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Top 10 Education Quotes for Students Teachers Parents and Educationist

Top 10 Education Quotes for Students Teachers Parents and Educationist

Top 10 Education Quotes for Students Teachers Parents and Educationist

Life Changing Positive Thoughts of World Great Personality 

Life Changing Positive Thoughts -Positive Vibrations of Life

Teacher -Inspirational and motivational quotes

School Teacher

 

 

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Life Changing Positive Thoughts -Positive Vibrations of Life

Life Changing Positive Thoughts ” Grow Together Glow Together”

Positive Vibrations of Life

Life Changing Positive Thoughts

Rajeev Ranjan

Life Changing Positive Thoughts of World Great Personality 

Code of Conduct – Employees of CBSE Affiliated Schools- Affiliation Bye Laws

Weak Students Teacher Makes a Difference-Effective Teaching Techniques

Project Based Learning-Importance and Benefits in Pedagogical Perspectives

Student Misbehaviour- Being Humane without being Judgmental

 

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Weak Students Teacher Makes a Difference-Effective Teaching Techniques

Best Teaching Techniques for teaching weak students

Rajeev Ranjan

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Project Based Learning-Importance and Benefits in Pedagogical Perspectives

Project Based Learning; a Real Learning Experience

Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfills two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented PBL—————————–

Project Based Learning; a Real Learning Experience- Introduction

 A systemic teaching method that engages students in learning essential knowledge and skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed tasks and products.   In other words, a task or problem engaged in usually by a group of students to supplement and apply classroom studies. It is considered as an alternative to paper-based, rote memorization, teacher-led classrooms.

Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.

“When teachers and their students are “connected” through project based learning, the “world” becomes an indispensable curriculum resource.”-(NCF 2005)  Teachers are no longer their students’ primary sources of information. Instead, they are the designers of learning who created the conditions for the students to conduct their own inquiries, and advisers to whom learners can come as they create their product. It is in fact, also known as inquiry-based learning /inquiry-based learning, and problem-based learning.  Initially, John Dewey promoted the idea of “learning by doing in ‘My Pedagogical Creed’. It was popular at the beginning of the 20th century and again in the current century. Project-based learning has been associated with the “situated learning” perspective of James G. Greeno (2006) and on the constructivist theories of Jean Piaget.

Today, teachers around the world are designing projects for their students because they ignite a shared passion for learning in both students and staff; they foster a wide range of skills (such as time management, collaboration, and problem solving) that students will need at school, college, university, and in the workplace; and they can be tailored to suit students with a wide range of abilities and learning needs. Fortunately, designing projects help students to master the content which they are required to learn. The best way to do this is by using ‘backwards planning’. (The Teacher’s Guide to Project-based Learning). PBL provides a new life experience for collaborative learning i.e. how to share, care and come out from real situation of conflict (working in group) where a certain number of people is working to achieve a single goal.

 

 Objective of Project Based Learning mentioned in (Project-Based Learning ,  A  Resource for Instructors and Program Coordinators, National Academy Foundation and Pearson Foundation). Project based classroom is dynamic and interactive. Teacher is an active learner and facilitator. It starts with a problem, facts and skills in a relevant context.

 Well-designed projects ask students to:

  • Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question “Why do we need to know this?”
  • Actively engage in their learning and make important choices during the project.

Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

  • Demonstrate in tangible ways that they have learned key concepts and skills.

Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand.  PBL empowers students with life skills i.e.  critical thinking, problem solving, decision making, and various forms of learning skills. Projects and exhibitions also provide extensive evidence of process work and self-directed learning. 

Key Points of Project Based Learning:-

  1. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented Project Based Learning (PBL) is meaningful in both ways.
  2. In terms of making a project feel meaningful to students, the more voice and choice, the better.
  3. Teachers should design projects with the extent of student choice that fits their own style and students. On the “the more the better” end of the scale, students can decide following points:
  4. What product they will create?
  5. What resources they will use?
  6. How they will structure their time?
  7. “PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter.” Markham (2011)
  8. ‘PBL refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation.
  9. PBL emphasizes learning activities that are long-term, interdisciplinary and student-centered.
  10. PBL differs from traditional inquiry by its emphasis on students’ collaborative or individual artefact construction to represent what is being learned.
  11. PBL organizes around an open-ended driving question or challenge.
  12. PBL project plan should include the essential curriculum content for the project.
  13. PBL promotes critical thinking, problem solving, collaboration, and various forms of communication, often known as “21st Century Skills.
  14. PBL promotes students to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesizes and presents their learning.
  15. PBL is an effective strategy for teaching complex skills such as planning, communicating, problem solving, and decision making. ( Dr. John W. Thomas, 2000)
  16. PBL can help increase student attendance, attitude, and self-reliance. For teachers, PBL can help increase professionalism and collaboration. ( Dr. John W. Thomas, 2000)
  17. Role of student is to ask questions, build knowledge, and determine a real-world solution to the issue/question presented. PBL allows them to think rationally on how to solve problems. PBL forces students to take ownership of their success.
  18. Collecting information
  19. Developing question
  • Exploring material and discussing outcome with peers
  1. Reflecting on the result
  2. Role of teacher Project Based Learning is that of a facilitator. The instructor regulates students and ensures that students should remain focused and have a deep understanding of the concepts being investigated. The students are held accountable to these goals through ongoing feedback and assessments. We always face challenges while implementing a concept and learning new things. PBL is students’ friendly learning approach under kind guidance of a teacher to involve students in working on tasks. However, there is several questions arise for implementing PBL in real life teaching learning situation. We can also see the teachers’ role in following areas.
  3. Offer guidance on subject/theme/topic
  4. Formation of different types of learner and their performance level
  • Holding meeting for further course of action
  1. Facilitating learners in different layers of project

Teachers can also meditate on following points:-

  1. Will this project engage my students?

The Learning Futures schools use a checklist to gauge the likely engagement of students in any given project idea. We call it ‘the Four Ps of Deep Engagement’. Before going too far with an idea for a project ask yourself whether the project is:

  • Placed – is it located in a place that is important to students (e.g. their home, community, town, city or virtual environment)?
  • Purposeful – will it result in a product, service or body of knowledge that others will make use of? Will the process seem authentic to students?
  • Pervasive – will students be sufficiently engaged in the project’s activities that they’ll want to voluntarily take the learning outside school and school hours? Is it likely to broaden students’ horizons?
  • Passion-led – Does the project tap into students’ passions?
  1. Will this project engage me?

It’s important that facilitator is personally curious and involve about the project’s outcome, that s/he will learn new things from it.

  1. Will my students learn something meaningful from this project?

It’s a good idea to make a list of the things you expect your students to have learned: this should include subject content, skills, as well as attributes to be developed (e.g. confidence, resilience, and resourcefulness).( The Learning Futures school)   

During the project planning phase, teachers must make sure that the project will result in student-generated evidence of learning that aligns closely with intended skill and content standards. (National Academy Foundation and Pearson Foundation)

 Integration of Inter- Disciplinary Subjects

PBL promotes integrated learning approach in this fast growing world where technological integration requires at every step of learning. It is combined learning approach where we can integrate different subjects into one project work i.e. a language teacher asks students to prepare a project on ‘bird migration’. He enquirers other subject teacher that, is there a lesson related to nature/environment or other interdisciplinary theme or not in respective subjects. He finds several correlated lessons in different subjects. He finds that students can get good ideas from subject English (unit –Environment), Science (Diversity in Living Organism), Social Science (Natural Vegetation and Wild Life) and Mathematics (Statics). (PBL, CBSE) Teacher guides his students to collect the material/content from different subjects, students collect ideas which help student to work on the given project. This activity increases not only interest of students to read other subjects but also to give equal importance to all subjects.   PBL approach provides opportunity for the teacher to become a facilitator in real sense. He becomes the torch bearer in developing tools and techniques on how to examine and analyze issue, the information they need to collect, planning, organizing the framework of the project. The projected action will be initiated by the students.

 Difference between “Activity” and “Project”

There is much confusion among teacher about the difference between ‘activity’ and ‘project’ in regular teaching learning process. Project based learning guide developed by National Academy Foundation and Pearson Foundation clearly mentioned the difference i.e.

ACTIVITY PROJECT
Students in a history class study Westward Expansion for three weeks, culminating with a “Frontier Feast” where students dress in period costumes and eat typical western fare from the era.

 

Students in a history class spend three weeks focused on the essential question “How did Westward Expansion impact our community?” Students learn about the period, research local connections, and design a museum exhibit featuring historical artifacts, primary source documents, and expert commentary from local historians. The exhibit is mounted in the community center lobby, and students serve as docents to the general public.

 

 Advantages of Project Based Learning:

  1. Rivet & Krajcki, 2004 and William & Linn, 2003 state that “research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom.”
  2. PBL develops responsibility, or ownership among students for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning.
  3. Project-Based Learning students also learn skills that are essential in higher education.
  4. PBL allows pupils to expand their minds and think beyond what they normally would.
  5. Project-Based Learning students learn skills, in fact, more than just finding answers.

 Disadvantages of Project Based Learning:-

Unplanned lessons can result in the wasting of precious class time. If the project does not remain on task and content driven the student will not be successful in learning the material.

 Assessment in Project Based Learning:-

 Assessment isn’t just about the final product.  In fact, final assessment will focus on the products that students have produced, and how they went about producing them (the process). Despite this, it is worth enough to remember that not everybody needs to produce the same product in order to demonstrate their learning. Questions that final assessment should address are followings:-

  1. Does the product meet or exceed the criteria we set at the start at the project?
  2. Has the student developed the skills required for the execution of this project?
  3. Has the student learned the curriculum content required for this project?

Ron Berger rightly states that real assessment take place when a teacher is minute observer and observes his students holistically. Teachers often mistakenly presume that a project’s final product is the only thing they should assess, which leads them to assume that they should be able to tell whether the kids learned what they needed to learn by looking at the final product.

Actually, assessing what kids know is ongoing throughout a project. The product is the motivation for learning the material, but it won’t demonstrate that they learned it all. For example, in the physics standards project, each kid only demonstrated one physics concept, so how do you know that they learned the rest of the material?

The answer to this question is that the book isn’t the assessment. You can assess what they’ve learned before the book comes out, and afterwards. In Physics Standards they gave all the students a physics test with all the concepts in it. You need to do assessment throughout the project so that when they’re doing great artistic stuff, you know that they know what they need to know. You can’t leave it all to the end.

(Ron Berger, Chief Programme Officer, Expeditionary Learning)

Conclusion:

Blumenfeld et al. says that, “Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artefacts. Projects vary greatly in the depth of the questions explored, the clarity of the learning goals, the content and structure of the activity, and guidance from the teacher.

 The core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience.

 Researched and Prepared by

Rajeev Ranjan

Principal

B.Ed(English)

Post Graduate Diploma in Teaching English (PGDTE)

English and Foreign Languages University, Hyderabad

&

BA & MA (English)

Banaras Hindu University, Varanasi

www.rajeevranjan.net

Email .Id: rajeevbhuvns@gmail.com

 References and resources for further reading:-

Article, 7 Essentials for Project-Based Learning(John Larmer , John R. Mergerndoller, In Educational Leadership, Buck Institute of Education)

The Buck Institute for Education (http://www.bie.org/)

Using Project-Based Learning to Increase Student Engagement and Understanding March 2012(TEXAS INSTRUMENT)

Project-Based Learning,  A  Resource for Instructors and Program Coordinators(National Academy Foundation and Pearson Foundation)

PBL is consistent with best practices in instructional design. To learn more, visit ASCD’s Understanding by Design Exchange. (http://www.ubdexchange.org/default.html)

PBL as an instructional strategy to create rigorous and relevant learning experiences by Dr. John W. Thomas’s (http://www.bobpearlman.org/BestPractices/PBL_Research.pdf)

Stanford University’s School Redesign Network includes links to many resources that help define and understand PBL. (http://www.schoolredesign.net/srn/server.php?idx=850).

The Small Schools Project boasts an amazing collection of resources to assist those educators creating small learning communities and small schools where PBL can thrive. (http://smallschoolsproject.org/)

The High Tech High network features schools designed to support PBL in the classroom.

(http://www.hightechhigh.org/)

Project Examples

PBL at NAF, Digital Storytelling for Academy Students and Instructors

(http://pearsonfoundation.org/NAF) The NAF/Pearson Foundation Digital Storytelling Project is modelled on exemplary PBL principles.

What Kids Can Do (http://www.whatkidscando.org/index.asp) This national nonprofit organization focused on student voice has links to several outstanding projects in their “projects and products” section (under “Student Work & Voice”).

STEPs (link to http://itd.usd259.org/steps/pbl.htm) The Standards for Teachers through Educational Projects site includes video downloads of exemplary projects.

Edutopia – The George Lucas Educational Foundation (http://www.edutopia.org/) The George Lucas Educational Foundation’s includes video clips highlighting exemplary projects.

Great Student Work (http://www.bobpearlman.org/BestPractices/StudentWork.htm)  Educational reform expert Bob Pearlman offers links to exceptional project examples and assessments from around the globe.

Best Wishes

 

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Comprehensive Sex Education in School-“Why & How”

Comprehensive Sex Education in School

Education helps to develop a better understanding for the self. Educated person perceives self and society.  Education develops the ability to think independently, rationally, critically and creatively. Education imparts conscience. Conscience helps us to live a meaningful life. In fact we know a conscious person develops a better understanding for self and surrounding.

Comprehensive sexuality education (CSE) is need of 21st century globalized children for living a healthy life. It is time to empower children and young age people without making differences among caste, creed and culture. Comprehensive sexuality education (CSE) is one of the unrecorded fundamental rights of children. We have rights to accept the thing as it exists.

Great philosopher and international spiritual ‘guru’ Rajnish quoted “truth is truth, and nobody should debar from it”. What is wrong with comprehensive sexuality education (CSE)? Tell it the way it is. What can we hide from our children? Children are very perceptive. Even if we do not tell them, they will discover it on their own. They are smart, intelligent and equipped with Smart phone.

World Wide Web dissolves all the layers and differences between caste and creed, educated and uneducated, literate and illiterate elite class and down trodden, poor and rich. World Wide Web has brought one of the greatest revolution. We are witness of this revolution.

Can we stop our child inquiring about sexuality? We cannot stop the natural flow of a river? Water always finds out its way to move ahead. It goes towards down and down. If we cannot stop natural journey of water, so what should be we do? A wise person channelizes the strength of water and gives it right direction. Sexuality possesses the nature of water. Comprehensive sexuality education channelizes intrinsic impulses of children in right direction.

Parent and teacher face a big question when it comes for educating their child about comprehensive sex education. We do not find a big difference between developed countries and developing countries. Only on difference I could find out that is legalizing age for giving consent for sex and marriage, other than this we work as moral police. Asian countries’ legal age of consent for sexual activity varies from age 12 to 21. (https://en.wikipedia.org/wiki/Ages_of_consent_in_Asia).

Countries Age of consent for sexual Activity
13 years , 15 years South Korea, North Korea
14 years Austria, Germany, Hungary, Italy and Prorogues
15 years Greece, Poland, Sweden
16 years Belgium, Netherlands, Spain and Russia
16 years United Kingdom
18 years India
14 years China

If globalized citizen consider that 13 years old boys and girls can give consent for intercourse then we need to think to provide comprehensive sex education to our kids’ right from tender age to save them from several unwanted diseases. Growth of a child from ignorant child to a smart child is changed due to prosperity in our life, better living standard and different food habits. Scientific research study reveals that maturity of a girl child can happens at the age of 7 years. (https://www.aap.org).  It is necessary to develop a comprehensive curriculum to develop appropriate knowledge and skills to love a healthy sexual life.

UNESCO recognized comprehensive sexuality education as an age-appropriate, culturally relevant approach to teaching about sexuality and relationships by providing scientifically accurate, realistic, nonjudgmental information* (UNESCO, 2009. International Technical Guidance on Sexuality Education).

What are common advantages of comprehensive sexuality education?

  1. Develop physically and mentally a healthy citizen
  2. Keep away from sexual transmitted disease/infections i.e. HIV,
  3. Reduce teenage unwanted pregnancy
  4. Reduce domestic violence

Education is the greatest remedies for coming out from several catastrophes in our life. Comprehensive sexuality education will empower children and young age people to take necessary precautions for living a healthy life. Precaution is better than cure.

Sexual desire and sexual intimacy are intrinsic and impulsive in its nature. We can hide and we can forcefully stop it but we cannot efface it. Rational education imparts skills, values and knowledge among us. Sexuality education addresses most sensitive aspects of human life. Comprehensive sexuality education programme should sensitize the young age people for developing positive values towards gender differences and awareness for own physical and mental development at this stage.

Age appropriate comprehensive sexuality education

Educated world citizen considers importance of age appropriate comprehensive sexuality education. What should be taught at particular age group children? How much should be taught at particular age group children? We are  living in a data world. Children smartly handle smart phone at the age of 5. Children become smart at the age of 8 and develop sensitive nature towards opposite sex. Comprehensive sexuality education curriculum should cater the need of these smart children.

Scientifically accurate comprehensive sexuality education

Generally children inquire different information with the materials available on Web World Wide (WWW) which may or may not be written by expert people. Web World Wide (WWW) has fathomless resources written on sexuality education. Expert people know the technical and scientifically importance of different physical development and different physical and mental need of human beings. To be Ignorant is better than incomplete knowledge. When we don’t know about something, we show hesitation to do experiments in our life due to various reasons but when we know something incompletely, incompleteness  gives us  a sense of achievement and confidence which leads us to experiment with the ideas that possibly leads to bad health i.e. (a) how to keep ourselves neat and clean during periods, (a1) myth and facts about periods (b) how to use contraceptive pill or other available medication to avoid pregnancy,(c) how to use condom to avoid unwanted pregnancy and other transmittable diseases i.e. HIV , (d) when to consult doctor for discussing different bodily changing symptoms, (e) how to keep hygiene during oral sex, (f) why to avoid doing sexual activities at age between (8-15-16-) (g) with whom should we discuss sex related problems at first, (h) What are dos and do not before indulging in sexuality, (i) how to share it with other, (j) other myth and facts about sexuality. Scientifically based education will help our children and young age people to live a healthy life.

Cultural appropriate comprehensive sexuality education

Human beings are socially connected to each other. We accept and respect the existence of other family members and society members. We are unique but we are culturally dependent on each other which help us to live in a peace and harmony. Sexuality is big taboo word for the society. It is universal truth but we are hiding so many things to other person due to cultural connection. Game of hide and seek leads to health hazards. Parents and teachers avoid healthy discussion on sexuality. We face a great question before starting a healthy discussion on sexuality with our children and young age people,(a) how to start it (b) who will start it. We face same dilemmatic situation as “who will bell the cat” due to cultural perspectives.

Cultural limitation and restriction are big hurdles for imparting comprehensive sexuality programme at world level. If comprehensive sexuality education programme is developed and customized to address different cultural limitation, then only we will be successful in imparting it for common people. Comprehensive sexuality education programme has a great vision to sensitize young generation, “how to keep ourselves healthy”. Comprehensive sexuality education programme sensitizes world citizen to be protective, active and alert for own healthy life.  

Comprehensive sexuality education on realistic ground

Sexuality is a taboo word for each one of us. We know its reality but we avoid decorating in words. We cannot neglect the reality to keep our young age general healthy. Sexuality related education programme will help our child to take a wise step. If we fail to educate them, then it will be more hazards for them. They inquire and investigate it through several unreliable sources i.e. friends, World Wide Web (www) and other cheap resources. Comprehensive sexuality education helps children to grow wisely and keep themselves healthy.

Comprehensive sexuality education with nonjudgmental information

Healthy and integrated children can think and perform better. How to impart comprehensive sex education is the biggest challenge for different policy and educational stakeholders? What are the specific words chosen for imparting sex education? Do words create negative impact on child?  Wise educator and parent use appropriate words to impart sexuality education. Wise educator use simple and concrete words to describe essential facts and concepts. Educator avoids a situation where child confuses himself with complex and confusing words. Essential truth of life should be shared in nonjudgmental form and our words and phrases consist of deep meaning based on facts.

Wise parent and educator express truth of life in as simple as sexuality “is”.

 

Rajeev Ranjan

Indian Educationist

Sex Education for Children: Need to implement effective sexuality education programmes

Sex Education: Challenge for 21st Century Globalized World-Its Importance and Benefits

http://www.rajeevelt.com/respect-values-of-life-student-character-building-indian-educationist/rajeev-ranjan/

 

 

 

 

https://en.wikipedia.org/wiki/Comprehensive_sex_education

 

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Student Classroom Misbehavior-Tips and Techniques

We are unique individuals. We have unique capacity and capability to grow in life. In fact, nobody is inferior and nobody is superior in the world. We face this reality in real life situation. Handling kids in classroom is really a challenging job for teachers. We meet a group of mix students in a classroom. Each student is king of his own nature. He behaves in the class according to his nature. Teacher fixes some class rules for his students for the smooth functioning of class which ensures quality teaching learning process. What happens when a child modifies some class rules for his own interest? How does a teacher handle this problem? How does he modify a child behavior? What happens when a child performs all duties on time but sometimes overrule teacher’s instruction?

Individual teacher has different perspectives to handle classroom problems. Which behaviors should be considered as student misbehavior? There is a thin layer difference between good and bad behavior. People interpret different behaviors on different parameter at different occasions. It means a student behavior at one place is acceptable but another place same behavior is not acceptable due to various personal, societal and cultural problems.

We always see through our own spectacles. We always interpret what we want to interpret. Have we checked the emotional level of other person before labeling a behavior as misbehavior? Mr. Tappu studies in class 4th in a reputed CBSE affiliated school in a small town of Uttar Pradesh. He is an intelligent student of his class. He completes his class work and home work on time. He replies to his teacher questions in the class. He is a little bit more active in the class in other words naughty. It has been observed from last two years that he has strong desire to sit in front of teacher (1st student bench of any row). Class teacher changes students’ seat in an interval but Tappu always tries to sit on his favorite seat or after sometimes he manages to come at first student bench. Teacher counseled him. It is common incident with Tappu. Do you think this is misbehavior? If it is counted as misbehavior then what action should be taken against him? If it is counted as his passion and his impulsive desire then what corrective measures should be taken? He always obeys his teacher but two things he always love to do i.e. (a) sitting on 1st bench (b) reaching to school bus firstly at departure time. Other aspects of his behavior is that when teacher finds guilty of other misconduct, he says innocently, ma’am he(other student) supported to do this/ other also committed same mistakes. Do we need to differentiate among these 3 observations? Do we need to consider all 3 observations on same ground?

When we minutely observe the boy, we found that sitting on first student bench and running fast at departure time to get front seat was his impulsive behavior. He does not harm others’ while doing so? He has been scolded and reprimanded on various occasions for doing this activity. I was personally watching him. It is amazing that he admits his fault. He tries to modify his behavior but the outcome of his behavioral change fluctuated in an interval.

Mr. Tappu is not an aggressive and harmful student. He is not even aware that he is committing a mistake. School caters the need and interest of one and all students in the classroom and at the campus. Firstly we develop self awareness and an understanding to know other student’s right to sit in front of teacher and take seat besides driver. Gradually he realized the importance and rights of other classmates. He tried to modify his behavior but intrinsically he aspires for the same. We used same corrective measures repeatedly (1) showing empathy (2) being compassionate with him (3) fixing his seat with strict order and everything was as usual since it was not such a big issue. Notwithstanding we were very clear that Mr. Tappu should not carry this negative habit for a long time so we were trying our best to correct it on different level. It may be possible that this mild behavior can be converted into an aggressive nature to do something. We never used to miss an opportunity of observing, praising and reprimanding him.

One day an amazing incident occurred in the morning assembly. We were talking on characteristics of a good person.  We should polish our shoes on daily basis and also discussed all essential qualities of a good student. Mr. Tappu’s shoes were shining. I called him to stand in front of all students. Although, he was a confident student however he was little nervous. He was not aware the reason for standing i.e. (for punishment/for praise). I asked students to clap for him for his shining shoes. Then, he gained his confidence. Ok, it was good for him. Since, we used to scold and reprimand him on various occasions for various silly mistakes in the classroom. I went to his class and once again surprised him. I called him on teacher’s teaching platform. I asked him, “Why did I call you? He was really confused whether it was punishment and praise for him. I embraced and patted him for his well polished shoes before classmates. We did not know, “ how did he perceive this act”  but since then Mr. Tappu is most obedient boy in the class, neither he changes his  seat and tries to come on first bench, nor he runs fast at departure time to reserve his favorite front seat in the school bus.

We use various techniques to modify child misbehavior. Empathy is one of the greatest virtues to handle student misbehavior in the school premises. Wise teacher initiates corrective measure at early stage. No behavior is permanent. Human beings’ behavior is always at a flux. We learn and also relearn it. Our behavior can be modified at any stage of life. It may take time for behavioral modification but it is certain that student’s misbehavior can be corrected at any moment of life if he comes in contact with a wise teacher.

Wise teacher takes necessary action at early stage of student’s misbehavior because it is very easy to correct it but when a student becomes rigid and stringent, it may be hard for teacher to change it in a short span of time. Students’ misbehavior can be corrected and modified no matter how much stringent and rigid. It may take a little longer time. We should avoid those situations and circumstances in the classroom due to which a child becomes rigid to repeat act of misbehaving in the classroom.

When we train a mind, mind becomes rational; when we train a heart human being becomes humane. (जब हम एक मन को प्रशिक्षित करते हैं, तो मन तर्कसंगत बन जाता है, जब हम दिल को प्रशिक्षित करते हैं, तो इंसान मानव हो जाता है।) Wise teacher trains simultaneously students’ mind and heart. Let us! Be wise to become a good teacher who trains students to be a good human being.

 

Rajeev Ranjan

Indian Educationist

Student Misbehavior: Teachers Can Make a Difference

Creative Thinking: 10 Best Characteristic Features of a Creative Person

 

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Punctuality-How to develop punctuality in children at home

“Time and tide wait for none” sensitizes all of us about the importance of time. Wise person feels and acts on essence of this proverb. Everyone has only 24 hours in a day. Our fortune is decided by the way we utilize our time. Quality of being punctual is one of the greatest virtues of person. What is punctuality? Punctuality is conscious effort to complete a task on time. Punctuality is etiquette. A punctual person always lives a complacent life.

Punctuality- What does punctuality mean? How do we develop sense of punctuality in children?

Punctuality is an attitude. Punctual people always respect the values of time. Everyone has same time but some people utilize it rationally and some people show carelessness. This makes a big difference in our life. What does punctuality mean? How do we develop sense of punctuality in children? How to we develop self awareness for punctuality in children? Oxford Dictionary defines punctuality as arriving, doing something, or happening at the expected time/correct time, timely, on time etc. In fact, these are essential qualities of a punctual person.

Punctuality is an essential skill to live an integrated life.

Parent, teacher and surroundings play great role in developing a sense of punctuality among children. Parent lays the foundation of developing right habit of punctuality. Punctuality is essential skill to live a peaceful and happy life. Sense of being late develops stress in our life. Stress is mother of diseases in our life. Therefore, if we wish to live a stress free and peaceful life, we should develop this habit right from the childhood. Human being always aspires to explore and learn new things in life. When a child starts forming a habit, we should initiate developing sense of being punctual at this stage. It can be ridiculous to think but this starts with developing habit of waking up in the morning at certain time, going washroom, brushing and bathing on same time. Gradually it helps a child to prepare himself for going to school on time. Generally it is observed that child does not wake up at right time because parent could not make him ready for school at right time so that child reaches bus stop late and story goes  so on and so forth.

Child observes culture of his family.

Punctuality is prime skill that should be instilled when a child’s mind able to recognize and learn new things. Parent creates a positive aura for this. Child observes culture of his family. If he finds a gap between words and action either by guardian, parents, or elder family members then he starts ignoring your moral boost up. It may be difficult task for a parent to follow the sense of punctuality at home, but child copies different habits directly from parent. Habit is not an inborn quality of man. We start learning it right from our childhood.  Generally it is observed, if parent is punctual in performing different tasks at home, child easily grasps it and acts accordingly in different situations.

 Help your child to prepare him in advance before school time

Parent prepares his child to go to school on time. We should instill habit of reaching on bus stop at right time. Sensitize your child to complete all necessary activities on time to reach bus stop timely every day. In fact, the day a child initiates himself to reach bus stop on time, parent achieves his target. When we talk to school driver for reporting late in the school, they always share interesting story of different parent. Driver has to wait to receive the child because parent did not send child on time. It may be ego issue with some parents but sometimes parent fails to prepare their child on time due to various family reasons.

Keen Observation, frequent reminder and check ensure completion of work on time

To complete a task on time is characteristic feature of successful students. We observe in the classroom that out of 10 students in a class 6 students always complete their class work and home work on time, 2 students complete it slight late and teacher works very hard for last two students to complete the work on time even then students could not do. These students’ have habit of delaying the task. They know how to complete the task but use a casual way/disinterestedness. Parent can play a crucial role here. If s/he observes her child on daily basis, remind him to complete the task and follow him to check whether he has completed the task or not can be the best techniques to develop a sense of punctuality in the child.

Rapid change in our life styles and our life

Life styles have been changing rapidly in every 2 years. It is amalgamated in our family life. Wise parent tries his best to maintain a balance. If a parent develops a rule to go to bed daily on a particular time, child starts doing this. It becomes his habit; he cannot stop himself going to bed on time. We ask our child to go to bed on time but do not go to bed ourselves on time. This creates a conflict of interest between child and parent. Parent is role model for his son and daughter. Child learns several good or bad habits directly from coping his father and mother. Do we complete some tasks on time? Can we awake at right time and go to bed on right time? Can we fulfill promises to our kids on time? Do we reach to bus stop/railway station/airport on time to avoid hassle? Our child is noticing us. We need not to talk much but our action speaks a lot and can have great impact on our child.

At Initial Stage of Life:-

Help your child to awake at right time

Help your child to brush and bath on time

Help your child to prepare school bag on time

Help your child to reach bus stop on time

Help your child to complete home work on time

Help your child to go to play ground on time

Help your child to finish lunch and dinner on time

Help your child to do self study on time

At Later Stage of Life:-

Through parent’s keen observation and timely reminder, child will surely develop an attitude to become punctual in his life.

When we talk on importance of time, we should give respect to each task so that we can perform that task on time. Child is completely an empty pot what we show to our kids, that reflects in his personality. Punctuality is an attitude which demands strong will power and determination to complete a task on time. It demands a lot of sacrifice from us. Guardian motivates and encourages a child’s right act at right time so that child can feel intrinsic motivation for performing day to day task with a sense of being punctual. Child does not learn several things on putting pressure.

Wise parent creates positive aura and positive culture at home, so that children develop right understanding for different values of life, which is essential for us and lays the foundation of an integrated personality.

 

Rajeev Ranjan

Indian Educationist

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Creative Thinking Skill Tips for Teacher and Parent

Creativity is an act of integration. It is an integration of emotion, imagination and intelligence.

Creativity is to create something noble, unique, distinctive and wonderful for the self and society. Creativity is individual’s unique ability. It demonstrates individual’s intrinsic and spontaneous flows of emotion as well as his/her analytical, logical and sensible intellect.

Individual’s creativity is natural and phenomenal act. It creates something new and noble i.e. composing a poem, writing a story, drawing a painting, composing a song, a musical composition, scientific theory, inventions etc. Individual’s creativity reflects in his/her sensible decision to do something noble at home and at working place, moreover handle a difficult situation in a non conventional and non predictable way; sometimes goes out of way to take a decision or reaching at a final solution. First Instance, It may appear irrelevant, worthless for common man, different from existing perception and ideology, however, gradually people feel its worth. Later on, it may become priceless. This is beauty of a creative mind.

Generally, we feel worth of individuals creative and artistic values in near future or it may take longer time. So, individual’s creativity is beyond recognition and appreciation. Creative mind never waits for appreciation and recognition. Creativity is intangible. S/He thinks noble for the dignified self and society.

Thinking is an act. So, creative thinking is also an act. It is an act of creating something meaningful. Creative thinking is a state of mind.   Sometime it happens with conscious effort and sometimes it is effortless.  It is a skill to create something noble. Creativity is an attitude. It is not matter of completing a task for the sake of completion; it is matter of executing individual’s vision, imagination, concept, ideas with great love and passion. Generally, it is observed that creative person is a passionate human being. Individual’s creativity does not depend on “what s/he does in a day to day life”, in fact, it depends on “how does s/he visualize things and how does s/he execute his ideas” so process of execution is crucial in imparting creativity.

Creative person possesses strong aesthetic sense.  Naturally s/he tries to think in a different way. He practices repeatedly up to his sense of perfection. He has enough patience to do the task, enough persistence to do the task and strong determination to shape up the things up to his own intrinsic values. He posses power to take risk in creating something noble. He never worries about criticism. The creative person himself is a good critic. He critically examines himself.

Creative person possess a wide and large vision. His own attitude is his greatest wealth. He lives his own ideology. Creative person never worries for name and fame. Name and fame walk on their own feet and salute the noble creation of creative person.

  1. Creative thinker imagines, generate, develop and critically evaluate ideas.
  2. Creative thinker explores ideas, spaces and materials and technology.
  3. Creative thinker keeps himself open for other’s advice, ideas and opinion.
  4. Creative thinker generates and evaluates knowledge, ideas and possibilities.
  5. Creative thinker explores existing knowledge and information and designs appropriate strategies.
  6. Creative thinker develops innovative solutions for complex and difficult challenges.
  7. Creative thinker views a problem from multiple perspectives generate many ideas and possible solutions, improvise, play, literate, and use metaphor to gain new insight. (Fred Leichter)
  8. Creative thinker executes his ideas and experiences into his tasks.
  9. Creative thinker possesses high intrinsic motivation and persistence.
  10. Creative thinker believes that yes, “I can do it”.

We are world citizen. We live in a virtual world. Our life heavily depends on virtual experience. We explore our knowledge, expertise and experiences in every walk of life. We are living in world of skilled citizen. Individual’s integrity lies in knowledge, expertise, experience and skill in this highly complex social surrounding, and various challenging pressure at personal and professional level. It is demand of time to become creative, innovative and skilled to handle things sensibly. Individual’s creativity makes him distinctive and unique. Creative thinking helps individual to establish as integrated human being with distinctive vision. Creative thinker executes the things in better way with his unique ideas.  We feel the worth of an individual. We should admit Edward de Bono idea of creativity that “we need creativity in order to break free from the temporary structures that have been set up by a particular sequence of experience”. Further he affirms that “without creativity, there would be no progress, and we would be forever repeating the same pattern”. Being creative is need of time.

Creative thinking is a skill; it is therefore nurtured, facilitated and developed. Creativity is a skill that can be taught, practiced and developed.  Some people can be inborn creative; some people experience it, learn it, practice it and develop creativity. Inquisitiveness to create something new, something noble, something new leads a person to do something great in his field. Creative people always aspire to do something unique, struggle within own state of mind, perceive things in a better perspectives, practice it and produce the best artistic creations, noble ideas, and distinctive decisions. Creative people possesses infinite source of intrinsic inspiration and a firm belief that yes “ I can do it”.

Parent, school, and society play crucial role to identify the individual’s creative thinking skill since childhood. Quality of individual’s creative thinking reflects in small acts. It reflects in the way individual perform a small task. Gradually it is identifiable in individual’s presentation at different level, during writing something, questioning something, answering something, and creating something new. Each individual has potential to be a creative person. We need to identify individual’s inherent talent. Parent and educator need to nurture individuals’ creative skill, provide ample opportunities to grow, to respect their ideas and encourage them to convert ideas into concrete result.

Equipped individual with the ability to think

  1. Help individual to identify his intrinsic potential talent
  2. Help individual to develop sense of discovery
  3. Help individual to develop a thirst do something new
  4. Give proper respect to individual’s ideas; attentive listening
  5. Give opportunity to explore ideas
  6. Give space and time to complete a challenging task
  7. Monitor individual’s process of execution of ideas “how does he act”
  8. Motivate individuals to consider possible alternatives
  9. Motivate individual to do best and achieve targets
  10. Create an innovative and creative culture at home and workplace
  11. Nurture individual’s intrinsic talent and boost up his confidence so that s/he can realize his own potential and confidently says “Yes, I can”.

Creative thinking skill is intrinsic value of an individual. Gradually, it increases with experiences. Creative thinking skill is one’s own self educating activity. Creative person reviews past experience with new one and incorporate best past experiences with new one. This amalgamation of distinctive experiences generates a new life experience to create a meaningful and unique piece of work. This life experience motivates individual to try something new that nobody has ever done.

Creative thinker keeps himself open to all situations, surroundings and circumstances, assumptions and possibilities; adopt best men, methods and materials for creating unique and distinctive creation.

 

Rajeev Ranjan

Indian Educationist

References:

 

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Critical Thinking Skill

We live in a cosmic world. Human beings speed of works mostly depends on the speed of internet connectivity. We become cosmic, equipped with Smartphone, and high speed internet connectivity. We start our day by swiping smart phone to look into various apps i.e. Whatsapp, Face book, Twitter and Instagram.  We live in a void, searching something unidentifiable thing, abstract thinking, wish to reach somewhere but “where” is not fixed. Integrity of thinking process is missing somewhere because to reach somewhere becomes limitless.

Critical thinking is a process of self awareness.  Meaningful thinking is an act to fill the void and lead meaningful life in all sphere of live.

 

Rajeev Ranjan

Indian Educationist

 

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