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Recognizing and Respecting Your Partner’s Actions and Boundaries

Being in a romantic relationship has many wonderful moments, and can be very fulfilling. It is not always easy, though, and sometimes requires a great deal of work. It can be difficult to learn to read your partners signals, spoken and unspoken. 

It is essential for a healthy relationship, however. Learning to recognize and respect your partnerís actions and boundaries is one of the most loving things you can do for them. Here is what you need to know about it.

Fight Fair

When you disagree with your partner on any issue, it is far too easy to get into an argument about the matter. Choose to fight fair. Don’t call your partnerís character into question, as this is a major violation of boundaries. Stick to the topic at hand and don’t launch a verbal assault on the other party.

Know When to Offer Advice

Be intuitive to your partner and know when they are seeking advice, or just want a listening ear. Offering advice should only be done when requested and should be given in the best interest of your partner. Be sensitive with your advice and be careful not to infringe on their thought process when they simply need you to listen to them.

Respect Their Need for Alone Time

Even when they are in a relationship with someone they love and admire, the need for alone time is big for some individuals. It doesn’t necessarily mean that the person doesn’t like being around you; it’s simply a need that must be respected. When you feel your partner is craving this kind of alone time, offer to take an evening off from each other in order to recharge.

Know When to Walk Away

When you are in an argument and things are getting heated, know when to back off. If you understand your partner, you will realize when things are getting to where both of you will regret the words that might be said next. If your partner walks away or says the conversation is over, choose to respectfully take a break.

Be a Good Student of Body Language

There is no better way to learn your partner’s actions and boundaries than to become an observant student of their body language. Take note of how they act when they are pleased with the situation, and when they are not. Know what signals to watch out for that would indicate they feel you have crossed the line. This will help you know how to fully support them.

Respect Their Words

No means no, and all other words have their own meaning too. When your partner has said something to you, respect it. Never try to push your own agenda in order to get your way. This will only damage the relationship and cause your partner to lose respect for you. Respect your partnerís words in the same way you expect your words to be respected.

Relationships can be tricky things. There seem to be many rules to follow, and these rules can change from one day to the next. One thing that never changes, though, is the need that every human has to have their actions and boundaries respected by their partner. Learn how to do this, and to recognize them even before being said. This will show your partner you care and will make for a healthy relationship that lasts many years.





There is nothing in the world I feel more passionately about, than children, their education and parenting.

These by far have been my most meaningful endeavors. Having worked in the area of early childhood education for more than two decades, I have embraced the nuances of the field and yet, I discover something new each day!

For a long time now, my colleagues, family, and friends have been encouraging me to share my experiences, thoughts and work with the world, and so I decided to let my voice find a medium through this Article. It is not that I have not committed mistakes in my parenting, I did. Parenting has actually brought out the most intense emotions in me. I do not think anything in this world comes close to changing us as a person or our lives, as much as having children. My work is part of a tradition in psychology that shows the power of people beliefs. These may be beliefs we are aware or unaware of, but they unequivocally affect what we want and whether we succeed in achieving our goals. In this article, you will learn how a simple belief about yourself, guides a large part of your life.You will understand your mate, your boss, friends, and your children. You will see how to unleash your potential and your child’s too. Parenting is never about any kind of strategy but it is our philosophy of life in general. It is not about our children but it is

about us becoming more aware, mindful, sensitive and conscious human beings. I really believe that parenting hardly comes naturally to anybody. There are some parents seen, to be made for parenting- their patience, calmness and gentle presence sometimes is beyond belief. For the rest of us, we have to develop these skills and way of being through a lot of conscious effort. Therefore, I do believe, strongly, that parenting has to be inside out process. As parents, we are required to have the belief that we have to first work on ourselves. Whatever issues we might face with children, the question is not what the child needs to do at that point in time, but what we as parents need to reflect on or do .In case, if you are facing a difficulty with your child, simply ask yourself a few questions. How do I feel about it? How is that impacting my child? Is it my need or my child’s? What am I supposed to do as a parent? Now answer them with great transparency and you will exactly know what you are supposed to do.

Another fact about the children is that whatever we focus on, it grows in them. As a parent, if I focus on the child’s weaknesses, it is apparent that those weaknesses will grow. Therefore, it’s always good to work on the strengths of a child in order to initiate growth in that area in particular. Most commonly, this goes very much against the 

common parenting practice- the focus is more on irresponsible lifestyle and weak areas, hence we end up lecturing them, criticizing them for the wrong choices. The more we see the grey areas, the more we crank them up with our negativity. The need, therefore, is to accept children as they are and focus entirely on what they can actually

 do and are capable of. Definitely, children will do well if they are assured of their capabilities.

It is so obvious after seeing a little baby trying to walk. The baby takes small steps forward, looks at his caregivers 

with a beautiful smile, takes another step and then, maybe, falls down. Now imagine, if this baby is continuously guided, counseled, trained and also compared with other children who could walk, then what? I am sure the children lose interest in whatever they are doing. The child might give up and not want to put in efforts again. 

Not only this, we might end up thinking and tell that the child is lazy, or maybe doesn’t want to walk or maybe is tired. Sounds little weird isn’t it? I think it is the self-doubt, that is now stopping the child from keeping pace with

what the child was doing previously. Somehow, I have always been a little confused by a lot of parenting literature out there which aims at categorizing parents into pigeon holes on the basis of parenting tiles and as a result, we hear a lot about different styles of parenting: Permissive, laissez-faire, drill sergeant, helicopter, tiger mum, authoritarian,

authoritative, democratic etc. I have never known which style I fit into! Instead, I am really contented with my own style of parenting, with all its imperfections. It has been strangely interesting to give myself permission to be imperfect. There is no right or wrong way of parenting. If each child is wired and inspired differently, then each 

parent is wired and inspired differently too.

This article is not about making you a perfect parent so that you can have the perfect kids. This is a small effort that will make you feel that you have got a companion for you to reflect, introspect and dive deep to connect to the immense wealth of wisdom that is already there.

Always remember parenting is not about bringing up children. It is about growing up

and transforming, ourselves to be a better human being. It is not about being there FOR

the children but it is exclusively about being there WITH the children.

I see so many examples in my daily schedule, where we as parents keep reminding ourselves that we are here for our children and as a consequence, we really skip being with them.

 It was a great day at my school and It was the ideal opportunity for youngsters to leave for home. A mother, who had come to get her girl, came to me with her little girl and asked, “What influences you to work with kids, what influences you ‘to talk’ to them”. I was going to state my standard answer, “Since I cherish them”.

However abruptly the girl pulled her mom’s dress and stated, “Mamma lets go”. The woman swung to her tyke and in an abrupt voice condemned her, “wouldn’t you be able to see I am conversing with ma’am, how frequently have I told you not to hinder me when I am conversing with anybody, awful behavior”. 

It was at that exact second that I understood that it was not ‘love’ that influenced us to work with kids, but rather it was Regard. On the off chance that I was in the mother’s place, I would have reacted with, -“Indeed, dear, you should be ravenous, I will hustle just a bit with your ma’am” or something comparative.

I would have regarded the youngster needs. Similarly, as I might want others to regard my requirements. Do you mind if a youngster irritates you when you are accomplishing something, yet in the meantime you discover it is flawlessly alright that you burst in when the child is accomplishing something? Do you frequently feel that it is imperative that we control kids, yet it isn’t worthy when youngsters endeavor to control our circumstance? Some places, we are working on a same platform while other some places we think that we are up here and our kids are down there. That is the reason we believe that they should be controlled, told, chastened, and rebuffed.

In some places, we think we are predominant; we know increasingly and subsequently well of the need to ‘drive them’. Yet, what might happen in the event that we think about them as equivalents. What will happen in the event that we approached them with deference, worked with them as though they are as equivalent to us? What are we going to get if we somehow happened to give regard?

However, some places whereby the minute I regarded to the child, the child feels regarded. A kid who feels regarded is considerably more open to tuning in, to comprehend, to take after (the correct things), to participate and to improve things. Envision how it might be in a place where we are not regarded when contrasted with a place where we seem to be? 

Clearly, the youngster will think, feel and act better. Also, we will be in an ideal situation as well! In the event that you lead through dread you will have little regard; however, in the event that you lead through

regard, you will have little to fear.


A common conversation between a parent and a child, when the child returns from the school is usually along these lines :

Parent : “How was your day?”

Child : “Good”

Parent : “What did you do today?  “

Child : “Nothing”

Parent : “Why?”

The Child is speechless.

Parent : “Ok Tell me how was your test?”

Child : “Went off good”

Parent : “How much do you think you will score?”

Child : “Don’t know”. And leaves.

How many of us can relate to this sequence of event ; most of us !

‘Learning’ to us, in a way is defined as something that can be measured.

The problem is that it is way too hard to state exactly “What learning is”? Or “how it happens”?

Learning as a psychological activity is something truly difficult to get a handle on. We know very little about the process. There are a lot of theories, but none of them have stood the test of time and few are based on hard data or hypotheses that are supportable.

Most educators know this fact. In order to cover up for this and to make up for the inadequacy in confronting a process that we don’t really comprehend, we do what modern man always does.


Then we are comfortable, because at least then we have the feeling that we have a grasp on the problem. We don’t really follow the process, but in lieu of a profound understanding of what’s going on, we find something and say, “Let’s declare this to be learning, by consensus. Then we can measure it and put it out of our minds”.

Now, this is exactly what the ENTIRE Educational system the world over has been doing: Quantify learning by breaking it up into measurable pieces – courses, hours, tests and grades.

One of the best stories about this is told by Winston Churchill, concerning his own childhood.

He was a total failure in school. To get into an exclusive high school, he had to go through the formality of an entrance exam. Of course, he knew (as did everybody else) that it made no difference, since he’d end up being accepted anyway, as one of the direct descendants of the duke of Marlborough. But there he was, faced with an entrance exam in Greek and Latin. He looked at the page for an hour and finally handed in an empty paper with his signature on it and a big smudge of ink. They gave upon him entirely and placed him in the dummies class, which learned ENGLISH. So, it happened that Winston Churchill opened his entire high school studying English literature, whereas all the successful “Cultured” people learned   Greek and Latin. It hardly needs a mention that Churchill ended up being one of the finest stylists in the English language in the twentieth century.

The story above mentions that the restraints on the freedom of movement, thought control, obedience and punishment for disobedience, all cannot stop human brain to excel. The system should not focus on outcomes but should give space to children and their learning. If they spend time thinking and learning without being even bothered of the outcome, they surely will be able to think better in their life ahead. Learning will then be taking place and there will hardly be any need to measure it. A perfect blend of environment and freedom works.

Environment that we create for children affects their genes.

For this biological information not to be disturbing, we may need to understand how we can be in charge of own lives in this mechanistic view. Biology makes how we react to our mistakes the only freewill available. All our behaviours are the result of what our brain learned from our environment, so even our attempts at change are programed. We need to be patient as we make even the smallest improvement to our responses to mistakes.

This all makes it crucial that we understand that our thinking is an environment. It is something we can change by noticing-critical thinking-when our thinking isn’t effective. Without critical thinking we are stuck with the other effects of our environment, and all of us have been given limitations by things that went wrong in our environment. If we can’t change our behaviours over time, with patience, it is disturbing that we are too much like a machine.

So the time has Come  now to give space and time to our children to discover themselves .

Are nursery admissions scary?

Turquoise Icons Process Infographic (1)

It is always believed that underlying every behaviour, is a POSITIVE INTENTION. This applies even to seemingly bad or non-productive behaviours (as per the mental state at that point in time of a person). What is important here is to uncover the positive intent, the purpose, of this behaviour, as there is always a reason. Once the purpose is established we can teach or help the person, or our own neurology in this instance, find healthier and more ecological ways to satisfy our intention.

The Intention here is to get the child admitted to a good school and give the child the best education. Isn’t it?

But look at the kind of mental states we find ourselves in, based on which we behave in a certain way, which can be productive or destructive. The question here is to ask yourself, is it really about the admissions that we as parents worry? Or it is more about our own mental states based on perspectives, beliefs, presuppositions?

Can we look at and start working on our own neurology rather working on external data that we collect throughout. Eg:

  1. Admission to grade NUR is very tough.
  2. Nur admission is the only way to get into the mainstream.
  3. Admission in Grade 1 is impossible.
  4. The school with Good name and fame is worth experiencing.
  5. Air-conditioned schools are upgraded schools
  6. The schools using smart boards are necessarily better than non-tech schools. Etc.

We perceive the world through our five senses –the external territory. We then take this external phenomenon and make an internal representation of it –the map. This external map we create of the world outside is influenced by our perceptions, our beliefs, and values. It follows then that what is outside can never be, the exact same as what we create inside our brain. Furthermore, each person, according to his or her own belief system, will create a different map of this same world that we perceive. In other words, we each have our individual map of the world and in order to communicate effectively and easily, it is important to understand the internal reality. In this instance, I have tried to convey that we need to create a better state of mind in order to understand that



Change yourself, change your states, so that you collect the data that helps you keep calm and achieve what you want, without feeling toxic but full of wisdom. The CHANGE that will be witnessed NOW is the change that matters.

Sonal Ahuja

Parents should always be there for any challenge that a child faces but not #kikiChallenge


Parents should always be there for any challenge that a child faces but not #kikiChallenge

You must have seen Young Social Media Enthusiasts performing this #kikichallenge on a song “Kiki do you love me”. I have written this piece as an educator and a parent of 2 youngsters myself. My daughter is studying in college and my son is in Sr. Secondary. Before putting down my views on the same it is necessary for me to tell you what this challenge is all about, so in this challenge, a person is required to dance along with a moving car dancing on Kiki do you love me the song and jump right back into the car.

Canadian Rapper Drakes song which is actually “In My Feelings” has this line Kiki Do You Love Me which was topping the charts and was played like a normal chartbuster till the time Shiggy a famous comedian decided to upload this funny clip of his on Instagram where he was dancing along with a moving car on a busy road. Later Shiggy’s friend Odell Beckham Jr who is a footballer also recorded the same kind of video and the world went crazy for it.

My reflection to this challenge is whether somebody named Kiki loves your child or not I am sure as a parent that you surely do feel for your child and you should not allow your child to get into this kind of challenge where he/she can hurt themselves. I am saying this because after a lot of research on the internet I have found youngsters getting hurt hitting the potholes, banging their head on poles and one instance girls bag gets snatched while doing this challenge.

We as parents should always standby our child in each and every challenge they face but unnecessarily be inviting trouble is not a good thing, I advise all the parents to first not give car keys to the youngster till the time he/she is eligible for it and talk to them about this challenge. Try and explain that someone can get hurt attempting this challenge or you yourself can land-up in big trouble doing this challenge as Delhi Police has issued a tweet stating: “Dance on the floors, not on the roads! #KikiChallenge is not worth the fun.#InMyFeelings Keep #Delhi roads safe for all”. Similarly, Mumbai, Punjab, UP and almost all the states have issued a warning for this challenge.

For youngsters, I should say this let’s not express our feelings doing these challenges, take up real challenges in life and make a difference in the society by doing something for the society. Please try and follow the footsteps of some of the great thinkers of the world like Elon Musk or Malala Yusufzai or Dr. APJ Abdul Kalam or Virat Kohli to name a few whom you can look up to. “Be the difference to make the difference”

Periods Aren’t Just About Bleeding Females. Here’s What We Actually Need To Talk About!

Whether it is about a 21-year-old woman dying in Nepal after she was forced to live in a hut due to the fact she was menstruating or about the little girl in Tamil Nadu who committed suicide after being reportedly shamed by her teacher for staining her clothes with menstrual blood in front of her class- menstruation continues to prevail as a curse to women!

Interestingly, many people from different walks of lives have talked openly about it in order to raise awareness and bust the myths and taboos revolving around it.

Recently, another feather added to this cap was the #PadmanChallenge- a marketing strategy used by the Padman Film’s Team in order to promote their film.

Before I raise my point here, I wish to state that I am not protesting against the movie. In fact, the portrayal of the real-life Pad Man and entrepreneur Arunachalam Muruganantham was a much-needed effort.

All I wish to bring forth are the much more important aspects of menstruation that the society as a whole needs to focus on!


Did you know, of the 355 million menstruating women in India, only 12 percent use sanitary pads?

The rest switch to unhygienic alternatives such as clothes, ashes, and husk, thereby welcoming severe reproductive health problems.

Celebrities are highly influential people with massive reach and their practices are followed religiously. Maybe educating why holding a pad in hand is okay and distributing them to girls and women across the country would have been a much better alternative than just posing with them.

Educating the child about their use and benefits is what schools, colleges, and communities must encourage.


Majority of women do not find themselves in a comfort zone when it comes to discussing their bodies and problems associated with it openly. How do we expect them to take care of hygiene and prevention of infections during periods?

It’s crucial to teach boys and girls in the early years of education itself how natural this phenomenon is and it’s perfectly normal and not shameful to discuss these issues openly!


A majority of girls, especially in rural areas do not attend schools while they’re menstruating because of the flak they draw from people around in case of an unlikely incident.

The tradition of disallowing them to enter religious places and kitchens is what makes the foundations of these myths even stronger!


Did you know, a woman on an average sheds 125 kilos of menstrual blood in all the years and these plastic pads take 500-800 years to recycle?

Can you even imagine the levels of environmental damage we’re causing because of it?

Use of alternatives like biodegradable pads, menstrual cups, cloth pads etc. needs to reach out to masses!

There’s much more to periods than just bleeding and posing. Holding a pad in hand doesn’t save women from all the health hazards, social stigmas, and humiliation.

Sonal Ahuja

Founder (House of learning)

Fighting depression: a battle against the need for attention

Many children today are battling with depression. Clinical depression is on the rise, and it seems to be crippling the productivity of the newer generations. However, the reason behind it may be simpler than you think. 

Children these days have been brought up while receiving appreciation for their accomplishments, so much so that it’s been wired into their neurology to be overwhelmed with praise when they achieve something. These pathways, once formed, begin to form a pattern and dependence. The children begin to seek appreciation for even the smallest of their achievements. 

What happens when they don’t receive any acknowledgement?

A lack of acknowledgement, or even the absence of it, can make these children feel dejected. Initially, they will start to feel low as they begin to receive less acknowledgement for carrying out more ‘every-day’ tasks, this state of dejection can be considered to be the first rung on the ladder towards depression.

To compensate for the dejection and to allow the release of chemicals (hormones) that induce happiness, these children will start performing chores that they believe will receive praise. As this behaviour progresses, they may even forget the intended objective of the tasks they need to perform. They will act solely to be the focus of people’s attention.

Achieving higher grades, performing well in sports, looking good and dressing well, all of these actions become subsets of their need for acknowledgement. They’ll believe that these actions will get them the attention that they desire. What might have started as praise for the extraordinary, like when a child takes its first steps, will eventually culminate into an ecosystem that revolves around seeking acknowledgement.

Eventually, the brain will start enabling actions by default to attract attention and acknowledgement. However, things will soon start to become challenging when these individuals do not receive the acknowledgement they desire, which can eventually lead to conflict with siblings, spouses, co-workers, employers and so on.  

To avoid this massive pitfall, it is crucial to create a neutral ecosystem right from early childhood. Parents must give their children the space to grow. If children fall and cry, as long as they aren’t in any danger, it’s okay to stay back and let the emotion subside. If children achieve something, let the satisfaction come from within first instead of through claps, cheers, awards and celebrations. Children know neurologically when they have achieved something. By celebrating every small victory, we’re leading them to believe that external appreciation is the only means to validate their achievements. 

Do we really want our children to be dependent on external validation?

Happiness and content should come from within. Our actions, even though they come from the right place, have unintended consequences. Failing to curb this attention-seeking behaviour could eventually lead our children down a path of depression and aggression later in life. As they grow, children need to learn to be happy with themselves. They should not feel low or bored after get-togethers and festivals, just because they are alone. 

The need of the hour is for individuals to be the way we’re meant to be. We need to unload the burdens that weigh us down and be who we want to be.

Teaching to read. Is it really needed the way schools do?

Reading specialists have done examinations in study halls and centers, and they’ve reiterated again and again that for all intents and purposes, all children can figure out how to read if they’re instructed with updated methodologies. In these methodologies, researchers have found that the cerebrum takes every necessary step of reading. However, numerous instructors are unaware of the science behind reading.

What have researchers made sense of?

As a matter of priority, while figuring out how to talk is a characteristic procedure that happens when youngsters are surrounded by speakers of the language, figuring out how to read isn’t. To progress toward becoming a capable reader, kids need to figure out how the words they see are written out. They need to express and learn through phonics guidance. There are hundreds of studies that back this up.

In any case, contrary to what instructors and many others may tell you, teachers are used to instruction methods other than what’s actually beneficial to a youngster’s reading in their educator arrangement programs.

These ideas are rooted in beliefs about reading that were called “whole language”, which gained a firm footing during the 1980s. Whole language defenders rejected the requirement for phonics. Reading is “the most regular action on the planet,” Frank Smith, one of the pioneers of the whole language movement, wrote. It “is just through reading that kids figure out how to read. Attempting to instruct kids to read by showing them the hints of letters is actually a useless movement.”

These thoughts have since been debunked during the mid 2000s. It might appear as though children are figuring out how to read when they’re presented with books, and a few children do get sound-letter correspondences rapidly and effectively. But, the science reteriates that to turn into a decent reader, you should figure out how to interpret words. Thereafter, some whole language advocates added some phonics to their methodology and rebranded it “balanced literacy.”

In any case, they didn’t surrender their principal conviction that figuring out how to read is a characteristic procedure that happens when guardians and educators open kids to great books. Thus, while you’re probably going to discover some phonics exercises in a reasonable study hall, you’re unlikely to discover a great deal of different practices established in the possibility that youngsters figure out how to read by reading as opposed to by direct guidance in the connection between sounds and letters. For instance, educators will give youngsters books that contain words with letter designs that the kids are yet to learn about. You’ll see “word walls” that rely on the probability that figuring out how to read is a visual memory process as opposed to a procedure of seeing how letters connect to sounds. You’ll hear instructors advising children to pronounce words through representations that do now have any context instead of proactively showing youngsters how to decipher the sounds of the words.

Numerous educators become familiar with these methodologies in their instructor readiness programs. Distributors sustain these thoughts, and schools purchase it. Be that as it may, schools of education, which ought to be at the forefront of promoting the best learning methods, have disregarded the logical proof on reading to a great extent.

The National Council on Teacher Quality reviewed the syllabuses of instructor arrangement programs across the nation and found that less than 4 out of 10 schools encouraged the reading guidance recognized by research. An investigation of early-education guidance in educator arrangement programs over the University of North Carolina system found that instructional methodologies dependent on research were referenced “in a quick way, if by any means, on generally schedules.” (Some educators expected understudies to compose their “own ways of thinking” about how to learn to read.)

It’s not just obliviousness. There’s a dynamic protection from the science, as well. Institutions need to start making sure that their students know the art of reading.

Our youngsters’ future depends on it.

Seeing From Your Child’s Point of View

Take one moment to envision your child’s point of view, everything is new and unexplored, she has minimal discretion and her vocabulary is restricted to perhaps a hundred words. At times, life can be energizing, disappointing, erratic or out-right terrifying. As a mother, I’ve gotten a lot of opportunities to understand the special point of view of babies. These opportunities have helped me drastically improve as a parent. So, let’s put on our little child goggles and see precisely what our youngsters see. 

The Toddler View: “I want something, so I need it!” 

When my then 2-year-old little girl opened up the present meant for her companion, after I’d explicitly advised her not to, I was vexed. Is it safe to say that she was glaring at me? Not actually. Babies ache for things with such energy, they believe that they should have them. My little girl needed to have that present, and didn’t have the psychological development to overlook her drive to unwrap it. 

A little child’s mind hasn’t achieved official capacity, the capacity to accept, show control and yield to common sense. At the end of the day, there’s no director in the ensemble of her psyche. So my girl couldn’t get accept that the present was not hers and that she should oppose opening it. 

In the popular “marshmallow study” at Stanford University, scientists offered a marshmallow or a treat to a gathering of small kids and disclosed to them they could eat it now or have two treats later. Most of the kids, who were at 3 years of age, consumed the treat right away, barely understanding the significance of the statement. However, some of the 4-to 6-year-olds held back their desire to eat the marshmallow by diverting themselves. 

You can help show your baby practical restraint techniques. For instance, give her the chance to sit tight on the swing. Keep the holdup time short and demonstrate to her the approaches that she can use to entertain herself in the meanwhile. In any case, don’t set unreasonable desires; asking your 2-year-old to leave a treat immaculate is simply setting her up to come up short. Keep the enticement far out. 

The Toddler View: “I need to see and hear everything.” 

Keep in mind when your kid immediately spun around to you when you said “treat,” despite the fact that you figured he wasn’t completely tuned in. Babies have a mind boggling capacity to focus on every one of the subtleties around them. It’s their superpower! Grown-ups normally channel out incidental data, similar to a fascinating example of shadows on the walkway, yet little children don’t have the foggiest idea about what’s generally significant. There’s actually a natural reason for this: Young youngsters have less inhibitory synapses, the synthetic concoctions that keep neurons from terminating, so their mind is continually detonating with improvements. It’s like what you see when you visit an outlandish new area: your consideration is overwhelmed by new sounds, scents, and sights. 

This “super-consideration” is a basic for adapting, however it tends to take precedence in children – and every once in a while, this may baffle you. You may feel better realizing that one reason why your little child keeps asking you to read the same book again and again is because he isn’t diverted by a lot of new data.

In examinations at the University of Sussex, in England, scientists found that little youngsters adapted to new words when presented to them in the same story, read more than once; they neglected to get familiar with those words which were presented to them in different stories. So while you may have your child’s preferred book remembered, he’s as yet charmed by the new sounds and words he’s learning with every repeat. 

The Toddler View: “I see things one way, and one way in particular.” 

You’re playing find the stowaway, and your little one has his head behind the window curtains; however his feet are standing out. He’s convinced that he’s all covered up because he thinks you both see something from the same perspective. Babies are as yet to discover that there are multiple perspectives. 

Similarly, they experience difficulties attempting to perceive future perspectives, i.e., what’s to come. So your 2-year-old can’t picture what it implies when you state, “We’re returning home in five minutes.” That’s the reason he’ll be amazed when you walk him out the entryway five minutes later. Rather, disclose to him how you’re leaving: “We’re putting on our shoes and giving our companion an embrace and after that we’re walking to the vehicle.” Don’t try revealing to him the reason why you’re leaving, since he will just understand that his fun is coming to an end. In any case, you can try explaining that “Dad” is leaving, it will make way for feeling compassion toward others. 

The Toddler View: “I need your consideration. At any expense.” 

A child’s whiny demands can debilitate any parent. Why does your kid whimper (or toss things, or kick you)? From her point of view, it works! Whimpering is super-successful for a attention-seeking baby; it gets you to pivot and concentrate on what she wants. On the off chance that you disregarded her three past demands to be held while you were preparing supper, she neither comprehends nor cares. She turns to crying since it gets you to react.

Little children likewise couldn’t care less whether they get attention for either positive or negative conduct. In the pediatric-crisis room where I work, guardians will once in a while come in worried that their kid has “seizures” or a “muscle issue” due to their aggravated conduct, for example, eye-rolling or head-shaking. However, I wear my baby goggles to work each day, and I see that as a rule the child has essentially discovered an activity that stands out enough to be noticed, which she adores, so she continues doing it. 

At the point when your kid makes trouble, do your best to disregard her (except if she’s in peril, or harming somebody, obviously). On the off chance that you can’t brush it off, move her away from the circumstance or occupy her. This sends the amazing message that you aren’t going to react to negative conduct. Simply be mindful so as not to coincidentally compensate awful conduct. For instance, if your youngster is interfering with you while you’re on the telephone and you hang up to arrangement due to her conduct, she’s gotten precisely what she needed. Attempt to foresee her requirement for attention and search for chances to gain her cooperation. You could very well have the option to hold up a three-minute telephone talk on the off chance that you give your little child a couple of consoling words and kisses while you’re on the telephone. 

The Toddler View: “You ought to have the option to peruse my psyche!” 

Your little angel requests for some water, and just as you hand it to him, he shouts “No!” and bats it away. What happened? When he requested “water,” he needed the ‘Jake and the Never Land Pirates’ cup with the straw that you gave him yesterday, not the green sippy cup. What’s going on with you? 

For babies, language issues are regularly the reason for angered outbursts. The cup situation is a perfect example. Your child expected precisely what he got last time, yet he just didn’t have the words to request that specific cup. Also, despite the fact that he didn’t respond agreeably, it really bodes well to use this situation to offer it to him. Take a look at it along these lines: You’re addressing your youngster’s need, and since you’ve made sense of it, you can work towards preventing future outbursts. 

Little children follow facial expressions well, so utilize both your voice and your language to pass on your message. Furthermore, focus on your child’s nonverbal signals, for example, tilting his head when he doesn’t exactly comprehend what you’ve said. In any event as much as his words; the outcomes may edify you. 

My last suggestion: Instead of spending your vitality tidying up each and every wreckage and agonizing over control, grasp your baby’s point of view more often. You may really find a progressively imaginative side to yourself and an increasingly helpful side to your little child.

Breaking Free from Conditioning

Breaking Free from Conditioning Customs, culture, religion or propensities; anything that is blindly accepted can be an obstacle in building up basic reasoning or a free reasoning society.

Unconsciously, we have become cogs in a machine that turns based on the thoughts of others. We do as we are told, as our parents were told and as their parents were told. It’s time we make our own choices, it’s time we break the loop.

Today’s youngsters will be tomorrow’s adults. Will they create a better tomorrow if they receive an education that highlights superficial values? We need to encourage curiosity and teach them to question everything. It is imperative that children understand their social responsibility and develop their creative capacity.

In the context of current day society, which is not very flexible, students more often than not, tend to walk into career paths that society deems fit, without being given the opportunity to identify and select their own path. Technical fields are given more respect than creative fields. Children are taught that artistic fields like painting and films aren’t beneficial professions. These restrictions undermine the creative capacity of every individual, discouraging their confidence in their own talents.

Social moulding can be an obstacle in character advancement, but we should no longer blame our past generations for making us who we are. We need to create a change. We need to open up our own minds so that we can nurture the humans of tomorrow to develop their own talents, so as to believe in their own creativity and capability.

Teaching children to live out their own choices will help encourage the idea of individuality. Being different is not bad. Set them free from society’s conditioning and encourage them to think on their own. They should be empowered to read books and watch movies while knowing that the opinions stated are subjective. That rights and wrongs are not clearly defined.

Help them expand their understanding, widen their horizons, enjoy their interests and enhance their creativity. Show them how to open new doors instead of reusing the old ones. Tell them that the future is not defined and that new and better choices can help create a better tomorrow. Do not let your child become a victim of conditioning.


Teachers Day is celebrated on September 5th in India and is a day to express the love and gratitude we feel towards those who have taught us in life, from school teachers to college professors to our tutors or trainers in fields other than academics.

On this teacher’s day, HOL brings to you reasons as to why teachers are the real heroes: – –

Teachers follow students through each pivotal stage of development.
 #From six to eight hours a day, five days a week, you as a teacher are poised to become one of the most influential person in your students’ life.

#After their parents, children first learn from you, their elementary school teacher.

#Then, as a middle school teacher, you guide students through yet another important transition: adolescence.

 #As children become young adults, learning throughout middle school and into high school, you answer their questions, listen to their problems and teach them about this new phase of their lives.

#You not only watch your students grow, you help them grow.

#Teachers are founts of experience.

#They have already been where their students are going, undergone what they will go through and are in a position to pass along lessons, not only regarding subject matter, but lessons on life.

We hope you will agree, we all are trained for curriculum, class transactions, to communicate professionally, still there are many other necessary elements i.e the personal warmth, personal bond, willingness to remain down to the kid’s level, which are important to make learning a joyful journey for children forever.
Happy Teachers Day!

Disha-The Resourceful Direction

We’re taught that we need to somehow control our kids, so we often jump in their box without a second thought. We think we’re supposed to motivate our children to want certain things in life, but that only causes them to function in reaction to you. Your child might comply to get you off his back or even to please you, but that doesn’t help him get self-motivated. Again, you definitely want to inspire and influence your child. The goal is the same: we want our kids to be motivated—it’s how we get there that makes the difference.

Ask yourself these questions:

• Does your worry compel you to nag, hover, push, cajole, or over-function for your child?

• Does your frustration cause you to yell, scream, beg, punish, and throw your hands up in despair?

• Does your helplessness cause you to start fighting with your spouse, who never seems to do as much as you think he or she should do to get your child motivated?

• Does your fear about your child’s underachieving cause you to keep trying to get him to change and to be more motivated?

If you find yourself doing any of the above, you’ve probably seen your child resist, comply to get you off his back, rebel, or dig in his heels harder. Let me be clear: Whether he fights you or goes along with what you want, the end result is that he will be no more motivated than he was before. You might eventually get him to do what you want, but your goal of helping him be selfmotivated is still a far away reality.

How do you inspire your kids to motivate themselves? (Here are a few tips to help you influence them towards self-motivation.)

1. Don’t let your anxiety push them to get motivated. You will only motivate them to resist you or to comply to calm you down because they want you to leave them alone. This won’t motivate them as much as teaching them how to appease or resist you. It then becomes about reacting to you instead of focusing on themselves and finding some internal motivation. Your anxiety and need for them to care will just create a power struggle between you and your child.

2. Be inspiring. The only way to motivate is to stop trying to motivate. Instead, work towards inspiring your child. How do you do that? Be an inspiring person. Ask yourself if your behaviors are inspiring or controlling. Understand that your kids will want to run the other way if you’re too controlling. Think about someone in your own life who is inspiring to you, and work towards that goal. Remember, the only thing you’ll motivate if you’re pushing your child is the motivation to resist you.

3. Let your child make his own choices—and face the consequences. Let your child make his own choices. When it’s a poor choice, hold him accountable by letting him face the consequences that come with it. If the consequence of not doing his homework is that the computer is taken away, put the need to get that computer time back in his hands. If he finishes his work, he gets the time on the computer you’ve agreed upon. That will be a motivation for him in the right direction without you telling him what to do, how to do it, and lecturing him on why he should care. As a parent, what you’re actually doing is asking yourself, “What will I put up with? What are my values and principles?” and you’re sticking to them.

4. Ask yourself these questions:

• What motivates my child?

• What does he really want?

• What questions can I ask that will help him discover and explore his interests?

• What are his goals and ambitions?

Step far enough away to see your child as a separate person. Then observe what you see. Talk to him to find the answers to the questions above. And then listen—not to what you want the answers to be, but to what your child is saying. Just listen to him. Respect his answers, even if you disagree.

5. Choose which door you want to enter. Imagine two doors. Door number one is for the parent who wants to get their kids motivated and do the right thing in life: Get up, go to school, get their work done, be successful. Door number two is for parents who want their kids to be self- motivated to do those things. They want to influence their child to work toward the things they’re interested in. To not only do the right thing but to want to do the right things. Which door would you enter? If it’s door number one, then the way to achieve that goal is push, punish, beg, nag, bribe, reward, and cajole. If you decide on door number two, then you’ll reach that goal by asking different kinds of questions. Rather than, “Did you get your homework done?” you might say, “Why did you decide to do your homework today and not yesterday? I noticed you chose not to do geometry yesterday, but you’re doing your history homework today. What’s the difference?” Be an investigator, exploring and uncovering, helping your child discover his own motivations and sticking points.

6. It’s not your fault. Remember, your child’s lack of motivation is not your fault, so don’t personalize it. When you do this, you may actually contribute to the underachieving by creating more resistance.

Look at it this way. If you look too closely in the mirror, you can’t really see yourself—it’s just a blur. But when you get farther away, you actually see yourself more clearly. Do the same thing with your child. Sometimes we’re just so close, so enmeshed, that we just can’t see them as separate from us. But if you can stand back far enough, you can actually start to see your child as his own person and start to find out what makes him tick—and then you’ll be able to help him understand himself as well. When you step back and observe, you’ll know what works for him, why he’s reaching for certain things and what really gets him moving. There will be things he’s never going to be motivated to do but is still required to them. He may hate doing his chores and try to get out of it, and that’s when you give him consequences.

The goal is to influence your child when he has to do something he doesn’t want to do, and get to know him well enough to figure out what his own desires might be. As a parent, you want to strengthen his skills in defining what’s important to him. You want to help your child define for himself who he is, what’s important to him and what he’s going to do to make those things happen. Our responsibility is to help our kids do that, not to do it for them. We need to stay out of their way enough so they can figure out who they are, what they think and where their own interests lie.

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A major goal of schooling is to prepare students for flexible adaptation to new problems and settings. Students’ abilities to transfer what they have learned to new situations provides an important index of adaptive, flexible learning; seeing how well they do this can help educators evaluate and improve their instruction. Many approaches to instruction look equivalent when the only measure of learning is memory for facts that were specifically presented. Instructional differences become more apparent when evaluated from the perspective of how well the learning transfers to new problems and settings. Transfer can be explored at a variety of levels, including transfer from one set of concepts to another, one school subject to another, one year of school to another, and across school and every day, nonschool activities.
People’s ability to transfer what they have learned depends upon a number of factors:

* People must achieve a threshold of initial learning that is sufficient to support transfer. This obvious point is often overlooked and can lead to erroneous conclusions about the effectiveness of various instructional approaches. It takes time to learn complex subject matter, and assessments of transfer must take into account the degree to which original learning with understanding was accomplished.

* Spending a lot of time (“time on task”) in and of itself is not sufficient to ensure effective learning. Practice and getting familiar with subject matter take time, but most important is how people use their time while learning. Concepts such as “deliberate practice” emphasize the importance of helping students monitor their learning so that they seek feedback and actively evaluate their strategies and current levels of understanding. Such activities are very different from simply reading and rereading a text.

* Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture. Many classroom activities stress the importance of memorization over learning with understanding. Many, as well, focus on facts and details rather than larger themes of causes and consequences of events. The shortfalls of these
approaches are not apparent if the only test of learning involves tests of memory, but when the transfer of learning is measured, the advantages of learning with understanding are likely to be revealed.

* Knowledge that is taught in a variety of contexts is more likely to support flexible transfer than knowledge that is taught in a single context. Information can become “context-bound” when taught with context-specific examples. When material is taught in multiple contexts, people are more likely to extract the relevant features of the concepts and develop a more flexible representation of knowledge that can be used more generally.

* Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying themes and principles from their learning exercises. Understanding how and when to put knowledge to use—known as conditions of applicability—is an important characteristic of expertise.
Learning in multiple contexts most likely affects this aspect of transfer.

* Transfer of learning is an active process. Learning and transfer should not be evaluated by “one-shot” tests of transfer. An alternative assessment approach is to consider how learning affects subsequent learning, such as increased speed of learning in a new domain. Often, evidence for positive transfer does not appear until people have had a chance to learn about the new domain—and then transfer occurs and is evident in the learner’s ability to grasp the new information more quickly.

*All learning involves transfer from previous experiences. Even initial learning involves transfer that is based on previous experiences and prior knowledge. Transfer is not simply something that may or may not appear after initial learning has occurred. For example, knowledge relevant to a particular task may not automatically be activated by learners and may not serve as a source of positive transfer for learning new information. Effective teachers attempt to support positive transfer by actively identifying the strengths that students bring to a learning situation and building on them, thereby building bridges between students’ knowledge and the learning objectives set out by the teacher.

*Sometimes the knowledge that people bring to a new situation impedes subsequent learning because it guides thinking in wrong directions.For example, young children’s knowledge of everyday counting-based arithmetic can make it difficult for them to deal with rational numbers (a larger number in the numerator of a fraction does not mean the same thing as a larger number in the denominator); assumptions based on everyday physical experiences can make it difficult for students to understand physics concepts (they think a rock falls faster than a leaf because everyday experiences include other variables, such as resistance, that are not present in the vacuum conditions that physicists study), and so forth. In these kinds of situations, teachers must help students change their original conceptions
rather than simply use the misconceptions as a basis for further understanding or leaving new material unconnected to current understanding.

Ms. Sonal Ahuja at IDA connect conference

Ms.Sonal Ahuja, Educational Alchemist and Founder, House of Learning recently attended an IDA Connect Conference on ‘Developing Mindsets for STEM Education along with various other education trainers and K12 principals.

The conference stressed upon the fact that stem learning is the new dawn for this age of learning. It is incredibly inclusive and discipline-based and takes into consideration the ever changing, dynamic roles of teachers in student-centered classrooms and the various pedagogical approaches it brings in.

STEM curriculum is aligned with its relevance and its effectiveness with employability and future jobs, making it relevant as well as current, the two basics needed for assured success.

The conference also concentrated upon experiential learning which has the ability to shift the paradigm towards an intrinsic understanding of science and technology and in turn offer solutions to real-world problems.

It was also noted that mathematics, as a core subject, is integrally mandatory to learning and that mathematical models can be applied to teach other disciplines of learning as well.

Sonal believes that anything is possible. Taking an example of an old building which needs renovation every now and then, she says “It would always be a better idea to demolish the whole building and build it again instead of wasting precious time and energy trying to salvage its scraps. In the same way, we need to start from the beginning for our teaching methods and build a more organised and well-built system.”

Insights with Sonal

In my daily life, my profession makes me come across many individuals, one such occasion was the workshops that I recently conducted at Amity International Schools with regards to the emotional and social well-being of educators and facilitators as well the importance of time and stress management for them.

I know what you’re thinking… “What in the world does THAT have to do with how I manage my time?” The truth is, so much of managing your time is about managing your energy. And while physical energy is important, your mental and emotional energy is also essential in giving you the motivation and clarity to work on the tasks that will give you the greatest sense of accomplishment.

The term “emotional intelligence” first appeared in 1964 in a paper written by Michael Beldoch. It was in 1995, however, that the concept became better known due to a book on the topic written by Daniel Goleman. Dr. Travis Bradberry has a fantastic book on emotional intelligence as well, entitled Emotional Intelligence 2.0.

Simply defined, emotional intelligence is the capacity to be aware of, control, and express one’s emotions.

If I were to ask you about your best technique to wisely manage your time, you would probably share a routine you follow at work or home. You might start listing tactics like “Do the hardest task early in the day,” or “Only check emails three times a day.” I’d be willing to wager you wouldn’t say, “I manage my emotions well.”

If you’re looking for a fresh strategy for managing your time more effectively, consider how well you are doing in these four areas of emotional intelligence:


The focus here is on recognizing and understanding your moods, emotions, and what drives you. Do you notice how different tasks impact your desire to work on the next item in your day? When possible, do you plan your day by alternating activities that add or take away your mental or emotional energy? And do you reflect on the larger purpose for which you are completing your tasks? Checking off 37 things may give your brain quick shots of endorphin, but it doesn’t necessarily mean you’re getting your most important things done-which is the whole reason to manage your time well.


Ever looked at the next item in your day and felt overwhelmed or anxious? Here’s the bigger question: How did you handle the impulse to work on something else? Self-management is all about recognizing disruptive impulses and controlling them. So instead of choosing to check your email to avoid a difficult task, you choose to break down the task into more manageable steps. Or you remind yourself of more difficult tasks you’ve undertaken lately at which you were successful to gain more confidence.

Social Awareness

For this area, think empathy. How good are you at recognizing the emotions of other people? If your job requires you to make requests of other people to get your work done (and most do), do you stop and reflect on how the request will make them feel? Most importantly, does that knowledge or insight change the way you frame the request? We’ve all experienced a leader or supervisor who seemed to be blind (or unconcerned) to our emotional state, and how it impacted our motivation to accept the task and/or complete it well.

Relationship Management

For leaders and managers who want to use their time well, this area of emotional intelligence is critical. Your best work comes from the full engagement of every team member. And the only way you can get that level of engagement is to know how to communicate with them in a way that connects with them on both a mental and emotional level.

This workshop was not only an enriching and learning experience for me but also a rejuvenating and revitalizing experience for the faculty and staff of Amity International Schools.

So, if you’re looking to take your time management skills to the next level, maybe you should stop trying to figure out how to squeeze another hour out of your day. Start spending a little more time reflecting on how your emotions are increasing or decreasing the energy you need to get the right work done.

#HouseOfLearning #SonalAhuja #TimeManagement #StressManagement#EmotionalIntelligence #AmityInternationalSchools#ProfessionalDevelopmentProgram #TeacherTrainingProgram#AmitySchools #EmotionManagement #TeamManagement#SelfManagement #SelfAwareness

Sonal Ahuja Amity International School Noida

Apna Time Aayega

House of Learning (HOL), under the guidance of Mr. Chanderjit Devgan , Secretary, Delhi Legal Services Authority(DLSA) and Sonal Ahuja, the Founder of HOL and an “Educational Alchemist” took up a task for rehabilitation of juveniles, titled Apna Time Aayega. She assumed a noteworthy job in sharpening the specialists to allow this undertaking as it was structured remembering the long haul change in the nervous system science of these kids. The truly necessary activity for their better future and to likewise to help the nation is to sharpen them enough with the goal that they can add to the prosperity of themselves and the general public. Sonal united individuals from varied backgrounds to add to this undertaking. From Corporate trainers, doctors, pilots, NLP experts, chartered accountants, everyone was needed to play their part to make this project successful.

The Key participants in the project were: Sonal Ahuja, Founder HOL, an early childhood education expert as well as a child and educational psychology diploma holder. She spearheaded the project. Priyanka Gulati, Principal of a reputed school of East Delhi is an NLP practitioner and a Certified International Workshop ‘Heal Your Life’ Leader. Susha P Roy has 14 years of work experience in the corporate world and in the print media. She has been working as a School counselor since 2005.

Pallavi has been in the education field for many years, currently she is working with DAV school. Sahil Verma has been a passionate content developer for the past 8 years and is currently working with Value 360 Communications, one of India’s leading and award-winning PR agencies. Gp Capt (Retd) Arvind Tripathi, served with the IAF for 27 years and now is a commercial pilot for Indigo Airlines. Chandrika is an Excellence Installation Specialist, Strategic Intervention Life Coach & a Soft Skill Trainer since 2016. Disha is a Chartered Accountant and a change-expert, NLP Master Practitioner and Excellence Installation Specialist. Prof. (Dr) Smita Manjavkar is an MBBS, MD Medicine, Professor, Dept. Of Medicine, HIMSR & HAHC Hospital with 17 years of teaching experience.

The project was divided into 4 stages to provide a better experience and consecutive results.

Stage 1 was the Diagnosis to understand what’s happening in their life, their circumstances, and the reasons of their choices. Getting into their life cycles and understanding, empathizing and listening to them for every individual took 2-3 hours.

We call it ATC. Adjustments x Time= Consequences.

In this stage, a great rapport was built between the children and team, each child opened up further about their circumstances and hardships, providing an insight into their lives for us.

All teenagers take stupid risks that they one day look back on and wonder what they were thinking. But studies have found it is not because teens aren’t thinking about the risks involved—it’s because they think about them longer than adults.

Yes, that’s counter-intuitive. But think of it like this: If you are on a diet and see a piece of yummy chocolate cake, are you more likely to eat it if you just glance at it, remember you are trying to eat healthy, and walk away, or if you sit there and mull over the pros and cons of eating it? The latter, obviously.

It’s the same with the teen brain. Our brains take a lot longer to fully form than was previously thought. In teens, the frontal lobe (where our decision making happens) is not as connected to the rest of the brain as it is later in life. This means teens literally cannot come to a decision as fast as an adult. Teens take an average of 170 milliseconds longer to go over the consequences of a decision, which in turn makes them more likely to decide the risk is worth it.

Stage 2 was the Creation of a to-do list for thriving eco system to support better neurology. By understanding the psychology of each child, the team could chalk out more personal plans of action and cater to each child’s need separately better. Adding friends to the mix, makes it even harder for teens to avoid taking risks.

Adults wonder why their kids’ friends can influence them so much. That’s because once you are an adult, your brain has quite literally grown out of it.

This means that teens, when spending that tiny bit of extra time deciding what choice to make, are also fighting against the overwhelming internal drive that tells us to do things that feel good. As the brain develops in adulthood, however, that connection ends and we end up getting no extra good feeling from taking risks in front of our friends.

Stage 3 was Rigorous research work and conversational programming done using scientific procedures and metaphors for individual assessment. We were met with objections, but we left no stone unturned to remove these and brought them to the state that they wanted us to be with them for longer even after the completion of project. This stage checked resilience of both parties. Theirs and ours too. It was the most challenging stage. While teens may look more like adults than kids, to a neuroscientist their brains resemble a child’s. That’s part of the reason teens suddenly starts acting like toddlers again around age 14. While their bodies are aging, their brain is rearranging itself in a way that temporarily makes it act the same way it did when they were younger.

But if you are in your twenties and have been feeling cocky up until this point, it’s important to note that this chaotic brain makeup doesn’t completely settle down until your early thirties.

Stage 4 was to assess the will power of the children in being resourceful and capability to take better decisions in the future. Final stage was full integration stage. Reflections, sharing, open commitments, readiness, promises, love, care, self-improvement, resilience, all were seen in this stage. If teens seem to not care about other people’s feelings or seem to flip out over nothing, it might not be because they are drama queens. Studies have found that teens have a much harder time correctly interpreting vocal inflection and facial expressions from other people, and so they sometimes react irrationally to emotional situations.

This stage will be followed by revisits to check their states of mind and progress reports. Undeniably, to plan prevention programs, there is a need to better understand students’ opinions of their educator’s language used in classrooms such as science, social studies, and math. Additionally, it is important to know adolescents’ views about their own listening behaviors. It is hypothesized that this type of information could provide new ideas to potentially use for prevention, intervention, and mentoring purposes. Findings might serve as one piece of information effecting positive rather than negative school outcomes for adolescents involved in violence. Though the data and findings will be from girls in trouble with the law and who have experienced school failure, it can serve many at-risk students struggling with the challenging demands of school.

Juvenile crime is one of the nation’s serious problems. Concern about it is widely shared by federal, state, and local government officials and by the public. In recent years, this concern has grown with the dramatic rise in juvenile violence that began in the mid-1980’s and peaked in the early 1990’s. Although juvenile crime rates appear to have fallen since the mid-1990’s, this decrease has not alleviated the concern. Many states began taking a tougher legislative stance toward juveniles in the late 1970’s and early 1980’s, a period during which juvenile crime rates were stable or falling slightly, and federal reformers were urging prevention and less punitive measures.

Research over the past few decades on normal child development and on development of delinquent behavior has shown that individual, social, and community conditions as well as their interactions influence behavior. There is general agreement that behavior, including antisocial and delinquent behavior, is the result of a complex interplay of individual biological and genetic factors and environmental factors, starting during fetal development and continuing throughout life Clearly, genes affect biological development, but there is no biological development without environmental input. Thus, both biology and environment influence behavior.

Conclusively, the entire project was an immense success with children learning not only to trust themselves and their surroundings again but also gaining a better and fair understanding of their future ahead. The team grew with the young adults, sharing experiences and laughter along with life lessons that only come from experience and self-reflection. A society where these kids aren’t ostracised but are loved and nurtured so that they can one day experience their fullest potential is the day that we, at House of Learning worked and will continue to work for.

Parents of teens often wonder what happened to the bright child they used to have. How can someone go from getting A’s to getting C’s when they seem to be doing the same amount of work? Once again, changes in the brain are to blame. While the merits of IQ tests are debatable, scientists used to think IQ stayed the same over one’s lifetime. Now it turns out that number can fluctuate widely in adolescence.

This makes sense biologically; why should your brain waste energy remembering things that aren’t very necessary to your day to day life? It’s one of the reasons that younger children can learn a second language much faster than adults; they have more synapses to store that information. And if they keep speaking that second language often enough, they will remember it the rest of their lives.

But if there is a subject they didn’t concentrate so hard on, like math, suddenly they start forgetting things they used to know because the brain is deleting that information.

As Mark Twain said, “When a child turns 12, he should be kept in a barrel and fed through the bung hole, until he reaches 16 … at which time you plug the bung hole.”