Wednesday, September 26, 2007

Re: session review on 25th oct session

Liked this review...

Am wondering what is the difference between a stimulation activity and the reflection activity....

Mina

session review on 25th oct session

experience based on a concept and concept based on experience ?

Huh, It left me thinking. Looks like I am going to design activites verbs again.

what is 5, what is water......

everything can be experienced and learned thru experience.

Well this was quiet a good exp for me to learn the importance experience based learning.

First comes the experience, then comes the reflection followed by experiments and exploration.

I really feel the need to redesign my activites all over again. Does it have everything? I had an experience, but am I experimenting with it enough.

I designed reflection games and realised that we can incorporate any game for that matter after few changes.

And while designing the activity, I designed it considering that if I have to design something on verbs, it has to be linguistic activity.

But then came the exp, the relfection games was blend of verbal and kinesthetic.

Lot of scope to experiment with activirty designing itself now.

Has my activity passed the 3Generation test, does it have all the components in it?

Lot of basic key guiding questions for any activity design.

This is what I learned from this session. Stimulate, get into exp, reflect on the same and experiment it with further.

kirti

Observations.

Overall schedule

I was an observer to Shivani's class on 21^st Sept. Did not attend the "morning assembly", but went straight to the class.

First was sandplay, followed by giving animals for a bath.. Materials sand, water, blocks and animals

Childrens interaction with material and activity

Some children were attarcetd to the blocks and started palying with it, some did not want to touch sand and some did not want to touch water. Some of them were very interested in the animals and others in the blocks. Lot of display material, but children seemed to be familiar.

Childrens interaction with peers

Some of the children were looking for feedback from peers taking their "creation" around and showing, but not ready to give it up. One of the children picked up some sand from the boy near him to see/check if it was OK.. Facilitator was almost a peer. Some children were visibly aggressive and again, some had their own "friends"

Don't touch the sand, lets clean up etc Again one chld wanted to quickly move to animcal play..

Interaction with faculty

Facilitator was almost a peer, yet there was this threshold. Number of them were looking for positive vibes from the facilirtator and when she said xyz is looking fresh ( at the end of clas, child had changed since dress was wet), everyone wanted to change!!

Interact with themselves

Not sure, will need to observe more

Reaction to communication..

A lot of the communication was by way of encouraging the one whose behaviour the facilitator wanted to encourage and that helped the rest slowly get into the same framework. Also statements non-judgemental like "we don't do this" and "we talk of ourselves" were part of refrain. Children reacted positively. The only bit was when there was a fight. Facilitator did not say one word, but the child responded to the non verballl

Building rapport

A lot of specific communication like this is the plan for the day,, we will be doing this after this, can you wait etc. And commenting on their food, specific comment on the work done and process questions

Behaviour exhibited, intentions visible and intentions addressed

Words of appreciation on +ve behaviour, specifc comments like I don't like that etc.. helped. Thanks for helping etc helped..

What I learnt about children

It looked quite simple, there must have been so much for thought into it. Also each child comes with a different frame of mind to school

Mina

Tuesday, September 25, 2007

Session Review - 26th Sept

Consciously titled this note as a session review than a session learnings...

Looked at Programme design from different angles ( including right angles!!)

Experiential learning - where you want the child to experience something

Experimtental learning - concept to experiments - understanding

Integrated learning - where we cut across subjects - maths, logical, science, history everything is weaved together into one whole..

I am still playing with how to design a plan for Xth std students which is integrated... Hmmm lets seee

Cheers

Mina

Sunday, September 23, 2007

football coach

First of all thanks for so many responses tot he football coach assignment.

What is coming out clearly is that all of you have understood the importance of acceptance and empathy.

Now take the next step to see how you can actually facilitate his hitting the penalty.

Tips:

1. See if you would like to write down some questions on this situation.

2. See if you would like to use the concept of modeling.

ratnesh

session review on taking effective sessions

Session review

Taking effective sessions

Before coming to the session, I expected everything about taking the session is told but after attending the session I realized that it is worth more than that.

The concept of leader, follower was made to understand very nicely through activities. To transfer the qualities of a leader to a follower by questioning is a very effective method. It sets the child's mind to think more (goal achieved).

The basic question "how do you get a set of children to meditate?".

Instead of asking what is meditation, make them think why is meditation required. Kids come from different frame of mind to settle that, meditation is required.

I realized that giving knowledge and providing data are two different entities.

Setting the codes for any activity was nice. There were so many different kinds of setting codes :

1) We set the codes

2) The object themselves set the codes

3) Let the children set their codes

I'm still thinking and need to explore more of :

P : Plan

R : Rapport

E : Encourage

P : Positive

A : Acceptable (to me and to the group)

R : Relax

E : Excited

suma

session review on Questioning

Session review on Questioning

Asking questions is more powerful than just making the statements because it kindles the other persons thoughts.

To make the questions powerful, it should be OPEN,PLURAL,TIME FRAME, embedding FEELINGS & THINKING Questions, INVITATION, include HOM in questioning.

Writing mind map(one picture worth 1000 words) is easy but still in the process of getting used to it.

Questions should not be LOADED,CHECKING,CLOSED.

The activity was an eye opener for me. I got an idea from where to start the questioning.

Focusing on the process the child is going through is important rather than the out come.

To trigger the Key Processing Questions(KPQ s) the steps required are

1.Observing, 2.analyzing, 3.comparing, 4.composing.

sometimes its better to throw the KPQ s into the air.

Above all SPACE is very essential in conducting an effective session.

S- silence

P- provide data

A- Acceptance

C- Clarify

E- empathy

Suma

session review on humour

Session review on Humour

Initially to make everyone laugh was a bit difficult for me as I was having some inhibitions and I wanted to do many things but was shy in doing that (eg .like a duck walk). Still got to open up more.

Then enjoyed doing one character each to achieve the objective of rain cycle. I felt I was more open and comfortable in theatre session than humour session for some reason initially, but then I got into the track.

I enjoyed doing the second part of the session. To start with, I was totally confused about setting the classroom environment to motivate the kids to achieve our given objective. Then started to do something and then so many thoughts kept flowing and finally we ended up in something and later also, there were many other values added to our thoughts. My experience was made richer when others gave their feed back. There are so many different things to learn from others. Still thinking about how I do a session. But now as I'm starting, I keep getting thoughts.

Thank you all for your wonderful support for me getting richer by value added thoughts.

Suma

Guided Visualization Assignment

The Human Digestive System

Let everybody sit in a comfortable position. Close your eyes. Take a deep breath and relax. Relax your calf muscles, tighten and relax your leg muscles, tighten and relax your thigh muscles, relax your back bones, relax your neck muscles, relax your jaws, relax your mind.

Now you are becoming smaller and smaller, and now you are the size of a mustard seed.

All the way you carry one imaginary light with you since it is very dark inside there.

Now imagine you are in the Upma prepared by your mother. Then your friend eats the Upma in which you are a mustard seed. Now you enter the mouth of your friend.

Now stick on the top of the mouth and watch how the chewing process is going on, how the food is being crushed between the teeth, how does saliva help in swallowing ? What is the role of the tongue ? How does this help in digesting ? What sound do you hear ? How does it smell in there ?

After chewing, the food is swallowed into the throat. Along with it, you move. How is it in the throat ?

Now the food is squeezed down the Oesophagus by wavelike muscular contractions. Now how do you feel ? What are the shapes you can see in the Oesophagus ? What are the sounds you can hear ? How does it smell ? How does Oesophagus feels to touch, is it rough, smooth, hard, soft ?

Now you enter the stomach. It expands like a balloon. Visualize how it churns the food, mixing strong digestive juices to break into smaller particles. See what all acids and enzymes are present in the stomach. What all sounds do you hear while digesting ? How it smells in there ? How does it taste in the stomach ?

Now you move into the small intestine. Now can you see the liver and pancreas ? What juices they produce ? How they help in digesting further ?

Now you move through small intestine. See there how the walls of small intestine helps in assimilating the digested food. How does it feel in there ? What all can you visualize ? Can you see any roundworms, flatworms, ringworms

Now you are at the entrance of the large intestine. Do you see an organ called appendix there at the entrance which has lost its significance due to lack of grass eating by humans. How does it look like ? What is its color ? How does it feel when touched ? Does it have any smell ?

Now you move through the large intestine. What all sounds you hear ? What all is there inside the large intestine ? How it helps small intestine in further assimilation of the food

Now the waste material is stored in the large intestine. Now you enter one of the air bubbles present in the large intestine. Now you move towards the anus. Can you see the piles (ie., blood vessels surrounding the anus) there. How it feels to be in there ?

Now with a fart you come out and now you become bigger and bigger and come to your normal size. Now you slowly open your eyes and see how you feel.

suma

football coach assignment

Football Coach Assignment

First of all I will be silent and I will let him express his feelings ie., why he is not getting penalty kicks. I will give him some time to think about it.

Then I will acknowledge his feelings, and accept him as he is. I will empathize his feelings. The next step is providing data to him by asking effective questions, like

a) what all he can observe (like goalkeeper's position, net, ball)

b) where and in which direction he should hit to get the penalty kick

c) how did he hit penalty kicks earlier

d) how would he like to analyze it

I will let him visualize the picture by taking him through guided visualization. Then I will encourage him by saying he can do it, giving cheers etc.

In the meantime, if he has any questions regarding how to go about it, I can clarify his doubts by asking questions and giving examples how he did it earlier etc. Hope this will motivate him to reach his goal.

Finally, for me, if he finally gets or doesn't get the penalty kicks doesn't matter. I'm satisfied the way what all process went in his mind. That process is more important to me, not the final product.

I'm more confident of him that finally he gets the penalty kick.

suma

Mindmap

Attached is my mindmap...

I had done it earlier, but somehow had not loaded it. And then yesterday, I saw the mindmap of "How children Learn" posted @ geniekids.

I quickly redid mine and now I am much happier and wiser.....

Suggest whoever is sttuck on MM to see the one posted

Cheers

Mina

Friday, September 21, 2007

Re: 18th sept Session Review...

quite innovative - thought followed by immediate application
I enjoyed reading
Aditi

On 21 Sep 2007 07:39:53 -0000, Shubha Srinivasan < shubhsri@rediffmail.com> wrote:

Hi,
    I had passed on a note in the class if we can do a Haiku poem to review the session on 'Taking effective sessions' effectively. Well I have tried, not exactly Haiku, but someway in which with minimum words I can convey what ever I want... Anyone else trying Haiku/poetry?

     We went exploring a 'leader' from the activity on drawing water from the well...
      Realised that what a leader needs to do is to let 'followers', 'draw motivation ' for themselves.

    There's no one who cannot be a 'leader'...
    I think his job is to just to diffuse in the group like camphor.

    We revisited the circle time codes with examples
     yet to see how kids use glue, paint and stationary.

     How do we get kids to do 'meditation?
     Mini showed: Focus on the effects of it rather than 'Action'

   She also has added another hay to the pile of assignments.

Shubha

Observe a person

Observed my husband, I compare his day to a Mumbai local train -

Woke up early in the morning
Morning routine like the train has a routine
Milkwowam wants an advance, gives generously like the Mumbai local never says no to people
Phone calls to many people to get their buy-in like the local which always takes people along
Offer helps and advice and helps them move (progress thru new thoughts).
Not a dull moment, just breaks for refuelling - like the train halts at the station

Ah... Finally the day is up and its time to get back to the shed.... (bed)

Is this the assignment??

Mina

18th sept Session Review...

Hi,
    I had passed on a note in the class if we can do a Haiku poem to review the session on 'Taking effective sessions' effectively. Well I have tried, not exactly Haiku, but someway in which with minimum words I can convey what ever I want... Anyone else trying Haiku/poetry?

     We went exploring a 'leader' from the activity on drawing water from the well...
      Realised that what a leader needs to do is to let 'followers', 'draw motivation ' for themselves.

    There's no one who cannot be a 'leader'...
    I think his job is to just to diffuse in the group like camphor.

    We revisited the circle time codes with examples
     yet to see how kids use glue, paint and stationary.

     How do we get kids to do 'meditation?
     Mini showed: Focus on the effects of it rather than 'Action'

   She also has added another hay to the pile of assignments.

Shubha

17th Sept Session review

Hi,
This session was on Questioning. Focus was
1.on what questioning does to anyone
2. How it feels to be asked meaningful Qs
3. How to ask open ended Qs
4. How to ask Qs that will lead you to the next step

Different scenarios where asking the right sort of Qs will help resolve a problem/conflict were brought up.
I understood the importance of key process questions(KPQs) and how to ask these questions with the help of the group activity.
I noticed that preparing KPQs for any activity which we'll be disigning, will help tackle different situations which we may come up during the activity.

While doing the circletime activity on odd numbers/multiple of seven .... I realised what our responsibility is as a facilitator.
What a mistake(of making someone extremely uncomfortable) we did while we actually thought we were helping someone...
In a way I think, doing a wrong thing and realising how wrong it was... is a very good and effective way of learning, now I'll always remember SPACE in a classroom. I also think we could afford to do a mistake now, learn from it... hope such mistakes don't occour later in the class.

Shubha

Wednesday, September 19, 2007

story assignment

Topic is patterns and helping

Material Required; tissue roll[empty],ice cream sticks, plastic round bowl,some bottle caps.,some black bindis and big rubber band. ,piece of ribbon,tape ,markers

LAMBU Rabbit------=== Fix 2 ice cream stick as legs to tissue roll.put bindis as eyes ,nose etc and attach ears with stick where ribbon is stick

,decorate with different patterns

MOTU Tortoise ' Make hole in the cap put band through bowl and cap ,,put bindi 4 eyes and decorate with patterns.

To make above characters we can take help of kids.

We can do this story doing in the sand pit area.

let one kid hold the hare and other kid tortoise.

Before the race starts ,winner will be the one who depicts maximum no of patterns on the sand.

One kid can be the judge and the story starts.

Once lambu and motu were sitting in the cafe and telling about themselves.

Lambu was telling big things about him ,as he is great artist and can do anything,but motu felt bad,so plan to have race on sand .tHE ONE WHO MAKE MORE DESIGNS IS THE WINNER.

LAMBU walk on the sand zigzag,crossly,making waves but motu was rolling slowly making waves,then circle,then double wave opposite to each other.

Lambu was making criss cross ,mat but motu went 2 steps then made half circle then 2 steps and neXTt time motu rolled full then again rolled where 1st circle ends and two of them reaches finish line .

Lambu made simple straight designs but mottu made complex designs with slow speed.

[fOR MAKING DIFFERENT PATTERNS KIDS CAN HELP ONE BY ONE AND MOVE THE CHARACTER]

Finally the winner was motu with 7 designs AND LAMBU MADE 4 ONLY

This is one idea ,any thought s

Shruti.

Re: session on 18/09/07

still thinking about accepting the child and not agreeing to what the child wants .confused about the how? part.

need help.

pragya

Pragya Tak <pragyatak2007@yahoo.co.in> wrote:

when i heard the topic of today's session "how to conduct a session effectively" , i thought we would be given a list of some do's and don'ts

the question that came in my dreams "how to make children meditate" was answered to some extent.

we discussed briefly about circle time. i liked the idea of first let the children experience and then decide about the different codes, instead of forcing the codes on them.

the concept of SPACE become more clear. Accepting a child is imp. not only physically but also mentally. accepting doesn't mean that i agree with the child. there are certain things that are/not acceptable to the facilitator and the group as a whole and they should be taken care of.

i even found a totally different face of a leader. a leader still leads by becoming a follower. i feel that a leader's role as a follower is more challenging. when you are not in the picture but your presence is felt.

that is what the facilitators at GK do. not lead us directly, but make us think by asking questions, giving activities, making us talk and keep quiet. they channelize our thinking. help us to make a beautiful necklace of beads that are scattered in our own brains and we are not aware of them.

still thinking on the PREPARE part for an effective session.

sayonara

pragya

RE: Caluclators - LOOOOOONG pending

Message

"something we were withholding made us weak; until we found it was ourselves"

ratnesh

-----Original Message-----
From: Minakshi Prabhu [mailto:mina_prabhu@yahoo.com]
Sent: 19 September 2007 16:19
To: 9ttt@geniekids.com; genieblogspot
Subject: Caluclators - LOOOOOONG pending

Calculators – using it as an aid to teach maths…. Starting position was - we could use it as an aid from 5th / 6th standard onwards

Arguments :

- Understanding the concepts requires practice. So provide it as an aid one understanding has set-in.

- Real life use of complex maths is limited and thus skills for what is required to be done mentally will already be developed by then

- Calculator is just another aid, leave choice to them

- Creates more time to apply concepts

Counter arguements

- Can’t it be used to teach concepts??? So earlier Figured out that I am basing my whole thinking on a BELIEF that calculators cant be used to TEACH / UNDERSTAND. They can only be an aid.

- After some investigation on the net, I find that people are using it even at KG / 1st std for

- investigating patterns in #s

- Builds a number sense in children

- Can be used to understand place value

- The assignments will have to be of a different type to use the calculators (not like 3+4 = ?)

- Children who have a good number sense can use it to movefatsre, children who don’t can go at their pace

- Increasing motivation

- UNDERSTANDING of concepts has to be done together with calculator usage

Now my mind is working on how to do this effectively. So the jury is not out yet.

This has been a NEW learning altogether. Thanks for the same…

And thanks Kayal for helping me get started...

Mina

Caluclators - LOOOOOONG pending

Calculators using it as an aid to teach maths. Starting position was - we could use it as an aid from 5th / 6th standard onwards

Arguments :

- Understanding the concepts requires practice. So provide it as an aid one understanding has set-in.

- Real life use of complex maths is limited and thus skills for what is required to be done mentally will already be developed by then

- Calculator is just another aid, leave choice to them

- Creates more time to apply concepts

Counter arguements

- Can't it be used to teach concepts??? So earlier Figured out that I am basing my whole thinking on a BELIEF that calculators cant be used to TEACH / UNDERSTAND. They can only be an aid.

- After some investigation on the net, I find that people are using it even at KG / 1st std for

- investigating patterns in #s

- Builds a number sense in children

- Can be used to understand place value

- The assignments will have to be of a different type to use the calculators (not like 3+4 = ?)

- Children who have a good number sense can use it to movefatsre, children who don't can go at their pace

- Increasing motivation

- UNDERSTANDING of concepts has to be done together with calculator usage

Now my mind is working on how to do this effectively. So the jury is not out yet.

This has been a NEW learning altogether. Thanks for the same

And thanks Kayal for helping me get started...

Mina

Tuesday, September 18, 2007

session on 18/09/07

when i heard the topic of today's session "how to conduct a session effectively" , i thought we would be given a list of some do's and don'ts

the question that came in my dreams "how to make children meditate" was answered to some extent.

we discussed briefly about circle time. i liked the idea of first let the children experience and then decide about the different codes, instead of forcing the codes on them.

the concept of SPACE become more clear. Accepting a child is imp. not only physically but also mentally. accepting doesn't mean that i agree with the child. there are certain things that are/not acceptable to the facilitator and the group as a whole and they should be taken care of.

i even found a totally different face of a leader. a leader still leads by becoming a follower. i feel that a leader's role as a follower is more challenging. when you are not in the picture but your presence is felt.

that is what the facilitators at GK do. not lead us directly, but make us think by asking questions, giving activities, making us talk and keep quiet. they channelize our thinking. help us to make a beautiful necklace of beads that are scattered in our own brains and we are not aware of them.

still thinking on the PREPARE part for an effective session.

sayonara

pragya

Sand Assignment

1.Sand activity with kids------

Fill one plastic bottle with sand ,make a hole in the cap or any one place ----ask kids to make patterns on the newspaper or any sheet.

We can mix dry colours in the sand and then fill bottles with different colours,they can make make rangoli too.

If we can put glue to sheet and then draw patterns or any picture then we get sand painting also.

Tissue cardboard roll----put sand little bit close the end with paper and band ,,,it can make musical sounds..

2 SAND TOY---------- 1.tissue roll can be use to make path of houses what kids make then u can roll it to make different designs.

2 old ice trey ,preferably shapes of fruits,depict shapes

3 Group game----------Big trey full of sand and hide some things like small lock,key,pencil.piece of cloth,soft toy, plastic cup,plate (kids kitchen toy) so on depend on how big is trey.Then one kid come ,ask him to close eyes and search the toy and identify it.We can use stop clock using 1 min time .We can play this in sand pit area also by marking the play area. Kids can also tell different types of materials used.

Shruti

Coach 2

Belief - He needs SPACE, the space has got reinforced after the class.

A lot of it also depends on the indivudual and his bent of mind, but I would start first with silence and not too much of noice. Once I know he is opening up, ask him to

a. Teach me his style of penalty kick
b. Use questions to help in understanding the "good" kicks he used to do before. So understanding and emphaising on the +ves of his earlier kicks and his football in other areas today

Understand what else he likes best, is he worn out, does he need a break etc. too.

Show immense respect for his capabilities and him as an indivudual.

Wait for him to make the moves and take it from there, but showing acceptance and empathy

Will def retain him in the team

Cheers

Mina

Developing Integrity assignment

Lion and Camel story with two different endings one where the lion eats the camel and the other where it does not.
Cat and Patridges story where the cat says it cant hear and finally eats the patridges
The monekys and pappad story

Can use all the above stories to understand integrity - discuss in circle, , be the camel, be the mosue etc.etc.

Day began with the milkwala cheating on milk, the newspaperwala not putting the paper, the maid giving some lame excuse and so onnnn. And how I am feeling just now

Explain disintegrity

Discuss feelings / Get children to sketch / Get them to do some clay work

We have an agreed rule of (say) not more than 2 chocs a day. You visit someplace and there is TEMPTATION. What happens to you, what makes you resist, how do you feel. How do you feel if you don't resist
You have a younger sister and insist that she puts things back in place. But you yourself don't do it What does it mean
Practising Integrity myself
Create teams of 3/4 and ask them to depict integrity

Circle time discussion on Integrity and other HOM linked to integrity. Use the ball with labels on it and have number of open questions on what happens to you, to others when you say something and do something else, conflicts faced, the right vs the easy way out and so on.

Lion and Camel story with two different endings one where the lion eats the camel and the other where it does not.
Cat and Patridges story where the cat says it cant hear and finally eats the patridges
The monekys and pappad story

Can use all the above stories to understand integrity - discuss in circle, , be the camel, be the mosue etc.etc.

Day began with the milkwala cheating on milk, the newspaperwala not putting the paper, the maid giving some lame excuse and so onnnn. And how I am feeling just now

Explain disintegrity

Discuss feelings / Get children to sketch / Get them to do some clay work

We have an agreed rule of (say) not more than 2 chocs a day. You visit someplace and there is TEMPTATION. What happens to you, what makes you resist, how do you feel. How do you feel if you don't resist
You have a younger sister and insist that she puts things back in place. But you yourself don't do it What does it mean
Practising Integrity myself - in the way I conduct the class, situations, keeping my word etc.
Create teams of 3/4 and ask them to depict integrity
Circle time discussion on Integrity and other HOM linked to integrity. Use the ball with labels on it and have number of open questions on what happens to you, to others when you say something and do something else, conflicts faced, the right vs the easy way out and so on.
Recollect a situation when you had promised your Mum(/anyone else) something. Then you forgot about it / broke promise ... what happenned,feelings etc. - discuss in circle, collage, play etc. etc.
Same as above except that someone broke their promise to you..

Cheers

Mina

session review on conducting effective session

I was expecting the details on the process of how do we go abt it. How do we handle situations.

And I am more than satisfied. THough qestions are still there in my mind, I have got the stimulation on how to think abt them.

We started with leadership exercise. Discussed what kind of leader we want to be, what kind of follwer we want.

Then came totally switching the roles of leader and follower. Wow, that was amazing.

Got lot of practical tips and directions for taking practicals.

The exploring meditaions, why meditaion, how to get them to form codes wa very very useful and surprising.

How can we get children to think, learn and form the codes instead of forcing it on to them.

We discussed SPACE again. ANd also reminded us that acceptnce is diff than agreeing.

Then we discussed PREPARE. We have that as an assignment now.

We are also given a practical situation. We need to look into oursevles as well as children's state of mind.

Its a wonderful assignment.

kirti

Monday, September 17, 2007

session review on 17th sept session.

First exercise showed how to get connected. Make someone feel special and ask them specific questions.

When u compliment, it should be genuine and deep.

But questions which are checking questions, putting down or closed are not helpful in learning n thinking.

The questions that are open ended, like how , what, feelings, or questions that include thinking skills ,questions can be asked using different time frames.

Make ur questions plural to enhance their thinking.

Instead of asking just what do u think abt it, ask questions in diff directions.

Suggestve question with anser loaded are big No No. Its no more a choice for them then.

Experiment with your questions as much as possibe.

The questions should be invitational, invitation to explore, express and think.

Ask more n more meaningful, engaging, thoughtful and explorative questions rather than just informative questions.

Questions not being asked suitably , can actually hinder the thinking process, or irritating.

Focus on the process ste by step. Prepare your process questions accordingly.

Make a choice if I want to throw a question in the air or ask specifically to one prticular child.

Prepare reflection questions before hand.

But before getti9ng into asking questoins , basically just observe and

Give them SPACE.

1. Silence : Give them time, freedom to explre n think. Dont jump in with the answers. In fact dont think abt the answer, think abt the child, the process he is going thrrough. Conc on concept rather than answers.

2. Acceptance: Accept thee child, whateer state of mind he is. Where ever he is relating to the process.

3. E - Empathise : Get connected with the child, acknowledge his mental state.

C: clarify : if he needs help. What help, how it should be provided is again decided.

P: Providing data : If needed, provide with data. U may not neccessarily give data diretly. Can take help from other children to get data.

Answers to questions or product of any acitvity is the last important thing in itself. The process, the reflections are the key areas. Ask more questions about them and the y learn more. But all this needs preparation atleast the for the stage I am in. Make them awqare of their own strenghts. Use HOM and thinking skills in ur questions. Also Dont forget to encourage and appreciate.

Do lot of thinking and preparation, go trhough each step urself. Go prepared in ur sessions for each and every step to give your best.

Session Review 17th Sept...

The session was on questions and how we could use questions to facilitate...

Good questioning style is one which has a lot of open questions, is reflective and thus gives multiple options, choices without one particular choice. Typical ones we discussed are the How and what questions. Feel we did not get into example questions - like when you did this, situations which were similar to this one and how did we do there..

The process of doing and facilitating was quite challenging...

SPACE - Silent Provide(Data) Acceptance Clarify Empathy. This is what we discussed in terms of what to deploy while facilitating. And on reflection, I feel that at some level, this is also the way in which the whole activity happens - need silence to think first and do my evaluation, then helps if someone provides data, Accept what is being made, clarify and then empathy after it is done..

Aditi excuse - but I tried it on my daughters assignment today and ..... the result was amazing, we'd cut out the objects for her collage and we started with looking at what we'd cut, how many, what types leading onto what can we make from them. Also discussed if she wanted any other things ( crayons was what she wanted) and it was enlightening. It made me surpass myself and create a nice collage on my turn ( one that exceeded my expectations)

One big suggestion was - DONT TRY TO SOLVE yourself - and thats soooo true.

My own experience, when I was doing the math problem during circle time today was - I am so used to getting a confirmation that the answer is correct, I could not stop till smeone confirmed it to me..

We also discussed using HOM while asking questions and this too I tried out on my daughter and her friend ( aek aur bakara mila :)) ). I was getting them to look at self-control and they've def latched on to the word. The key is to use it in multiple ways and situations so that they UNDERSTAND it...

I also tried wriing notes - but my book is empty.. The session reviews are a way for me of looking back tooooo.

Mina

GV SHRUTI

Today we r going to explore what is down in the heart of sea.
Make urself comfortable ,relax close ur eyes,
look ur a sand particle lying near our door mat in our class.
Now the wind blows,and takes u out from hear to a beach.
There after wind settles down u find urself on the wet beach.
With the next wave u go in the sea ,now feel urself going down in the sea.
We can see life in the water ,fishes , see there goes jelly fish,see there soft bodies.
Fishes have two layers,of skin to protect them,the outer layer protect them from fungi and bacteria.
Ucan see shark,porcupine fish.,so many new fishes .
Fish have ears,nose and they sleep also..See there water plants,eggs of the gold fish near the plants .
Hey look ,flying fish just crossed u..
Nice to see hundred of fishes swimming together and lot more animals are down there .
With one next big wave u came back to shore.,wind started blowing again and we cross so many places and fly back to gennie kids ,stuck in the mats then on the floor.Feel urself .,move ur hands .feet..and urself .
open ur eyes.

session review 17 Sep

Hi everyone,

Trying to put my thought ,I was late so missed 1 st activity, but joined the second one, it was little difficult to ask Q without expecting the Ans ,, AND VICE VERSA NOT TO Ans when other ask u Q.

But if we don't Ans we can try to be good listener also.

Then was how can we tell different qualities of QUESTIONS AS e.g. it has to be open end Q { how what }

,we should ask Q which give invitation to think

,Q should be plural

, Q can be in different time frame as how else u can do it?

some checking Q[ why]

Q related to them ..their feelings .

Then was given activity with shapes,work in pairs using the shapes create the picture given on the board,same time we have to ask Q while in process and after the completion

In the pair role change will be their one kid other the facilitator.

Actually i found little difficult to communicate when u r facilitator,but we discussed later on how can we encourage the kids with the Q S.

After that i was little confident ,in what way i can ask encouraging Qs.

Last activity was really good to understand how sometimes we don't accept others.

Then Ratnesh told us about SPACE

S ---silence,P-- providing enough resources,A-- accepting them ,C--clarification and E-- empathy.

If we really think that way then who is scared of practicals gals.,,,any thoughts

bye Shruti

Sept 17 Facilitator Review Session

THE ART OF FACILITATION

In order to be an effective facilitator when working
with children, we should understand SPACE:

S â" Silence â" means observing; being an active
listener; knowing when to be quiet (more often than
not); giving the child time â" there is no rush

P - Provide data â" give knowledge as appropriate,
with the intention of maximizing learnings, but not
providing answers

A â" Acceptance â" be accepting of the participants
and their needs

C â" Clarify - to ensure appropriate learnings by
asking meaningful questions; keep things on track;
keep in mind that process is more important than the
right answer; summarize

E â" Empathy â" which requires you to be
non-judgemental; see things from the childâ™s point
of view; be caring and compassionate; be encouraging

Asking meaningful questions is a BIG component of
facilitation, and is a skill that can be acquired with
practice and observation. You can frame questions
with a specific HOM in mind (donâ™t be afraid to use
the HOM in the question). You can frame a question
such that it triggers a particular thinking skill
also. Questions need not be directed at a specific
person, but just thrown out there generally to the
room. Remember not to ask questions that begin with
Why, Can, Can you, Are you, Do you, Is it, Isnâ™t it?
These are limiting and can hamper learning. Avoid
loaded questions -- those with the answer contained in
them.

Two types of questions youâ™d ask as a facilitator
when working with children are process questions and
reflective questions. Process questions are asked
while activity is being conducted, and reflective
questions after the activity.

To ask effective process questions, need to have an
in-depth understanding of all the steps involved in
doing the activity -- break it down into the smallest
components. Then think ahead of qâ™s associated with
each step, write them down and bring them with you.

Sujata

Book Review

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Sunday, September 16, 2007

Session Review on Language Development (Thursday, 13th September)

Activity on using ice-cream sticks as puppets to make a story involving me in a recent conflict was an interesting one. I could see myself revisiting the conflict as a spectator and could see and understand the viewpoint of other side.

Why do we need language? To express, share, communicate….How is communication different that effective communication? How is it different than expressing? When do I decide that my communication was effective and when its not? What if the other person is still taking time to act then is it effective or not? Still thinking…..

What are we really teaching kids in the school? To communicate the way the teacher wants them to write or to express themselves what they feel, think or learnt? If I am bothered by what others will think of me or I am trying to impress others or just I am too scared to hurt others feelings then am I expressing or just communicating? When am I more satisfied, when communicating or expressing….

How is language related to thinking? When we think we do so in a particular language (mother tongue). More languages we know, more we can expand our thinking. We tend to speak to our children in so many languages sometimes English, Hindi, sometimes Telugu or Kannada. But what if a child has not yet developed one particular language as mother tongue and I am exposing the child to all sorts of languages, how will it help the child to expand his thinking? How can he build a house of thinking if the foundation is not strong yet? Still confused…..

Thinking becomes richer, if we enrich our language and vice versa. But how can I make my thinking richer? By reading, talking, listening, expressing, writing …. Observing, experiencing, soaking in everything through my five senses and expressing. If I learn to think richly, my language will become richer too.

Exploring our classroom made me realize that it's not an ordinary classroom with whiteboard, curtains, mats, teacher and students. It's a room where I am learning to learn, understand, respect, accept and think beyond. Learning to share, express, question myself, my beliefs and actions. Learning to listen, understand, appreciate and respect my fellow class friends, teachers and everyone I come in contact with for who they are and what they are doing….

Talking about what is a mop made me realize how we focus so much on knowledge and application part and so little on synthesis, understanding, relating and using metaphor.

Also enjoyed doing activity ideas on developing listening skills in children and listening to different ideas each group came up with.

Anu

session review on language development

hi,

Language development

The activity using ice-cream sticks were nice. I was thinking about the conflict more & how to resolve the conflict was my main issue. Still it is an open one. I'm still confused about the purpose of doing that activity.

During the session, I mainly understood the clarity between expression & effective communication. Communication may be effective or not but expression is about "ME".

Core language development is by thinking & expressing. This forms a loop.

The moment we were given 2 minutes to explore the room, I saw so many things in the room which I never observed. From that exploration I can see the change in my writing. There are so many different perspectives to see the same object I wonder.

Most of the time, we don't give ex. And explain it to the kid. I realized how examples plays a vital role in learning.

The listening activity was so nice. I sometimes wonder how so many thoughts come to me and make me think that how much creative I am and that boosts my self esteem. My myth about hearing and listening broke while doing the activity.

suma v

Saturday, September 15, 2007

Sept 13 Session Review on Language

(Sorry everyone -- when i save e-mails as a draft, for
some reason, the action performed is to SEND instead
of SAVE AS A DRAFT. Please ignore previous e-mail).

In this sequel to the storytelling session, we
explored "Language", and developing language skills.

First, we learnt the difference between communication
and expression. This was a distinction i had never
thought of before. Schools teach communication (and
that too in the teacher's language) over expressing.
Some things i learnt:

That "language" and "thinking" form a loop (thinking
leads to language which leads to better thinking which
leads to better language, and so on)

When you experience something, you reflect and then
automatically describe it better (improve expression)

Get children to think in all 3 aspects of language:
knowledge, outcome and understanding (we normally
focus on knowledge only)

Set aside reading time for the children; have
meaningful, exploratory conversations with them

Listening skills are also very important in language
devleopment.

I think that as far as language skills is concerned,
it's important for children to create, express and
communicate. Experiences, reflections, reading,
writing, listening, speaking, exploring -- are all
enriching.

Sujata

Sept 13 Session Review on Language

In this sequel to the storytelling session, we
explored "Language", and how to develop language
skills.

First, we learnt the difference between communication
and expression.

Sujata

Sept 11 Session Review on Activities

We started with using handfuls of bottle caps and
coming up with ways to use them for all MIs. I was
amazed at how many ideas i was spouting out! Getting
quite comfortable with MIs now.

We then entered the arena of designing activities for
children. To start off, we explored the definition of
"Activity", and came up with some key elements we felt
an activity should have: be open-ended; child should
set the goals (within framework of the teacher's
objectives); enjoyable and stimulating; focus on the
process.

Motivating kids to draw 5-cm circles using a compass
by saying that everything in a village is made up of
precisely 5-cm circles… this automatically fires the
imagination, brings in an element of fun, and is
therefore stimulating. I would never have thought of
this approach!

We then dived into how to design an activity. It
begins with reading a lot, & becoming intimately
familiar with the subject. The more research you do,
the greater your understanding.

Write down a whole lot of questions about the subject
and then identify a key guiding question (KGQ). [The
research done in the first step helps you frame
relevant questions.] A good KGQ will have an activity
idea waiting to be discovered when you explore the
question.

Once you pick a KGQ, now you can write the teacher's
objectives for the activities, activity ideas will
come to you, and can start developing activities.
Bring in Bloom's Taxonomy and MI in this phase. Have
to consider materials needed for the activities also.

After activities are designed, now design
stimulations. It's important to have the children
EXPERIENCE your objectives.

I've been thinking about some stimulations for the
"how do you experience gravity" KGQ we did in class.
Some ideas are:

a Guided Visualization where you are an
absent-minded space adventurer visiting planets with
varying gravities and you keep getting into
gravity-related mishaps;

ask kids to play hopscotch while pretending they are
on the moon, Jupiter...

Sujata

session reivew on activity designing

Activity designing , i thought it would be as simple as implementing just that MI.

But it has lot more added to it.

U can use any material and still activity can be designed that too using almost any MIs.

Once u have decided that u want to design activity on one particular topic.

Write all possible questions on that topic.

Select 1 or 2 key guiding questions. That becomes facilitator's objective.

After this : Keep space in ur activity , so that kids have freedom to choose their goal.

Kids should have freedom to decide how part of it too (may be in given structure or using given material), so that they r thinking and they are involved.

All the outcomes will be different. The results differ from one child to another.

When u want to teach them something, give them exaples and non examples too along with other attributes.

As a fascilitator, I am not going to asses their outcomes.

But I feel I would want to know what they have understood, what have they learned, also how much. So that next time I can decide if I want to take up new topic or continuw with the same.

Stimulation should be used. It can be anything, one question, one action or some statement, which evokes them to explore , think and do the activity.

I remember only the word hypotheses, not able to remember what abou it.

More to come here after more exploration.

Re: review on HOM session

hmm........ let me try. Its not about what comes first. Even if My thinking abt thinking patterns come later, thats fine, because next time it may be helpful. But yes, If I want to change the way my thinking pattern works, I need to find out some way so that it becomes part of my subconscious. At such situations like conflicts, I first start thinking on my usual patterns, but again I take a step back and think abt it again.

I dont know how to explain. See, I am angry with my husband for something. I even reacted to it negatively. (and may be not expressed it, i directly behaved angrily. )Instead of expressing that I am angry, I showed my anger thru my behavior. And that incidence can keep hurting me for long even after iwhen I am not there with him. But when I think over my thinking, at least the hurt that I feel later is come down drastically.

I am able to talk to him with a fresh mind next time again. I havent succeded in adopting the new pattern quickly, but I am at a point where I look at it after a while and then I am at peace.

I hope I tried to clarify what I feel abt this. To me expressing is important. But feeling has to expressed , instead of reacting out of that feeling.

On 9/15/07, Suma V <suma_47@yahoo.com> wrote:

Hi kirti,
I've a question here.Anybody please clarify.If everybody ends up in thinking like this, then who is going to start expressing their view first?Then this becomes the chicken or egg problem.
suma

kirti lodhe <amkirti@gmail.com> wrote:

Exploring it more.

What was the thinking process when we were doing the agree and disagree exercise .

We were given the oject of listening to other person's point of view.

First time round it was my belief that my opinion has a base. Let me checkout why they dont agree with my opinion. I had a point to prove.

It was like, I know something, I want you to know that first, and make u think on ur opinion after knowing that rather than me thinking over what u know. The objective was totally lost.

Somewhere the belief was the person who is talking is greater. He who convinces other is smarter in life. I wasnt able to see the simple fact that, anyway, I know what I know.

I need to know what they know or think so that I can widen my perspectives of looking at the topic.

I am the one who was going to become rich by listening to others.

or there was strange fear that if u dont remind urself abt what ur opnion is, u may get lost in their thoughts.

I was actually thinking in the direction of conveying my thoughts than listening to other's thoughts.

How would my thought process be if it was restructured. Like if it was asked that find out what other person has views abt love marriage ? My opinion is not at all asked . I am rather supposed to understand the other person and represnt him.

Now I dont have to prove my opinion becaue I am not agreeing or disagreeing to something.

Its just finding out what other person thinks. It would have been better, because now I am not putting forward my thoughts. Its not about my thoughts at all. In this case, I am more open to listen to other person.

** When u want to listen to other person, its not abt what u think, feel. Its all about the other person.

I can always go back and reflect on whatever I listened and then decide to agree or not.

**I show different thinking patterns when I am invloved in the conflict (diff of opinion) and when I am just the observer. I am not directly involved in it. I learn more as observer.

** may be then I need to change my thinking pattern so that, Even in conflicts, I forget abt myself for a while, understand other person, represent him and learn and then come up with sloution to that conflict. Or may be there would be no more conflict.

I would then classify my thinking pattern as

1. Centred only to myself

2. open for myself as well as other person.

3. only abt other person.

But I can always first go into 3rd catagory and come back to second one. I think that would be best combination for me to learn more n more and be more productive.

I would abstract is as:

Respect other person's thoughts even when u dont agree to enrich urself.

If I want do inductive thinking ,

A. Me putting just my point forward, causes

1. conflict remains where it was.

2. I fail to learn something new which I could have .

3. I just keep finding reasons to challange what other person is saying.

Challenging the new thoughts that u r listening is a very good idea. But listening comes first and then challenging it.

Or deductive thinking.

Generalisation : to learn more, u need to empty urself first.

And if applied in this situation, its much easier to understand other person's point of view.

But emptying urself is a task u need to do. Put urself aside for some time.

Now I know what thinkin pattern is useful to me in case of conflicts. Let me test it in practical life now.

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Review

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Friday, September 14, 2007

session on 13/09/07

hi all,

playing the conflict using puppets was excellent. the emphasis now was more on the event than the characters(me). i was able to realise my weakness, my mistakes which i was not able to see at the time of conflict. we can also use puppets in our day to day life and instead of saying or arguing with the person we can do the same to his/her puppet. that can make our life easier.

not communicating effectively is as good as not communicating atall.

ratnesh kept on saying to complete assignments, write reviews. he even send gentle remainders, but things didn't move as he wanted. his communication was not effective. few words from aditi has triggered the process. her's is an effective communication.

for a communication to be effective it should be combined with appropriate expressions (facial or tonal quality or written, etc). i feel aditi's communication was effective because her voice, her expressions, her body language was supporting what she was saying.

explaning using examples triggers the imagination and thinking. so next time a kid brings something. along with praise i have to ask the child questions related to the work. it not only helps me in finding out what the child knows but also makes the child curious to find more.

sayonara

pragya

Review

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GV Shruti.

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review 13 sep

Hi everyone,

Language 4 me was only grammar and vocabulary,but now i know its real meaning it is related to

thinking,expressing feelings and thoughts.

We generally don't let kids to express their thoughts ,we tell them to communicate may be that

why they cant express so many things.

By doing MOP activity ,i learnt how by giving example we can tell them so many thing..

Still i want to learn how can i make /teach kids to express effectively?

bye Shruti

book review

SELF ESTEEM

--ANITA NAIK

I was confused regarding self esteem session .I took the book for my clarification.When i was going through it,i felt that the author kept certain age group in mind and wrote it.The link between asstertiveness and self esteem was great. The book recommended lot of exercises. which helped me to assess and improve myself.I learnt how to build positive assertiveness and self esteem which are important to be a better person.The key word for everthing is RESPECT.

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session review

LANGUAGE

I really felt that this session is just for me.When it comes to expression i never check my writing and talking.Today it made me to realise what is the use when my expression are not clear to others and they may be misinterperted.

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Session Review 13th Sept - Language

The discussion on communication and language was extremely interesting.

When I used to speak to my daughter in 3 languages, I used to be told not to do it and confuse the child. I persisted becuase I wnated her to understand what is spoken in each of our families... It was quite nice to learn that it helps in expressing....

On another note - have been thinking deeply on commnication and expressing. Now feel that we can communicate thru' the body, but can we expree thru' the body?? Maybe body signs communicate more than words?

The poem on the room was quite interesting...

I am also reconsidering a point of view which I have had - that taking notes inhibits my absorbing what goes on in the class. The input - output quadrant is raising some questions in my mind. Maybe I need to store some pointers somewhere... But this is not resolved yet.

The other quadrant which we did about how we talk of something - describing vs giving examples ( see I cant get clearly the other quads - Uses, Decsibing and ??? - i recollect roughly classifying it as how) vs giving examples is something I am chewing on...

My experiences have now expanded to 2-3kids ( ones who come to play with my daughter). Thanks Aditi for pointing it out to me...

Mina

Thursday, September 13, 2007

Re: review on HOM session

Exploring further.....

How do I take it furthur to my students ?

How do I make them aware of their thinking pattern ?

May be same thing that I did. The only diff may be I wrote questions for myself.

If I want them to think over their thinking, I need to ask them more thinking questions on their thinking.

Or first giving them diff situations first to act. And then compare diff situations, and observe and reflect on their thinking pattern in each of them and then to deicde which was more productive.

hmm.........

Since yesterday everything is boiling down to thinking skills. Langauage development, HOM development , more to come here I guess......

Re: review on HOM session

Exploring it more.

What was the thinking process when we were doing the agree and disagree exercise .

We were given the oject of listening to other person's point of view.

First time round it was my belief that my opinion has a base. Let me checkout why they dont agree with my opinion. I had a point to prove.

It was like, I know something, I want you to know that first, and make u think on ur opinion after knowing that rather than me thinking over what u know. The objective was totally lost.

Somewhere the belief was the person who is talking is greater. He who convinces other is smarter in life. I wasnt able to see the simple fact that, anyway, I know what I know.

I need to know what they know or think so that I can widen my perspectives of looking at the topic.

I am the one who was going to become rich by listening to others.

or there was strange fear that if u dont remind urself abt what ur opnion is, u may get lost in their thoughts.

I was actually thinking in the direction of conveying my thoughts than listening to other's thoughts.

How would my thought process be if it was restructured. Like if it was asked that find out what other person has views abt love marriage ? My opinion is not at all asked . I am rather supposed to understand the other person and represnt him.

Now I dont have to prove my opinion becaue I am not agreeing or disagreeing to something.

Its just finding out what other person thinks. It would have been better, because now I am not putting forward my thoughts. Its not about my thoughts at all. In this case, I am more open to listen to other person.

** When u want to listen to other person, its not abt what u think, feel. Its all about the other person.

I can always go back and reflect on whatever I listened and then decide to agree or not.

**I show different thinking patterns when I am invloved in the conflict (diff of opinion) and when I am just the observer. I am not directly involved in it. I learn more as observer.

** may be then I need to change my thinking pattern so that, Even in conflicts, I forget abt myself for a while, understand other person, represent him and learn and then come up with sloution to that conflict. Or may be there would be no more conflict.

I would then classify my thinking pattern as

1. Centred only to myself

2. open for myself as well as other person.

3. only abt other person.

But I can always first go into 3rd catagory and come back to second one. I think that would be best combination for me to learn more n more and be more productive.

I would abstract is as:

Respect other person's thoughts even when u dont agree to enrich urself.

If I want do inductive thinking ,

A. Me putting just my point forward, causes

1. conflict remains where it was.

2. I fail to learn something new which I could have .

3. I just keep finding reasons to challange what other person is saying.

Challenging the new thoughts that u r listening is a very good idea. But listening comes first and then challenging it.

Or deductive thinking.

Generalisation : to learn more, u need to empty urself first.

And if applied in this situation, its much easier to understand other person's point of view.

But emptying urself is a task u need to do. Put urself aside for some time.

Now I know what thinkin pattern is useful to me in case of conflicts. Let me test it in practical life now.

review on HOM session

I am rewriting this, as I havent understood it. Trying to put down my thoughts to understand better.

1. How do I become aware of my habit of mind ? How do i change it , to my advantage ?

One of the checkpoint of being aware of ur thinking pattern can be when I am feeling negative.

Reflect on my thought process, do metacongnitive thinking, reflect on the whole incidence.

Check what directions r u thinking in? Check what ur habit of mind then ?

Find out how do I use my thought process in unpleasant situations. What are the different thinking pattern that I exhibit in different situations? Even in situations which are pleasant. Find which one do u prefer mostly?

Find out which one helps me more.

Reflet on ur thing patterns each time, modify them to ur advantage. Think on ur thinking patterns. Use all thinking skills on ur thinking process.

Picture is still blurred. But still little more clearer than earlier.

realization

One thing I have realised while doing grp activities :

Its also form a circle time, though very small circle.

I realized that, the moment Ratnesh says, do this in grp, we just sit together and I just start pouring in whatever came to my mind immidiately.

Its importnat that when we work in grp, before I jump in and start putting my ideas forward, sit back, give little time to every member to think for a while. Because the moment I start talking too soon, thats stopping other person's thinking process even before it has started.

Everyone's ideas should be listened to. Even if I havent come up with an idea right now, but i have already thought something abt it.

While discussing, one input from ur team members may sparkle an idea then.

Before giving directly activity, its helpful to explain ur thought behind it. It helps u to build the activity better, also it helps other team members to add on to it, build on it more.

And be aware that there is bigger circle too , that ur small circle is part of. Its so important that u listen to other subcircle's ideas even before ur turn and after ur turn. Even after Aditi pointed this out earlier, I found myself doing it again today.

Fwd: session review on language

Note: forwarded message attached.

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Today's session

Hi,
Today's session brought out what expressing is. How language and thinking are so related with each other. I knew that knowing more languages is good but now I know clearly how.
Today in the morning while we entered Aditi told me that today there is a ban on talking among each other. I did follow it but I must express my uncomfortableness throughout the session.
I wonder why this was told? Is it because Aditi wanted us to feel how it is to be 'deciplined' as the children are usually done in class rooms?
Listening skills activity was great and I saw there were so many ideas flowing... after coming home, I came up with more ideas/games on this. I am waiting to see how they work... Keeping books in all places(handy), irrespective of the age of the child, so that reading habit gets inculcated is something I learnt and is v valuable...

Shubha

meditation

Meditation :

what it does to me ?
Just after meditation, I feel fresh, ready to learn.
I could conc more thoughts which I wasnt able to do before meditaion.
While meditating , initially, I made my body relaxed, i reflected on thought that was going in my mind .
I was also feeling myself moving myself physically, freeing up myself. Lot of ideas sparked in my mind. I felt I have become more open about the thought that I am thinking of.

I am more aware of my thought process after meditation. Rahter I become aware of it, while meditaiting.

I am very much confused abt HOM topic. I am having the feeling that I havent understood enought what the topic is.
I had 2 major questions in my mind.
1. How do I become aware of what is HOM? Or whatever way I am behaving, there is an HOM behind it and whats that HOM.
2. How do I change my HOM to my use.

Havent got the answers yet, still exploring, but one of the ways could be,
Meditate on your thought process. It makes me aware of what direction I am going. Even if its some incidence which is their in my mind, I beocme aware of what am I thinking, on what lines and what could be different aspects of it.

I read defintions abt meditaiton on net. I didnt realise whats meditation in terms of yoga. But this is what I can use meditation for myself as of now.
I am now aware that I have this tool too in my toolbox, for thinking creatively.

Next question is : Why should I ask kids in my session to do it ? Actually this is where I started from.

Everybody might be doing meditation differently. Each child will do it differently.

But my gut feeling says that they would definitely be relaxed, conc more, and beocme more aware of themselves when I get my students to meditate when starting the session. Or atleast it would settle them down.

kirti

Wednesday, September 12, 2007

Sept 10 Session Review on Activities

We started with using handfuls of bottle caps and
coming up with ways to use them for all MIs. I was
amazed at how many ideas i was spouting out!

Sujata

Session Review on Storytelling

We do quite a bit of storytelling in our house, where
the kids and i take turns telling stories to each
other. This normally happens at night, when tucking
the kids in.

The storytelling session at GK started off with doing
an MI analysis on the hindi classroom song we'd seen
on Youtube. Then we did a presentation. I'm getting
better at understanding and applying MI now. But this
exercise also shook me up a bit; i need to deepen my
understanding about teamwork. Or perhaps the key is
communication -- how to convey your thoughts
effectively and respectfully.

Using everyday objects (we used a sheet of paper),
making them into characters and building stories
around them was stimulating. I should try this with
my children.

Most amazing was how we started off with a snapshot of
a scene, and then each of us came up with before/after
scenes until we had a story. It's a fabulous idea for
children's birthday party activity.

During this session, i also learned about the ways i
don't always show respect in class.

Sujata

____________________________________________________________________________________
Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out.

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My body

Today, as we were returning from school, my daughter was fiddling with the buttons on my dress. I told her I did not like it ( I dislike it immensely..)

And then suddenly she said, ya you shld not show, it is dirty. I asked her what is dirty and she said the body is dirty.

It left me wondering what I was teaching her, how to explain why we were clothes, that there is nothing to be ashamed of and if not then why do we wear clothes etc...

mina

A . One sand activity that one can do with children - think of something innovative (not like make a castle :-(

Foot prints and finger prints in the sand. On sand make your footprints / hand imprints and make designs, decorations around it..

A birthday party in sand - for the childs favourite toy. Where everything is made of sand

B One innovative (pref junk material - eg caps of bottle/ medicine dispenser) that can be used as a sand toy by kids - Do remember to add few ideas of how to use it.

One of the local trees has this nice long dried fruit. It can be used so nicely to dig, pat or shape sand.

There are these "jellies" which we get - like of the brand cocoon. My daughter loves the jelly and we store the cup in which it comes as a sandtoy, it has nice grooves and makes pretty shapes

Old toothbrushes can be used to pat sand, as props on sand

Coconut shells for digging..

C . One group game children can play which is specific to SAND

Treasure hunt - hide something in sand and ask the other team to find it...

Not innovative, but how about kabaddi

Draw an animal on sand - say Trinannimal - Each person can draw one triangle in each turn and together they should make an animal. Can vary the shape or the animal

A friend wants you to see a page

You gotta see this!

Hi,

I saw this page on Geniekids Train the Trainer and thought you might like it.

http://9ttt.wetpaint.com/page/footballcoach++-sweety

Cheers,

- geniekids

You have been sent this email by request of a Wetpaint user.
This is an automatically generated email; please do not reply to this email.

REVIEW

REVIEW ABOUT ACTIVTY DESIGN.

Now I am seeing past 5 or 6 session of TTT is improving
my creativity which I had lot all these days and which I didn't
know that I had it. In this session I remembered my childhood
games a lot. When I play now, I was thinking this is very easy
way to teach Numbers, Shapes, Addition, Subtraction etc...
(thats called Childs Play).
Luckily now I started doing it with my kids. The more and more
I observed, my crerativity is getting better and better. Now I
wanty to be creative in everything.

I want to share something here. once for an activity of observation
our group got a dried leaf. Ratnesh asked me taste it. I told no way.
That time I was feeling thats not very important(though I tasted it later).
But now when I am keen on observing, its coming naturally. When I
think about anyone I want to know what smell I am getting about that person.
My thoughts are getting stronger.
Great Learning.

thanx

# end
Kayalkumaran

Why delete messages? Unlimited storage is just a click away.

REVIEW

REVIEW ABOUT GOOD LISTNER

In one of our session we discussed how to be a good listener
(to be a Radio). I read the book How to talk & How to listen also,
Which I started practising . Whenever I am a listener
I am very quite. the speaker is not happy and often checks whether
I am there or not. They want my command immediately(which I feel
its interruption). I can feel that they are not satisfied with the conversation'
may be it is not ending the way they want. I don't know. My talking
is becoming less. Sometimes I feel some issues are very serious
which I want to talk more about it. But when I turn a listener about the
same issue spoken by others it becomes simple and I am able to solve it better and easier. Trying hard
to be a Good Listener.

thanx

Session Review on Activity Design

Hi,
Session started off by thinking of 'Activities' for different MIs using bottle caps. As we explored we were amused to see how many activities we could think of... right from addition to teaching angles, from physics to poems and more and more...
Then we came to the maind map on Activity. We realized that an activity is one where the children make up their own induvidual goals which somewhere can converge with the teacher's 'objective'. Also it means that each goal is different and is his/her personal goal, there is no comparision with anyone and there is no wrong either. Motivation to go for it also remains high.

Taking 'Gravity' as an example helped us understand how an activity could be designed keeping the above points in mind. The KGQs were pouring from all sides. I realized how valuable these Qs were.
Still to explore how to include HOM in activity design. I am sure all of us were so very engrossed in the whole session that we didn't realize the time flow away....when I reached home, I realized this.

Shubha

Shubha

REVIEW

REVIEW ABOUT TALK YOUR FEELING

Respect, Discipline, Feeling - very useful sessions. Most of
the time I keep my feelings myself which continues for days without
any improvement and affects everything around me. But I feel better
I won't carry it. I need lot of time to put in words without affecting
others. During the session I was thinking whether my son's will understand
it, started trying it. I took an example of Iritating. Every time I shouted them
you are iritating me which won't make any change. They continue their
iritating work(For me). But now When I say I am getting iritated of your
particular action, they are immediately saying sorry and they stop it.

The same I felt when a I was going through Ratnesh mail about
Adult Kids.

thanx

REVIEW

Tuesday, September 11, 2007

Session Review 11th Sept

The session on Activity - I am not sure how much of this session I took away. When I started the day, I was not sure whether I would even attend the session becoz my daughter was not well - I had decided that I would attend it even if I was late. Aditi's mail on what is our instant reaction when our children fall ill, helped me in trying our other options than to just "bunk" the class.

However, the entire session, my mind was distracted and was constantly looking at the clock and the time and worried about how my daughter would be....

The session started with us figuring out different games with the help of bottle caps - games which are focussed around specific MIs.

This in turn helped us in figuring out the difference between and "ACTIVITY" and not an activity. Open-ended GOALS and open ended HOW to reach the goal. I was reflecting on it and I realised how much my HOM needs to change still - Old habits of having to HAVE an answer prevented me from listening to the games suggested by the other participants - in fact I could not control myself when suddenly an idea came and I HAD to express myself...

How to design ACTIVITIES which are open ended - GOAL and HOW was what we discussed next. What was interesting was that when the activity became open-ended, I realised how little I knew of the topic and there were so many questions that I needed to seek answers to.

We then looked at the ACTIVITY framework that Geniekids uses and which we will be using when we start designing activities for kids.

Monday, September 10, 2007

Football Coach

As a facilitator of Geniekids I will try to apply what ever I have learnt in GenieKids till now and hope for the best.

First I will check to see if it is just his assumption or the fact that the professional player is not able to play the penalty kicks anymore. Is there any medical problem or the psychological problem involved?

I will acknowledge his feelings before I would advise him anything. I will empathize with whatever he might be feeling – frustrated, angry or disturbed by his performance. I will try to listen to what ever he has to say without making any judgments.

If the problem is not due to medical reason then I will see if it is something to do with his belief system. I will try to change his statement from "I cannot do it" to "How can I do it" I will let him know importance of asking right kind of questions.For example asking "What or How" instead of Why.

I will ask him to imagine how he would feel if he is able to hit the penalty kicks again and when he is not. May be I will do a GV Session with him to make him see what's inside him is stopping him, how he would feel when he is able to shoot the goals, what is his reaction when he is not, how important is it for him to be able to beat his past.

Modeling: I will see if he can learn or get inspiration from people who go through similar situations. How people in challenging situations act and come up, what strategies they follow.

Thinking Skills: May be I can make him aware of different ways to look into his problem- mentally, visually (may be by drawing or thinking visually), mathematically and kinesthetically. May be he can think deep and come up with some strategy and plan to reach his goals. May be I can give him idea about other thinking and learning skills like blooms taxonomy, compare contrast, induction-deduction, fish bone diagram, brainstorming and mind maps

Habits of Mind: May be I can give his suggestion in how he can apply different habits of mind for his advantage. For example

Thinking Flexibly:

Ask him to think about how he can

Consider different options to improve his kicks
Look into the problems in different ways and get better insight his inner self.
Change his perspective of looking into the problem

Metacognition

Become aware of his thoughts, strategies he can apply, feelings when he is able to and unable to kick the goals and his actions

Striving for accuracy: Make changes with in himself for

Always giving his best
Constantly setting high standards for himself
Finding ways to improve himself

Creative, imaginative and innovative

Try out different ways, be creative in his strategies

Taking responsible Risk

Finding Humor

Being able to laugh at himself instead of feeling stressed out.

These are just some ideas I can give him as a facilitator to make him see things he is not able to otherwise. The answer and motivation to make his dreams into a reality has to come from within him.

Anu

Fwd: session reviews for story telling by ADITI

---------- Forwarded message ----------
From: Shruti Rao <shruti.solan@gmail.com>
Date: Sep 10, 2007 10:49 PM
Subject: Re: session reviews for story telling by ADITI
To: Pragya Tak <pragyatak2007@yahoo.co.in>

HI,

No doubts,story telling was great fun.I never knew about story making and story doing .It really helped me a lot .Nowadays my son and his friend ask my session experiences.They really enjoy how we do activitirs in class.So we generally do some same things at home to .it make them happy above all i am happy seeing them enjoying..Thanx Aditi.

bye Shruti

On 9/7/07, Pragya Tak <pragyatak2007@yahoo.co.in > wrote:

ratnesh-geniekids < ratnesh@geniekids.com> wrote:

what will I do if the kids will not respond?
I will try in another way
and still if they do not respond
try in another way
and still if they do not respond
try in YET another way
and still if they do not respond
try in YET another way
.... till .....
till I learn how to walk :-)
ratnesh

-----Original Message-----
From: suma.suresh@indiatimes.com [mailto:suma.suresh@indiatimes.com]
Sent: 07 September 2007 09:33
To: sweety desai
Cc: 9ttt@geniekids.com
Subject: Re: session reviews for story telling by ADITI

hi everybody
goodmorning,

story doing session by Aditi was fabulous, i could not stay for te entire
session but making a puppet ,giving it a name ,and describe it was nice
concept, but i could not say anything about my puppet ,it was a
volcano.about using the MI and narrating it, we did it differently by
describing an elephant using the same theme, but i was confused about one
thing in the end,and kept thinking about it while i was driving, what would
we do when we were conducting the practicals if the kids were not
listening,hw will we convey the same to them,we need to do a lot of homework
before practicals, guys what say u ,pls share ur thoughts regarding this.

----- Original Message -----
From: sweety desai
To: 9ttt@geniekids.com
Sent: Thu, 6 Sep 2007 23:22:00 +0530 (IST)
Subject: session reviews for story telling by ADITI

hi all,
today's session was very refreshing and a totally new experience for me.
It broke my belief that story can also be made or created. uptill now i
was thinking that i cant narrate a story unless i have read it but with an
example of A CAT ON A MAT . and adding a DOG in it simply changed the whole
thinking and the focus. and a totally new event was formed.
the story doing was fabulous. while making a story from our puppet, even i
was surprised by my imagination and by the end of the session i felt that i
was really opening up and my selfconfidence is also increasing .
moreover i was able to understand the concept of MI more nicely .Because
earlier i was confused with the interapersonal intelligence but now it is
clear.
MI , i can now understand that is so deep and is like an ocean and i
really want to explore or rather work on it and develope the skill .
bye then.
yours always,
sweety

---------------------------------
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session review- desciplining & respect

Desciplining & Respect

The moment I realize that I own all my feelings & it's me who is responsible then I put the blame on myself & I start expressing my feelings(my own feelings) then I become very much relaxed. This helps me in being flexible & relaxed.

I was thinking disciplining vs respect & my thoughts were

Once I respect the child the way I respect myself, then I connect with the child & then automatically disciplining happens. I want to have more practical experience of this.

I want to share one incident. One day my child & I were playing & I ran & my daughter held my dress & pulled it hard that my dress tore. For a moment I was silent & then I smiled & went on. After sometime I told Medha that I felt sorry for my dress. She asked me why you smiled then? I asked her what else should I have done? Immediate reply "you should have hit me". I was shocked to hear what all these days I made her think. I realized my biggest mistake in one moment.

Thanks Ratnesh.

suma v

session review- circle time & yoga

hi,

Circle time & Yoga

Before coming to the session, I never herd of circle time. I was wondering what it is & I was not feeling well that day, then called up Ratnesh & he told me it is an important session & that motivated me make up to the session & after attending the session I realized that all the sessions I attended earlier were circle time but I never knew the word for that. This happens in many cases, where we know the concept but never know the name.

I enjoyed being in circle time. The way one is made to realize his mistake is very nice. Nobody hurts anybody's feelings but each one is aware of their own feelings. The icebreaker was nice. Yoga can be taught so simply with all fantasy included in a story format was enjoyable. For that do we need to know about yoga? Or just a few Asanas is enough? I need to know. After the session, I want to explore yoga more.

Aditi fascinates me more by her thoughts. I want to explore more of Aditi by opening the file more & more. I really want to work with you. Thanks for giving the learnings.

suma v

football coach assignment

Hi,
assumption: he is a good player.
I just make him relaxed and take some time off from practice sessions & at that time I'll make him aware of the situation & let him think about the problem he is facing & let him only realise that how he should kick the penalty kicks to get the goal. Since he is already a good player, I should not interfere & he himself will find the solution & I should not put pressure on him & as a coach I should have confidence in him & give him some space to realise on his own.
bye
suma v

session review on story doing

Hi ,
"story doing" word itself kindles my interest on stories. Here is one story me & my daughter did together.

There was one peacock(green & silver colour) dancing and singing in the garden of a farmer. There were flowers,plants,trees & one big beautiful fountain in the garden.In the sky, there were clouds of different colour(pink,white,blue,yellow,red). One day a big black& brown spotted wolf came to the garden when the peacock was dancing.Seeing the peacock, wolf said"Hello Mr.peacock, how do you do?". Peacock said "nice to see u Mr.wolf, why don't you join me dancing?" They both started dancing & sometime later farmer came out and saw this rare view, and he also started dancing. They were all happy together...

After doing this story, my daughter was so happy that she wants more. She was always worried that the wolf was bad, when she only did the story she enjoyed it and now she is happy that she narrated one story by herself. This boosts her self confidence.I can appreciate her imagination now.
Thanks Aditi for enlightening me on the story doing part as I always used think that story should have a moral. This opened up my eyes to see one thing in different perspectives.

suma v

Re: audio article - Making your child more SOCIALLY intelligent

though there was little disturbance in the audio,this article was very effective not only for my child but for me also.
thanks for the nice thoughts.
suma v

Sunday, September 9, 2007

Re: RE: audio article - Making your child more SOCIALLY intelligent

Hi,
Children at very young age are free and don't bother much about any image. But why does this image fade off? Do parents/elders teach them about the images or with age the 'hesitation' sets in?
While we are talking about the chocolate example, I also remember seeing some parents who ask their children to recite a rhyme/sing/say capitals of countries in front of other aunties and uncles. What do these children feel when they are asked to do this many times? Is it helping them to build social confidence? I wonder what goes on in the child's mind!!!

Shubha

Saturday, September 8, 2007

Re: session review on story telling session

The story telling session, i was expecting to be just telling it interestingly , may be by acting out.

But we started with creating our own object, and then we took framework from anothe story and fitted our characters into it. It was so interesting. I was involved in the story, i had analysed it since I had to put my characters into it. I had freedom witih contstraint of framework.

Moreover it was my version of story , we had consciously included MI into it.

Thats was really fun and intersting.

I want to explore how to observe children, understand them, design sessions accroding to them, so that they get interested into it. I want to explore how many diff ways can i do a story.

There are so many things that we can learn from the story other than the moral of the story.

It really made me think , making me observe more.

kirti

Friday, September 7, 2007

Review

BOOK REVIEW

The book I read "SELF ESTEEM" by Anita Naik very
useful book which clear my confusion about Self Esteem.
Now I understood how important to be Assertive person to
boost my Self Esteem. It cleares lot of my doubts. The
book recommended lot of exercise which helped me to know
myself better. Thankfully the skill Assertiveness and Self
Esteem can be learnt. I started my learning.

Review

REVIEW

Story Telling:
Lovely...Lovely...Lovely... session.
My confident skill is gone up. I can do... ..
When I repeated the story what we made with our characters to my children they enjoyed so much. To my surprise they didnt forget the names of characters.
My younger son learned about polon. When he started asking questions about
that I was very sure he wont forget. Very innovative way of story telling. Now I feel "once upon a time" its really boring.

thank you aditi

Thursday, September 6, 2007

Re: audio article - Making your child more SOCIALLY intelligent

Hi everyone,

this audio article is like a catalyst to me.

earlier i thought that many times it happens that we never focus on the girl wanting a chocolate .rather we focus that what others with us will think about us in the party and so we being a parent and feeling embarassed we will stop the girl from doing any kind of approach from her side .

on the otherside if we allow her to decide and she dont approach than we will label her that she is shy and does not mix easily.
But now i have realised that by doing so we are paralysing our childs ability and natural growth.

i learnt from this audio that for developing social intelligence i should make my child to listen more and then decide without gaining anything but only enjoying it.

still need a feedback on my understanding.

with regards

sweety
ratnesh-geniekids <ratnesh@geniekids.com> wrote:

Here is an audio article (9:44 minutes) on developing social intelligence - in my voice - I am ensuring you don;t miss me :-)

Click on the link below and enjoy and DEFINITELY leave your thoughts - as comments - on the blog

remember you will either need speakers or headphones attached to your comp or a mp3 device like ipod

http://www.geniekids.com/blogs/adirat/2007_09_01_archive.html

Warm Regards
Ratnesh Mathur
Geniekids Learning Resources Pvt. Ltd

---------------------------------------------------------
There is genie inside every child
come lets discover the magic
---------------------------------------------------------
Phones: 2520-2510, 411-61-575, 98450-45833
Email: ratnesh@geniekids.com
Website: www.geniekids.com
Geniekids Learning Center:
No 3023(corner house), 13th Main (NPS road), 8th Cross, Opposite Graphite Aptms, HAL 2nd Stage, Bangalore-08.

Need a vacation? Get great deals to amazing places on Yahoo! Travel.

Fwd: session reviews for story telling by ADITI

sweety desai <sweetypinakin@yahoo.com> wrote:

Date: Thu, 6 Sep 2007 10:52:00 -0700 (PDT)
From: sweety desai <sweetypinakin@yahoo.com>
Subject: session reviews for story telling by ADITI
To: 9ttt@geniekids.com

hi all,

today's session was very refreshing and a totally new experience for me.

It broke my belief that story can also be made or created. uptill now i was thinking that i cant narrate a story unless i have read it but with an example of A CAT ON A MAT . and adding a DOG in it simply changed the whole thinking and the focus. and a totally new event was formed.

the story doing was fabulous. while making a story from our puppet, even i was surprised by my imagination and by the end of the session i felt that i was really opening up and my selfconfidence is also increasing .

moreover i was able to understand the concept of MI more nicely .Because earlier i was confused with the interapersonal intelligence but now it is clear.

MI , i can now understand that is so deep and is like an ocean and i really want to explore or rather work on it and develope the skill .

bye then.

yours always,

sweety

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Check out fun summer activities for kids.

Wednesday, September 5, 2007

HOM

sorry. no attachment in the last mail.

-----Original Message-----
From: ramki [mailto:ramki@brainobrain.com]
Sent: Tuesday, September 04, 2007 2:33 PM
To: 9ttt@geniekids.com; 9tttblog geniekids
Subject: HOM

Dear all

Please find enclosed an articles on HOM.

Ramki, Zonal Director

Brainobrain Karnataka

11, 21st Main, 5th cross,

JP Nagar II Phase

Bangalore - 560 011

Ph: 2649 3756 M: 98452 83564

Life is not what happens to us or what we get;

It is what we make or create with all the potentials we have.

Theatre session review

A very refreshing session. It needed all the energy, at the end of the session my voice was squeaky and spirits high.
Children are very spontaneous and expressive, how we can use theater to make sessions more exciting was very evident from the session.

Ning Nang Nong poem was v innovative, read by everyone in different styles. The poem itself was funny and the way it was read by a team like horror story tune was v good. When I tried it out at home, my son had 2-3 more new ways, like with echo etc. We had a fun time.
When I showed him how some of the ppl introduced themselves using actions, he was rolling with laughter.

I think reading story in a 'different' way was vvv appealing for me, the focus was on making the story more interesting.

Making puppet and inventing a story around him was vvv creative. How teams made up imaginative stories around the character was v surprising. I was bowled over by the 'Junk Joker' and his GF 'Jakaranda'.

How we can use drama in facing real time situations, got me to think how I can extend it to any situation, maybe even in circle time assignments.

Three cheers to Vidya for unwinding us and make me 'Dance'. I had thought I never can.

Shubha

Tuesday, September 4, 2007

Football coach

Understanding his feeling of incompetent.Try to
encourage him by making a habit of mind of making
thoughtful visualization about his kick and response
of the person standing in the goal.

____________________________________________________________________________________
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Review

IV Review:

                 BOOK REVIEW
HOW TO SPEAK?
HOW TO LISTEN?

     I took the book because I got fascinated about the title. It is very
informative book. I used SQR3 to read this book where normally I wont
do. I am really trying hard to be good listener and more conscious
about my words. My HOM is becoming stronger.

thanx

#
end

Kayalkumaran

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Review

III Review:
BOOK REVIEW

The book I read was "BETWEEN PARENT AND CHILD by
Dr. Haimg.Ginott. Very interesting and must to read the book.
Its very simple to understand. To be frank I didnot follow SQ3R.
Because each and everything was important for me. Some time
often I felt it was written just for me. Very useful and helpful to
everyone if we follow it in our life.

thanx

#
end

Kayalkumaran

Try the revolutionary next-gen Yahoo! Mail. Click here.

HOM

Dear all

Please find enclosed an articles on HOM.

Ramki, Zonal Director

Brainobrain Karnataka

11, 21st Main, 5th cross,

JP Nagar II Phase

Bangalore - 560 011

Ph: 2649 3756 M: 98452 83564

Life is not what happens to us or what we get;

It is what we make or create with all the potentials we have.

Review

II Review:                MY VIEW

     I am happy and comfortable the way , the sessions are going.
Regarding input it has to be from my side not from yours. As of now
some times I feel that I understood everything, sometimes confused
not regarding the topic and its meaning and way of putting. But How
am I going to practice it? Doesnt need any change in anything.

#
end

Kayalkumaran

Why delete messages? Unlimited storage is just a click away.

Review

Review:

         CIRCLE TIME & YOGA

     It is a forst experience for me. Before the session when I heard
topic I thought of some activities doing in a circle but after the session I
felt the impact of it. It made me to be a active participant both mentally
and physically. Very interesting way to approach any problems since
we are respecting and accepting everyone as they are.

     If it possible to have a circle time without planning?
For me I have the praactice cirlce time often to have an effective circle time.

     For me Yoga means difficult Asanas. The way Aditi introduced yoga
was very new and interesting. I feel if I am familiar with lot of asanas
and breathing techniques it will be very handy.

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Monday, September 3, 2007

Session Review - 3rd Sept on Theatre

It was a very interesting session - To me theatre meant DRAMA but this class changed the meaning of theatre for me.

I realised that story telling itself is a powerful medium which has all elements of theatre in it. Incidentally, I told the story that our team "played" to my daughter and she just loved it. It was an impromptu thing and she wanted it again... I realised that the story may not be the same a second time.... ( variations thoughts ideas which keep poring in)

Waiting to try teh Ning Nang Nong on her

Also helpde me realise how I could just change the tempo / mood of the situation by using theatre.

I just couldnt apply it though - my daughter and her best friend were in a tussle yesterday and after sometime, I just had to move away coz I was getting really upset...

It also makes me realise how at many points I am so much more disrespectful of my child than of others.... WHY?? I wouldnt dream of punishing somebody elses child, but my own - that seems to be not so bad.....

Mina

Football Coach

During the practice sessions, i would not comment on
his failures and instead focus on what he's doing
right during the sessions (without overdoing it). If
he shows disappointment in his performance, then i
would treat it lightly, letting him know that we all
go through ups and downs, and state that i have faith
in him. Perhaps remind of the times that he had done
fantastic penalty kicks to remind him that he is
capable.

If he asks me for suggestions on how to improve his
performance, then i'd suggest that he take a day off
and use it to do anything but practice football.

Sujata

____________________________________________________________________________________
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that gives answers, not web links.

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invitation for janmashtami

hi everyone,

This is a hearty invitation to all of you on the auspicious occassion of Janmashtami.

being a GUJJU we are staunch devotee of lord Krishna and so we will be celebrating it till midnight. All of you and your friends and relatives can join us from 9:00 pm till midnight.

you can come even ay 11:30 pm also. you will need my address:

sweety pinakin desai

202,HEMANTH SPANDANA

ADJ. TO RELIANCE FRESH.

OPP.TO BEML LAYOUT

KUNDANHALLI GATE

BROOKEFIELDS- ITPL main road.

BANGALORE-37

as a road guidance, come till Marathalli bridge and go further for brookefields.On the way you will come across purvankara , out post restaurant ,karunashraya . this is kundanhaali gate .now take left turn and city super store will come. go further for hardly half km. towards brookefields . reliance fresh store will come and only one appartment hemanth spandana will be there. opp to synapse nest appartment.there you are!

please surprise me by coming.

eagerly awaiting for all of you.

bye then.

see you tomorrow.4-9-07 tuesday.

with love

sweety.

Got a little couch potato?
Check out fun summer activities for kids.

session review on creativity session and HOM seesion.

I still believe that I am not creative enough. Though I know somewhere
that its a belief.
And breaking this belief is becoming difficult day by day. Writing
this review , I m also cross examining my beliefs.

creativity is pouring feelings into it ? We all have feelings. So we
all should be creative.
It also means observinng something creatively , may be using all ur
senses, using all kinda experiments, giving it different persectives.

And then coming up with new or fresh ideas. But what this fresh idea
is based on, its again based on something existing, that u have
already observed. Its then more of connecting different observation
together to get a new combination.

It also requires qualities like u need patence, desire , u need to
rework till u get something that strikes u. Its an ongoing process, u
may keep refining your work.

U want to think differently, put constraints on ur normal thinking
route. Only then u would discover new routes.

Its not only about art form, applies everywhere, even to the way u
live ur life.
Think on ur experiences, reflect back, learn from them. Find the
lesson hidden in the experience rather than just what incidence was
it. Then u have lived the experience creatively.
Ask urself question , think over ur thinking. Is it helping u, how r u
feeling with this thinking. how importnat is it to change this
thinking, if u feel the need to change it, then do so.

You can change ur HOM , but first step is being aware that its ur HOM,
then knowing the importance of changing it by metacognitive thinking,
and then forming a stronger HOM on top of the current HOM.

How easy or difficult is this, only experiencing it can tell u. Right
now, I find it difficult, but I feel the reason is , I have not
thought over my thinking enough. The more u do metacognitive thinking,
it becomes easy. May be use all ur thinking skills lesson to help u
think in all possible ways.

Kirti

On how to respond when child has hurt himself

I was thinking the other day about the first session that I attended - how will you respond when yr child has hurt herself....

I started with just hugging her till she was OK, initially ( the first time she cried for almost 3-4 hrs and had fever... and I was groping, but I continued it....) it used to take long....

Now - even if it is a bad wound ( but not severe) she is OK in a minute of hugging ( and she just wants to be hugged my be when she is hurt...) and then ready to start exploring again!!!

So, nowadays, even if I am in doubt I still persist and try to find the how....

Mina

Footbal Coach

I would take him out for walks, try the listening session on him (if he is game for it)

Find out other things which he is passionate about spend time on those.

My belief is that the way to score the penalty kick is something he knows best and he will get it back just given time and space

Mina

Saturday, September 1, 2007

Session Review (August 30)

Session Review (Aug 30, 07 - Respecting and expressing Feelings)

How much are we trained to express our feelings in a right way? Are we teaching our kids the same? When I get irritated or angry over somebody and end up shouting or blaming the other person, am I expressing my feeling in a right way? What is my child learning out of it - vent out your anger and frustration on somebody else, blame your surroundings, the situation, and the other person or even the society for ones feelings rather than taking responsibility for ones feelings.

Similarly why praise the child for anything good he or she does by saying "You made me HAPPY or PROUD" Why connect our feelings to something good or bad or somebody else's feelings? By praising am I indirectly sending a message to the child to forget his happiness and keep doing things to make others happy? Am I putting an unknown fear in the child not to do anything that might upset others? Why not instead of saying "I am proud of you when you did so and so" say "you must be proud of yourself when you did so and so"

Also, why when someone says good or bad things to me, makes me happy or sad. Why my feelings depend on what others are feeling about me? Those are not my feelings. Then why do I end up taking somebody else's feelings personally. Why not look into myself and see if that person is really right or wrong, what caused that person say so than focusing on what he/she said.

Why not train ourselves as well as our kids to take responsibility of our own feelings. But HOW? I am so lost! This part I am finding most difficult to handle! Being aware of how I and my child should express our intense feelings and seeing both of us doing the opposite is making me sad and confused than ever.

What do I mean by respecting somebody? Is it just about respecting someone who is higher in age, position or education or is it much more than that? How about respecting someone lower than me in age, position or education? Don't they too deserve respect? But respecting what? Respecting others as well as my feelings, intentions, values, thoughts, actions and choices one make. Why not respect children as we respect adults? Do we always respect their feelings, intentions, actions and the choices they make? Need to explore respecting, especially in different situations.

Anu

session review Circle time and yoga

Hi everyone,

Awesome ,amazing ,mind blowing ---------don't have words to express ,that this session was very nice and interesting.Still need to learn more , how circle time can be used with group of kids

who are always asking me "aunty which new thing we"ll do today'.

Introducing yoga to kids through story was a great idea,ACTUALLY i tried this with kids in age group of 3 to 5 yrs ,they liked it very much.

Can we have one more similar session .

Thanx Aditi for telling us such a nice concept

Shruti.

Geniekids Train the Trainer Program

Wednesday, September 26, 2007

Re: session review on 25th oct session

session review on 25th oct session

Tuesday, September 25, 2007

Session Review - 26th Sept

Sunday, September 23, 2007

football coach

session review on taking effective sessions

session review on Questioning

session review on humour

Guided Visualization Assignment

The Human Digestive System

football coach assignment

Mindmap

Friday, September 21, 2007

Re: 18th sept Session Review...

Observe a person

18th sept Session Review...

17th Sept Session review

Wednesday, September 19, 2007

story assignment

Re: session on 18/09/07

RE: Caluclators - LOOOOOONG pending

Caluclators - LOOOOOONG pending

Tuesday, September 18, 2007

session on 18/09/07

Sand Assignment

Coach 2

Developing Integrity assignment

session review on conducting effective session

Monday, September 17, 2007

session review on 17th sept session.

Session Review 17th Sept...

GV SHRUTI

session review 17 Sep

Sept 17 Facilitator Review Session

Book Review

Sunday, September 16, 2007

Session Review on Language Development (Thursday, 13th September)

session review on language development

Saturday, September 15, 2007

Sept 13 Session Review on Language

Sept 13 Session Review on Language

Sept 11 Session Review on Activities

session reivew on activity designing

Re: review on HOM session

Review

Friday, September 14, 2007

session on 13/09/07

Review

A friend wants you to see a page

review 13 sep

book review

session review

Session Review 13th Sept - Language

Thursday, September 13, 2007

Re: review on HOM session

Re: review on HOM session

review on HOM session

realization

Fwd: session review on language

Today's session

meditation

Wednesday, September 12, 2007

Sept 10 Session Review on Activities

Session Review on Storytelling

My body

A friend wants you to see a page

REVIEW

REVIEW

Session Review on Activity Design

REVIEW

REVIEW

Tuesday, September 11, 2007

Session Review 11th Sept

Monday, September 10, 2007

Football Coach

Fwd: session reviews for story telling by ADITI

session review- desciplining & respect