My recent sojourns - as a teacher trainer

Facilitating a journaling training session was an enlightening experience that aimed to introduce diverse journaling techniques and emphasize their significance in personal development. The session focused on different types of journals like gratitude, reflective, and goal-oriented ones, featuring exercises and prompts to kickstart the journaling process. Engagement was pivotal in the session; interactive activities, group discussions, and sharing sessions were integrated to encourage active participation. However, some participants initially struggled with starting their journals. To address this, I provided practical guidance, shared personal experiences, and offered examples to inspire them, eventually overcoming their hesitance. The impact was evident through positive feedback. Participants appreciated the varied techniques and discovered newfound value in journaling, identifying techniques that resonated with their personal journeys. Personally, it was insightful to witness their responses and recognize the effectiveness of specific teaching methods in fostering engagement. This experience influences my future sessions, prompting me to further tailor techniques to suit individual needs and incorporate more interactive elements. It also highlighted the importance of guiding participants through initial hurdles in such sessions, ensuring everyone feels empowered to embark on their journaling journey.

The old meets the new

merging posts  

This merger presents an avenue to create a richer, more comprehensive platform that caters to a wider audience while leveraging the strengths of each original blog.

The combined blog aims to leverage the existing reader bases of both original blogs, expanding its reach and fostering a stronger community. I am hoping that collaboration between authors, cross-referencing, and sharing content can further enhance the visibility and impact of the newly merged blog.

GROWTH MINDSET and INTROSPECTION

One always thought that people are born with a certain approach to life, a thought process conditioned by family background and values, and circumstances in life shape the way one reacts to life and its challenges. It was when I started interacting with people online during the pandemic ( yes as recent as this) that I realized that we needed to see things differently, in every possible way that there was to see ...that was the only way to do it ..to view different perspectives with a mind to constant #change...and that's when I thought about #growth Mindset;  I researched and read up extensively and understood that to develop human agency and ability awareness about growth mindset was elementary. So, started my research in this direction.

The guru of the growth mindset classroom, Dr. Dweck clearly defines :

"The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every way in their initial talents and aptitudes, interests, or temperaments, everyone can change and grow through application and experience".

https://fs.blog/carol-dweck-mindset

To develop this magic mantra, one would need to be open-minded to accept the impact of change on our daily lives. To be the change is a dream that all hold but to drive the change one needs to strive and internalize the change, the thought process, and develop the growth mindset. The ideas embodied in our education systems for a long have challenged progressive thought ..the teacher has been considered the last word in knowledge dispensation. However, is that true

I'll understand if here I am met with skepticism, but let me share some compelling evidence that may change your mind. Would you be interested in exploring that with me?

To evolve an educator's upskilling becomes relevant. Some of the ways to enhance one's skill set are :

• Reviewing and self-appraisal in the light of the school's vision and mission.

• Setting SMART goals based on the outcome of the above.

• Get your peer or a senior involved in mentoring you..someone who would help you set your goal and guide you through the process.

• Be open to feedback - however hard-hitting. Seek feedback.be open-minded.

• Be prepared for failure and then be resilient

• Review and reset, if needed.

Over the past 29 years of teaching and learning, I have realized the fact that one cannot or

rather doesn't change because one has to but one does evolve if one is connected enough

with the cause. Thus, the responsibility must also lie with the institutions and the leaders to

enable their educators to establish the connection. The idea of developing a growth mindset

must be seen as an advantage, the purpose of it needs to be established in the minds of the

Teachers.

So why a growth mindset?

"People with a growth mindset are more likely to embrace challenges, persist in the face of obstacles, enjoy putting in the effort, learn from criticism, and find inspiration in others' successes".

The above will not only enable the individual but will bring positivity to the workspace. Isn't that one of the focus areas for any organization? To look out for everyone's well-being, to ensure a culture of acceptance and cooperation.

                                    

How does this work?

When each one gives their best when collaboration is visible in the environment. When

people are mindful of each other and support the progress of the program, of the cohort, of

the institution, and not just themselves. As leaders, one can encourage their team to :

• Think big and beyond the self.

• Examine processes and systems with an open mind

• Be mindful of the needs of all

• Accept and own the mistakes one makes,( that's bound to happen). Learn from those

• mistakes.

• Take feedback from all stakeholders and work on it, seek a review post it.

• Get everyone on board, decisions can't be arbitrary.

• Be realistic in your target setting.

• Have time-bound entry and exit checkpoints for the entire team

• Develop a robust coaching program.

These will set us on the path of self-actualization and the achievements one sees will collectively result in a positive approach and the development of a growth mindset. My entire teaching and learning journey was defined by trying to get acceptance, I realized I was seeking too hard. I then moved toward the path of acceptance and my struggles did ease out. I started seeing things from different perspectives. I now believe there's no single way of doing anything instead one must explore every possible method before coming down to anyone. The analytical approach has made me accept others and myself, I allow myself to change my approach and not be rigid This journey was difficult, and was so challenging that I almost gave up at times, but the light at the end of the tunnel kept me going. And today, after 5 years of self-study and reflection, I feel I see the change I wanted to feel and bring about. Now I analyze, introspect, and empathize before I judge. I can process, and synthesize before I decide.

A growth mindset is not just a psychological theory; it's a blueprint for achieving your full potential. It can positively impact your personal and professional life, leading to increased resilience, a love for learning, and a more optimistic outlook on the challenges life throws your way.

So, as you navigate the ever-evolving landscape of life, remember that adopting a growth mindset can be the key to unlocking your true potential. Embrace challenges, learn from failures, and put in the effort, and you'll find that success becomes a continuous journey rather than a distant destination.

                                       

  My key takeaways 

A growth mindset and self-study go hand in hand, offering powerful tools for personal development and learning. A growth mindset revolves around the belief that abilities and intelligence can be developed over time through dedication, effort, and resilience. It contrasts with a fixed mindset, which assumes abilities are innate and unchangeable. When combined with self-study, a growth mindset becomes a catalyst for continuous learning and improvement. Self-study involves taking ownership of one's learning journey and seeking resources, information, and experiences independently to expand knowledge and skills.

Individuals with a growth mindset perceive challenges as opportunities to learn and grow. In the context of self-study, this mindset encourages individuals to embrace challenges, persist through setbacks, and view failures as stepping stones to success. It fosters a proactive approach to learning, where setbacks are seen as temporary obstacles rather than permanent limitations. Moreover, a growth mindset coupled with self-study promotes a hunger for knowledge and a desire to explore new ideas, concepts, and perspectives. It encourages individuals to seek feedback, reflect on their progress, and adapt their learning strategies accordingly.

In essence, the synergy between a growth mindset and self-study empowers individuals to take control of their learning journey, cultivate resilience in the face of challenges, and continuously strive for improvement. It enables a mindset shift from seeking perfection to valuing progress, thereby fostering lifelong learning and personal development.

"Empowering Student Agency: Navigating the Academic Maze through Understanding and Guidance"

                                                                                                                                                                    As educators and examiners, our roles extend far beyond mere evaluation; they

encompass guiding students through the labyrinthine world of exams, fostering

their growth, and empowering them to chart their academic destinies. Within the

whirlwind of assessments and learning objectives, a crucial debate often

surfaces—a contention between the necessity of students understanding the

exam framework versus teachers guiding them through it. This debate hinges on

the question of student ownership of learning versus teacher guidance.

Teachers often argue that students need not comprehend the nitty-gritty of

learning objectives; it suffices for the teacher to be aware, as they are the ones

guiding the students. However, I staunchly advocate for students to own their

learning journey, to dictate their paths of exploration. Students must delve into

the exam blueprint, deciphering its structure, formats, and time constraints. By

understanding the rationale behind each question, students can align their

preparation strategies with the exam requirements, empowering them in their

educational pursuit.

                                          

At the core of this argument lies the premise that students should possess agency

over their learning. As educators, it's our fundamental responsibility to maintain

transparency, fostering an environment where students feel empowered to

navigate their academic journeys. Differentiation in teaching is

indispensable—teach the child for who they are, not just what we aspire for them

to become. Understanding the importance of letting students craft their own

study plans is pivotal; it's not solely about teaching the curriculum but teaching

the subject to the individual student.

A well-structured study schedule is not just a tick mark for examiners; it's a lifeline

for students. Allocating time judiciously ensures every subject receives adequate

attention. Yet, the challenge lies not in planning but in execution. Crafting a plan is

relatively easy, but implementing it effectively is the true challenge. Here, starting

with past papers proves beneficial; they serve as guiding stars, illuminating the

path to success. Practice under timed conditions is essential, aiding students in

aligning with exam requirements.The debate around different learning

styles—whether visual, auditory, or kinesthetic—persists, with some researchers

debunking the notion and others staunchly defending it. However, empirical

evidence often aligns with the belief that students who engage with visual

resources find it easier to simulate exam situations, emphasizing the significance

of the "digital arsenal." In the wake of the digital revolution, the online realm has

emerged not as a mere distraction but as an educational goldmine. Teachers

harness online resources wisely, utilizing interactive tools, videos, and lessons to

complement traditional study materials.

Active learning stands as a pinnacle of successful academic pursuits. Engaging with

content through diverse methods—summarizing, mind mapping, flashcards, and

teaching peers—cements knowledge in ways textbooks cannot. Self-reflection

emerges as a potent tool, enabling students to recognize their strengths and

weaknesses, allowing for tailored study strategies. Seeking help without hesitation

is a virtue; it's a testament to strength rather than a sign of weakness.

Personalized assistance often unlocks the gates to understanding complex

subjects.Maintaining balance throughout this rigorous journey is paramount.

Encouraging breaks, exercise, and adequate sleep fosters overall well-being,

reducing stress. Time management within the exam hall is a skill to hone—a savior

in the midst of the exam frenzy. Students must step into the examination hall with

confidence, understanding that assessments are not the final destination but a

part of the process of skill development and lifelong learning. It's about owning

the learning journey and the process, not just leaving everything to the last

minute.

In conclusion, the debate between student ownership of learning versus teacher

guidance is pivotal in shaping an environment where students are not just passive

recipients of knowledge but active architects of their educational pathways.

Empowering students to own their learning journey results in more engaged,

motivated, and empowered individuals ready to conquer academic challenges and

lifelong learning.

THE VUCA WORLD AND MY INSIDES

 Being locked in for literally 21 months ; seeing the time pass by from my window - with occasional aberrations of the " hybrid school " and a few eventful weddings , cremations and birthdays - life has been the best teacher ever ! However to update and upgrade , one had to keep pushing ones self beyond the mental confines and the obvious comfort zones ! As I did meet the " changing times " with a changed attitude I learnt a lot about myself - one of the things was " I love to reflect on my actions, my life and the world I live in - sometimes at the cost of being too judgmental as well. But what was rather reassuring was that however harsh I was on myself , however unsure of my next step  that  made me - I was ready to face any challenge that life through - head on and I adapted to all , I mean all changes with the gusto of new born wanting to walk as soon as is possible. 

Am I Enough???

 I am enough!!! I did enough! I stood by enough! I stood behind enough! I supported enough! I loved and cared enough! I gave enough! I shared enough! Now I wait and hurt enough! I hope I live enough and can continue to give enough. I wish I get enough, I should be I GUESS... ENOUGH!!!

Trying to awaken the Buddha in my " Everyday life " ... On mani padme hum defines me but doesn't still answer my questions and the universe keeps springing upon me more and more complexities of my daily life. 

What my kids are doing is soldiers diaries.. From different countries that they have chosen. Soldiers share their " Trench experience " And some of them have used that feeling of " Being locked " As in the lockdown.

LOOKING AT THE ABOVE, you may wonder what is a teacher asking the students to do ..AND how is it different than any creative project-based task?

 it is different and that is because of the following reasons :

• it was conceived during the #Covid times Lockdown conditions 
• it has been designed and led by the students 
• the rubrics, checklist all set by the students, so much so that they decided the submission date and they looked at the extension that they wanted to give to the submission.

We worked on #covid times and lock down.we started with developing an understanding of the covid ,the history and geopolitical aspects to it ,the racism surrounding it and then looking at the lockdown.Incidentally,at that time we were to start the topic " why do nations go to war and why is peace keeping difficult.".. So we did start with that ,but didn't leave the #covid out of the lesson... During discussions with a resource person, a UN observer and our own prior knowledge,students started looking at world war 1,they developed a deeper engagement with the topic and as we talked about the trench warfare many of them drew parallels to the " locked in " period of the #covid times.

Very interesting explorations followed post that and we assigned roles to each student as a country representative. They researched and brought their information to class.

The summative ,I normally give with such an approach is an ongoing project ..which is research based and students are able to elaborate upon their learning in their different ways. So a journal it was decided, the students co crafted the rubric ,set the deadline and evaluated their own knowledge and understanding of the topic. We used seesaw as the tool to express their thoughts.

https://blog.seesaw.me/historyb7

The zoom classes,parlayideas,and seesaw were very beneficial for this process of teaching and learning . The students were not only able to apply their choice and express their thoughts once, but at several occasions such opportunities were given to them to discuss, debate ,and write .These were the formatively assessed activities and were marked on the wizemen.

I am sharing this with you because after attending the PBL session with Suzie Boss earlier this year ,I had set the application of the same in my proposed action plan.

I am happy to say that I was able to advance in that direction very effectively and students ,ALMOST all of them have responded very very well.