"Polished by Prompt: A Pun Intended Poem"

My thoughts were raw—like dough half-kneaded,

Tangled, jumbled, and slightly unneeded.

Then I clicked ChatGPT, my digital sage,

To sort the chaos on my inner page.

I typed a line—half-formed, offbeat,

It turned to gold in this AI suite.

From “meh” to “wow,” in just one scroll,

It proofreads both my text and soul.

A question vague? It won’t despair—

It re-phrases till it’s debonair.

Stuck in a pun? It’s meta-phor me,

With rhymes so slick, it’s word sorcery.

It cuts the fluff, refines my stance,

Gives dull ideas a second chance.

From “writer’s block” to “writer’s rock,”

It drafts my voice then winds the clock.

It’s part muse, part mirror, part grammar knight,

With punctuated wisdom and just the right byte.

A co-pilot for minds that think in storms—

It formats the chaos, then auto-forms.

So here's to thoughts that stumble in,

And leave all polished, prepped to win.

For every brainstorm, blur, or plot that flops—

GPT spells it out—and never stops!

*"Myriad Thoughts"*

 

Myriad thoughts—rushing, gushing,

Torrents wild, no signs of hush-ing.

Ideas bloom and clash and spin,

A restless storm that stirs within.

Like rivers fed by rains unseen,

They tumble through the in-between—

Of heart and head, of then and now,

Of whispered dreams I disavow.

Some sparkle bright, like shards of light,

Some throb with fear through sleepless night.

Some wear the scent of past regrets,

While others breathe in new mindsets.

They crash on shores of calm intent,

Then shift again, their purpose bent.

Elusive, raw, yet strangely clear—

Each one a voice I long to hear.

So I sit still, and close my eyes,

Let thoughts arise, then vaporize.

For in the storm, I start to see—

The chaos births the calm in me.

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.

MY MUSINGS THROUGH #COVID 19

THINKING IS INTERNAL AND EXPANDING THINKING IS THROUGH INTERACTIONS WITH OTHER, WHICH IS WHAT I TRIED TO DO AND FELT ENABLE AND REFORMED, AT LEAST A PATH IS GETTING ILLUMINATED FOR ME, FOR NOW.
#covidlife #teacherlife #collaboration when was ever there any time 🕒❓... Did we ever know how to slow down??? Covid came with all its aspects... All the shades.. One was scared of the initial wrath it wreaked, then the hyper washing and sanitation phase, next we saw the settling in zones, then family life nature balances, and reversal of order... The new normal... Then the symbiotic syncing in with nature, with humans.. Reducing the negative impact of our Ill actions on nature.

https://www.facebook.com/ApraRall/videos/247488536335204/


#covidlife #teacherlife #collaboration when was ever there any time 🕒❓... Did we ever know how to slow down??? Covid came with all its aspects... All the shades.. One was scared of the initial wrath it wreaked, then the hyper washing and sanitation phase, next we saw the settling in zones, then family life, nature balances and imbalance, and reversal of order... *The new normal*... Then the symbiotic syncing in with nature 🌿🍃🌿🍃, with humans.. Reducing the negative impact of our ill actions on nature, and the intrinsic connection with our own 👥👥👥 tribe... This is where I start to give back the community... I am from them and I share what I have gained with my own.

When life stopped but time didn't

28 days of Quarantine , 28 days of looking at at life differently ,28 days of learning ,28 days of unlearning...
Never ever had time before to think so much about where I was going what are you doing and how I would be transacting my next few days.

but as is experienced by each one of us in our own different way we see that life may have come to a standstill but only a certain way of life we all have adapted to a new way a new curve which we all know as the virtual way of living ;virtual way of teaching and learning .This Paradigm shift has caused us all educators to be reflective of where we were and where we want to be .Many of us have to adapt to certain changes that were introduced by government systems and schools. As was expected many of us took to the move smoothly but for a lot the transition has been far from smooth
For me ,it took me some time to realise that this was an opportunity that I was waiting for since a long time I also realised that I think better when I am speaking and therefore instead of writing I started on with my podcasts.
https://anchor.fm/of%20teaching%20%26learning/episodes/Of-teaching-and-learning-ecjtj0

The Long Road To My Mind..

    

The need for being understood,

The balance topples when I am left all alone.

I need to be included, to be with the others...

A long road...

Lonely and winding...

Will I be ok?

If I am ok, you are OK..

I am getting there. I should not be lonely!

Life in it's myriad hues, and yet no one to take away my blues...

So much to say, if only someone could show me the way.

Winding down and up, looking at my half full/ empty cup

Laughing and crying, elated and sighing...

Living, breathing, moving along...

The need presses on,from within... Listening, waiting, seeing, thinking, sinking.

Letting go.. Moving on to what.. The fear looming large " Will I make it" Will life let me take it?

And there I sit, lonely again... The mind ticking...

A PBL APPROACH

LOOKING AT DIVISION AND INCLUSION FOR GRADE 8-9

BIG IDEA:-  Positive global interactions are necessary for creating and maintaining peace.

Initiated through the TUG OF WAR activity ( the teacher divided the class: girls and boys into teams

and made them perform the TUG Of war … keeping a line to separate the two groups )

We started the session with a Tug of War and gathered responses on what does it signify.

Students were able to identify the partition and the apparent unfair division of teams.

The line for them signified an unrepairable division that can’t be questioned as ait was drawn by an

authority. Next, we moved into reflecting on what is home? What do we think of the country where we live?

Upon watching the video on common ancestry children concluded that we keep fighting over an

imaginary boundary whereas humanity has a common genesis.

Students were then given readings to prepare for the next class. 

Students response were :

• that there are mindsets, separations, divisions, unfair means, and practices...
• And students also told me nobody thought of breaking the WALL or question the unfairness...

The teacher then led the discussion and leave the class with few inputs and thoughts …..

Discussion steps: Consider the term "boundary." Taking the case study of the Partition of India and the

creation of the Berlin Wall, exploring the emotional aspect: untold stories, struggles and unhealed wounds of

people to inquire into the social, political, economic life of human society. 

Activity: drew students contributions on the whiteboard and  then asked them to comment on the

Tug of war 

Tug of war to tune in .. the students got hooked in with this activity 

They were then asked to be mindful of the experience, discuss it in their groups and share their
opinions through various platforms, some of them blogged, some wrote for the class display 

Students blog work ;

https://blog.seesaw.me/grade8/#!/

http://myhistoryjourneypsn.blogspot.com/search?updated-min=2017-01-01T00:00:00-08:00&
updated-max=2018-01-01T00:00:00-08:00&max-results=10

They shared information not only with their peers but the parent community and the school adults too
commented on their findings and the opening up plus exchange of thoughts engaged the students
further.

 

Through individual writing, pair discussions or whole-group discussions, guide students in reflecting
on the following questions in advance of introducing "Fractured Lands." prompts given were -

• When you think of home, what do you imagine? What makes a place a home for you?
• When you think of your country, what do you imagine? How connected do you feel to your country?
• How would you describe the identity of your country?
• What makes a strong leader? What do people expect from their leaders?
• How do you choose to engage with your government when you disagree with its decisions?
• What has been the most singular event of your life? How did this event change your life?
• What has been a singular event in your country? What was the impact of that event on you directly?

Students spoke of the partition and then we looked at INCLUSION AND DIVISION.
Students were introduced to ORAL HISTORY as a tool in Social Sciences to collect information.
The importance and limitations of Oral history. Audio clips were played and students will be required to
listen attentively to cull out important information from the clips. Next, they were required to collect and
record stories from people directly or indirectly associated with the partition of India. 

As a part of the larger project then, students were made to formulate a research question. 

 They were encouraged to blog and share their voice …

Students then applied their analytical skills to inquire into the divisions by studying the various oral
history testimonies. Through several interactions with resource people .. the students were able to conclude.

Physical boundaries have lasting impacts on social, political, economic, emotional and
environmental aspects of human life. 

Students lead the discussion forums and interactions 

Interactions with historians and students interpretations

Students made profiles, explored comforts and discomforts .. while understanding the concepts of
OTHERING AND outsiders. They shared their perspectives with the school and parent community.
Displayed their competencies and their application of knowledge. The planned exhibits that followed were a
a perfect example of their voice and choice.what was planned- kiosks, what students did was a boundary wall,
a gateway pronouncing no man’s land,

A wonder wall with no borders, a music piece, a guided tour to all parents and most of all a shared feeling of
CORRECTNESS.

 

STUDENTS WORKING ON THEIR CONCEPTS LEARNT: WHO AM I AND CREATING WALLS AND BORDERLESS WORLDS

PARENTS APPRECIATING STUDENTS LEARNING

CULTURAL AND PERSONAL EXPRESSION

The students next interaction with noted historian Urvashi Butalia and a renowned

journalist Mr S.andeep Unnithan 

They also were taken to the INDIA PAKISTAN border area to experience the real DIVIDE
and try and analyze the reasons for the same. the interesting bit was in their reflection the students brought out
research questions which extended not only their areas of learning were raised pertinent questions for the adult
work too.

AT THE PARTITION MUSEUM, LISTENING TO FIRST-HAND RECORDS, ANANKLYSIG PRIMARY AND SECONDARY SOURCES. UNDERSTANDING RESPECTIVE PERSPECTIVES AND METHODS OF HISTORICAL RESEARCH

THE WALK TO FREEDOM, ACROSS TEH BORDERLINE

ORAL HISTORIES

 The students donated a collected amount to the museum and felt a sense of belonging after realizing all of us had a COLLECTIVE PAST and the OTHER was /should be NO ONE.