacy.

Conclusion

In conclusion, correction-aware error learning is a promising approach to improving learning outcomes. By correcting errors with high confidence, learners can develop a deeper understanding of the subject matter and improve their performance. Educators and learners can benefit from this approach by focusing on high-confidence error correction and taking an active role in the error correction process.

Assignment -3 

Understanding Storage and Recall in Learning

An Easy Explanation of the Theory of Disuse

Introduction

The Theory of Disuse was given by Robert Bjork and Elizabeth Bjork in 1992. This theory explains how students remember and forget information. It states that learning depends on two important strengths: how well the information is stored in the brain and how easily it can be remembered later. This assignment explains the theory in simple words and shows how it is useful for teaching and learning.

Literature Review

1. Storage Strength:
This refers to how strongly information is stored in long-term memory. When students understand a topic deeply, the storage strength becomes stronger.

2. Retrieval Strength:
This refers to how easily stored information can be remembered or recalled. Regular practice and revision help improve retrieval strength. Both strengths work together to make learning effective.

Hypotheses

1. Deep Learning Hypothesis:
   Topics learned with understanding will stay longer in memory.

2. Spacing Hypothesis:
   Studying the same topic over a gap of time improves memory.

3. Practice Test Hypothesis:
   Regular testing helps students recall information faster.

4. Productive Difficulty Hypothesis:
   Learning improves when students face small challenges.

5. Learning Environment Hypothesis:
   Students remember better when learning and testing environments are similar.

Research Methodology

1. Research Method:
An experimental method was planned to study different learning techniques.

2. Sample Group:
Students from Classes VII to IX were selected for the study.

3. Tools Used:
Short tests, worksheets, and quizzes were used to check memory and understanding.

Findings

1. Meaningful Learning Improves Storage:
   Students who understood concepts properly showed better long-term memory.

2. Spaced Study Helps Memory:
   Repeating lessons after a gap helped students remember for a longer time.

3. Regular Testing Improves Recall:
   Students who practiced tests found it easier to recall answers.

4. Balanced Difficulty Is Helpful:
   Activities with slight difficulty improved learning without causing stress.

5. Same Environment Aids Recall:
   Students remembered better when the study and test environments matched.

Observed Factors and Improvement

• Deeper Understanding – 9%

• Spaced Revision – 8.5%

• Practice Tests – 7%

• Learning Challenges – 8%

• Learning Environment – 7.5%

Implications

1. Teachers should use revision and testing regularly.

2. Lessons should focus on understanding rather than memorization.

3. Teaching strategies should suit the learning level of students.

4. Classroom activities should encourage thinking.

5. Practice improves confidence and recall.

Results

1. Storage strength improves with clear understanding and revision.

2. Retrieval strength improves with frequent practice.

Conclusion

The Theory of Disuse helps teachers understand how students learn better. It shows that regular practice, proper revision, and deep understanding are essential for strong memory. Using these methods in classrooms can improve learning outcomes.

References

Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation.

Assignment -4

Education: A Source of Overcoming Productive Failure

Education is not only confined to the syllabus and rote learning; it is an effective platform for the betterment of thought processes and the development of a positive mindset. Failure in learning is often perceived negatively. However, recent educational theories suggest that barriers and mistakes can lead to productive failures when learners are encouraged to reflect, re-strategize, and construct new knowledge. This study explores the barriers experienced by 40 students in a classroom setting and how these barriers contributed positively to their academic growth.

Objectives

1. To identify the barriers students face during learning.

2. To analyse how these barriers initially created setbacks.

3. To explore how overcoming these barriers fostered productive failure and enhanced learning outcomes.

Methodology

a. Participants:
40 students from Grade 9 (mixed-ability group).

b. Design:
Action research approach conducted over six weeks.

c. Data Collection:
Classroom observations, reflective journals, focus group discussions, and teacher feedback.

d. Activity:
Students were given open-ended problem-solving tasks in mathematics and science, where initial failure was anticipated due to complexity.

Findings

The study identified four major barriers that led to productive failure:

1. Misconceptions and Knowledge Gaps
Students often relied on rote methods, which failed in new problem contexts.
Struggling through these gaps pushed them to construct deeper conceptual understanding.

2. Fear of Making Mistakes
Many students hesitated to attempt answers.
Over time, teacher encouragement normalized mistakes, leading to increased risk-taking and creativity.

3. Peer Comparison and Pressure
Students initially avoided participation due to fear of judgment.
Structured group tasks helped them realize that mistakes were common, fostering collaborative problem-solving.

4. Over-reliance on Teacher Guidance
Initial dependence on step-by-step instructions limited independent thinking.
With reduced scaffolding, students explored multiple strategies, leading to self-discovery and autonomy.

Discussion

The findings highlight that failure is not inherently detrimental; rather, it is the framing and reflection process that transforms barriers into learning catalysts. The study aligns with Kapur’s (2008) concept of productive failure, where initial struggle deepens later understanding. The classroom environment—marked by teacher facilitation, peer support, and reflective practices—was crucial in this transformation.

Conclusion

The study concludes that barriers such as misconceptions, fear, peer pressure, and dependence, though initially challenging, can serve as stepping stones to higher-order thinking when framed as productive failures. Teachers play a pivotal role in creating safe spaces where students can fail, reflect, and grow.

References

Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

Assignment -5

Productive Failure in Remote and Digital Learning Environments

1. Introduction

Productive Failure (PF) is an instructional approach in which students are encouraged to struggle with complex problems before receiving formal instruction. This struggle is not considered a setback; instead, it promotes deep understanding, creativity, and long-term learning.
In remote and digital learning environments, productive failure has gained importance because online platforms often demand greater self-regulation, independent thinking, and problem-solving.

2. What is Productive Failure?

Productive Failure, introduced by Manu Kapur, is based on the idea that learning is strengthened when students attempt solutions, make mistakes, and reflect on errors. The initial failure is not wasted; it becomes a productive foundation for building conceptual clarity during the subsequent instruction phase.

Key principles:

1. Complex, ill-structured problems first

2. Learners attempt solutions independently or collaboratively

3. Failure or incomplete solutions are expected

4. Teachers provide conceptual instruction afterward

5. Learners connect their prior attempts with the correct solution

3. Productive Failure in Digital/Remote Settings

With the rise of online classes, PF has become easier to implement because digital environments naturally support:

• Flexible pacing

• Collaborative tools (Google Docs, Zoom breakout rooms, Padlet, Miro)

• Autonomous learning

• Immediate access to resources

However, using PF online requires careful design to ensure students do not feel lost or unsupported.

4. Why Productive Failure Works Well Online

a. Encourages Active Engagement
Students in online classrooms often become passive. PF breaks this pattern by requiring them to attempt tasks before the teacher provides solutions.

b. Supports Deep Learning
The struggle before instruction helps students to:

• Identify knowledge gaps

• Build stronger cognitive connections

• Retain concepts for longer periods

c. Promotes Collaboration
Digital platforms allow learners to brainstorm, attempt multiple strategies, and share partial solutions.

d. Enhances Digital Problem-Solving Skills
PF integrates naturally with tasks such as simulations, coding challenges, virtual labs, and interactive activities.

5. Key Components of Productive Failure in Remote Learning

A. Problem Design
The task should be challenging but solvable.
It must allow multiple approaches rather than a single fixed method.

Examples include case studies, data sets, design problems, and simulations.

B. Collaboration Tools
Platforms such as Google Classroom, MS Teams, Zoom breakout rooms, discussion forums, and collaborative whiteboards enable students to share attempts and justify their reasoning.

C. Teacher’s Role
Teachers should guide learners without giving immediate solutions, encourage exploration, and reassure students that mistakes are part of the learning process.

D. Structured Reflection
After formal instruction, students compare:

1. What they tried

2. What worked or failed

3. How the correct concept applies

Reflection can be done through:
a. Learning journals
b. Discussion posts
c. Peer commentary

6. Advantages of Productive Failure in Remote/Digital Environments

a. Improved Conceptual Understanding
Students derive meaning from their efforts and errors.

b. Higher Motivation and Engagement
The sense of discovery and challenge increases interest.

c. Better Problem-Solving Skills
Learners develop resilience and flexibility in thinking.

d. Personalised Learning
Digital tools allow students to work at their own pace.

e. Stronger Collaboration
Online group work helps students learn from diverse ideas.

7. Challenges of Implementing PF Online

a. Lack of Immediate Support
Students may feel stuck if the teacher is not available instantly.

b. Digital Divide
Different levels of access to devices and the internet affect participation.

c. Cognitive Overload
Poorly designed problems may overwhelm students.

d. Reduced Social Cues
Miscommunication is possible in virtual teamwork.

e. Motivation Issues
Some students may disengage when facing difficulty alone.

8. Strategies to Improve Productive Failure in Remote Settings

a. Scaffold the “Failure Phase”
Provide guiding prompts instead of solutions.
Break complex problems into smaller steps.

b. Build a Safe Learning Environment
Normalize failure and encourage attempts without fear of judgment.

c. Use Collaborative Digital Tools Effectively

• Shared documents for group ideation

• Breakout rooms for discussions

• Virtual whiteboards for brainstorming

d. Time-Structured Sessions
Allocate specific time for exploration, discussion, and reflection.

e. Provide Timely Feedback
Use automated quizzes, video feedback, and peer assessment.

f. Combine Synchronous and Asynchronous Learning
Live sessions can be used for explanation, while offline tasks support exploration.

9. Examples of Productive Failure Activities in Online Learning

a. Mathematics
Students attempt to derive a formula (e.g., area of a sector or mean/median problems) before the teacher explains the concept.

b. Science
Virtual lab simulations where students predict outcomes or design experiments.

c. Social Science
Case studies on historical events where students first propose explanations.

d. Computer Science
Students attempt to debug a code snippet before instruction on the correct logic.

e. Language Learning
Students try to interpret a complex paragraph before the grammar rule is taught.

10. Conclusion

Productive Failure is a powerful pedagogical strategy that aligns naturally with digital tools and remote learning environments. By allowing students to struggle productively before formal teaching, educators can promote:

• Deeper understanding

• Independent thinking

• Resilience

• Collaboration

• Long-term retention

When combined with thoughtful design and supportive teacher guidance, PF transforms remote learning from passive consumption into active, meaningful learning.

References

1. Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.

2. Kapur, M. (2010). Productive failure in mathematical problem solving. Instructional Science, 38(6), 523–550.

3. Lemmetty, S., et al. (2024). Real-time and long-term challenges of remote learning and innovation.

Amit Mittal

Sunbeam School, Varuna

Simplicity & Trust - Vandana Sharma

Exercise on Simplicity:

Initial Responses: During the introduction of the concept of simplicity, students exhibited a mix of curiosity and uncertainty. Some students expressed interest in understanding how simplicity could improve their lives, while others were sceptical about its effectiveness.

My Role/Contribution: I began by defining simplicity and offering relatable examples, such as streamlining daily routines or reducing digital clutter. This allowed students to grasp the concept more easily and relate it to their own experiences. I encouraged them to share their thoughts on areas of their lives that they felt could benefit from simplification. 

Impact on Students: As the exercise progressed, students started engaging in thoughtful discussions about how simplifying their surroundings, tasks, and even their thought processes could lead to increased clarity and reduced stress. Some students shared personal anecdotes about times when they simplified things and noticed positive changes. 

Takeaways/Learning: It was intriguing to observe that while many students embraced the idea of simplicity, some struggled with the practical implementation. Some noted that the fast-paced nature of their lives made it challenging to find opportunities for simplification. This highlighted the need for ongoing support and guidance in practising simplicity. 

Initial Responses: When introducing the topic of trust, students exhibited a range of emotions. Some students were enthusiastic about discussing trust-building experiences, while others hesitated, possibly due to past experiences of broken trust. 

My Role/Contribution: I initiated the session by discussing the significance of trust in various aspects of life, such as friendships, family, and professional relationships. I shared relatable stories to highlight the impact of trust and how it can be rebuilt after being damaged. I also facilitated group activities that encouraged students to share their views on trust and collaborate on identifying the elements that contribute to building trust. 

Impact on Students: As the exercise unfolded, students became more open to discussing both positive and negative experiences related to trust. They shared stories of instances when trust had been pivotal in their relationships and discussed the challenges of rebuilding trust after it had been compromised. 

Takeaways/Learning: It was enlightening to observe the emotional depth of the discussions, as students revealed vulnerabilities and insights about trust. Some students remarked that this exercise allowed them to better appreciate the importance of open communication and honesty in building and maintaining trust. 

In both exercises, the classroom environment fostered active participation, thoughtful reflection, and deeper understanding among the students. The insights gained highlighted the complexity of these concepts and the diverse ways in which they impact individuals. As an educator, I learned the significance of tailoring discussions to the unique experiences and perspectives of each student,  ensuring a more inclusive and enriching learning experience.

Humility and Appreciation - Samridhi RPKM

When someone has humility, it means that they have a humble or modest view of themselves. In other words, they don’t think they’re the centre of the universe.

A famous quote about humility reads, “Humility is not denying your strengths, humility is being honest about your weaknesses.” Our students can do a self-reflection exercise on humility by journaling about their strengths, weaknesses, and humility.

We can give our students a lesson on intellectual humility. This humility type is the acknowledgement that you don’t know everything. Developing this type of humility can be especially important for our students who are constantly expanding their knowledge.

Be an example of humility: As in anything, our students will imitate our behaviour. The more we can live in a humble way, the more our students will absorb from us.

We can build our students up and teach them where their true value lies: most of the time, when students are looking for attention, it is because they are not receiving enough feedback or positive attention. The more that we can give them honest, positive feedback, the better. 

Also, teach them that their value does not lie in what they have or what they do, but in who they are. This way, we can teach our students the truth about themselves. Coach them on how to respond to praise. Just as we teach them to say “Please” and “Thank you,” we need to teach students the appropriate, humble response to praise. The more prepared they are, the more graciously they can respond.

Don’t confuse “humility” with “humiliation.” Try not to humiliate the students. Humiliation does not help, since it is something that can hurt a child rather than help teach the lesson of humility. If the students need correction, be sure to correct them, but in a way that is as loving, patient and personal as possible. This can help prevent the harm and resentment that intentional humiliation breeds.

We need to teach our students to serve. Among the many activities we do with our students are some that imply service. There are so many ways we can serve, and so many people that need simple acts of service: the poor, the elderly, family members, friends or classmates. If you are able to incorporate various “service projects” into your life, service will become a habitual behaviour for your students, and they will be more sensitive and open to the needs of others.

Appreciation is the act of recognizing and valuing someone's efforts, qualities, or achievements. In the classroom, it can be a powerful tool for fostering a positive learning environment and encouraging student growth. 

Here's how we can use it in the classroom:

• Encourage Effort: Appreciate students for their hard work and perseverance, even if they haven't achieved perfect results. This motivates them to keep trying.
• Recognize Achievements: Celebrate students' successes, both big and small. Acknowledge their accomplishments to boost their self-esteem.
• Feedback: Provide specific and constructive feedback, highlighting what students did well. This reinforces positive behaviour and helps them understand their strengths.
• Peer Appreciation: Encourage students to appreciate each other's contributions, creating a supportive and inclusive classroom atmosphere. Appreciation can have a significant positive impact on students in various ways:
• Motivation: When students feel appreciated for their efforts and achievements, it can boost their motivation to excel academically and socially.
• Self-esteem: Genuine appreciation can help students develop healthy self-esteem, as they learn to value themselves and their abilities.
• Engagement: Students who receive recognition for their contributions tend to be more engaged in the learning process and are more likely to participate actively in class.
• Confidence: Appreciation can build students' confidence in their abilities, making them more willing to take on challenges and persevere through difficulties.

Teachers play a crucial role in showing appreciation towards students. Here are ways in which teachers can effectively express appreciation:

• Celebrating diversity: Recognize and appreciate the diverse backgrounds, experiences, and talents that each student brings to the classroom.
• Positive reinforcement: Use positive reinforcement techniques to reward good behaviour and academic achievements.
• Open communication: Keep the lines of communication open, allowing students to express their thoughts, concerns, and ideas freely.
• Empathy: Show empathy and understanding towards students' challenges and difficulties, offering support and encouragement.
• Surprise gestures: Occasionally, surprise students with small gestures of appreciation, such as handwritten notes or awards for outstanding performance.

By actively practising these strategies, teachers can create a classroom environment where students feel valued and appreciated, which can have a profound impact on their motivation, self-esteem, and overall learning experience.

Samridhi @ RPK Moradabad

Seema Kulshreshtha, Rakhi Gupta, Saraswati, Gurpreet, Meeta Gulati, Anju Gupta, Saloni.

Humility and Appreciation- Ashtalakshmi RPKM

Being humble is basically about reflecting maturity. A person who is humble deserves to be the first role model for everyone who wants to evolve into a better individual in the future, and for those who want to sculpt their personalities into something ‘good’.

Humility is the best value a student can imbibe. I, as a teacher, try my best to imbibe; some good values into my students, so as to make them understand the importance of practicing values in their day-to-day lives.

I would like to share an amazing and inspiring incident as I trudge down memory lane. It was a bright day and I could sense that my students were dreading the Monday. So I decided to make things interesting for them. 

It was their English period, and I took them to the school playground. Confusion, laced with fascination flashed through their faces, as they saw some balls scattered all over the ground. I decided to make them learn the synonyms and antonyms of some words; on the balls were written some pairs of the same (antonym on one and synonym on one). They all had to find the other pairs of each word and put the balls together. There was a time limit of 10 minutes under which they had to do the task.

I could hear excited murmurs all around me as they started to perform the task. I couldn’t believe that everyone was calmer than I had imagined them to be, the teamwork and humbleness were at their peak.

Everyone was helping each other find the pairs; if someone found one and the other found another they would shout what they found and put them together. Some students couldn’t find the pairs as they did not know their meaning, the others did not tease them for not knowing the synonyms and antonyms. I felt so proud that my students followed what I told them to, and that they were so humble with each other. The students who could not complete the task even came to me to apologize, that they would learn the topic thoroughly and wouldn’t repeat the mistakes again.

Such sincerity and humility in my students made me feel extremely proud, as I appreciated each and every one of them for the amazing achievement they made in such a small activity like this. 

I would like to share another incident that happened. It was a pleasant day, but not so pleasant for the students as I was going to distribute their answer sheets back so that they could see what mistakes they had made and how they could correct them.

I observed the students as they cross-checked their answer sheets once again, some faces looking satisfied, some disappointed, and some horrified; until one student made her way towards my table. I inquired if she was facing any problems. She told me that I had overmarked her answer sheet and that she wanted me to deduct her marks. I halted, as I looked at her in astonishment. 

I had never encountered a student coming to me to get their ‘marks’ deducted, although I had seen many trying to make them ‘increase’. I deducted the marks, and I then decided to announce what she did to the other students. The student got shy as I asked everyone to clap for her for her honesty; the student rightly deserved that. I appreciated that student once again as she went back to her seat.

I can never forget those days, when I made my students learn that being humble can make us achieve everything that we want to, including gaining love and trust from everybody who gets to encounter the values you possess.

One day I kept a glass jar in my class and asked my students to think of at least three things throughout their day that they are grateful for and the most important step that this will be repeated every day. It can be something as small as a coffee at your favourite place, or as grand as the time you spent with your friend or someone you really care about. I asked them to do this every day, write down what they are grateful for on little slips of paper and fill the jar. I told them that over time, you will find that you have a jar full of different reasons to be thankful for what you have and enjoy the life you are living. It also will cultivate a practice of expressing thanks.

Ashtalakshmi @ RPK School Moradabad
Ritu Goyal, Poonam Sharma, Meenakshi, Sonia Gupta, Tabinda Jabeen, Charu Sharma and Krishangi Sharma.

Courage and Patience: Prakriti RPKM

Patience is not very different from courage. It just takes longer- James Richardson

Situation 1- A fearful student 

As children explore the world around them, having new experiences and confronting new challenges are almost unavoidable for them. 

“Fears are common but they have to be dealt with early so they do not become extreme, persistent and develop into phobias”. 

Ways to deal with the situation:

In a classroom, there are different students with different behaviours and attitudes. Some are happy, cheerful, confident, responsive, active, inquisitive (sometimes inquisitive students are impatient), interactive, highly invested in studies, vocal, and punctual with the class work. Some are slow learners, underconfident, sad, fearful, silent, least interested in their studies, less punctual, and lacking in completing their assignments on time.

We as teachers have to strongly consider the concept of “ Individual differences” and understand that every student is different and possesses different strengths and weaknesses which have to be dealt with accordingly.

If we talk about a fearful student particularly, knowing the reason behind the fearful attitude of a student is very important. There might be multiple reasons:- 1. He might have done something wrong or might be involved in some wrongdoings or mischievous habits in school or outside. 2. He is not prepared for class and has not completed his homework assignments. The way to deal with a fearful student depends on the reason. In the case of reason 1, we have to counsel him and bring him back on the right track. As teachers, we have to build up that confidence level so that the student can share his actions with us. In the case of reason 2, we have to encourage him and make him aware of the benefits of studies, prospects, and what life he can live after studying and otherwise. Incident directly from the classroom: It was in the year 2022-23, there was a student who used to stay quiet and was scared most of the time. He was not able to express himself properly and was hesitant in even answering simple questions. After talking to his parents and his friends we came to know that his health condition was not good due to which he failed to study well and that made him fearful. We were successful in making him a more responsive and bright student by coordinating with his parents. We would like to share another story of a student who had a fear of swimming. He had a fear of deep water. One day, knowing his fear, he prepared himself to learn to swim. His motivation was to fight and save himself in adverse situations. He went swimming and was trying hard to learn it. Hardly three days had passed when another senior student who was swimming with him forced him to a depth of 16 feet and left him in the middle all alone. The senior wanted him to face the situation and overcome it. However, that student started drowning and almost lost his breath when he thought to try and somehow catch the corner. This was his last attempt. He started throwing his hands and legs just looking for the railing to catch it. Luckily this effort made him move towards the railing and he could reach the corner where he took a deep breath. This incident motivated him to learn swimming and at present, he knows every type of stroke in swimming and also diving. But here he was his own teacher, and the person who left him in the middle of the pool can also be called his teacher as he taught him to overcome his fear through hard work and sincere efforts. That senior student placed him in a situation of fear and let him think to himself how to fight it out. So with this story, it is beautifully conveyed that first and foremost the child himself is his teacher. Advice to Educators- 1. We as educators should be involved with our students not only on the professional front but at the personal front. 2. The concept of “Individual differences” should be followed because each child is different. 3. The educators should try to find the root cause of fear by taking help from the child and his parents. 4. Educators should prepare the child to face and overcome his/her fear.

5. Educators should involve parents. They should discuss and inform parents of their plans so parents can follow up accordingly at home. 6. Suggesting relaxing activities like meditation, yoga, etc. can help reduce stress. Situation 2: An impatient student and ways to deal with the situation: An impatient student might be impatient because of multiple reasons:- 1. He might not understand the concepts taught, making him impatient- We can deal with the situation by teaching the concepts clearly and providing him with the extra and individual attention that he may need. 2. It is his inborn nature or character trait– This type of impatience is difficult to handle and can be dealt with with a deep understanding of the child’s behaviour in different situations. 3. He understands the concepts well and he is impatient out of curiosity– This type of impatience can be dealt with easily by answering the student’s queries. It entirely depends on the competence of the teacher. There are many such incidents in our classroom where we deal with impatient students daily. There is a student who always comes up with queries, sometimes relevant and sometimes irrelevant. His queries are always related to the conceptual knowledge of the subject.

He has been a curious child from the start. With time, we have observed that there is a positive change in him. Now, he has become more sensible. Earlier he used to be impatient and restless but now he has become patient and calm. Advice to Educators:- 1. It is very important for us to be patient and calm while dealing with impatient students. 2. Knowing the root cause of impatience is very necessary. 3. Educators need to provide students with a comfort zone where they can open up and share their thoughts.

Prakriti @RPK Moradabad, India

Dhiraj Gupta, Naina Soni, Rekha Kapoor, Suman Singh, Naushaba Sami, Isha Sharma

Sandeep Dutt: Schools Can Change

Karl Clauset and Sandeep Dutt collaborate for Schools Can Change in India.

In our quest for My Good School for over three decades, we have always tried to address the dilemma ‘what makes a good school’. This has given us deep insights into the schools and today we are most delighted to share that schools can change, the only way to do so is by strengthening the school culture.

Schools Can Change: A Step-by-step Change Creation System for Building Innovative Schools and Increasing Student Learning

Dale W. Lick, Karl H. Clauset, Carlene U. Murphy

Corwin, 2013 | Pages - 225

Free online resources with the book.
For distribution in India only

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Genuine effective school improvement requires leaders and teachers to be part of a broad-based, creative change system that focuses on generating improved teacher practices for enhancing student learning. This guide provides a step-by-step, systemic approach to the change creation process.

How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to: Develop the right vision, relationships, and culture to create and sustain change Model learning-inquiry cycles for action teams for success Build loyalty, trust, and responsibility within your teams and across the school.

Empathy, most valued quality in a teacher

Empathy is an emotion which every person goes through. A power to understand one’s situation and react accordingly. It means the power to feel the pain of others, to feel what the person is going through, to reduce his pain by eliminating his problems and making things better. Empathy is basically to understand the pain of others.

Krishna of Class 7, is one of the wonderful student of my class. He is very shy by nature but naughty too.  He is very good in all the activities and studies. Few months ago he lost his mother which is a great loss for anyone. His emotions were shaken by this incident, mother is one who supports her child at any cost and who is next to God.To lose his mother at such an early stage in life was a very big loss for him. Whenever I saw him, I felt bad for him. Post this life changing incident I found him quiet and lost in his own world. He tried to concentrate in his studies and other activities but he couldn’t. One day I found him doing some naughty things in my class. I was so happy and felt he was trying to overcome the situation, but at the same time it was my duty to teach him, what is right and what is wrong and how to behave in a class. I called him and asked  him to please behave properly in a class,  no hard words or punishment.  I did this very politely, with great concern and found him to be understanding and caring. In real life I really want to contribute a bit in his life as a teacher or as a mother so that my inner conscious will be satisfied.

Post by Nidhi Sambyal , a teacher at DBN Amarvilla School in Jammu; you can contact her by email nsl.av@dbntrust.in, please.

TRAVEL TO LEARN

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We have along with our International Partners developed ‘integrated programme’ combining interactive and interesting class tuition with a range of exciting onsite activities, including excursions & sightseeing opportunities.

During the programme, the student practices his social skills and critical thinking abilities outside of the controlled class room setting thus providing an uncommon opportunity to benefit from hands-on learning of the practical real-world lessons.

All our programme are designed to create a safe and enjoyable environment in which to learn, have fun and make new friends from different cultures.

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