Education

Importance of Education

Education is the only tool to uplift Indian society from age - old afflications, responsible for its degenerate conditions. Our society needs a man - making education which would lead to nation - building. This type of education has the capacity for the social regeneration of Indian society because it is supposed to have the potential of purging the human mind of mental decadence, that is the tendency towards ignorance, laziness and a resigned attitude which accepts anything that is prescribed without personal reflection.

The prevailing unscientific attitude has to be replaced by a scientific attitude, whose constituents were objectivity, rationally and a critical temper without the inculcation of a critical, scientific attitude it was not possible to bring the social and economic regeneration of Indian society.
In the social context, the development of a humanistic attitude which impartial and free from the clutches of individual differences of caste community race, religion ad nationally and dogmatic irrational beliefs and practices.

A development of the human self could be achieved through education, which involved the training of the physical and mental self with the aim of elevating both to the highest spiritual level.
The concept of man - making education thus gives an extremely dignified optimistic and realistic picture of the human personality. Man making education had to be purposive and free from narrowly conceived objectives. Education should be for all and it should involve a continual growth of personality, steady development of character and the qualitative improvement of life. Education should not involve simply stuffing of the brain, but the training of the mind we want that education by which character is formed, strength of mind is increased the intellect is expanded and by which one can stand on one's own feet.

According to Swami Vivekanandha " The end of all education should be man making. The end and aim of all training is to make the man grow. The training by which the current and expression of will are brought under control and become frutiful is called education."

Boost PFM / PFM Attendance

Boost PFM / PFM Attendance

Since most people view meetings as a form of slow torture, it's not surprising that schools face enormous challenges in getting parents together for such a purpose. With so many demands on their limited time—and the perception that meetings are a waste of that time—parents often choose to bypass these traditional powwows. While poor attendance can feel like failure, the most successful groups recognize that getting parents to meetings is not vital. In fact, building parent involvement in other activities can be much more effective than trying to lure everyone to sit through monthly recitations of the marks, the report, and other agenda items.

Still, it's good for parents to feel that they have a stake in the school and a voice in its decision making—and meetings are one way to accomplish that. So here are some ideas for boosting the numbers at your next meeting.

Vary the Meeting Time
Surveys are one way to discover what times best suit your population; variety is often appreciated. To accommodate its parents' schedules,  hold meetings on rotating days: Monday, Tuesday, Wednesday, or Thursday. Consider the timings also …like hold evening meetings in October and March, when it seems to be hot & with morning meetings the rest of the year. Have flexible schedules.

Vary the Meeting Place
Either the school cafeteria, at a skating rink; Conference Hall, local restaurant, potluck dinner meetings, school potluck lunch in a park etc. The result is that attendance at the monthly meetings has increased from five people to 50.

Encourage Attendance as a Responsibility
Some parents respond to direct appeals by teachers or the parent group about the importance of their presence at meetings.

Make Meetings More Fun
Another approach is to invite guest speakers or have students perform. The guest speakers are the school's less visible faces, people not everyone would know, like the guidance counselor and the resource teacher. This gives parents an opportunity to come and meet these people. Advertise each month who will be attending. They can put a face and name to some of these people so if in the future they come across them, parents will be more comfortable. It's especially helpful for our new families. In addition, a different grade level of students makes a presentation each month, such as reciting poems they've written, and parents are notified ahead of time when their children will be performing.

Give Prizes
Sometimes  prizes or awards bring people in. One attendee wins a gift certificate.

Offer Baby-sitting and Other Services
Make it easier for parents to attend by eliminating reasons why they can't, especially when it comes to childcare. Offer translation services at PT meetings for parents who don't speak English. The school may also offers baby-sitting and that option is mentioned in all monthly PTO reminders.

Make Meetings Shorter
Who isn't in a hurry these days? Who doesn't want to avoid meetings that go on and on? That's why a reputation for concise meetings might boost attendance. Cut the meeting time  by eliminating unnecessary discussion about details. There is no time to get into the nitty-gritty at meeting. That is one of the factors that has increased attendance—the length of the meeting.

Hold Fewer Meetings
Monthly meetings are a tradition that some schools hold only three/four PT meetings per year. We found out we had a lot better attendance when we shortened the amount of meetings. With everybody as busy as they are, it's almost worthless to try to get them all out for a meeting. We realize people's time is important. For most it's a relief—one less thing off their calendar. And it's a huge help for us to have better participation."

Combine Meetings With Other School Events
When the meeting is held in conjunction with a school event, attendance doubles or even triples. Meetings can also be held after the science and book fairs.  The group sets up a table where parents can fill out a survey about their own ideas for increasing parent involvement or sign up to volunteer at the fall festival.
Have the PTM  in conjunction with another event such as a dinner, exhibition, book fair, or performances by the choir and band or  immediately preceding school concerts.

Publicize
Parents with full appointment books need a heads-up about meeting dates. Have  meetings listed on a school calendar magnet and on the school sign and also sends out reminders a week or two ahead of time. This can be done  through a newsletter, website, school calendar, and district TV station. And on the day of a meeting, teachers can put little round stickers that say "PTO meeting today/tomorrow" on the children before they leave.

Use Other Vehicles To Get the Word Out
If your PTO meetings still aren't standing room only, don't despair. Communicate the necessary information to parents through newsletters and websites. Then focus on drawing parents in for the fun family events that will keep them coming back. Make creating and sending group emails (and managing all those addresses!)

How to make our primary students independent??

How to make our  primary students independent??

1 Teach them to be patient .
2 Let them do little tasks independently n just keep a watch on their job n guide n help them if, needed .
3 Teach them the value of money . Make them practical.
4 Always show that their efforts are noticed ,inspire them to work harder.
5 Fix a clean up time . Teach them to keep their room and surroundings clean .
6 Read stories to them and  encourage them to read a story a day .
7  Instill confidence in the students .
8 Ask the students to honestly evaluate their hardwork.
9 Talk regularly to the students about their future goals.
10 Always use positive reinforcement, when you talk to them .

TEACHERS RESPONSE IS THE LEARNERS BEHAVIOR!!!

TEACHERS RESPONSE IS THE LEARNERS BEHAVIOR!!!

Behavior is the range of actions and mannerisms made by individuals, organisms, systems, or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the (inanimate) physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or ex ternal, conscious or subconscious, overt or covert, and voluntary or involuntary.

Taking a behavior informatics perspective, a behavior consists of behavior actor, operation, interactions, and their properties. A behavior can be represented as a behavior vector.
What are the positive behavior?
Positive behavior support (PBS) is a behavior management system used to understand what maintains an individual's challenging behavior.

People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors are supported by reinforcement in the environment
Positive behavior support (PBS) is a behavior management system used to understand what maintains an individual's challenging behavior.

People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors are supported by reinforcement in the environment. In the case of students and children, often adults in a child’s environment will reinforce his or her undesired behaviors because the child will receive objects and/or attention because of his behavior.

Functional behavior assessments (FBAs) clearly describe behaviors, identify the contexts (events, times, and situation) that predict when behavior will and will not occur, and identify consequences that maintain the behavior. They also summarize and create a hypothesis about the behavior, directly observe the behavior and take data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring.

In order for techniques to work in decreasing undesired behavior, they should include: feasibility, desirability, and effectiveness. Strategies are needed that teachers and parents are able and willing to use and that affect the child's ability to participate in community and school activities. Positive behavior support is increasingly being recognized as a strategy that meets these criteria. By changing stimulus and reinforcement in the environment and teaching the child to strengthen deficit skill areas the student's behavior changes in ways that allow him/her to be included in the general education setting.

The three areas of deficit skills identified in the article were communication skills, social skills, and self-management skills. Re-directive therapy as positive behavior support is especially effective in the parent–child relationship. Where other treatment plans have failed re-directive therapy allows for a positive interaction between parents and children. Positive behavior support is successful in the school setting because it is primarily a teaching method (Schwartz, 1999).

How to encourage good behaviour in your child

How to encourage good behaviour in your child

A positive and constructive approach is often the best way to guide your child’s behaviour. This means giving your child attention when he behaves well, rather than just applying consequences when he does something you don’t like.

Here are some practical tips for putting this positive approach into action.

Tips for good behaviour

1. Be a role model
Use your own behaviour to guide your child. Your child watches you to get clues on how to behave – and what you do is often much more important than what you say. For example, if you want your child to say ‘please’, say it yourself. If you don’t want your child to raise her voice, speak quietly and gently yourself.

2. Show your child how you feel
Telling your child honestly how his behaviour affects you helps him see his own feelings in yours. And if you start sentences with ‘I’, it gives your child the chance to see things from your perspective. For example, ‘I’m getting upset because there is so much noise that I can’t talk on the phone’.

3. Catch your child being ‘good’
When your child is behaving in a way you like, give her some positive feedback. For example, ‘Wow, you’re playing so nicely. I really like the way you’re keeping all the blocks on the table’. This works better than waiting for the blocks to come crashing to the floor before you take notice and say, ‘Hey, stop that’.

This positive feedback is sometimes called descriptive praise because it tells children specifically what they’re doing well. Try to make six positive comments for every negative comment. And remember that if children have a choice between no attention or negative attention, they’ll often seek out negative attention.

4. Get down to your child’s level
When you get close to your child, you can tune in to what he might be feeling or thinking. Being close also helps him focus on what you’re saying about his behaviour. If you’re close to your child and have his attention, you don’t need to make him look at you.

5. Listen actively
To listen actively, you can nod as your child talks, and repeat back what you think your child is feeling. For example, ‘It sounds like you feel really sad that your blocks fell down’. When you do this, it can help young children cope with tension and big emotions like frustration, which sometimes lead to unwanted behaviour. It also makes them feel respected and comforted. It can even diffuse potential temper tantrums.

6. Keep promises
When you follow through on your promises, good or bad, your child learns to trust and respect you. She learns that you won’t let her down when you’ve promised something nice, and she also learns not to try to change your mind when you’ve explained a consequence. So when you promise to go for a walk after your child picks up her toys, make sure you have your walking shoes handy. When you say you’ll leave the library if your child doesn’t stop running around, be prepared to leave straight away.

7. Create an environment for good behaviour
The environment around your child can influence his behaviour, so you can shape the environment to help your child behave well. This can be as simple as making sure your child’s space has plenty of safe, stimulating things for him to play with. Make sure that your child can’t reach things he could break or that might hurt him. Your glasses look like so much fun to play with – it’s hard for children to remember not to touch. Reduce the chance of problems by keeping breakables and valuables out of sight.

8. Choose your battles
Before you get involved in anything your child is doing – especially to say ‘no’ or ‘stop’ – ask yourself if it really matters. By keeping instructions, requests and negative feedback to a minimum, you create less opportunity for conflict and bad feelings. Rules are important, but use them only when it’s really important.

9. Be firm about whining
If you give in when your child is whining for something, you can accidentally train her to whine more. ‘No’ means ‘no’, not maybe, so don’t say it unless you mean it.

10. Keep things simple and positive
If you give clear instructions in simple terms, your child will know what’s expected of him – for example, ‘Please hold my hand when we cross the road’. And positive rules are usually better than negative ones, because they guide your child’s behaviour in a positive way. For example, ‘Please shut the gate’ is better than ‘Don’t leave the gate open’.

11. Give children responsibility – and consequences
As your child gets older, you can give her more responsibility for her own behaviour. You can also give her the chance to experience the natural consequences of that behaviour. You don’t have to be the bad guy all the time. For example, if it’s your child’s responsibility to pack her lunch box and she forgets, the natural consequence is feeling hungry at lunch time.

At other times you might need to provide consequences for unacceptable or dangerous behaviour. For these times, it’s best to ensure that you’ve explained the consequences and that your child has agreed to them in advance.

12. Say it once and move on
If you tell your child what to do – or what not to do – too often, he might end up just tuning out. If you want to give him one last chance to cooperate, remind him of the consequences for not cooperating. Then start counting to three.

13. Make your child feel important
Give your child some simple chores or things that she can do to help the family. This will make her feel important. If you can give your child lots of practice doing a chore, she’ll get better at it, feel good about doing it, and want to keep doing it. And if you give her some praise for her behaviour and effort, it’ll help to build her self-esteem.

14. Prepare for challenging situations
There are times when looking after your child and doing things you need to do will be tricky. If you think about these challenging situations in advance, you can plan around your child’s needs. Give him a five-minute warning before you need him to change activities. Talk to him about why you need his cooperation. Then he’s prepared for what you expect.

15. Maintain a sense of humour
It often helps to keep daily life with children light. You can do this by using songs, humour and fun. For example, you can pretend to be the menacing tickle monster who needs the toys picked up off the floor. Humour that has you both laughing is great, but humour at your child’s expense won’t help. Young children are easily hurt by parental ‘teasing’.

Difference between tantrums and meltdowns

Managing Temper Tantrums and Meltdowns in children:

Tantrums and sensory meltdowns are not the same thing.

It can be hard to tell the difference between them by just looking at an upset child.

Knowing the causes of tantrums and meltdowns can help you learn how to manage them.

Many people think the words “tantrum” and “meltdown” mean the same thing. And they can look very similar when you see a child in the middle of having one. But for kids who have sensory processing issues or who lack self-control, a meltdown is very different from a tantrum. Knowing the differences can help you learn how to respond in a way that better supports your child.

What a Tantrum Is
A tantrum is an outburst that happens when a child is trying to get something he wants or needs. Some kids with learning and attention issues are more prone to tantrums. For instance, some can be impulsive and have trouble keeping their emotions in check. They may get angry or frustrated quickly.

A child may have a tantrum if he didn’t get to go first in a game of kickball. Or he might get upset when you pay attention to his sister and he wants your attention. Yelling, crying or lashing out isn’t an appropriate way for him to express his feelings, but he’s doing it for a reason. And he has some control over his behavior.

Your child may even stop in the middle of a tantrum to make sure you’re looking at him. When he sees that you’re watching him, he may pick up where he left off. His tantrum is likely to stop when he gets what he wants—or when he realizes he won’t get what he wants by acting out.

What a Sensory Meltdown Is
A meltdown is a reaction to feeling overwhelmed.

For some kids, it happens when there’s too much sensory information to process. The commotion of an amusement park might set them off, for instance. For other kids, it can be a reaction to having too many things to think about. A back-to-school shopping trip could cause a tantrum that triggers a meltdown.

Here’s one way to think about too much sensory input. Imagine filling a small water pitcher. Most of the time, you can control the flow of water and fill the pitcher a little at a time. But sometimes the water flow is too strong and the pitcher overflows before you can turn the water off.

That’s how a sensory meltdown works. The noise at the amusement park or the stack of clothes to try on in the dressing room at the mall is sensory input that floods your child’s brain. Once that happens, some experts think your child’s fight-or-flight response kicks in. That excess input overflows in the form of yelling, crying, lashing out or running away.

Different Strategies for Tantrums and Meltdowns
The causes of tantrums and meltdowns are different, and so are the strategies that can help stop them. It’s important to remember that the key difference between the two types of outbursts is that tantrums usually have a purpose. Kids are looking for a certain response. Meltdowns are a reaction to something and are usually beyond a child’s control.

A child can often stop a tantrum if he gets what he wants. Or if he’s rewarded for using a more appropriate behavior. But a meltdown isn’t likely to stop when a child gets what he wants. In fact, he may not even know what he wants.

Meltdowns tend to end in one of two ways. One is fatigue—kids wear themselves out. The other way a change in the amount of sensory input. This can help kids feel less overwhelmed. For example, your child may start to feel calmer when you step outside the store and leave the mall.

So how can you handle tantrums and meltdowns differently?

To tame tantrums, acknowledge what your child needs without giving in. Make it clear that you understand what he’s after. “I see that you want my attention. When your sister is done talking, it’ll be your turn.” Then help him see there’s a more appropriate behavior that will work. “When you’re done yelling, tell me calmly that you’re ready for my time.”
To manage a meltdown, help your child find a safe, quiet place to de-escalate. “Let’s leave the mall and sit in the car for a few minutes.” Then provide a calm, reassuring presence without talking too much to your child. The goal is to reduce the input coming at him.
Knowing the difference between tantrums and meltdowns is the key to helping your child through them. It may also help to get a better idea of the kinds of situations that can be challenging for your child. You can also explore tips on how to deal with noise and other sensitivities.

Key Takeaways
Tantrums happen when a child is trying to get something he wants or needs.
Meltdowns occur when a child feels overwhelmed by his feelings or surroundings.

Knowing the difference between tantrums and meltdowns can help you manage these outbursts.

Re-Reading

Re-reading
The most important comparison is with re-reading, because (unfortunately) this is the most common study strategy used by students. In a study in which college students were tested on their recall of two short passages each about 250-275 words long, the students studied the texts in one half-hour session.

During each of four 7-minute periods, they either read a text, re-read one of the texts, or took a recall test on the text they didn't re-read — meaning that one passage was read twice, while the other was read once and tested once.

When tested a mere five minutes after the study session, the passage read twice was recalled slightly better (the recency effect in action). However, when tested a week later, the passage that had been read once and tested once (not counting the 5-minute-delay test, on which no feedback was given) was remembered decidedly better than the one that had been read twice. Those re-reading scored 81% on an immediate test, but only 42% a week later.

Those who read it only once, followed by a test, scored Only 75% immediately, but 56% a week later (the  difference, I note, between a passing grade and a fail!).

 In other words, while re-reading gave the immediate illusion of having been learned better , it was forgotten at a much greater rate over time (and bear in mind that this is only after a week; the gap is expected to get wider over time).

In a further experiment , using only one of the two prose passages, some students read and re-read the passage during four 5-minute study periods, while another group studied their passage for three of the periods then were tested during
 the fourth, and the final group studied their passage during the first period before being given three recall tests.