Monthly Archives: September 2019

The Power of Mutual Trust!

One of these days, a child came to me with much pain in her heart!

Once she narrated the reason for her pain I was in two minds- did she come to me because she trusted me that her problem will be resolved or was her coming with an intention to complain against another?

I thought for a fraction of a moment and realized that the dialogue going on in my mind was nothing but a Seed of Doubt and if I deliberate on it further, I will only let the thought Germinate and Nourish till it puts a label about the child in my mind. So I immediately told myself that her reason for coming to me doesn’t matter but if I can guide her right, it will impact her positively.

So, the reason for her pain was that a few children of her grade, but from another section, started telling her what she had scored in her Half Yearly Examination. It was about a subject where these children have a common teacher. As the teacher didn’t share the answer scripts with her section yet, she had no clue of what she had scored. But when she got to know about her marks from others she inquired how they had come to know about it. These children told her, as the teacher is common to both the sections, the teacher did share the other section’s children’s marks with them too.

This girl was very upset, she felt when she herself is not aware of her marks why the other children were told about her marks.

After listening to this it was important for me to guide her and make her strong. At no point, I wanted to tell her that I’ll speak to the teacher. That would have meant two things- I would have shown her that the teacher was weak and I must change her way of dealings or anytime children have a problem they should approach me instead of the teacher.

I did what I felt was best at that moment. I asked her why she had believed that the teacher must have shared her marks with others. Her answer to that was that three different people at different times told her the same marks. So I told her it could be a planned trick on her too. Then I asked her if she had gone directly to the teacher and asked for the truth. Had the teacher given a reason which is not logical to her? Was the teacher not ready to listen to her? She had only one answer – NO!  But she said that she had spoken to her class teacher about it.

I asked if going to the teacher would help the matter better. Her response was- will she understand? And my immediate response to her question was- has she already decided in her mind that the teacher is not going to listen and understand, has she already accepted that the teacher shared the marks, has she already framed an opinion in her mind that the whole story is true without even talking to her??

I told her she can only be at peace if she hears it out from the teacher else there are always chances of misunderstanding and doubts. I told her that I don’t know the reason but my heart says that even if I assume the teacher has done something wrong, she will listen to her, accept it and will not repeat it.

Finally, she went to the teacher and spoke to her directly. While she was coming back to my room to share the conversation that she had with the teacher, I could see her walking with a big smile and peace on her face.

I knew I did the right thing – when children grow in an environment of Trust and when they are guided to see Perspective they will grow into mature adults who will believe in resolving an issue through dialogue instead of mulling over it and labeling people.

End of it, I was not only happy because I could sow the seed of Trust in her but I was also very proud of believing in the teacher.

I am sure the girl will take this message that whatever happens, you can’t distrust your own colleagues. Had I doubted the teacher I would have done exactly the same what the child was doing.

I hope I succeeded in making her better equipped to deal with situations that we all come across every now and then. I would love to hear from the readers if there is a better way I could have taken this up.

Not just with the children, this ‘Trust’ is important to have in all of us, where we don’t jump to conclusions but actually stop to think ‘maybe there was another point of view, maybe there was another reason’ than what we are assuming and seek a dialogue!

 

-Trisha Chakraborty, Head  Senior School, Suchitra Academy

In The Process Of Endless Discovery!

Our students Puneeth and Devansh had a time of their lives in Japan. The students were on an Exchange Program to Japan. The Asia Kakehashi Project, as the name suggests is bridging the gap between the diverse cultures that these students hail from. After an orientation session in Tokyo, they headed to their respective schools in the city of Shizuoka and Devansh in Kumon International School, Japan.

Puneeth got an opportunity to attend the Seiko Global Development Conference 2019.

Here are his reflections on the conference….

The Seiko Global Development Conference was held from 28th August – 5th Sept 2019. The conference was held to raise awareness about the current scenario of our planet – Earth. The conference taught the significance of the Sustainable Development Goals – adopted by all United Nations Member States in 2015 as a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030.
The SDGC had students from 10 schools, such as Jashore Zilla School-Bangladesh, Suchitra Academy – India, Indonesia- MAN Cipasung, Shizuoka Seiko Academy and Shizuoka Seien Girls’ High School – Japan, Maktab Sultan Abu Bakar and Malay College Kuala Kangsar – Malaysia, CRPAO SCHOOL and Vajiravudh College – Thailand & Marie Curie High School- Vietnam.
On 28th and 29th August we had spent time in Tokyo, sightseeing, we were taken to the Tokyo Skytree and went on a scavenger hunt around Tokyo intending to go to as many checkpoints as possible, which my group had won. After the long tiring day, we were yet to board a 5- hour long bus back to Shizuoka.
The next day we were taken to a local garbage plant to see the process of waste management, for which Shizuoka is well known for. The executives at the garbage plant had also presented to us the step-by-step process from collection to disposal and treatment. Further that day, the government servants of Shizuoka City explained Japan’s role in implementing SDGs and that 36% of the population of Shizuoka was aware of the SDGs. We also learned that Japan ranked 15th out of 156 countries trying to implement the SDGs, whereas countries such as India and Bangladesh ranked 112th and 111th respectively.
On the 31st, few of us had visited a village near Mt. Fuji called Oshino-Hakkai; with the cold breeze blowing, we went shopping for souvenirs and more. Thereafter, we were taken to the Lake Kawaguchi, which is a part of the GOKO- “go” meaning five and “ko” meaning lake, that is the five lakes around Fuji-san. Here we rode a cable car, to reach the viewpoint to see Fuji-san amidst the clouds.
The following day was spent working on the steps we would take as tomorrow’s citizens to combat today’s crisis. A couple of workshops were conducted, and everything discussed during the group workshops was to be presented on 3rd September, to our school’s students including a few government officials who added up to 500 people in the audience. We spent 2nd September finalizing our presentation along with a tour of the Tamiya headquarters here in Shizuoka. Tamiya is a very famous, here in Japan as well as other countries throughout the World for making world-class, miniature models of military tanks, naval ships, fighter planes, sports cars and many more. They had displayed a section of the Headquarters where these models rebuilt and made into humanly-driven vehicles.
My group had presented ways to combat environmental damage. We thought it could be done by following the Triple R Rule and conducting research to and somehow use Plastic as a Fuel. The presentation was followed by cultural performances from the schools from Thailand,
Malaysia, and Indonesia. And then we have a farewell party as this was the last of the summit in Shizuoka.
The next day was scheduled to have a surprise Tokyo sightseeing and we were informed on the way we would be taken to Tokyo Disneyland that day. This announcement was followed by cheers and smiles on the students’ faces. And finally, after spending the day having fun and enjoying at Disneyland, it was time to say goodbye the next day. We had seen off our friends from Vajiravudh College and MAN Cipasung from Thailand and Indonesia respectively.

The secret weapon for school success!

Is your child having behavior problems and trouble in school? Making sure she gets enough sleep may be the solution. Lack of sleep is a national epidemic for today’s children, and the consequences are serious. Sleep deprivation can affect cognitive skills and academic achievement. A continuing lack of sleep is linked to serious health problems including diabetes, obesity, heart disease, depression, and a shortened life span.

Why aren’t kids getting enough sleep?

Children ages 6 to 13 need about 9 to 11 hours of sleep. Yet studies show that most kids are getting about an hour less sleep each night than they did 30 years ago.

Why? Working parents who get home late may feel guilty and want to spend time with their children in the evening. Too much homework and the many distractions of television, video games, and computers all play a role. In addition, all the pressures and stresses of today’s frenetic lifestyles may make it difficult for kids to calm down so they can fall asleep.

Seven ways to be your child’s sleep advocate

  • Talk to your child about sleep. Have a conversation with your child about the importance of sleep. Educate your child about how much sleep he needs and how it will affect his performance. If he wants to do well in his football game, or on a test, make him aware that he will do better if he gets more sleep.
  • Encourage your child to establish a sleep routine. Encourage your child to stick to a regular sleep schedule. School-age children need an average of 10 to 11 hours of sleep each night. Insist on a regular bedtime and wake-up time. Have a regular quiet, relaxing bedtime routine such as reading to your child or reading together to help him slow down before going to sleep.
  • Say no to late-night TV and computer use. Keep the computer and TV out of your child’s bedroom. It’s a good way to monitor his screen activities and make sure he doesn’t stay up past his bedtime. If he insists on watching TV right before bedtime, you can tell him to start getting ready for bed during the commercials and to record “must-see” late-night shows and watch them at another time.
  • Check-in with your child’s teacher. Ask your child’s teacher if your child is alert or sleepy in class. If he is frequently sleepy in class, that’s a sign that you need to help him get more sleep.
  • The pros and cons of naps. A short nap after school (no more than 30 minutes) may be refreshing, but don’t let your school-age child sleep for hours during the day as this will throw off her natural sleep schedule. It may be a stretch to convince your school to provide a time for naps, but it is done in Japan. Schools there encourage “power naps” at lunchtime when students put their heads down on their desk for 20 to 30 minutes.
  • Exercise plays a role in keeping a regular sleep schedule. Exercise is very important, particularly getting outside and getting morning light. But exercise raises the body temperature so it is not a good idea to exercise right before going to sleep. That means it’s important to regulate organized football and baseball games so they are not scheduled too late into the evening.
  • Be a role model. Show your child that you make sleep a priority in your own life. Children are more likely to follow your advice if you follow the same rules for yourself.

Credits: www.greatschools.org