Online Frauds - Kunju C Nair

Online Frauds

Kunju C. Nair, Thrissur, Kerala

This is the updated version for your information and to spread the awareness. This article was already published by UN Volunteers on Feb. 04, 2023.

Frauds are there in every aspect of our life. We often have to face various scams in all aspects throughout our life. At any level of our cautiousness with maximum care and possible precautions, they take all opportunities to overcome it by making their tricky plans to trap others for their success by their crooked ways. At the most, they are misusing the trust and status of the victim/s - means, just cheating...

Fraudsters have found an easy way to make easy money without having any hesitation. Gradually, it may be outdated soon, as the awareness on the basic concept is spreading so fast. It is happening on a regular basis now. I came across with many such experiences through my friends and associates. Also, recently I had personal experiences for multiple times, for the same. Even though, many people are aware about such scams, at a sensitive point of time, most of them do not realize the seriousness of the matter, as a matter of honest and sincere friendship with a personal attachment. 

Such frauds are happening now a days in Facebook regularly. The fraudsters make an identical profile in Facebook similar to that of yours, taking your same credentials and profile pictures from the Facebook. With their fake ID, impersonating you, they start sending friend requests to your real friends. Unknowingly, they tend to accept the request keeping you in their mind. Then the fraudster with your ID start chatting with your friends in the Messenger and begin to ask for financial support through online payment. Using your identity, they ask to all those innocent people, whoever accepted the friend-request. As a matter of innocent friendship and misunderstanding the situation as any need of emergency, some of the best friends may tend to oblige the request of those ‘frauds’, losing your own money not even benefitting to the real friend. Even they may ask for personal information, etc. this may happen in other Social-Media also, like Instagram, etc. 

Even though it happens, impersonating the Facebook IDs and Pages are not allowed in Facebook. If you come across with any such incidents, impersonating you or any others, you have the option to ‘report’ such impersonating Accounts / Pages.  

If you come across with any such incidents, as a caution, spread the message immediately for the awareness of all your friends, in Facebook as well as in other media. Always keep posting about the frauds frequently for awareness.

Besides the impersonating your account by creating your Fake ID or hacking your existing ID / Page, the scams may not be limited only in Facebook. They are :

1. Trying to maintain online lovely, romantic relationships with you and gain your trust, then requesting for money with various reasons seemingly reasonable.

2. Offering jobs through e-mails, as if they reviewed your CV and shortlisted. Even if you applied, generally, they do not mention the position you applied, because, it is a fake offer. 3. They take your personal data through the process - never respond to such offers.

4. Offering jobs at a fee / apply for a job at a fee - there are many fake offers. There are many job postings with irrelevant information - A genuine employer never takes any charges. 

5. Offering Online Jobs along with Lap-top, with Work-From-Home Facility, at a nominal fee. 

6. Sharing spam links, to have access to your personal / confidential information.

7. Offering instant loans at lowest interest rates with a small amount of processing fee.

8. Offering lottery as you are the winner and asking for a processing fee or a certain amount for tax obligations, along with your personal details, as if they are genuine.

9. Unknown people pretending to be very close to you / your friends and proposing business / asking for financial support.

10. Offering big amounts with confidential dealings, which (as if) they have inherited from authorized / unauthorized sources - for charity, business, investment, etc. in your country, at a charge.

11. Offering Investments in your country, with a processing fee from you, as if they have a huge unused amount from unaccounted sources.

12. Offering big amounts, as if, from reliable sources, which they have been assigned to handle the same.

13. Offering big amounts, as if they are rich ladies, under treatments and going to die soon due to some severe diseases like cancer, etc., trying to get your sympathy, subsequently leading to your loss.

14. Giving you warnings and threats, as if they have got your password, then demanding money from you.

15. Offering Scholarships / Compliments, etc. to get access to your personal information.

16. Offering Awards at a fee - as if they are a genuine and you are a most deserving candidate.

17. Trying to hack your e-mail ID, to get your confidential data / information - Never use any identical / same passwords in different applications.

18. Mails / Messages / Calls - with embedded links to update your bank account details - to update your KYC, documents, User ID, Password, Debit Card Number, PIN, CVV, OTP, etc. - from fake IDs – Never respond.

19. Taking a nominal fee and offering a big amount as a charity to be expected soon.

20. Giving promises, like financial support, loans, etc., they may cheat you with fraudulent Online Apps.

There are various online games, even promoted by celebrities, with challenges and charges.

They may take the control of our Sim Card, by Sim Cloning / Swapping / Porting. Be very cautious, whenever you handover your Mobile to anybody, for any reason, especially, when they are not familiar to you.

There are people coming with parcel - which doesn’t belong to you, as if it is for you. If you do not claim it, they are asking for cancellation of the delivery through a link in your mobile, and they access to your information. If you claim it, they take some charges, which would have been a big loss.

There are fake promises of parcels, containing valuables, like currencies, ornaments, etc. which you will have to claim, by paying their charges, leading you to uncertain troubles, along with financial losses.  

There are fraudsters, watching you through your camera on your mobile / other devices and recording you through your cameras, and using it for their advantages. Whenever you use your Mobiles / Devices for online purposes, always keep your camera/s closed with some stickers. Open it only when it is required for your purpose.

Beware of all these frauds. Beyond all these, there may be various frauds with new concepts. Always safeguard your passwords. They may ask you for your personal / confidential details also, to fulfil any of the above offers, ultimately resulting in cheating and loss of your money.

Besides all, at a crucial time, whenever you are undergoing any of the above experiments or experiences, or facing any crisis on account of any of the above, some good Samaritans (may be very close to you) may approach you, as if, they are standing with you for your moral support, trying to convince you, and subsequently ask for their financial support. They are not at all reliable. 

“Any earnings beyond ethics are not worthy”© - Kunju C. Nair

Such people who earn beyond the ethics, never got prosperity. They may be enjoying and spending lavishly with the unethical earnings.

 

Respect your money. Be the master of your earnings.

Never let it be lost, cheated or misused by miscreant. 

[About the author: Mr. Kunju C. Nair is the National UN Volunteer - India.  He is a Finance Specialist, with international reputation. He is accredited as Change Maker, with Platinum Award. He is a well-known personality in the Socio-cultural activities, with best awards and accolades. He is the Author of various books, and there are many articles and reporting in various media to his credit.]

How does nurturing destroy the mental health of children?

தமிழில்

We have reached an important debate of nature or nurture. Does it come naturally or is it nurtured the way we behave?

Dr. Tarun choubisa

💎

How does nurturing destroy the mental health of children?

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The best narration is given below please. 

Krishna, How will Kaliyug be? Will Dharma be sustained there from the start? How will the life of people be affected in Kaliyug without Dharma?”-asked Arjuna.

“Oh, it’s not that easy to explain. Better let me demonstrate to you all about the life of people in Kaliyug.”-saying so, Krishna took a bow and stringed four arrows and shot them in four different directions. “Now, each of you go and bring back one arrow to me.”- Krishna smiled and ordered the Pandavas. Each one of them went in four different directions in search of the arrows.

When Arjuna picked an arrow, he heard a very sweet voice. He heard a cuckoo singing in a charming voice. Mesmerized, he stood listening to the whole song of the cuckoo. When he looked up for the cuckoo, he was shocked to see the cuckoo singing and at the same time eating the flesh of a live rabbit. The rabbit was crying in agony. He was astounded to see such an act by a divine bird. He left the place wondering why such a divine cuckoo would do something that cruel.

Bhima, The next person to reach for the arrow was Bhima. Bhima picked the arrow where five wells were situated. One widespread single well was in the center surrounded by four wells. The four wells were overflowing with very sweet water as if they were not able to hold the water but surprisingly the big one in the center was completely empty. Puzzled at the sight, Bhima left for the palace.

¶

Nakula, who had found an arrow already while on his return to the palace saw a cow which was about to give birth. He waited to see the cow and calf’s condition after the birth. After giving birth, the cow started licking the calf. But to his surprise, the cow did not stop licking. It kept licking even after the calf was clean. With great difficulty, people separated the calf from its mother. But by the time they removed the calf from its mother’s side, the calf was badly injured. Nakula wondered about such a behavior from such a calm animal. He returned to the palace pondering on the behavior of the cow.

¶

Sahadeva, when he picked the arrow which fell near a mountain he saw a big boulder falling. The boulder was falling at full speed. Uncontrollable it was destroying and crushing everything on its way down. But the boulder was stopped by a small plant which was on its way. Sahadeva was stunned at the sight. The boulder which crushed big trees and demolished rocks into pieces was stopped by a small plant! He rushed towards the palace to ask about the reason for such an act.

All the four Pandavas returned to the palace and explained what they had seen while they were gathering the arrow. They all sounded surprised, confused and startled and asked for explanation from Krishna.

Krishna smiled and started explaining to the Pandavas. 

• “Arjuna, what you saw is how the relation between priests and devotees will be in Kaliyug. The priests will have a very sweet voice and great knowledge but they will exploit devotees the same way cuckoo was doing with the rabbit.”

• Bhima, what you saw is how wealth will be in Kaliyug. The poor will live among the rich. The rich people will have massive amounts of wealth which will keep increasing and overflowing but they will not offer a single penny to the poor ones. They will waste the money for themselves as they have more than what they need but they won’t be sharing it with those who are needy and suffering. Just like how the four wells were overflowing while the center one was empty.

• Nakula, what you saw is how the relationship will be in families. That’s how the parents and children relation will be. In Kaliyug, the parents will love their children so much that their love itself will destroy the lives, dreams and the future of the children.”

• Sahadeva, what you saw is how people will live in Kaliyug. People will fall in terms of character. They keep crushing and destroying everything on their way to success. Just like the boulder. They won’t listen to anyone. They will be unstoppable. They won’t follow the path of Dharma. But when they get to know what they have done is against Dharma, when they realize that all they have done are selfish acts, when they call for help from God, they will be stopped and saved from falling further down. They won’t get hurt and they won’t be broken into pieces. Just one call on God’s name will help them to hold them from the doom. Just like how the small plant saved the boulder from falling further and getting wrecked into pieces. 

So, do you all understand how hard life will be in Kaliyug and how easy it will be to reach for God?”- Krishna smiled at the Pandavas who were enlightened on Krishna’s words.

It would be satisfying to be able to say that nature–nurture studies have given us conclusive and complete evidence about where traits come from, with some traits clearly resulting from genetics and others almost entirely from environmental factors, such as childrearing practices and personal will; but that is not the case. 

Instead, everything has turned out to have some footing in genetics. The more genetically-related people are, the more similar they are—for everything: height, weight, intelligence, personality, mental illness, etc. Sure, it seems like common sense that some traits have a genetic bias. 

For example, adopted children resemble their biological parents even if they have never met them, and identical twins are more similar to each other than are fraternal twins. And while certain psychological traits, such as personality or mental illness (e.g., schizophrenia), seem reasonably influenced by genetics. 

குழந்தைகளின் மன ஆரோக்கியத்தை வளர்ப்பது எப்படி அழிக்கிறது?

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சிறந்த கதை கீழே கொடுக்கப்பட்டுள்ளது.

கிருஷ்ணா, கலியுகம் எப்படி இருக்கும்?  தர்மம் ஆரம்பம் முதலே அங்கே நிலைத்திருக்குமா?  தர்மம் இல்லாத கலியுகத்தில் மக்களின் வாழ்வு எப்படி பாதிக்கப்படும்?” என்று அர்ஜுனன் கேட்டான்.

 “ஓ, அதை விளக்குவது அவ்வளவு எளிதல்ல.  கலியுகத்தில் உள்ள மக்களின் வாழ்க்கையைப் பற்றி நான் உங்களுக்கு விளக்கிக் கூறுவது நல்லது” என்று கூறி, கிருஷ்ணர் ஒரு வில்லை எடுத்து நான்கு அம்புகளை சரமாரியாக நான்கு வெவ்வேறு திசைகளில் எய்தினார்.  "இப்போது, ​​நீங்கள் ஒவ்வொருவரும் சென்று என்னிடம் ஒரு அம்பைக் கொண்டு வாருங்கள்." - கிருஷ்ணர் சிரித்துக்கொண்டே பாண்டவர்களிடம் கட்டளையிட்டார்.  ஒவ்வொருவரும் நான்கு வெவ்வேறு திசைகளில் அம்புகளைத் தேடிச் சென்றனர்.

அர்ஜுனன் அம்பு எய்த போது, ​​மிக இனிமையான குரல் கேட்டது.  ஒரு காக்கா வசீகரக் குரலில் பாடுவதைக் கேட்டான்.  மயங்கி, காக்கா பாடலை முழுவதும் கேட்டுக்கொண்டே நின்றான்.  காக்காவைத் தேடியபோது, ​​காக்கா பாடிக்கொண்டிருந்ததையும், அதே சமயம் உயிருடன் இருக்கும் முயலின் சதையை உண்பதையும் கண்டு அதிர்ச்சியடைந்தார்.  முயல் வேதனையில் அழுது கொண்டிருந்தது.  ஒரு தெய்வீகப் பறவையின் இத்தகைய செயலைக் கண்டு வியந்தார்.  அப்படிப்பட்ட தெய்வீகக் காக்கா ஏன் இப்படிக் கொடூரமான காரியத்தைச் செய்யும் என்று யோசித்துக்கொண்டே அந்த இடத்தை விட்டு வெளியேறினார்.

பீமா, அடுத்து அம்பு எய்தவர் பீமன்.  ஐந்து கிணறுகள் இருந்த இடத்தில் பீமன் அம்பை எடுத்தான்.  நான்கு கிணறுகளால் சூழப்பட்ட ஒரு பரவலான ஒற்றைக் கிணறு மையத்தில் இருந்தது.  நான்கு கிணறுகளும் தண்ணீரைத் தேக்கி வைக்க முடியாமல் மிகவும் இனிமையான தண்ணீரால் நிரம்பி வழிகின்றன, ஆனால் ஆச்சரியப்படும் விதமாக மையத்தில் உள்ள பெரிய கிணறு முற்றிலும் காலியாக இருந்தது.  அதைக் கண்டு குழப்பமடைந்த பீமன் அரண்மனைக்குப் புறப்பட்டான்.

¶

அரண்மனைக்குத் திரும்பியபோது ஏற்கனவே ஒரு அம்பைக் கண்டெடுத்த நகுலன், பிரசவத்தில் இருந்த ஒரு பசுவைப் பார்த்தான்.  பிறந்த பிறகு பசு மற்றும் கன்றின் நிலையைப் பார்க்க அவர் காத்திருந்தார்.  பிரசவத்திற்குப் பிறகு, மாடு கன்றுக்குட்டியை நக்க ஆரம்பித்தது.  ஆனால் அவருக்கு ஆச்சரியமாக, மாடு நக்குவதை நிறுத்தவில்லை.  கன்று சுத்தப்படுத்திய பிறகும் அது நக்கிக்கொண்டே இருந்தது.  மக்கள் மிகவும் சிரமப்பட்டு கன்றுக்குட்டியை அதன் தாயிடமிருந்து பிரித்தனர்.  ஆனால் அவர்கள் கன்றுக்குட்டியை அதன் தாயின் பக்கத்தில் இருந்து அகற்றுவதற்குள், கன்றுக்கு பலத்த காயம் ஏற்பட்டது.  அமைதியான விலங்கின் இத்தகைய நடத்தை குறித்து நகுலன் ஆச்சரியப்பட்டார்.  பசுவின் நடத்தையைப் பற்றி யோசித்துக்கொண்டே அரண்மனைக்குத் திரும்பினார்.

 ¶

சகாதேவன், ஒரு மலையின் அருகே விழுந்த அம்பை எடுத்தபோது, ​​ஒரு பெரிய பாறாங்கல் விழுவதைக் கண்டான்.  பாறாங்கல் முழு வேகத்தில் விழுந்து கொண்டிருந்தது.  கட்டுப்படுத்த முடியாமல் கீழே போகும் வழியில் அனைத்தையும் அழித்து நசுக்கிக் கொண்டிருந்தது.  ஆனால் வழியில் இருந்த ஒரு சிறிய செடியால் பாறாங்கல் நிறுத்தப்பட்டது.  சஹாதேவன் அதைப் பார்த்து திகைத்தான்.  பெரிய மரங்களை நசுக்கி, பாறைகளைத் துண்டு துண்டாக இடித்த பாறாங்கல்லை ஒரு சிறிய செடியால் தடுத்து நிறுத்தியது!  அத்தகைய செயலுக்கான காரணத்தைக் கேட்க அரண்மனையை நோக்கி விரைந்தான்.

நான்கு பாண்டவர்களும் அரண்மனைக்குத் திரும்பி, அம்பு சேகரிக்கும் போது தாங்கள் கண்டதை விளக்கினர்.  அவர்கள் அனைவரும் ஆச்சரியமாகவும், குழப்பமாகவும், திடுக்கிடவும், கிருஷ்ணனிடம் விளக்கம் கேட்டனர்.

கிருஷ்ணர் சிரித்துக்கொண்டே பாண்டவர்களுக்கு விளக்கத் தொடங்கினார்.

 • “அர்ஜுனா, கலியுகத்தில் அர்ச்சகர்களுக்கும் பக்தர்களுக்கும் இடையிலான உறவு எப்படி இருக்கும் என்பதை நீங்கள் பார்த்தீர்கள்.  பூசாரிகளுக்கு மிகவும் இனிமையான குரல் மற்றும் சிறந்த அறிவாற்றல் இருக்கும், ஆனால் அவர்கள் முயலுடன் காக்கா செய்ததைப் போலவே பக்தர்களையும் சுரண்டுவார்கள்.

 • பீமா, கலியுகத்தில் செல்வம் எப்படி இருக்கும் என்பதை நீ பார்த்தாய்.  ஏழை பணக்காரன் மத்தியில் வாழ்வான்.  பணக்காரர்களிடம் பெரும் செல்வம் இருக்கும், அது பெருகி நிரம்பி வழியும் ஆனால் ஏழைகளுக்கு ஒரு பைசா கூட வழங்க மாட்டார்கள்.  தங்களுக்குத் தேவையானதை விட அதிகமாக இருப்பதால் அவர்கள் பணத்தைத் தானே வீணடிப்பார்கள் ஆனால் அவர்கள் அதைத் தேவையுடனும் துன்பப்படுபவர்களுடனும் பகிர்ந்து கொள்ள மாட்டார்கள்.  எப்படி நான்கு கிணறுகள் நிரம்பி வழிகின்றனவோ, அதே போல் மையத்தில் ஒன்று காலியாக இருந்தது.

 • நகுலா, நீங்கள் பார்த்தது குடும்பங்களில் உறவு எப்படி இருக்கும்.  பெற்றோர் மற்றும் குழந்தைகளின் உறவு இப்படித்தான் இருக்கும்.  கலியுகத்தில், பெற்றோர்கள் தங்கள் குழந்தைகளை மிகவும் நேசிப்பார்கள், அவர்களின் அன்பே குழந்தைகளின் வாழ்க்கையையும் கனவுகளையும் எதிர்காலத்தையும் அழித்துவிடும்.

 • சகாதேவா, கலியுகத்தில் மக்கள் எப்படி வாழ்வார்கள் என்பதை நீங்கள் பார்த்தீர்கள்.  மக்கள் குணத்தின் அடிப்படையில் விழுவார்கள்.  வெற்றிக்கான பாதையில் அனைத்தையும் நசுக்கி அழித்துக்கொண்டே இருக்கிறார்கள்.  பாறாங்கல்லைப் போலவே.  அவர்கள் யாரையும் கேட்க மாட்டார்கள்.  அவர்கள் தடுக்க முடியாதவர்களாக இருப்பார்கள்.  அவர்கள் தர்மத்தின் பாதையில் செல்ல மாட்டார்கள்.  ஆனால், அவர்கள் செய்தது தர்மத்திற்கு எதிரானது என்பதை அறியும் போது, ​​தாங்கள் செய்தவை அனைத்தும் சுயநலம் என்பதை உணர்ந்து, கடவுளிடம் உதவி கேட்கும் போது, ​​அவர்கள் தடுக்கப்பட்டு மேலும் கீழே விழாமல் காப்பாற்றப்படுவார்கள்.  அவர்கள் காயமடைய மாட்டார்கள் மற்றும் துண்டுகளாக உடைக்கப்பட மாட்டார்கள்.  கடவுளின் பெயரைச் சொல்லி ஒரே ஒரு அழைப்பு அவர்களை அழிவிலிருந்து காப்பாற்ற உதவும்.  பாறாங்கல்லை மேலும் விழுந்து நொறுங்காமல் எப்படி சிறு செடி காப்பாற்றியது.

அப்படியானால், கலியுகத்தில் வாழ்க்கை எவ்வளவு கடினமாக இருக்கும், கடவுளை அடைவது எவ்வளவு எளிது என்பது உங்களுக்குப் புரிகிறதா?” - கிருஷ்ணரின் வார்த்தைகளில் ஞானம் பெற்ற பாண்டவர்களைப் பார்த்து கிருஷ்ணர் புன்னகைத்தார்.

இயற்கை-வளர்ப்பு ஆய்வுகள் நமக்கு குணாதிசயங்கள் எங்கிருந்து வருகின்றன என்பதற்கான உறுதியான மற்றும் முழுமையான ஆதாரங்களை நமக்கு அளித்துள்ளது என்று கூறுவது திருப்திகரமாக இருக்கும், சில குணாதிசயங்கள் மரபியல் மற்றும் மற்றவை முற்றிலும் சுற்றுச்சூழல் காரணிகளான குழந்தை வளர்ப்பு நடைமுறைகள் மற்றும் தனிப்பட்ட விருப்பம் போன்றவற்றிலிருந்து விளைகின்றன.  ஆனால் அது அப்படியல்ல.

மாறாக, எல்லாமே மரபியலில் சில கால்களைக் கொண்டிருப்பதாக மாறிவிட்டது.  மரபணு தொடர்பான மக்கள் எவ்வளவு அதிகமாக இருக்கிறார்களோ, அவ்வளவுக்கு அவர்கள் ஒரே மாதிரியானவர்கள்-அனைத்திற்கும்: உயரம், எடை, புத்திசாலித்தனம், ஆளுமை, மனநோய் போன்றவை. நிச்சயமாக, சில குணாதிசயங்கள் மரபணு சார்பு கொண்டவை என்பது பொது அறிவு போல் தெரிகிறது.

உதாரணமாக, தத்தெடுக்கப்பட்ட குழந்தைகள் தங்கள் உயிரியல் பெற்றோரை அவர்கள் சந்தித்திராவிட்டாலும் ஒத்திருப்பார்கள், மேலும் ஒரே மாதிரியான இரட்டையர்கள் சகோதர இரட்டையர்களைக் காட்டிலும் ஒருவருக்கொருவர் மிகவும் ஒத்திருக்கிறார்கள்.  ஆளுமை அல்லது மனநோய் (எ.கா., ஸ்கிசோஃப்ரினியா) போன்ற சில உளவியல் பண்புகள் மரபியல் மூலம் நியாயமான தாக்கத்தை ஏற்படுத்துவதாகத் தெரிகிறது.

Smile

▪️How a smile makes all desirable changes by winning the hearts.

A smile is a powerful tool that can make all the desirable changes by winning the hearts of others.

➖The benefits are:

1. Creates a positive impression

2. Builds trust

3. Improves facial values

4. Improves immune system

5. Relieves stress

6. Boosts morale

7. Improves confidence

8. Strengthens relationship

9. Reduces pain

10. Reduces blood pressure

11. Increases endurance

12. Activates inactive harmones.

Smiles that convey approval, happiness, contentment, and other positive feelings.

Smiles that communicate positive intention, trustworthiness, belongingness, compassion, and social connection.

Smiles intended to convey contempt, disgust, or superiority. Such smiles have been shown to increase cortisol (stress hormone) levels in people they are directed toward.

Smiling Helps You Live Longer.

Smiling Elevates Mood.

Smiling Is Contagious

Smiling Makes You Attractive.

Smiling Suggests Success.

Smiling and Laughing Reduce Stress.

Since body language and mood are so linked, it makes sense that laughing on purpose helps us too.

Smiling relaxes the facial muscles and calms the nervous system. Laughing sends more oxygen to the brain. That triggers the release of brain chemicals called endorphins. These chemicals help us feel positive. Laughing can lower blood pressure, relieve stress, and boost mood.

➖Here's a simple exercise from a Buddhist teacher to help you tap into the benefits of smiling:

{

As you breathe in, say to yourself:

1. Breathing in, I calm my body and mind.

Then, as you breathe out, think:

2. Breathing out, I smile.

}

By repeating this simple breathing exercise several times, you're relaxing your nervous system and countering stress

➖Did you know that the simple act of smiling can boost your mood and even your immune system?

▪️It costs nothing, but creates much.

▪️It enriches those who receive, without impoverishing those who give.

▪️It happens in a flash and the memory of it sometimes lasts forever.

▪️None are so rich they can get along without it, and none so poor but are richer for its benefits.

▪️It creates happiness in the home, fosters good will in a business, and is the countersign of friends.

▪️It is rest to the weary, daylight to the discouraged, sunshine to the sad, and Nature’s best antidote for trouble.

▪️It cannot be bought, bagged, borrowed, or stolen, for it is something that is no earthly good to anybody till it is given away.

▪️Nobody needs a smile so much as those who have none left to give.

➖Facts:

1. Babies are born with the ability to smile: Babies learn a lot of behaviors and sounds from watching the people around them, but scientists believe that all babies are born with the ability, since even blind babies smile.

2. Women smile more than men: Generally, women smile more than men, but when they participate in similar work or social roles, they smile the same amount. This finding leads scientists to believe that gender roles are quite flexible. Boy babies, though, do smile less than girl babies, who also make more eye contact.

3. There are 19 different types of smiles: UC-San Francisco researcher identified 19 types of smiles and put them into two categories: polite “social” smiles which engage fewer muscles, and sincere “felt” smiles that use more muscles on both sides of the face.

4. Only human can smile. It makes a difference from animal.

Your smile can reflect a wide range of your mood.

➖Unknown facts:

▪️Biologically smile takes 62 muscles to frown, but only 26 muscles to smile!

▪️The two muscles that create a smile are the zygomatic major and the orbicularis oculi.

▪️Other muscles can simulate a smile, but only the two above create a genuine, involuntary smile.

▪️Duchenne smiles are the scientific name for genuine smiles.

▪️The crinkling in the corner of the eyes is a tell-tale sign of a genuine smile.

▪️People who smile are more likely to get a promotion.

▪️Smiles are the most easily recognized facial expression; they can be recognized from over 300 feet away.

➖Types of smile 

There are many types of smiles, each with their own unique meanings and expressions. 

Here are some of the most common types of smiles:

1. Duchenne smile: A genuine smile that involves the contraction of both the zygomatic major muscle (which lifts the corners of the mouth) and the orbicularis oculi muscle (which creates crow's feet wrinkles around the eyes).

2. Fake smile: A smile that is forced or insincere, often used to hide negative emotions or to be polite.

3. Polite smile: A smile that is used to show politeness or acknowledgement, but may not be genuine.

4. Amused smile: A smile that shows amusement or mild humor, often involving a closed mouth and raised eyebrows.

5. Sarcastic smile: A smile that is used to convey sarcasm or mocking, often involving a slight sneer and raised eyebrows.

6. Nervous smile: A smile that is used to cover up nervousness or anxiety, often involving a closed mouth and a forced, tight-lipped smile.

7. Flirtatious smile: A smile that is used to show romantic or sexual interest, often involving a tilted head, eye contact, and a slight smile.

8. Smirk: A smile that is used to show smugness or superiority, often involving a raised corner of the mouth and a cocked eyebrow.

9. Grin: A broad smile that involves the entire mouth and often conveys happiness, excitement, or satisfaction.

10. Contemptuous smile: A smile that shows disrespect or disdain towards someone, often involving a raised corner of the mouth and a curled lip.

11. Sympathetic smile: A smile that shows understanding or empathy towards someone, often involving a gentle, closed-mouth smile.

12. Proud smile: A smile that shows pride or accomplishment, often involving a broad smile and an open, confident posture.

13. Icy smile: A smile that is cold and distant, often involving a tight-lipped smile and lack of eye contact.

14. Embarrassed smile: A smile that shows embarrassment or discomfort, often involving a closed mouth and a downcast gaze.

15. Sincere smile: A smile that is genuine and heartfelt, often involving a warm, open-mouthed smile and eye contact.

16. Joyful smile: A smile that shows pure joy or happiness, often involving a broad, open-mouthed smile and expressive eyes.

17. Confident smile: A smile that shows confidence or self-assurance, often involving a firm, broad smile and an upright posture.

18. Mischevious smile: A smile that shows playful or mischievous intentions, often involving a raised eyebrow and a smirk.

19. Radiant smile: A smile that is bright, glowing, and exudes happiness, often involving a wide, open-mouthed smile and twinkling eyes.

20. Compassionate smile: A smile that is warm and caring, often used to show support or kindness towards others, and involving a soft, gentle smile and attentive eye contact.

21. Apologetic smile: A smile that is used to convey apology or regret, often involving a slight, closed-lipped smile and a sincere expression.

22. Skeptical smile: A smile that is used to convey doubt or disbelief, often involving a raised eyebrow and a half-smile.

23. Contemplative smile: A smile that is used to show thoughtfulness or reflection, often involving a closed-mouth smile and a pensive expression.

24. Enthusiastic smile: A smile that is used to show excitement or enthusiasm, often involving a wide, open-mouthed smile and an animated expression.

25. Impish smile: A smile that is playful and mischievous, often involving a sly grin and a twinkle in the eye.

26. Admiring smile: A smile that is used to show admiration or appreciation, often involving a wide, open-mouthed smile and a gaze of awe. 

➖Goodness of the smile:

The "goodness" of a smile depends on the intentions and emotions behind it, as well as the way it is received by others. 

A smile that is used to convey kindness, humor, joy, or empathy is generally viewed as positive and attractive, while a smile that is used to convey sarcasm, insincerity, or superiority may be viewed as negative or off-putting.

➖How to improve smiling:

1. Consider teeth whitening: If you're unhappy with the color of your teeth, consider professional teeth whitening treatments to brighten your smile.

2. Address dental issues: If you have crooked or misaligned teeth, consider orthodontic treatments such as braces or Invisalign to improve their alignment.

3. Practice smiling: Spend time in front of a mirror practicing your smile, experimenting with different types of smiles and expressions until you find one that feels natural and attractive.

4. Exercise your facial muscles: Engage in exercises that can help strengthen and tone the muscles in your face and jaw, such as facial yoga or facial massage.

5. Be mindful of your posture: Sit or stand up straight with your shoulders back and your head held high to project confidence and openness.

6. Think positive thoughts: Cultivate a positive mindset and try to focus on things that make you happy or bring you joy, which can help make your smile more genuine and authentic.

Remember, the most important thing is to be comfortable and confident in your smile, and to express yourself in a way that feels true to who you are.

➖How to make others smile:

Making others smile can be a wonderful way to brighten someone's day and spread positivity and joy. 

Here are some strategies that may help:

1. Use humor: Humor is a powerful tool for making others smile. Try telling a joke, sharing a funny story, or making a lighthearted observation to bring a smile to someone's face.

2. Be kind: Acts of kindness and generosity can be a great way to make others smile. Offer a helping hand, pay a compliment, or surprise someone with a thoughtful gesture to show that you care.

3. Show empathy: Sometimes simply showing empathy and understanding can help ease someone's stress or worries and bring a smile to their face. Listen attentively, offer support, and try to put yourself in their shoes.

4. Be playful: Playfulness and spontaneity can be great for making others smile. Whether it's engaging in a silly activity, telling a funny story, or just being spontaneous and adventurous, finding ways to inject a sense of fun and excitement into someone's day can be a great way to bring a smile to their face.

5. Share positive news: Sharing positive news, such as a personal accomplishment, an interesting fact, or a heartwarming story, can help lift someone's spirits and make them smile.

Remember, making others smile can be a simple yet powerful way to spread joy and positivity, and can have a lasting impact on both the giver and the receiver.

Dr. Ruksana Hassan - Does NEP take any new measures on the development of students' personalities?

Does NEP take any new measures on the development of students' personalities?

NEP 2020, The new education policy or edition of education based on four top pillars: Those are, 

1. Multidisciplinary education

2. Life Skills education

3. Inculcation of values 

4. Promotion of co-curricular activities. 

And there is no doubt, these are helpful for the development of students'personality.

And how it is helpful for development of students' personalities. 

Latest emergence in education is included in NEP

So can believe in NEP because it includes education and research with the latest developments of education.

The latest developments in education are:

1. Personalized learning: With the help of technology, teachers can personalize the learning experience for each student based on their unique learning style, interests, and pace.

2. Gamification: Gamification is the use of game elements and design in non-game contexts, such as education. It can make learning more engaging and enjoyable for students.

3. Project-based learning: Project-based learning is an approach that involves students working on a project to gain deeper knowledge and understanding of a topic.

4. Online and blended learning: With the advent of technology, online and blended learning have become more prevalent. This mode of learning allows students to learn at their own pace and provides flexibility.

5. STEAM education: STEAM (Science, Technology, Engineering, Arts, and Math) education focuses on integrating these disciplines to help students develop critical thinking, problem-solving, and creativity.

6. Social and emotional learning: Social and emotional learning (SEL) helps students develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

7. Open educational resources: Open educational resources (OERs) are freely available online resources that teachers can use to supplement their curriculum.

These are just a few of the latest developments in education. 

As the field of education continues to evolve, we can expect to see new and innovative approaches to teaching and learning.

1. \\ STEAM \\

STEAM is an educational approach that integrates Science, Technology, Engineering, Art, and Mathematics into a cohesive learning paradigm.

It is an interdisciplinary approach that emphasizes the importance of these subjects working together to solve complex problems and create innovative solutions.

Incorporating STEAM into education encourages students to think critically, creatively, and analytically, and to approach problems from a multidisciplinary perspective. 

It emphasizes the development of skills such as collaboration, communication, and problem-solving, which are essential in today's rapidly changing job market.

1. Science is at the core of STEAM, and it involves understanding and investigating the natural world. 

2. Technology involves the use of tools and machines to design and create solutions to problems. 

3. Engineering involves the application of science and technology to design and build systems and structures. 

4. Art involves creative expression through various forms such as visual arts, music, and drama. 

5. Mathematics involves the use of numbers and data to analyze and solve problems.

By integrating these disciplines, STEAM education provides students with a well-rounded and comprehensive education that prepares them for a wide range of careers in fields such as science, technology, engineering, art, design, and mathematics.

• STEAM implementation 

Implementing STEAM in education involves several key steps, including:

• Providing professional development for educators: Educators need to be trained in the principles and practices of STEAM education, including how to integrate science, technology, engineering, art, and mathematics into their teaching. Professional development can be offered through workshops, seminars, online courses, and coaching sessions.

• Developing a STEAM curriculum: A STEAM curriculum should be developed that is aligned with the school's standards and goals. The curriculum should include project-based learning activities that allow students to explore real-world problems and apply STEAM concepts and skills.

• Incorporating technology and hands-on activities: Technology and hands-on activities are critical components of STEAM education. Teachers should incorporate a range of technology tools and resources into their teaching, such as coding software, robotics kits, and virtual reality simulations. Hands-on activities should also be included, such as building structures, designing experiments, and creating art projects.

• Encouraging collaboration and teamwork: Collaboration and teamwork are essential skills for success in STEAM fields. Teachers should create opportunities for students to work together on projects and solve problems as a team.

• Promoting real-world connections: STEAM education should be connected to real-world problems and issues. Teachers should encourage students to explore issues that are relevant to their lives and communities, and to develop solutions that have real-world applications.

• Evaluating student learning: Teachers should evaluate student learning through a range of assessments, such as project-based assessments, rubrics, and self-reflection activities. The assessment should be aligned with the STEAM curriculum and should provide feedback to both teachers and students about their progress.

Implementing STEAM in education requires a comprehensive and intentional approach that involves teacher training, curriculum development, technology integration, and real-world connections. 

By implementing STEAM education, schools can help students develop the critical thinking, problem-solving, and collaboration skills they need to succeed in a rapidly changing world.

• STEAM curriculum 

A STEAM curriculum is a curriculum that integrates the subjects of science, technology, engineering, arts, and mathematics into a cohesive educational approach. STEAM education emphasizes hands-on, project-based learning activities that encourage students to explore real-world problems and apply STEAM concepts and skills.

A STEAM curriculum typically includes a mix of subjects and activities, such as:

• Science: The science component of a STEAM curriculum emphasizes the exploration of the natural world, including the study of biology, chemistry, physics, and environmental science.

• Technology: The technology component of a STEAM curriculum emphasizes the use of technology tools and resources to solve problems, such as coding software, robotics kits, and virtual reality simulations.

• Engineering: The engineering component of a STEAM curriculum emphasizes the design and construction of structures, machines, and systems, as well as the problem-solving skills required to address real-world challenges.

• Arts: The arts component of a STEAM curriculum emphasizes creativity and expression through visual arts, performing arts, and design.

• Mathematics: The mathematics component of a STEAM curriculum emphasizes the use of mathematical concepts and skills to solve problems and make informed decisions.

A STEAM curriculum is typically project-based, with students working in groups to design, build, and test solutions to real-world problems. The curriculum is designed to encourage students to think critically, solve problems, and collaborate with others, as well as to develop a deep understanding of the interconnectedness of STEAM subjects.

¶ Lesson plan for STEAM 

Title: Building a Rube Goldberg Machine

Grade Level: 5th-8th

Duration: 90 minutes

• Objectives:

Students will work collaboratively to design, build, and test a Rube Goldberg machine.

Students will apply concepts from physics, engineering, and mathematics to their designs.

Students will use creativity and problem-solving skills to troubleshoot and improve their machines.

• Materials:

Various simple machines (e.g. pulleys, levers, inclined planes, etc.)

Recyclable materials such as cardboard tubes, paper cups, rubber bands, string, etc.

Tape, scissors, rulers, markers

A variety of objects to set off the machine, such as a marble or a toy car

• Procedure:

1. Introduction (15 minutes):

Introduce the concept of a Rube Goldberg machine and show some examples.

Discuss the engineering and physics concepts that will be applied in the activity.

2. Planning and Design (30 minutes):

Divide the students into groups of 3-4.

Have the groups brainstorm and sketch out their designs for the Rube Goldberg machine.

Provide the students with the materials and tools they will need to build their machines.

3. Building (45 minutes):

Allow students time to build their machines.

Circulate around the room to provide guidance and answer questions as needed.

4. Testing and Troubleshooting (30 minutes):

Have each group set up their machine and test it.

Encourage students to troubleshoot and improve their machines to make them more reliable and interesting.

4. Conclusion (10 minutes):

Ask students to share their experiences with the activity.

Discuss how the activity applies to real-world engineering and problem-solving.

• Assessment:

Observe students as they work in their groups and provide feedback on their collaboration and problem-solving skills.

Assess the completed Rube Goldberg machines based on creativity, effectiveness, and application of engineering and physics concepts.

• Extensions:

Have students document their Rube Goldberg machines with videos or photographs.

Discuss how different simple machines and materials can be used to accomplish the same task.

Have students reflect on how they used creativity and problem-solving skills to improve their machines.

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2. // SEL //

SEL stands for Social and Emotional Learning, which is an approach to education that focuses on developing the social and emotional skills of students. 

It is an educational framework that promotes the development of skills such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making.

The aim of SEL is to help students develop a deep understanding of their own emotions and those of others, to manage their emotions effectively, and to build strong and positive relationships with others. SEL recognizes that these skills are not only essential for academic success, but also for success in life and in future careers.

SEL programs typically involve the use of evidence-based strategies and practices, such as mindfulness meditation, conflict resolution, and social skills training. 

They are often implemented through curriculum and instructional practices, as well as through school-wide practices and policies that support the development of social and emotional skills.

• SEL Implementation 

Implementing SEL in education can be done through a variety of strategies and practices, some of which include:

• Develop a clear understanding of what SEL is: It is important for educators and administrators to have a clear understanding of what SEL is and how it can be implemented in the classroom. This may involve attending professional development workshops, reading research and literature on SEL, and engaging with other educators who have experience implementing SEL.

• Establish a school-wide approach: SEL is most effective when it is implemented school-wide, with consistent approaches across all classrooms and grade levels. This can involve developing policies and practices that support SEL, such as consistent language and terminology, school-wide expectations for behavior, and clear communication with parents and families.

• Use evidence-based SEL curricula: There are many evidence-based SEL curricula available that can be used in the classroom. These curricula typically provide explicit instruction on social and emotional skills, and can be tailored to the needs and interests of students at different grade levels.

• Create a supportive classroom environment: Classroom environments that are safe, welcoming, and inclusive are essential for effective SEL implementation. Teachers can create supportive classroom environments by fostering positive relationships with their students, providing opportunities for student voice and choice, and modeling positive social and emotional behaviors.

• Use assessment to monitor progress: Assessment can be used to monitor students' progress in developing social and emotional skills, and to identify areas where additional support may be needed. This can involve using informal assessments such as observation and reflection, as well as more formal assessments such as surveys and standardized assessments.

• SEL curriculum 

An SEL curriculum is a curriculum that focuses on the development of social and emotional skills in students. SEL education emphasizes the importance of building positive relationships, developing self-awareness, managing emotions, and making responsible decisions.

An SEL curriculum typically includes a mix of subjects and activities, such as:

• Self-awareness: The self-awareness component of an SEL curriculum emphasizes the development of skills such as identifying emotions, recognizing strengths and weaknesses, and developing a positive self-concept.

• Social awareness: The social awareness component of an SEL curriculum emphasizes the development of skills such as empathy, perspective-taking, and understanding cultural differences.

• Relationship skills: The relationship skills component of an SEL curriculum emphasizes the development of skills such as communication, collaboration, and conflict resolution.

• Self-management: The self-management component of an SEL curriculum emphasizes the development of skills such as self-regulation, stress management, and goal-setting.

• Responsible decision-making: The responsible decision-making component of an SEL curriculum emphasizes the development of skills such as problem-solving, ethical decision-making, and goal-setting.

An SEL curriculum is typically integrated into other academic subjects and activities, such as language arts, social studies, and physical education. 

The curriculum is designed to provide students with opportunities to practice social and emotional skills in real-world contexts and to develop positive relationships with peers and adults.

¶ Lesson plan for SEL

Title: Mindful Breathing

Grade Level: 3rd-5th

Duration: 20-30 minutes

• Objectives:

Students will learn about the importance of self-awareness and managing emotions.

Students will practice mindfulness through focused breathing exercises.

Students will discuss the benefits of mindfulness and how it can help manage stress and emotions.

• Materials:

Comfortable seating for students

Quiet and calming space

Audio recording of a guided mindfulness breathing exercise

Whiteboard or chart paper

• Procedure:

1. Introduction (5 minutes):

Discuss the concept of mindfulness and its benefits.

Explain that students will practice a mindfulness breathing exercise.

2. Guided Practice (10 minutes):

Instruct students to sit comfortably in their seats, with their feet flat on the ground and hands resting in their laps.

Play the guided mindfulness breathing exercise and encourage students to follow along.

Allow for a few moments of silence after the exercise.

3. Reflection and Discussion (10-15 minutes):

Ask students how they felt during the breathing exercise and what thoughts or emotions came up for them.

Discuss the importance of taking time to be mindful and how it can help manage stress and emotions.

Have students share any other mindfulness techniques they use in their daily lives.

4. Conclusion (5 minutes):

Summarize the key points of the lesson.

Ask students to take a deep breath and slowly exhale, then return to their regular activities.

• Assessment:

Observe students during the mindfulness breathing exercise to ensure they are participating and following along.

Monitor student participation in the discussion and assess their understanding of the importance of mindfulness.

• Extensions:

Encourage students to practice mindfulness breathing exercises at home or during times of stress.

Incorporate mindfulness into daily routines, such as taking a moment to breathe before starting a task.

Discuss the benefits of mindfulness on overall well-being and its impact on academic and personal success.

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3. // OER //

OER stands for Open Educational Resources, which are educational materials that are freely available and openly licensed for anyone to use, reuse, and distribute. These resources include a wide range of materials, such as textbooks, videos, lesson plans, quizzes, and other types of educational content that can be used for teaching and learning.

The key feature of OER is that they are typically released under an open license, such as Creative Commons, that allows users to freely access, reuse, and modify the materials without needing to obtain permission from the copyright owner. This makes OER a valuable resource for educators, students, and lifelong learners around the world, as they can access high-quality educational materials without having to pay for expensive textbooks or other resources.

OER is often associated with the movement towards open access and open education, which seeks to promote greater access to education and knowledge for all. By making educational materials freely available and openly licensed, OER can help to increase the accessibility and affordability of education, promote collaboration and knowledge sharing, and support innovation and creativity in teaching and learning.

• Implementation

Implementation refers to the process of putting a plan or decision into action. In the context of education, implementation often refers to the process of putting into practice educational policies, programs, or initiatives. It involves a range of activities, such as designing and developing materials, training teachers and staff, setting up systems and infrastructure, and monitoring and evaluating progress.

Effective implementation is essential for achieving the intended outcomes of educational policies or programs. It requires careful planning and management to ensure that all the necessary resources, skills, and support are in place, and that all stakeholders are engaged and committed to the process. Effective implementation also involves ongoing monitoring and evaluation to assess progress, identify challenges, and make necessary adjustments.

The implementation of educational policies or programs can take place at various levels, such as at the school, district, or national level. Successful implementation requires a collaborative effort among all stakeholders, including policymakers, educators, students, parents, and community members. It also requires a clear understanding of the context and needs of the learners and the community, as well as the goals and objectives of the educational initiative.

• OER curriculum

An OER curriculum is an educational curriculum that is built using open educational resources (OER). OER curricula are designed to be freely accessible and openly licensed, which means that they can be used, modified, and shared by anyone without needing to obtain permission or pay royalties.

The development of OER curricula is a collaborative effort that involves educators, subject matter experts, and other stakeholders. OER curricula typically include a range of educational materials, such as textbooks, videos, interactive activities, and assessments. These materials are carefully curated and organized to create a coherent and comprehensive learning experience for students.

One of the key benefits of an OER curriculum is that it can be customized and adapted to meet the needs of diverse learners and educational contexts. Teachers and educators can modify and remix the materials to suit the learning objectives, teaching style, and preferences of their students. OER curricula also provide an opportunity for educators to share their knowledge and expertise with a wider audience and collaborate with other educators around the world.

OER curricula can be used in various educational settings, such as K-12 schools, colleges, and universities, as well as in informal learning environments. They can help to reduce the cost of educational materials and increase access to high-quality educational resources for students and educators alike.

¶ Lesson plan for OER

Subject: Open Educational Resources (OER)

Grade Level: High School

Lesson Duration: 60 minutes

• Objective:

Students will be able to understand the concept of Open Educational Resources (OER) and their importance, and be able to locate and use OER materials in their learning.

• Materials:

Computers or other devices with internet access

Access to OER platforms such as OpenStax, OER Commons, and Khan Academy

Worksheet with questions about OER

• Introduction (5 minutes):

Ask students if they have ever used online resources such as Wikipedia, YouTube, or online tutorials to learn something new. Explain that there are many educational resources available online that are free to use and can help them learn more about a variety of topics. 

Introduce the concept of Open Educational Resources (OER) and explain that these are resources that are freely available to everyone, and can be used, shared, and adapted by anyone.

Activity 1: Understanding OER (20 minutes)

Provide students with the worksheet and ask them to answer the questions about OER. Discuss the answers as a class, and clarify any misconceptions or questions.

Activity 2: Exploring OER (25 minutes)

Divide the class into small groups and provide each group with a list of OER platforms. Ask each group to explore one platform and find one OER material related to a topic they are interested in. Once they have found an OER material, ask each group to share it with the class and explain why they think it is a good resource.

• Conclusion (10 minutes):

Ask students to reflect on what they have learned about OER and discuss why it is important to have access to these resources. Encourage them to use OER in their learning and to share their knowledge with others.

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Schools in India with STEAM, SEL and OER 

There are many schools in India that incorporate STEAM (Science, Technology, Engineering, Arts, and Mathematics), SEL (Social-Emotional Learning), and OER (Open Educational Resources) into their curriculum. 

Here are a few examples:

• Riverside School, Ahmedabad: 

Riverside School is known for its project-based learning approach, where students work on interdisciplinary projects that incorporate STEAM concepts. They also focus on SEL through a program called Life Skills, which helps students develop skills such as communication, empathy, and collaboration. Riverside School also uses OER in their curriculum.

• The Heritage School, Gurgaon: 

The Heritage School offers a STEAM-focused curriculum that includes robotics, coding, and design thinking. They also incorporate SEL through a program called Life Skills, which focuses on developing skills such as problem-solving, decision-making, and leadership. The Heritage School also uses OER in their curriculum.

• Shiv Nadar School, Noida: 

Shiv Nadar School offers a STEAM-focused curriculum that includes project-based learning, coding, robotics, and design thinking. They also incorporate SEL through a program called Life Skills, which helps students develop skills such as self-awareness, self-management, and social awareness. Shiv Nadar School also uses OER in their curriculum.

• Chrysalis High, Bangalore: 

Chrysalis High offers a STEAM-focused curriculum that includes coding, robotics, and design thinking. They also focus on SEL through a program called Personal and Social Education, which helps students develop skills such as empathy, communication, and teamwork. Chrysalis High also uses OER in their curriculum.

• The International School Bangalore: 

The International School Bangalore offers a STEAM-focused curriculum that includes coding, robotics, and design thinking. They also incorporate SEL through a program called Personal, Social, and Health Education, which focuses on developing skills such as self-awareness, self-management, and social awareness. The International School Bangalore also uses OER in their curriculum.

These are just a few examples of schools in India that incorporate STEAM, SEL, and OER into their curriculum. There are many more schools across India that are adopting these approaches to provide a well-rounded education to their students.

It's time for all of us to understand the tolerance level of each student. We are just feeling sad, conclusive, judgemental, Sympathize and remarkable in our own statement

We as teachers, we as parents, we a society, we as a whole community failed to teach or guide such students.

The prime facie of the case has been studied, heard, seen or predicted by each one of us as we want or wanted, but none of us were able ask what made him to be so intolerable to go such extreme care to conditions, how was his act not seen earlier by any the people around him.

Don't you think somewhere down the line as home parent V/S School programs lost his own identity where he had a  mask of drugs and other influence....

As a teacher, we had to understand him as a person on the bench level.

My request is to have a discussion on this platform:

"Where have we failed as teachers, 

What are the measures we should take,  

Does NEP take any new measures on the students personalities. 

The persona of a person is more important before we implement the personality.

Development in a classroom, in our teaching Methodology, classroom learning and behavioral pattern of disturbed children.

A big subject to be discussed and seriously submitted to all the different boards in education management at the implementation level.

Dr. Ruksana Hassan

Psychologist

UN Educationist 

Conversation initiator: Dr. Ruksana Hassan

🩸

Teaching is a complex and challenging profession that requires a wide range of skills and knowledge. 

Teachers work hard to create effective learning environments, but it's not always easy to address the diverse needs of every student. 

By recognizing the challenges and working to overcome them, teachers can continue to improve their craft and better support their students.

Where have we failed as teachers, 

What are the measures we should take,  

I can can provide you with some common areas where teachers may struggle or face challenges in their profession.

It is not accurate but acceptable. In addition to the points to be shared here, you can add your specific inputs or common inputs to the points.

1. Lack of Engagement: 

Teachers may fail to engage students in the learning process, making it difficult for students to be motivated and interested in the subject matter.

Lack of engagement does not mean that teachers are missing their classes and skipping the syllabus.

It means that their teaching styles, use of teaching aids or supportive environment, follow up with assessment....

Lack of engagement is one of the common areas where teachers may struggle. 

Below are some reasons why this might happen and what teachers can do to overcome this challenge:

• Teaching style: Sometimes, teachers may not use teaching styles that are best suited to their students' learning needs. For example, some students may prefer visual aids, while others may learn better through hands-on activities. Teachers can try different teaching styles to see what works best for their students.

• Relevance: Students are more likely to be engaged in learning when they see its relevance to their lives. Teachers can try to relate the lesson content to real-life situations and show how it can be applied.

• Active learning: Passive learning, such as reading and listening, may not be enough. 

Teachers can encourage active learning by involving students in discussions, group work, and other interactive activities.

• Classroom environment: The classroom environment can impact student engagement. A cluttered or distracting environment can hinder student attention and engagement. Teachers can create a clean, organized, and welcoming environment to help students focus.

• Lack of challenge: Students may become disengaged if they are not being challenged enough. Teachers can provide students with opportunities to apply their skills and knowledge in novel and challenging situations.

• Teacher-student relationship: A positive teacher-student relationship can promote engagement.

All these are the factors distracting teachers'engagement in classroom.

2. Inadequate Preparation: 

Teachers may not be adequately prepared to handle the diverse learning needs of their students, leading to a one-size-fits-all approach that may not be effective.

What are the reasons behind it and how to overcome this challenge?

• Lack of training: Some teachers may not have received adequate training to handle the diverse learning needs of their students. Teachers can seek out professional development opportunities to improve their skills and knowledge.

• Limited resources: Teachers may not have access to the resources they need to provide a high-quality education. Teachers can advocate for more resources, such as additional classroom materials, technology, and support staff.

• Time constraints: Teachers may feel overwhelmed with the demands of teaching and have limited time to prepare lessons. Teachers can prioritize their time and focus on the most critical aspects of lesson planning.

• Inflexibility: Some teachers may stick to rigid lesson plans and not be flexible enough to adjust their teaching approach based on their students' needs. 

Teachers can be open to feedback and make adjustments to their teaching approach as necessary.

• Limited subject matter knowledge: Teachers may not have enough subject matter knowledge to effectively teach the content. Teachers can seek out additional resources, such as textbooks, online courses, or collaboration with other teachers, to improve their understanding of the subject matter.

3. Insufficient Feedback

Teachers may not provide sufficient feedback to students on their progress and learning, leading to students feeling lost or unsure of how to improve.

This is one of the biggest challenges which is often ignored by a teacher.

But it is important and more significant than teaching. Some special areas where a teacher can pay attention to overcome it.

• Lack of communication: Teachers may not communicate effectively with students about their progress and the feedback they receive. 

Teachers can provide regular updates to students and communicate feedback in a clear and understandable manner.

• Feedback is not timely: Delayed feedback may not be as effective as immediate feedback. 

Teachers can provide feedback as soon as possible to help students make connections between the work they did and the feedback they receive.

• Feedback is not actionable: Feedback that is too vague or general may not be useful to students. 

Teachers can provide specific and actionable feedback that helps students understand what they did well and what they need to improve.

• Limited knowledge of students' progress: Teachers may not have enough information about their students' progress to provide targeted feedback. 

Teachers can use formative assessments and other strategies to monitor student progress and provide feedback accordingly.

3. Poor Communication

Teachers may struggle with effectively communicating with students and parents, leading to misunderstandings and frustration.

The very essential quality of a teacher is communication. Why do a teacher face these challenges, due to the following reasons. But not accurate.

I said this is not accurate because, communication can be made in many forms. Communication is not only verbal. Might be visual, signs, signals, body language.....

• Language barriers: Students and their families may speak a different language than the teacher, making communication difficult. 

Teachers can use translation services or work with bilingual staff members to ensure effective communication.

• Cultural differences: Cultural differences between the teacher and their students may lead to misunderstandings and miscommunication. 

Teachers can educate themselves on their students' cultures and communication styles to bridge cultural differences.

• Limited time for communication: Teachers may have limited time for communication with students and their families, making it difficult to build strong relationships. 

Teachers can prioritize communication and set aside time for regular communication with students and their families.

• Limited communication channels: Teachers may not have access to communication channels that are convenient or accessible to all students and their families. 

Teachers can use a variety of communication channels, such as email, phone calls, and online platforms, to ensure all students and their families can access information.

Communication is effective when it is responded. Most of our Indian parents, irrespective of their education, fail to respond to the calls from schools and parents. How effective the communication is, if the call is from a police station or hospital. But it is our problem that demotivates teachers to follow communication with the parents.

This is the first area where a teacher failed:

In a nutshell:

Lack of engagement

Inadequate preparation

Poor communication.

21 skills that will pay you forever

21 skills that will pay you forever
❤️

Table of Contents:

1. Ability to sell and negotiate.
2. Ability to convey what you think and feel.
3. Ability to break down a process into smaller steps.
4. Ability to shut up, listen and learn from others.
5. Ability to adapt and improvise and overcome obstacles.
6. Ability to read, understand and memorize.
7. Ability to walk away.
8. Ability to manage time effectively.
9. Ability to stay positive and optimistic.
10. Ability to make decisions based on facts not based on emotions.
11. Ability to speak in front of a large audience.
12. Ability to keep trying even after failure.
13. Ability to invest money on your own.
14. Ability to do things irrespective of situations.
15. Ability to analyse yourself.
16. Ability to learn how to learn.
17. Ability to understand what others feel.
18. Ability to maintain consistency.
19. Ability to master your thoughts.
20. Ability to write words to persuade and influence others.
21. Ability to ask for help.
❤️
Making use of your skills is the mindset behind giving them out.

Generally, skill and ability are words used interchangeably to talk about the capability of a person /or something collectively.

Skills are acquired /or learned. It can be an innate characteristic of a person in question or/ the result of investing much time and energy in acquiring it.
❤️
21 skills have been compiled that will pay you forever either in monetary terms, academic, life, and other areas you deem necessary for use.

1. Ability to sell and negotiate.

Selling must be complemented by negotiations. A good seller must possess the ability to negotiate that they trade /or sell because, at the end of the day, the seller must make a profit and the buyer must also appreciate the value/worth of what they’ve purchased.

2. Ability to convey what you think and feel.

Feelings are personal. They can only be interpreted by the person experiencing them best. Even though others might understand your feelings to some extent, the real definitions of your feeling may not be clear to them until you elaborate on them.

The work now is to convey what you feel and how it can be related to. You need the ability to convey your plans perfectly.

Let’s say a business strategy for a company /or a way out to accomplish a difficult task that society is facing.

Always remember that thoughts are inwardly built elements while abilities are how to make good use of the thoughts.

3. Ability to break down a process into smaller steps.

In every sector of life, business, education, etc, there are combinations of processes to achieve success.

At work, others might need a few seconds of explanation to complete a task. At school, it can be breaking down a complex unit for others before they can proceed. In life, chapters must be analysed by others for prompt and progression.

In business, the manager must break down the thinking behind the running turbines of the business. Employers will understand your focus much more if only you break down the process of the organization (sometimes).

4. Ability to shut up, listen and learn from others.

A popular adage says “silence is golden”. Indeed silence is golden because success grows in silence but destruction disturbs others.

Silence is not about closing your mouth, it also means observing, imitating, and practicing at the right pace.

Always, cultivate the habit of learning from others who have made it. Ignore unhealthy comments and pick the focus tool (learning in silence).

5. Ability to adapt and improvise and overcome obstacles.

In a situation where you can’t afford something you want, think through a similar option.

You can assemble plain sheets of your old exercise books to make a notebook. With glue and clips, you can improvise a perfect notebook to suit your current demand, etc.

6. Ability to read, understand and memorize.

Reading is a difficult assignment which is why understanding also becomes difficult.

Invest a lot in reading because nothing comes easy. Students in general needs the ability to read, understand and memorise classroom lessons for both exams and life.

Memorising life works also. Possessing the ability to sway mistakes by learning the positive outcomes will be good always likewise in the world of business.

7. Ability to walk away.

Walking away from unhealthy lifestyles and chapters is the best way out but it takes skill to accomplish it.

You must always spot the productive aspects of all your relations and stage out the unproductive ones.

Again, destruction happens within a minute but success takes a long period. Walk out of the negative side and focus on the worthy ones.

8. Ability to manage time effectively.

We always hear time is money and money must be managed effectively.

Draw a plan for your money, not money drawing a plan for you because, you worked for money, not money working for you literally.

Always have a plan on how to spend. Save more than you spend and invest at the right time, the right investment, and make sure you understand the wheels of effective plans.

9. Ability to stay positive and optimistic.

Nature blesses those who have a positive and clean heart. Always heed to your work devoid of hate because hate takes productive time away (time to think about yourself).

Be optimistic. Expect the best in all possible ways since a clean heart and productive engagements are your sidelines, always expect the best.

10. Ability to make decisions based on facts not based on emotions.

Success does not consider emotions. It comes to those who are working for it rightfully.

Not all problems can be solved. Also, this statement shouldn’t make you stay in your comfort zone without researching how others are propelling life with good avid decisions.

Facts are well-known and understood, and add to success based on records. Can you boost emotions also?

The world does not buy emotions. Facts are the numbers.

11. Ability to speak in front of a large audience.

Talking to a large group of the populace is a skill you must master. Others become timid and look odd when they face the public.

Take a bold step in quenching that energy.

Business presentations are also won with the ability to stand a large group of people and communicate your plan.

Always, be prepared and ready to scare your timidity.

12. Ability to keep trying even after failure.

Raising after failure is the lesson, not failure. Also, the ability to stand firm after taking a wrong decision is the way out.

Your failure must be a lesson juncture in life, not a period to mourn your losses.

13. Ability to invest money on your own.

Even if you can’t make a complete decision on your own, research your interest area, and learn from failure since that was your first success plan.

Independent decisions are the best. Keep it in mind always.

14. Ability to do things irrespective of situations.

Mourning the loss won’t help. The best way is to work extra harder by taking clues from the worst situation.

Inventors birthed many technologies centuries ago when the current state of technology was not present. Take a clue!

15. Ability to analyse yourself.

You must learn to reflect on your actions because your reflection will pinpoint your strengths and weaknesses which needs a thorough review for the best. Always make true reflections to avoid regrets.

16. Ability to learn how to learn.

Learning is in three (3) folds. Learning, relearning, and unlearning. Make sure you spot and heed to what you what.

Do not mistake any of them because at the end of your lessons the old perception will still be in mind.

17. Ability to understand what others feel.

Nothing is new under the sun. What a generation ago went is not different from what is happening currently.

The only difference is the medium it is happening through. For instance, people were traded years legally as slaves without coming back.

Today, people are also leaving home legally for greener pastures but they refuse to come home due to bad leadership in their countries and other work-related conditions.

On the other edge, the ability to understand what others feel goes down to assist others if you can. Lend a helping hand, not a word of mockery.

18. Ability to maintain consistency.

Success is chalked with consistency. Stay away from unhealthy acts. Always be consistent with your focus.

People out there are glued to your brand due to your continuous efforts, energy, and right dealings.

19. Ability to master your thoughts.

Your thoughts are mighty. It deserves mastery.
Work your thoughts until they materialise.

20. Ability to write words to persuade and influence others.

The skill of influence sells brands, products, and plans, and pays the most if mastered well.

21. Ability to ask for help.

Not all decisions can be taken alone for success. In a situation where the need for help arises, employ the productive helper. Think through situations of this calibre before asking for help.

Always watch out for profits and losses in all you put your mind to because they are all worth it and a breeding ground to nurse all your aspirations.

In a nutshell, these 21 skills, and other accepted ones can pay you forever but, kindly read the above paragraph again.

How to deal with regular latecomers or absent from a class or school?

How to deal with regular latecomers or absent from a class or school?

Attempt: 1

We, as teachers, should be careful of this issue. Yes, it is complex. Late attendance can be function of mutual disrespect, less interest in the subject, inadequate teaching methods, age of the students.......one strategy fit for all may not work.

Attempt:2

Create competition among latecomers. Mention in class that only first 5 latecomers will be allowed

Attempt:3

Giving a responsibility to late comers may be one of the strategy to give more attention to late comers.

Attempt:4

Make a friendship approach and appreciation for punctual students

Ask the reason for becoming late and remind in the next day the previous reason/ document each day reasons. If that is so the student may regret by him/herself

Lateness is a specific behaviour of a child, it is not a behavioural disorder. Their specific disorder may have a connection with the following one or two reasons:

• Students don’t take responsibility for themselves.

• Students’ expectations are out of line with the teacher's

• Students don’t recognize how their lateness affects others.

• Students don’t perceive the beginning of class as important.

• There is no consequence to being late.

• Students are trying to challenge the teacher’s authority.

• Students are experiencing emotional or psychological problems.

• Students have physical or logistical reasons for coming late.

Reason: 1 Students are learning from their teachers

Teachers who habitually arrive late to class themselves are poor models for their students and should find any reasonable means possible to correct this form of unprofessional behaviour.

Reason:2 Learned from parents and friends - A way of showing off

Habitual lateness to class, much like when friends or family members habitually arrive late for social gatherings and usually infuriate us because of their thoughtlessness, is typically a sign of devaluation of and contempt for teachers and other students who have arrived to class punctually.

¶ How do latecomers disrupt learning?

Latecomers disrupt the learning of the rest of the class, give negative attention to the latecomer, disrupt the teacher's train of thought, often become disruptive talkers after they sit down, and then ask questions about what you just explained

Tips: How can you curtail those problems? 

• Leave one or two empty chairs by the front or back door for latecomers. Students who are late are not to walk in front of the room or to go to their regular seats. They must take one of the "late seats" by the door. This will prevent latecomers from disturbing the class already in progress.

• Do not talk to latecomers. Don't accept a late pass or an explanation during class. Ignore them as they come in and motion them to take the "late seat."

• At the bell, mark anyone not in his or her seat absent by marking a small a in your attendance book. Make sure students understand your "latecomer policy" from the first day of school: If you come in late -- after I've taken attendance -- you have been marked absent. If you want me to change your "absent" record to a "late," you must see me after class. Then, I'll change your a to an l. If you forget to see me after class, your a remains." That policy shifts the responsibility of being on time to the student, who now has the burden of remembering to remain after class to change their absent record to a "late."

• Decide on some system like: three ls equals an a and three as equals 5 points off the class grade. That will motivate students to be on time, and to remain after class to change an their as to ls.

• Post a "do-now!" activity on the board or a sheet of chart paper; this is a quick activity that students do each day at the start of the class period. The assignment is always collected 5 minutes after attendance is taken. If a student comes in late and can't complete the "do-now!" activity, he or she doesn't get credit for it. (You might use the collected papers as a means for recording attendance.)

• Give tests back at the beginning of the period. Students who arrive late do not get their tests back until the end of the period or at the start of the class period tomorrow.

• Sometimes the coordination of an entire school policy on lateness is the best strategy. For instance, one school worked collaboratively to institute a strict policy of locking the classroom doors as soon as the late bell rang. That, coupled with "hall sweeps" of any stragglers, was quite effective. • Latecomers were channeled to a detention room where a careful record of lateness was kept. 

Each infraction carried a consequence:

× After the first lateness, the student got a warning.

× After the third lateness in one day, the student's ID card was held until a parent came to school.

Parents got letters informing them about the plan and enlisting their cooperation.