Making
children more aware and disciplined by making a balance between inner and outer
world.
Mrs. Renu Vashistha
Academic Cordinator
Childern’s Academy
Bani Park Jaipur.
ABSTRACT
The importance of the internal world in making a balance with the external world in order to improve upon the undesirable behavior of the students. It illustrates that how the awareness of the basic nature of the soul and its knowledge helps in improving the undesirable behavior of the students and makes them more disciplined. It also illustrates how exemplary teachers use the technique of self-actualization in the classroom to reach students’ heart and help them to improve upon their behaviour.How do teachers who know and understand it in particular ways learn to transform their knowledge into representation that make sense to the students is discussed.
“Don’t just invest on child, also invest in
the child, “Investment on” gives outer prosperity, “Investment in” ensures
inner unfoldment and lasting prosperity. True education is “investment on” the
child complimented with “investment in” the child.”
Swami
Chinmayananda
In scheme of
education prevailing today, we seem to be in a perpetual hurry to mass
information and develop competencies needed for material success in life. We
are hardly concerned with the identification and nurturing of the basic nature
of the learners.
This lacuna
creates immediate problems as well as proves fatal for the individual and the
society in the long run too.
We ignore the
fact that life and education are synonyms. We continue giving education with a
view to livelihood from the very beginning and no time is made available there
for peaceful contemplation on the basic nature, which is one of the reasons of
the undesirable behavior of the students, without which no education is ever
complete.
The nurturing of
the basic nature is missing element in today’s education. We need to work on
this issue from right now else we’ll have to face the consequences of our
faults, like global warming, a global behavioral warming can also be foreseen
which would badly affect all the fields of the life.
The internal
world has the basic nature that is always moral based and consists of love
peace and happiness. When it is brought to the focal centre by the use of will
of self actualization it acquires a thousand fold the force it manifests under
ordinary circumstances.
Activities gain
potency from the power of soul that feeds them. By self actualization and
thinking about it we end up amplifying it. It creates our feelings, beliefs and
experiences.
If we live only in the external world, we’ll
be drowning in the sea of negetivity, internal world helps us to float on the
ocean of the life smoothly.
The external
world is only a reflection of our inner world. Our thoughts and feelings
dictate the way we perceive and experience life. People and environment only
respond and correspond to the kind of vibrations, a teacher generate students’
behavior correspond to them. At times teachers make students suffer as per
their mood swings.
Controlling the
mind is as impossible as harnessing the whirlwind but it is possible by living
in the basic nature of the soul. It helps us to transform our inner and outer
world and fill it with contentment and peace.
Mahavira
revealed the truth 2000 years ago that the violence is first born inside us and
only later on manifests externally. The external world is manifest; the inner
one is non manifest. The world of our mind is manifest. Most things first
happen in the inner world and then manifest themselves out worldly. One who has
tried to understand the theatre of the inner happening, knows what is happening
and where. What matter ultimately bringing about transformation?
Fig: 2 Basic natures of the human beings.
To experience the wonders/miracles, nurture it carefully.
How
much to be grown inward?
What can be ratio of being in the inner and outer world?
Fig: 3 Be like an iceberg ¾ in and ¼ out.
What can be ratio of being in the inner and outer world?
Fig: 4 as much as the roots grow deeper the
tree becomes more firm and would help even the surrounding to be firmed.
The teacher need to be calm and compassionate while dealing with the children , so they can surrender themselves to the teacher, take her messages and follow her instructions and keep their actions in control.
In Angulimala’s
story (Annexure-G) nobody had ever spoken to him in such a calm and
compassionate manner like Buddha. The tale of Angulimal reveals many truths-
1
message of compassion and
empathy (the ability to imagine how another person is feeling and so understand
his mood)
2
Transformation of personality.
3
Acceptance
4
Patience
This tale is eternally relevant in showing
us that when a hardcore criminal can turn into a socially responsible
and caring individual why can’t the behavioral problems of the students can be
changed if they are approached with understanding and empathy.
Every teacher can reach close to the
Buddha hood if she nurtures the basic nature of hers and many of the children
would get the right path from the very beginning.
The teacher’s love refuge to the body,
mind and soul of the student. They feel comfortable under the grace of their
teacher; feel protected, good, proud and confident.
Most of us do not live in such state of
consciousness because we have all been conditioned to see only the superficial
side of our identity, the ego self. Our predicament is the result of our
ignorance of the true self.
We need to change the direction from external to internal.
WHAT IS
UNDESIRABLE BEHAVIOUR?
Here is no undesirable
behavior actually; it is the matter of expression. The same behavior can be
denoted as courage, boldness, energetic, decisive etc. if expressed at the
right place and time with a right attitude.
Like the foul smell of the manure can be transformed into the fragrance of flowers one day. Even the undesirable behavior /destructive behavior can be transformed into productive behavior. We need to adopt the method of transformation not the elimination. Elimination is not possible because it’s not the matter of quantity; it’s the matter of quality. We need to turn the filth (the undesirable behavior) into manure. Growing inward helps in transforming self and others.
WHY DO SOME
CHILDREN DO NOT BEHAVE PROPERLY?
Because their decision making brain does not support them to discriminate between good and bad but their basic nature is moral and upright so they can be improved by taking care of their basic nature.
THE BASIC
NATURE OF THE INNER WORLD
Love, Peace and Happiness
LOVE
The teachers’ love refuge to the body mind and soul of the students. They feel
comfortable under the grace of their teacher, feel protected, great proud and
confident.
Love of the teacher can inspire the
students to do wonders. It irrigates the potentials of the students to reap the
best crop through out the life. The teacher needs to expand the constricted
world of the students into an endless expanse of joy. We need to assimilate
ourselves with nature; this will lead to make us love all. An unconditional
love would develop in us.
Love gives everything; there is no thought
of receiving. Love has no complaints: it accepts all, love removes all fears,
and it transforms all fears and ugliness into beauty. Because love is the real
refuge, it is the beauty of the life. It is the spring of the life and expression
of the self. It is the thread on which all beings are strung. When love awakens
in a person, the divinity in him or her also awakens for love is god, it is the
manifestation of the divine. When love awakens, the ego disappears and feeling
of oneness generates.
Love is our true essence. Love is our inherent
nature. Love is only religion of the teachers that can help humanity rise to
great and glorious heights.
A child can live without materialistic things but not without love.
When love is absent in a teacher student relationship, children tend to become
aggressive.
We need to have inner compassion, which got reflected in the behavior. A teacher needs to think that she is enveloped by love and this will enable her to do her duty well.
PEACE
Love brings in peace. It plays a vital
role in ones behavior. A peaceful mind generates new ideas. Greatest minds are
the peaceful minds. Peace develops power, conserves energy and makes us
creative. It energizes mind. It is the austerity of mind. Who am I? Can be
practiced with in peace. The golden rule is to listen more and talk less. One
should learn the art of holding the words in the mouth if the words are of
little consequences.
To attain peace we need to live in silence
that is not just closing the lips and abstain from talking. It is much more.
True peace means total self transformation.
The teacher should enlighten herself and requires speech to spread knowledge
and goodness all around.
We need people, committed teachers. If we
have many Buddha, many Jesus, many Mahaviras in the form of teachers we can
convert the undesirable behavior into desirable and evaporate the violence from
the planet.
HAPPINESS
It is
the product of love and peace. We need to work on the love and peace happiness
would come on its own. The soul consciousness makes people enthusiastic and
happy, brings in positive energy to be happy and make others happy.
BASIC ASSUMPATION
For the purpose of Innovation in
Education Fellowship 2009/10 Basic
nature of the soul that consist the inner world will be revealed by using
musical and existential intelligence in order to modify the behavior of the
students.
Accumulated knowledge about the same would
be used in teaching, including the goals, procedures and strategies that form
the basis for the teachers to do in the classroom.
It must be further stated that the basic
nature of the soul seems theoretical in the field of modern teaching where the
emphasis is laid on the outer surroundings only. The sense organs of the
students are trained to connect them with the outer world only, and the minds
are programmed accordingly. The basic nature of the soul cannot be directly
observed or otherwise discerned in the classroom. Therefore it is necessary to
investigate the effect of the inner world and the techniques that demonstrates
the knowledge of inner world to the teachers and the students.
The study is in the preliminary in its
nature as with general knowledge with inner world, soul consciousness is highly
complex and clearly a much deeper analysis of study an investigation of inner
world must be done to further understand the theory that underlies the inner
world.
For this reason, it is imperative to look
at what teachers do in the classroom.
The techniques that demonstrate the effect
of inner world which teachers themselves may not be able to verbalize because
much of what they know about has become automatic. They have done it so often
there is no need for them to think
about what needs to be done, they simply do what needs to be done that is why
teachers in this study were trained through workshops (Annexure c) and personal
counseling sessions in order to better understand the what, why and how of what
they do in the class room.
THE PURPOSE OF THE STUDY
The
purpose of the study was to examine how awareness of the inner world helps in
making a balance with the outer world and helps in modifying the undesirable
behavior of the students to make them disciplined.
How does the calm and centeredness of the teacher helps in aligning the distracted energies of the children in a positive manner.
VISION STATEMENT
The study prepares the teachers to become effective professionals who set the standards for excellence in order to modify the behavior of the students, improve their will and the skills, and regulate self.
PROCEDURE
First of all the teachers were made aware
of that they are participating in a study, their role as a person, teacher,
guide and mentor is really important (Annexure B). Their efforts will bring a
change in creating the conducive environment in the field of education.
The
techniques implemented in the study would first help in the personal growth of
the teacher, then their families, society and the nation. Their efforts would
be taken forward by the students to their families, relatives, society, and
nation to worldwide. So it is sure that their efforts would work globally one
day. Teachers need to be the role model s for the students. They need to learn
the techniques of making a balance between the inner and the outer world.
Teachers were given a check list to
monitor the proceedings in order to systematize the monitoring.
Q1 what is the purpose for learning this
information?
Q2 Do I know anything about this?
Q3 Do I know strategies that will help me
learn?
Q4 Have I accomplished the goals I set myself?
STRATEGY
Proper instructions were given to the teachers
(Annexure B)
Students/ teachers should understand why they are
being asked to learn strategies. How they would use the strategies to create a
balance between the inner and outer world in order to modify the behavior.
Strategies would compensate for lack of prior knowledge and ability of this
field.
·
Workshops were conducted (Annexure
C) to make the teachers understand the techniques and how to implement in their
class.
·
Instructional meditation sessions
were conducted to make them calm and centered, to make their heart full of love
and to know about the vibrations generated by the purity of mind, thought and
action and connecting to the higher frequency by having self actualization in
order to bring a change in the behavior of the students.
Workshops were conducted to make the
teachers aware of the inner world. (Annexure C)
Instructional meditation sessions were
conducted to make them experience the inner world.
Musical and the existential intelligence
were stimulated. Music has a direct connectivity with the higher self and the
existential intelligence is always ethical. Ethics never allow the undesirable
behavior to take place.
Songs were taught as every one has musical
intelligence and it easily stimulates the inner world, on the most it
streamlines the energies.
They were taught some physical and Yoga
exercises to deal with the students in the class.
Theme based assembly was conducted all
through the session. Each theme lasted for a month. Truthfulness, love, peace
and kindness etc. were the themes which were conducted.
Teachers were expected to do many tasks in
order to grow themselves and implement in the class with the students.
An Awareness Program- Innovation What, Why?
Workshop- Self Management
Meditation Session for Calm and Centred mind
Tu pyaar Ka
Sagar Hai
We are not punished.
We are exercising to balance both the hemispheres.
HOW TO ASSESS
THE INNER WORLD
Inner world is basically consisting of
morals and values. Anyone who is sensitive to people and who is willing to
spent a bit of time looking and listening, can asses morals informally but quite accurately and at a minimal cost.
Some methods which were used to assess—
I. listening
to the humor
Only a few smiles
turn into a healthy humor to which is indicator of trust and positive moral.
II.
be sensitive to complaints
People who grow inward become very
sensitive; they try to find out the root cause of the problems and work to eradicate
the unwanted elements.
III.
Complaints v/s suggestions
Instead of complaints people come up with
suggestions. People become the part of the solution instead of the problem.
IV.
Even a marginal change is noticeable by the inward grown person
V.
Acceptance of the children or people as they are.
VI.
Blame game was over. Sympathetic and encouraging words were in use.
VII.
Persistence efforts were seen.
VIII.
Promptness in working for the betterment of the students.
IX.
the spirit could be seen, We’ll not give up, we’ll achieve it.
X. Raised understanding level.
TARGET
POPULATION
All the teachers
and students of Pre-school to std. II of Children’s Academy Bani Park, Jaipur.
Being an
Academic coordinator of the aforesaid group the entire group was taken to
implement the planned methods. The group included about 375 students and 17
teachers.
It was further
divided into small class wise groups (Annexure A) some scrutinized cases were
taken individually too.
Students, adopted
by the teachers to work individually.
Students were adopted on the basis of
their undesirable behavior in the class.
Undesirable behavior includes
Children with extreme behavior,
Severe learning or emotional difficulties
that are ‘running riot’ and causing substantial upset and damage.
Excessive talking in the class.
Verbal abuse
Interrupting and bothering and teasing
other student
Not settling to work
Not listening
Day dreaming
Failing to complete work assignment
Not sitting in seat
Complaining
Aggressive body language
Failing to work effectively
Being noisy
Anything that irritate and stop the flow
of well prepared lesson.
Target population, teachers of Pre and lower Primary classes.
Lower
Primary section
Pre Primary
section
TIME
SCHEDULE
The study was conducted from November, 2009
to May 7th, 2010.
|
Name of the month |
November |
December |
January |
February |
March |
April |
May |
Total |
|
Number of working days |
15 |
16 |
15 |
19 |
06 |
20 |
05 |
96 |
FINDINGS
“Not
everything that can be counted counts and not everything that counts can be
counted,”
Albert
Einstein
1.
Various levels of calm and
centeredness were seen among the teachers.
2.
Positive moral sprang up among
the teachers and they started giving their best performance, resulted in the
behavioral improvement of the students.
3.
Positive moral became highly
contagious which even affected the peons and maids, although they were not
directly the subject of the study.
4.
Teachers used to share their
personal growth and the skills they developed
and implemented in the class.
5.
Some of the teachers
experienced a positive change in themselves which helped them to adjust in
their personal lives too.
6.
Created a strong emotional bond
for the children as love, peace and happiness necessitates a direct relationship
between the teacher and the taught.
7.
Minimum amount of grumbling
could be seen. Earlier the teachers used to crib a lot for substitution class
now they offer their services willingly.
8.
A change was felt in the
appearance of the teachers, they started walking and talking very confidently.
They started coming up with suggestions.
9.
Blaming to the students got
over; teachers started looking for the causes of undesirable behavior.
10.
Teachers started taking the
problems as challenges.
11.
Instead of reacting towards the
students, teachers started responding them.
12.
The teachers whose self
awareness was raised to the higher level started working faster and efficiently
even when the ability was not higher.
13.
Corporal punishment was reduced
to zero.
14.
A gradual improvement was seen
in the behavior of the students even their academic performance was improved.
GRAPHIC PRESENTATION OF BEHAVIOURAL IMPROVEMENT AMONG THE STUDENTS
Consolidated Result of standard I & II
A gradual improvement can be seen in this bar graph. The undesirable behavior reduced from 31 to 7 students from November to March, a raise in the month of April and a fall can be seen in the month of May again. There is a reason for the raise in the undesirable behavior, that the school was closed for twenty two days after the examination. The students’ behavior could not be monitored by the teachers during this period.
DISCUSSION
Teachers must not only be capable of defining for
students the accepted truth in domain. They must also be able to explain why a
particular behavior is not accepted and how can the behavior be transformed.
Teachers should have a strong self realization .They need a deep self awareness
and they should be empathetic and willing to use relevant practice to attend to
the needs of the students. The perception indicates the teachers should come
into the classroom with the belief that all students can be controlled well by
stimulating the basic nature.
The findings of this study indicate that teachers
should be able to structure their knowledge in ways that facilitate students’
learning the desirable behavior.
The result also indicates that the teacher should also
know themselves and have a confidence in themselves. They should realize the
need of to be flexible and be able to adapt to the needs of the students.
What makes
this different from the other innovations
The teacher is valued unconditionally; therefore it will
be easily taken to the classroom to modify the undesirable behavior of the
students. The teacher is the key in this study.
Aggressive children need even more help at that
particular moment because he is in fear and pain of scolding and assumed fear
of revenge from the other children. The teacher acknowledged and soothed those
feelings. They tried to find out the source of undesirable behavior e.g.
·
Is the child hungry?
·
Was he beaten before he came to
school that morning?
·
Did the child he misbehaved with,
misbehaved with him previously?
·
Is he projecting his inner
instability?
·
Teachers redefined their own role
by approaching the teaching/learning session by child’s point of view.
Teachers
established a relationship with the children to gain the trust of them to enter
their world and become a resource for the child. Teachers tried to look the
situation through the child’s eyes and gave a rationale.
The
child got the fundamental guarantee that his feelings are important; he got the
sense of security, relaxes and expresses his interests. He was made to aware
the same thing can be achieved without showing tantrums,
snatching/rushing/hitting etc. The persistent efforts of the teachers made
children felt that politely and humbly too they can fulfill their desires.
Earlier the child had no reason to trust the teacher but now the teacher had
won the trust of the child.
The following are some examples of actual cases involving
I A six years old boy and his parent Mother
Kartik
Agarwal was attending the school in first standard. The child was very
restless, his attention span was very less, never wanted to sit in his seat,
was very much interested in other class mates; he could not complete his tasks
in the class. His mother frequently came to see the teachers to complaint that
why he was not able to complete the work in the class and how can she help the
child at home to study? Meanwhile the fellowship scholar and the teachers had
become concerned about the child. He was adopted by the class teacher.
The
teacher helped him to learn a desirable behavior by loving his positive
behavior and keeping herself calm and peaceful when his energies were very
unstable and the behavior was irritating. His thoughts used to fluctuate from
here to there that made him a hip hop child. He was given regular breathing
exercise to bring in inner peace and stability. He was given a lot of space by
the teachers to express his feelings. With a period of time he started showing
a little calmness in his actions. Now he could complete his work with lesser
help. His behavior as well as the academic performance showed an improvement.
In
this case his mother was asked to have patience. She fully cooperated with the
teachers and satisfied with the child’s performance.
Teachers
redefined their roles by approaching the teaching/learning session by child’s
point of view. They maintained a relationship with the child to gain his trust.
They tried to look at the situation through the child’s eyes and controlled his
behavior with love and affection.
II Abhidha
Sharma and his Mother
Abdhidha
Sharma was a six years old girl, took admission in std. I. The child was very
coy hearted, used to cry through out the day. She was finding difficult to
adjust in the new surroundings. She was not ready to listen to anyone. She just
wanted to go back home. There was no obvious cause for this at school. Her
parents used to call up many a times to find out whether the child stopped
crying or not. The teacher took up the responsibility of the child in the
school and asked the parents not to call up in the school.
Her
parents were consulted to find out if they had any idea about the child’s such
behavior. With the conversation it was evolved that Abidha’s mother was also
the same in her childhood, and still finds it difficult to adjust in the new
surroundings. The parents were made assured that the child would definitely
adjust well in the class.
In
this case first her mother was made realized that the child was imitating her
behavior, so she needs to develop and show a little boldness. Her mother was
willing to improve upon her weakness as she had faced many problems due to this
behavioral problem of hers. She worked on it, with the support of the
co-coordinator and teachers of her daughter’s school, she could modify her
behavior.
Here
in the school, teachers made the child felt valued. Their calm and centered
energies helped the child to feel secured in the school. The positive
environment of security and love for the well being of the child was created by
the teachers as well as the peer group of the child. The positive input started
bringing a positive change in the child. Gradually she settled in the class. In
the month of April when many new arrivals were there in her class she was seen
to help and make them comfortable in the school.
Parents
came to thank the teachers for their concerned about their daughter. Her father
happily shared his views that the school has not only taught his daughter but
also his wife.
Teacher’s response about the study
1
Mrs. Rita Kewalramani
Working
experience 2 years 9 months.
To
modify the undesirable behavior of the students I used find very difficult to
control the class as behavior of few students in each class was very irritating
and disturbing. I couldn’t tolerate them. I used to shout and scream at
children. After attending the workshops-How to love children? How to keep calm
and centered? Self management and instructional meditation sessions at the
school, I become more humble and tolerant, I started loving children. Now the
silly and innocent behavior of the students makes me smile. I have come close
to the children.
2
Mrs. Vinita Maity
Working
experience 20 years.
Earlier I used to just avoid the students and make them quiet by
scolding. Now I have started taking more interest in children’s undesirable
behavior. I have got the technique to divert the undesirable behavior of the
students. I try to find out the root cause of their behavior. When they show an
improvement it gives me immense pleasure.
3 Mrs.
Arti Tambi
Working
experience 8 years
Earlier I had a professional relation with students and used to
maintain a hand’s distance with them .I used to take the unmanageable children
to the coordinator or the principal to solve their problems. Now I have learnt
to maintain a good relation with the students.
This change came in me after knowing that there is an inner world also which is more important than the external world. I have started growing inward and enjoying the life. Children have started coming close to me .Now they have opened up and feel free in my class.
LIMITATIONS AND THE DELIMITATIONS
OF THE STUDY
The
greatest limitation of this study is to make people understand the importance
of the inner world, specially the children because from the day one we try to
connect them with the external world. We train their sense organs to observe
and analyze the external world or their surroundings. The weight age is on the
external side whereas inner world is absolutely ignored at the developmental
stages of the life.
In
this study the most important aspect of the education system has not been taken
care of that is the parent body, without which we cannot think of a better
implementation of any technique and gain better results as the children live
with the parents more than the teachers.
CONCLUSION
The results of the study show that to gain
the long term results we need to work persistently with the teachers as well as
the students because external world has a magnetic force and it quickly overpowers the inner world. And the
alignment gets disturbed. Teacher models as well as the peer models are
important. Teachers and the students have to be in harmony with each other.
Whatever one does must come from the heart, it should be an expression of
spirit it’ll spread love and joy all around.
We must minimize the evil through our spiritual growth. Every child is
born in this world with the basic nature. Teachers need to ignite it in the
students and enable them to explore their inner world excel in the outer world
by making an alignment in both as two are integrated. We cannot treat one and
ignore other.
REFERENCE
This is the result of a collection from
various sources such as newspapers, magazines, other speakers over the last 20
years. Unfortunately, sources were not always noted; hence, it is impractical
to provide an accurate acknowledgement. Regardless of the source, I wish to
express my gratitude to those who may have contributed to this work, even
though anonymously.
ANNEXURE (A)
TARGET
POPULATION
All the students
and teachers from Pre School to Std. II of Children’s Academy Bani Park Jaipur
were the subject for the study.
Being an Academic Co coordinator of the aforesaid group the entire group was taken to implement the planned methods. It was further divided into small class wise groups.
|
S.No. |
Class/ Section |
No. of students |
Names of teachers |
|
1 |
Pre School |
32 |
Mrs. Anju
Sharma Mrs. Nalini
Singh Mrs. Meenaxi
Biyani |
|
2 |
LKG A |
34 |
Mrs. Avlokita
singh Mrs. Shalu
Sharma |
|
3 |
LKG B |
32 |
Mrs. Nirmala
kumari |
|
4 |
UKG A |
31 |
Mrs. Renu Jain Mrs. Sushma
Goenka |
|
5 |
UKG B |
28 |
Mrs. Sunita
Sharma Mrs. Vinita
Maity |
|
6 |
I A |
32 |
Mrs. Pratima
malik |
|
7 |
I B |
30 |
Mrs. Rita
KewalRamani |
|
8 |
I C |
31 |
Mrs.
Anvita Sharma |
|
9 |
II A |
34 |
Mrs. Swati
Mohite |
|
10 |
II B |
32 |
Mrs. Arti Tambi |
|
11 |
II C |
37 |
Mrs. Anuradha
Agnihotri |
Total
No. of teachers: 16
Total no of students: 373
Principal’s signature
ANNEXURE
(B)
Letter
to the teachers
Subject: education Innovation in process Fellowship,
2009.
Dear teachers,
The purpose of this letter is to solicit your
participation in the study entitled “Making children more aware and disciplined
by maintaining balance between inner& outer world.”
The project will be conducted over the course of
2009-2010 school years as fulfillment of my innovation in education fellowship
2009-2010.
The project will consist of an importance of inner
world (self awareness) in modifying the behavior of the students. Information
gained from the study will shed light on how successfully the undesirable
behavior can be modified by living in the basic nature of the soul. Your
participation in this study will assist me in my efforts to create a study base
presentation for the forthcoming Education Leadership Roundtable conference
scheduled to be held from 1st to 5th August 2010 in Lucknow.
All responses will be confidential as far as
questionnaires and problems are concerned. There will be no disclosure of
personal information of any kind.
Please feel free to contact me in school in your free
period or when you stay back in the school on Fridays or over the phone
afterschool, on holidays if you have any questions to concern.
Thank you in advance for your sincere participation in
this study.
(Mrs. Renu Vashistha)
Academic Coordinator
Children’s academy
Bani Park, Jaipur
ANNEXURE
(C)
Work
shops conducted
Following workshops were conducted which includes
instructional meditation sessions too.
·
Awareness program
Innovation what, when, how and why.
·
Self management
·
Be calm and centered to manage the undesirable behavior of
the students.
·
How to love children? Train of love. tu pyar ka sagar hai.
·
My cup is full and running over.(meditation)
·
Brahmand ki yatra.(meditation)
·
Ek Bund (meditation)
ANNEXURE
(E)
Letter
to the Principal to seek permission to conduct the study.
The
Principal
Children’s
Academy,
Bani
Park Jaipur.
November,
3, 2009
Ref:
- Innovation in Education in process Fellowship 2009-2010.
Subject:
- To grant permission to conduct a study with the teachers and students of Pre
School to Std II.
Respected
Madam,
In
reference to the above mentioned subject I would like to request you to kindly
allow me to conduct a study with the teachers and students of Pre School to
Std. II.
Here
I assure you that the study would bring in a positive change among the teachers
and students and the smooth functioning of the school would not be affected by
this study.
Thanking
you
Yours
sincerely
(Mrs.
Renu Vashistha)
Academic
Coordinator
Children’s
Academy
Bani
Park, Jaipur
ANNEXURE
(E)
List of students adopted by the teachers.
|
S. No. |
Name of the student |
Class& Section |
Adopted by |
|
1 |
Dheeraj Lalwani |
II A |
Mrs.
Swati Mohite |
|
2 3
|
Arya Kaul Rudra pratap |
II B |
Mrs.
Arti tambi |
|
4 |
Tushar Shukla |
II C |
Mrs.
Anuradha Agnihotri |
|
5 |
Nilesh Chandwani |
I A |
Mrs.
V. Maity |
|
6 |
Aryan
Mathur |
I B |
Mrs.
Rita Kewalramani |
|
7 |
Abidha
Pareek |
I C |
Mrs.
Anvita Sharma |
|
8 |
Harshit Jhalani |
UKG A |
Mrs. Renu Jain |
|
9
10 |
Anjoury Chodhary
Prince Agarwal |
UKG B |
Mrs. Sunita Sharma Mrs. Sushma Goenka |
|
11 |
Arib Mohd. |
LKG A |
Mrs. Avlokita singh |
|
12 |
|
LKG B |
Mrs. Nirmala Kumari |
|
13 |
Garvit |
Pre school |
Mrs. Anju Sharma |
ANNEXURE (F)
Guideline
to the teachers to record the Anecdotal report of the adopted students.
Recommendation for pondering
upon while preparing the anecdotal records.
Class performance/ response
Interest
Curiosity
Attention
Response
Written work
Work completion
Quality – Hand writing
Neatness and carefulness
Spellings, Grammar & Punctuation- Re correction
work
Regularity
Should be understood not in term of school but in term
of Regularity in general in work- promptness with which an action is performed
and also presence in school.
Behaviour
The way a student acts, behaves or conducts. To
report- positively-well-behaved, co-operative, supportive, friendly, helpful
courteous etc, & negatively- as opposite to all positive attributes.
Record of co curricular & Extra- curricular activities
To check out Intra class- Intra section competition-Transcription
Spellings, Quiz, composition, Painting, collage, music, dance etc.
ANNEXURE
(G)
Angulimal’s
story
Long ago in ancient India
Angulimala’s terror was in the hearts of all. Once Buddha set off on the route
frequented by Angumala. People told him not to go on that route as Angumala
spares none but Buddha merely smiled and told them to be at ease.
As soon as the Buddha went a little distance,
he could hear thundering foot steps . Angulimala had seen him and was trying to
catch up. The Buddha walked steadily while Agulimala ran desperately, utterly
frustrated, he cried out. O Buddha stop, stop though he did not really expect
the monk to stop, thinking there was some magical power in the monk.
To his surprise, the
Buddha stopped and replied calmly, “I have stopped. It is you who have not
stopped. I say that I have stopped because I have given up killing all beings
and have established myself in universal love, patience and knowledge through
reflection. But you still have not given up killing or ill treating others and
you are not yet established in universal love and patience. Hence you are the
one who has not stopped. You could, however, stop anytime you wish to
Nobody had ever spoken to
Angulimal in such a calm and compassionate manner> the peace that he felt
just by being in the Buddha’s presence was overwhelming, with tears in his
eyes, he threw away the necklace of fingers and his weapons. Choked with
emotions, he pleaded with the Buddha to admit him to the order of the bhikshus.
The Buddha willingly did so
This tale reveals many
truths
·
Message of compassion and empathy
·
Transformation of the personality
·
Patience may be tested severely but, if it is genuine, there
is acceptance at the end of the struggle.
Redemption happens only with
time and sincere efforts.
At the societal level,
this tale is eternally relevant in showing us that even a hardcore criminal can
be turned into a socially responsible and caring individual if he is approached
with understanding and empathy. Buddha hood is with in reach if only we take
the path of love and compassion.
A research paper
By Renu Vashistha
Published in
International Journal of Psychology and Educational Research in December 2017 http://ijepr.org/ VOLUME 6, ISSUE 4, DECEMBER 2017 pg. 32 to 42
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