Story Typing :: Winter


“Isn’t my birthday tomorrow” I asked. “Yes, your birthday is tomorrow and winter is going to start as well”. I rolled on the floor, muddled all the books, I overtook a line of a primary school. I was too crazy with joy in my heart.

Night 12:00, I came around a sound of a door opening. I saw a substantial shadow coming out of the room. I knew it was a human. The shadow looked familiar to me. It looked like a man. It was my father, a tremendous scientist, the mom of pips, heart of our family as well as brain of our family, considerate to everyone, a friend of the Earth.

I asked my dad “Dad, can we go out for a trip this winter”. My dad got shocked to see me awake. He said “Sure, why not we can go for a trip”. I couldn’t valt around in joy because I was dozy and tired. I slept at a drop of a hat.

When I woke up early morning I felt lonely because my parents were hiding in a place to surprise me on my birthday. I knew it but I acted that I didn’t know otherwise they will feel bad. I saw them bringing a considerable box. It was a gift for me.

I opened the gift. Yes, it was the robot which I asked to buy. When I opened the robot’s battery box to put batteries, 3 tickets fell down on the floor which showed the word “HIMALYAS”.

My mom and dad got shocked and when they saw the box it said “Buy 1 box of robot get 3 tickets free”. When they saw below it said in capital letters and bold “SPECIAL OFFER”. I got elated. We packed our bags and got ready for the trip.

We reached on time to the airport. I was too excited. My mom and dad were happy too. My birthday gift was me going on a trip. The day passed away very fast because I had nothing to do in the flight.

Early morning when I woke up I saw stone kind of things touching the sky. After some time I recognised when the flight was landing that those were the Himalayas.

The abode of snow, white coloured life, the place of snowmans and the place to play around “HIMALAYAS”.

I knew that the sound echoes around so I went far from my mother and father and screamed “I love Himalayas” which echoed to my parents and they heard the message. When I went to them and I asked my father “when I get lost what do I do”. My father said “you can scream and we will know where you are”.

The next day I made something which made my parents happy. It had a carrot on the top, shawl on it’s neck, 4 buttons in the middle a thing made with snow. It was a “SNOWMAN”

I wanted to make a snowman for many years and I finally made it. Winter is so fun. After I ate my lunch I went see my snowman but when I saw nothing was there.

I dug the place where I mount up the snowman and I just found the carrot. I ambled around thinking who took the buttons but I never got any concept or image in my mind.

I saw footsteps of an animal on the snow. So I knew that it was a animal who did it. Suddenly I saw a thing moving. It had white hair, Sharp teeth and sharp claws. It was a “POLAR BEAR”.

I got scared and I started to run but the polar bear caught me with its nails and it licked my hand. “DISGUISTING” I screamed. My parents were busy talking on their phones. Soon me and the bear became friends. I taught the bear some tricks to build his bricks. He taught me how to catch fish.

The next morning, It was the last day of our trip. I went to say goodbye to the polar bear and we went to the airport.

We reached our home at night 12:00. Morning I went to my bag to check if I brought everything. When I saw my clothes I saw a sharp thing, It was the bear’s nail. Well this nail created a happy ending to my winter holidays.

The End

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Let’s Say ‘YES‘ to Positive Disciplining

Is ‘disciplining’ synonymous to ‘punishing’? Let us have a look at the various steps rendered by those who take a more traditional approach to the process:

Action taken How we look at it How the student looks at it
Step I Verbal warning “Our sincere hope is that you repent right there on the spot.” “Big deal!”
Step II Detention after school “Please change yourself after this” “My problem is solved if I can find an excuse not to turn up.”
Step III Conference with parents “They have demonstrated their total incompetence.” “I remember what Mom said last time. ‘I can’t do anything with him at home, either. He’s driving me crazy!’”
Step IV Sent to the office “Do you have any idea what is going to happen there” “Is that it? All I get is a ticket out of class?”
Step V Suspended! “I hope you return to school with an entirely new attitude toward education. Do I make myself clear?” You just keep pushing the rules. You never know when to quit.


simiIt is insane, it’s said, to do the same thing over and again and expect a different result. Rather than triggering responses of passive-aggression from the students, a popular workaround for this issue is one of Positive Disciplining.

Children require a positive figure to guide them in the process of understanding what acceptable behavior is and what is not. For example, in instructions like “Do your work properly!” the word ‘properly’ is both too vague and too stringent a quality for a child to comprehend the limits and implications of.

Positive guidance is the process of establishing and maintaining responsible, productive and collaborative behavior in children. Setting realistic expectations for children, guiding them and showing respect for their progress, can not only help them feel good about themselves, but also motivate them to respond with the same interest and respect. This makes for a far more mutual and healthy teaching-learning environment.

Affective guidance keeps children safe, prevents behavioral problems and helps them regulate their emotions, which are three major prerequisites in the student-teacher rapport, in order for your disciplinary ideals to be effectively put across to and accepted by them. This builds a solid foundation in children’s positive interaction with others too.

Certain guidance techniques that could potentially facilitate positive disciplining:

  • Create a Predictable environment and schedule: Do so by ensuring that the student knows the importance of what you seek to convey or gain from your sessions with them. Project the collective goal of the class, and in a concise manner at that.
  • Keep your messages consistent and firm: Here, the word firm implies that the messages be well-founded and self-explanatory, and not that it should be something that is enforced upon them.
  • Be trustworthy: It’s okay to be a stickler for rules, but you cannot expect the students to trust you with their choices in conduct, unless you trust that they will do so on their own without you having to tighten the reins every now and then.
  • Be responsive to each child’s strengths and needs: Look at the classes not as individual groups, but as groups of individuals.
  • Be an active listener: Focus your undivided attention to the child’s needs and wishes
  • Model: Demonstrate the behavior that you expect from them in return.
  • Be Consistent: Consistently follow through the consequences to enforce rules.
  • Appreciate: Respond to positive behavior with a descriptive personal praise.

As a crash course, let us look at potential alternatives for ‘no’

Negative statements Positive statements
Don’t repeat this word again Let us choose another word
This isn’t yours. Don’t take it. That’s ________’s, Can I offer you this one instead?
Stop screaming! I am not able to understand. Please say it such that I may understand.
Stop playing! Maybe we can play later / after we finish ________
Only small babies cry I know it hurts. Let’s see what we can do about it
Don’t spill the paint! Be careful. The paint belongs on the paper.

Love is both a bond and a motivator. It is the universal incentive to do good things, and conform to another person’s needs.
Believe that children are good at heart. In the end and as a hand-rule, just make sure the message of love gets through!

Go positive!.

Ms. Simi Sheffi
Primary Coordinator, International Centre for Excellence

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For me, Teaching isn’t just about learning the curriculum- it’s about teaching life skills. A life skill is something that can actually enrich the quality of your life. The purpose of education is to stimulate student’s mind and give them true life skills that teach them new ways of thinking.

When I was at school, I remember there was one teacher who always used to say one thing-‘You are where you are because of the decisions you make’. If we can get it across to couple of students, then that’s going to substantially change their life for the better.

In today’s busy world, it seems like we’re on the fast track to the workforce. First comes high school, then college, then the real world- each step prepares us for the next. But teens often wonder, “When am I ever going to use this information again?”

I’ve come to realize that being “academic” doesn’t tell you much about yourself. It tells you you’re good at school, which is fine if you plan to spend your life in academia, but very few of students do. It doesn’t indicate whether or not you’ll be successful in your marriage, raising kids, managing your money, or giving back to your community, being a good friend, understanding the importance of teamwork skills in work and good decision making skills. Besides academics these skills are important in life. School should be a place where kids can discover what they are passionate about, what truly sets their hearts and souls on fire. Above all, they should leave school knowing what they are good at.

I believe that educators should take a closer look at the curriculums and revise them to include more life skills that will actually benefit students for years to come. By the time most teens graduate high school, they know how to find the length of an arc in a circle but are dumbfounded when asked to file a tax return. And while others have mastered various levels of arithmetic, they still find themselves unable to manage a chequebook.

Yes, academic is important. English, Math, History, Science etc. are crucial for a well- rounded education, but not all skills can be taught with a textbook. It’s time to reevaluate what our kids learn in the classroom.



Arpita Moitra

Primary Facilitator, International Centre for Excellence

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Critical thinking

Education is not the learning of the facts, but the training of the mind to think.

-Albert Einstein

Critical thinking is a process in which one dwells on the issues/topics/facts, analyses them, compares and contrasts them.  By doing this, one has sharper focus and clarity about the same.

For example: As an ICT teacher, I give some data to the students of grade 3 and question them about the type of software that is used to input the data.  I also instill these questions – Why is it used? How can it be used? When shouldit be used? What are the pros and cons of using the software? This enables them to have a clear understanding of the purpose of the software.


Benefits of Critical thinking

  • Stimulates mind of enquiry
  • Promotes self learning
  • Learners become self reflective
  • Students develop deeper understanding the topic/subject.
  • Evaluate their own thinking
  • Promotes independent learning
  • Encourages the free thought process
  • Helps the students go further in their learning
  • Make decisions related to their own and community’s well-being
  • Face challenges with confidence
  • Innovation

How can students become critical thinkers?

The facilitator should allow brainstorming sessions and discussions in the classroom.  They should be opento suggestions, they should also encourage students to compare and contrast about issues/topics which add to creativity and critical thinking.  Right questioning techniques will deepen the understanding level of the students, which in return leads to critical thinking.  Teachers should also motivate students to make connections to real-life situations, allocate time for self-reflection and make necessary changes in their learning so that they can also become critical thinkers.

Agnes Benjamin

ICT Facilitator,International Centre for Excellence



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