Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.

Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?

Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.

The Shift from Fear to Friendship

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There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.

But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.

Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.

Why Do We Undervalue the Nation Builders?

Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?

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Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.

We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.

Redefining the Role, Rekindling Respect

So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.

Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.

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And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.

A Personal Yet Universal Connection

Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.

On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.

Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.

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In light of the recent reports about sex-related crimes, it’s natural to ask, “How much worse can it get?” But, “How can we make it better?” is perhaps a better question. This article explores solutions that schools, educators, society, and we as individuals can implement. Ultimately, we have a choice: either remain trapped in a vicious cycle that fosters sex offenders or teach lessons of equality, empathy, and equity to shape a safer future for our country.

Rapists are not born, they are made. They emerge when seemingly normal actions subtly elevate men above the basic principles of humanity. For example, when boys are asked to sit with girls in schools as a “punishment,” when boys are not encouraged to form healthy friendships with girls, or when girls are told to dress a certain way, concealing their individuality and their skin, these experiences serve the dual purpose of making girls feel inferior and leading boys to believe that everything wrong with society is somehow related to women. If such harmful beliefs can be taught, then lessons of empathy, respect, and equality should be even easier to instil. Proper sex education, paired with eradicating the long-standing practice of asking only girls to adapt, can help dismantle these erroneous beliefs by promoting gender equality and mutual respect.

Gender-based stereotypes that focus on what a student ‘should’ do rather than what they ‘can’ do also create an implicit obligation to follow a set path, whether towards family, profession, or society. The human mind is a pattern recogniser—we see things and assume them to be the rule. Thus, when children see their parents taking responsibility for certain tasks at home, they assume this is what happens in every household, in every place. Parents need to constantly challenge gender stereotypes to prevent their children from learning them. By dividing kitchen duties, having both parents buy essentials, both making payments, and both participating in home repairs, parents can demonstrate that duties or jobs are not assigned by gender, thereby teaching gender equality.

Sex education is also seen as a crucial solution. We’ve discussed its importance, read about its significance, and debated its benefits. Yet, we’ve failed to give it the academic and societal attention it truly deserves. With children now having unprecedented access to technology, and experiencing both the wonders and horrors of the world, addressing this issue has become even more crucial. 

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While efforts have been made to make sex education a mandatory course for adolescents, many states have opposed the idea, altering the course content to suit their preferences. Some schools have even gone to the extent of substituting the word “sex” with “adolescent” in the curriculum. The lack of proper sex education only exacerbates unhealthy attitudes towards sex, allowing non-consensual encounters and gender-based violence to persist. A study conducted on American students found a 56% reduction in the likelihood of sexual assault among those who received comprehensive sex education compared to those who did not. (This study, along with many others, published in the Journal of Adolescent Health, highlights the benefits of sex education, including a better understanding of consent, a decrease in unwanted pregnancies and STIs, and a reduction in sexual violence and marital rape.)

We have always waited for the government, society, and the elites to recognise problems and take action, but we often fail to realise that we are the ones who shape the government, society, and elites. When we unlearn these problematic ideologies, we create a society that doesn’t victim blame, takes serious action against heinous crimes, and welcomes people into workplaces based on their talents and merit, not on the sex they were assigned at birth. Education can either build or break the future citizens of a country. When we make these changes on our own level, we shape the future law-makers, law enforcers, and law-abiding citizens. The future is indeed in our hands.

This article is authored by Sanvi Agarwal, a Law Aspirant, passionate about women rights, gender equality, and social justice

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Since its inception, the World Wide Web has fundamentally transformed various aspects of our lives, with education being one of the most profoundly impacted fields. The web has revolutionised how we access information, learn, and teach, paving the way for a more interconnected and informed world. As we celebrate World Wide Web Day on 1 August 2024, it is essential to reflect on how education has evolved with the advent of the web and envision the future of schooling.

The Early Days: Access to Information

Before the World Wide Web, accessing educational resources was often limited to physical libraries, textbooks, and in-person lectures. The web’s creation in 1989 by Tim Berners-Lee at CERN marked a turning point. Suddenly, information could be shared globally via hyperlinks, making it possible for students and educators to access vast amounts of knowledge from anywhere in the world.

The early 1990s saw a surge in the number of websites, albeit a fraction of today’s online presence. By 1993, the web had grown from 50 servers to over 500, signalling the beginning of an information explosion. Educational institutions began to harness this potential by developing online repositories, digital libraries, and electronic journals, making learning resources more accessible than ever before.

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The Rise of E-Learning

As the web evolved, so did its applications in education. The late 1990s and early 2000s witnessed the emergence of e-learning platforms, offering courses and degrees online. This period saw the rise of virtual universities and the proliferation of Massive Open Online Courses (MOOCs), democratising education by making it accessible to anyone with an internet connection.

Web-based learning platforms like Khan Academy, Coursera, and edX have since transformed the educational landscape. These platforms offer interactive lessons, video tutorials, and assessments, catering to diverse learning styles and needs. The web’s ability to facilitate real-time communication has also enabled collaborative learning, with students and teachers engaging through forums, chats, and video conferencing.

Interactive and Immersive Learning

Today, the web continues to drive educational innovation. Interactive and immersive learning experiences are becoming the norm, leveraging advancements in web technologies. Virtual Reality (VR) and Augmented Reality (AR) are being integrated into curricula, allowing students to explore historical events, conduct virtual science experiments, and engage in simulations that were previously unimaginable.

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Web-based tools and applications like Google Classroom, Microsoft Teams, and Moodle have become integral to modern education, enabling teachers to manage classrooms, distribute assignments, and track student progress seamlessly. These tools foster a collaborative learning environment, breaking down geographical barriers and making education more inclusive.

The Future of Schooling

As we look to the future, the web’s role in education will only expand. Artificial Intelligence (AI) and machine learning will personalise learning experiences, adapting to individual students’ strengths and weaknesses. Predictive analytics will help educators identify at-risk students and tailor interventions to support their learning journeys.

The web will also continue to facilitate lifelong learning. With the rapid pace of technological advancements, the ability to continuously upskill and reskill will be crucial. Online learning platforms will evolve to offer micro-credentials and modular courses, enabling learners to acquire new skills and knowledge throughout their lives.

In conclusion, the World Wide Web has profoundly impacted education, transforming how we access, deliver, and experience learning. As we celebrate its anniversary, it is clear that the web will continue to shape the future of education, making it more accessible, personalised, and immersive. By embracing these advancements, we can ensure that education remains a dynamic and inclusive force for good in the digital age.

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In recent years, the acronym STEM, which stands for Science, Technology, Engineering, and Mathematics, has become a focal point in discussions about education reform and workforce development. However, an increasing number of educators and policymakers advocate for the inclusion of the Arts, transforming STEM into STEAM. Integrating the arts into STEM education is not merely a trend but a vital shift that enhances creativity, critical thinking, and innovation.

Enhancing Creativity and Innovation

In fields like engineering and technology, where problem-solving is key, the ability to think creatively is invaluable. For instance, a student working on a design project in a robotics class might use principles from visual arts to create a more aesthetically pleasing and functional design.

The arts also foster an environment where experimentation is encouraged. Unlike traditional STEM subjects, where there might be a single correct answer, the arts embrace ambiguity and exploration. This mindset can lead to breakthroughs in STEM fields.

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Improving Critical Thinking and Problem-Solving Skills

Integrating the arts into STEM education enhances critical thinking and problem-solving skills. Artistic endeavours often require students to analyse, interpret, and make decisions based on incomplete or abstract information. These skills are directly transferable to STEM disciplines. For example, a musician must interpret a piece of music and make decisions about phrasing and dynamics, just as a scientist must interpret data and make decisions about experimental procedures.

Moreover, the arts teach students to embrace failure as a learning opportunity. In artistic processes, iterations and revisions are part of the journey toward a final product. This approach is equally important in STEM fields, where initial experiments or designs often fail, and resilience and adaptability are crucial for success.

Bridging the Gap Between Disciplines

The integration of arts into STEM helps in bridging the gap between disciplines, fostering a holistic approach to education. Traditional education often compartmentalizes subjects, but real-world problems do not fit neatly into these boxes. By blending the arts with STEM, students learn to apply diverse skills and knowledge to solve complex problems.

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For example, environmental science projects can benefit from artistic skills in visualizing data and communicating findings through compelling infographics or presentations. Similarly, architecture, which inherently combines engineering and design, requires a balance of technical skills and artistic vision.

Engaging and Motivating Students

Another critical aspect of STEAM education is its ability to engage and motivate students. Many students who might be intimidated by or disinterested in traditional STEM subjects find the integration of the arts makes these subjects more accessible and enjoyable. By incorporating artistic elements, educators can reach a broader range of students, tapping into diverse interests and talents.

For instance, incorporating music or drama into a math lesson can make abstract concepts more tangible and memorable. An art project that involves creating geometric patterns can help students understand mathematical principles in a hands-on and visually engaging way. These interdisciplinary projects can ignite a passion for learning and inspire students to pursue careers in STEM fields.

Preparing for the Future Workforce

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The modern job market increasingly values skills such as creativity, collaboration, and communication—skills that are cultivated through the arts. Employers prefer individuals who can think creatively, work efficiently in teams, and have good communication skills. STEAM education helps develop these competencies, making students more versatile and adaptable.

Furthermore, the integration of arts into STEM aligns with the demands of the 21st-century economy, where innovation is key to competitiveness. Industries ranging from technology to healthcare to manufacturing benefit from employees who can integrate technical expertise with creative problem-solving abilities.

In conclusion, the importance of incorporating the arts into STEM education cannot be overstated. STEAM education enhances creativity, improves critical thinking, bridges disciplinary gaps, engages students, and prepares them for the future workforce. As we move towards an increasingly complex and interconnected world, the integration of the arts into STEM will be crucial in developing well-rounded individuals capable of tackling the challenges of tomorrow. By embracing STEAM, we not only enrich education but also empower students to become the innovative leaders of the future.

This article is authored by- 
Richa Thakur,
PRT- Math
Khaitan Public School, Rajender Nagar, Sector-5, Sahibabad, U.P.

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Today is the Kargil Vijay Diwas, a day of victory for the Indian armed forces celebrating 25 years of victory in the Kargil War of 1999. This day represents pride and strength of the nation, as well as a reminder of the price that is paid in any armed conflict. While appreciating the courage and the efforts of our soldiers on this day, it is equally important to explain its importance to our children.

Understanding the wars of the past is essential for the younger generation. The Kargil War was a high-altitude conflict between India and Pakistan, fought in the treacherous terrain of the Kargil district in Jammu and Kashmir. Despite the harsh conditions and the strategic disadvantage, the Indian Army emerged victorious, reclaiming the occupied territories. This victory, achieved through immense bravery and sacrifice, is a testament to the indomitable spirit of our armed forces.

It is always good to celebrate victories in war as a sign of prowess, but it is equally important to pass this message to the young: War should always be the last solution. These depictions of bravery during the Kargil War should evoke feelings of respect and gratitude for those who sacrifice their lives to secure our freedom and security. However, it should also highlight the importance of peace and non-violence. India’s history is rich with examples of resolving conflicts through diplomacy and non-violence, a legacy of ahimsa championed by leaders like Mahatma Gandhi.

Schools play a pivotal role in shaping the perspectives of young minds. By incorporating lessons on the Kargil War and other significant historical conflicts, educators can instil a deeper appreciation for the freedom and security that we often take for granted. These lessons should not only be of triumphs in battle; they should also include the destruction and suffering that war entails. This way, students will be able to appreciate the efforts of the soldiers and have a deeper respect for the armed forces and their principles.

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However, it is also important to complement these stories with the ones of peace and diplomatic victories. Explaining India’s policy of non-violence and the use of diplomacy in the conflict can help children learn about the benefits of living in harmony with others and the effectiveness of negotiations over fighting. This dual approach makes sure that while we are rejoicing and acknowledging our champions, we are also promoting peace and proper utilization of authority.

Therefore, Kargil Vijay Diwas is not only a day of victory and celebration but also a day when our children should be made aware of the bitter truth of war and the need for peace. In this way, we can raise a generation that appreciates freedom, honors the soldiers’ sacrifices, and aims at a society where people solve their problems with understanding and not violence.

On World Youth Skills Day celebrated on 15 July globally, it’s essential to recognize the incredible potential children inherently possess. Children are naturally curious, energetic, and less afraid of taking risks—qualities that, if nurtured correctly, can form the bedrock of their future success. By identifying and developing these skills, we can empower them to become resilient and adaptable adults ready to face the challenges of the future.

Curiosity: The Catalyst for Learning

Curiosity drives children to explore, ask questions, and seek out new experiences. This innate desire to understand the world around them is a powerful tool for learning. Encouraging curiosity through inquiry-based learning and fostering an environment where questions are welcomed can significantly enhance their educational experience. For instance, project-based learning allows children to dive deep into subjects that interest them, promoting critical thinking and problem-solving skills.

Energy: Channeling Enthusiasm into Productivity

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Children are bursting with energy, which, when directed correctly, can lead to incredible productivity and creativity. Schools and parents can harness this energy by providing varied activities that challenge both mind and body. Extracurricular activities like sports, music, and arts not only keep them engaged but also teach them discipline, teamwork, and perseverance. Moreover, incorporating movement into learning, such as through kinesthetic activities, can help maintain their focus and enhance memory retention.

Fearlessness: Embracing Risks and Learning from Failure

Children’s fearlessness and willingness to take risks are qualities that can drive innovation. Creating a safe environment where they can experiment, fail, and learn from their mistakes is crucial. By teaching resilience and the value of perseverance, we can help them develop a growth mindset. Activities that encourage trial and error, such as coding, robotics, and creative writing, can instill confidence and the ability to view failures as opportunities for growth.

Developing These Skills into Strengths

To turn these innate skills into lasting strengths, it is essential to provide continuous support and opportunities for development. Teachers and parents play a pivotal role in this process by:

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1. Providing Diverse Learning Experiences: Exposure to various subjects and activities helps children discover their interests and strengths. This broadens their horizons and fosters a love for lifelong learning.
2. Encouraging Collaborative Learning: Group projects and team activities teach children the importance of collaboration, communication, and empathy. These skills are invaluable in both personal and professional settings.
3. Promoting Self-Reflection: Encouraging children to reflect on their experiences helps them understand their strengths and areas for improvement. This practice can build self-awareness and intrinsic motivation.
4. Integrating Technology: Leveraging technology in education can make learning more engaging and accessible. Interactive tools and resources can cater to different learning styles and keep children excited about their educational journey.

By recognizing and nurturing the natural skills of curiosity, energy, and fearlessness in children, we can transform these qualities into powerful strengths. This approach not only prepares them for future challenges but also equips them with the resilience and adaptability needed in a rapidly changing world. On World Youth Skills Day, let’s commit to fostering these attributes, ensuring that the youth of today become the innovative leaders of tomorrow.

“Grow up dear and start solving your own problems”.

This popular meme floating on social media always triggers my thinking. It seems to be an age-old way to vent out the stress created by the subject. The last few decades have seen so much shift in the teaching-learning pedagogy, however, the math phobia remains. Researchers have proved that around 50 percent of the population is affected by math anxiety. It is more prevalent in women than in men. Also, it can start as early as age 5 when numbers are being just introduced. Philosophers and thinkers list various reasons for the same. Going through all those reasons I realized that teaching-learning practices are at their core. We need to update them and sync them with needs of the Gen X.

Thus began my journey of unlearning and relearning my math skill. I had to do it for my students, to ensure no stress classroom during math lessons. I started reading, exploring experimenting to have students love the subject. As Math skill will go with them beyond schooling years, for which they need a strong base.

Enters Shriya, whose smile seems to vanish as soon as she heard me say “Let us start with Math now”. Shriya, generally a regular and independent student, who actively took part in various class engagements frequently missed online math lessons. When approached, she very happily would blame it on the net or state some random excuse.

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But then started her ordeal of physically being present in my class after the schools reopened post-pandemic. Her parents had already confided in me about her math phobia. Shriya too very innocently stated that “It’s so boring, I cannot even mute the call, close the screen, and have to listen to you”.

“OK Dear!” was my reply. “Let us make the class a little interesting for you. Would you like to give out numbers to classmates to solve?” With a heavy heart, she came forward and picked out the number card and flashed it for her peers to note and start their calculations. While I was busy interacting with other students Shriya sat silently looking at the numbers she had picked. Students around her were busy playing with numbers and trying to solve the given task. Once the class completed the task, we all thanked Shriya for taking those numbers out for us. As the task had turned out to be easy because of that. We collectively decided to make her the star of the day.

I started involving Shriya more and more during the math lesson, giving her responsibilities and involving her in various simple random tasks. To my surprise, Shriya would wait for taking out numbers for the upcoming math lessons. However, as a class rule, we could not give her a chance again, so she decided to sit and be on the other side. I quietly whispered into her years that she could pick her own numbers to do the task. And am glad I did that as she picked up easy numbers to solve the given task. Though she missed out on getting the golden star, which I give out for all correct, I asked her to draw out an ice cream cone for herself for a good attempt. “Do colour the cone with your favourite ice cream flavour” And she smiled.

During the morning circle time, I started with simple math based games, like boom bam, make a sentence, and math magic tricks with students. They really liked it and tried to guess the solution. They started asking friends from other sections and became math magicians. Shriya however still did not have the courage to approach peers as she was not confident with her calculations. So she took the trick home and tried it with her family. She practiced it a couple of times before she confronted them. I was her first audience. Even with her first few fails, I could read her eyes, how much she wanted to taste success here. As a result of emotional learning curriculum being done in school, peers too came forward and supported her. The encouragement she got from there boosted her morale so much that she could not stop talking about it in class.

Then came the concept of fractions where all-time favorite pizza is frequently used as an example. I used stories as a tool to introduce the concept. Students were involved in a follow up activity, which gave them hands-on learning experience of the concept. Once the basics was understood, I moved on to using pizza as an example and every time Shriya would solve fractions properly, I would message her mother, who in turn would cater for a pizza meal.

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“My family sat around the table and I had to give one fifth of the pizza to all members”, reported Shriya, the very next day. Great dear, today try eating two thirds of apple pieces at home. I was confident that Shriya would be able to calculate how many pieces of apple to eat, as I had already messaged her mother to cut the apple into six pieces. Shriya was able to make 3 groups of  the given apple pieces, but not able to decide how much to eat, so she send me a pic over WhatsApp. I just replied with a guiding question and next minute got a smiling picture with correct apple pieces next to a smiling face.

Shriya then volunteered to take a flip classroom for the next math lesson on fractions. She not only prepared herself for the explanation but also got worksheets ready for her peers. Shriya even gave out stars to all students who deserved them as per her, and in turn, she got the gold star from me. I had to encourage her for her efforts.

Next few concepts, saw Shriya taking a keen interest in the subject and trying her level best. Stumbling at places, this new Shriya did not mind redoing the task. She now had understood that understanding basics were the key to success and that one day she would get the gold star for all correct tasks.

I on my end kept on with my research and tried to make my lesson more engaging, interactive and one with which students could connect with. A mock market was set up in class to practice the concept of money. A number line was made on the floor for understanding decimals. Hopscotch was used for jumping on place values in the international number system.   Students played the game of battleship after understanding the coordinates. The class game of Housie was customized to revisit and recap the concepts done. “Who will become the next millionaire” TV show was enacted in my class with a student sitting on the hot seat till they give correct answers to mathematical questions.

Finally came the day, Shriya not only earned her golden star, but it did not stop there, as she was now aiming to get the Math Marshall badge I gave out to students who not only mastered the concept but were ready for peer teaching. And the day she did that, I realized that Math had itself solved its own problem by being supportive in Shriya’s journey from a math hater to a math lover.

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Authored By- 
Smriti Sajjanhar,
PBL Coordinator,
Bugle Editorial Board, Genesis Global School, Noida

Yes, you read it correct. Am I referring to a real or metaphorical potato? Give it a guess now. What it could be? Of course, the real potato could be used as a visual aid to talk about shape and size in early years classroom or it could be used to understand the concept of heavy objects sinking in water. Art specialists would use it as a stencil and mathematicians may use it to explore weight and measurement. Physics students might use the same potato for lighting a bulb, while chemistry and biology students might want to explore its atomic nature and reactions.

Great guessing, as all the above guesses are correct. In addition to the above we also have another potato there, waiting to adjust to our needs and requirements. Let me give you another clue by tickling your critical thinking skill.

Potato : Cooking :: ________ : Teaching

Bulls eye! Now you have got it. Just like potato, which can be used anywhere and in any form of cooking, stories too can be used anywhere and in any form within the teaching and learning process. They gel very well with all resources , concept and caters for varied requirements of a classroom setting.

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Potato : Cooking :: Stories : Teaching

Stories are at the core of all our memories, we seem to have inbred liking for them, and students are no different from us. Stories teach us everything about life and when used within the four walls of classroom they can create magic. Let us understand why, how, and what is behind this magic.

Why is Storytelling the most effective Teaching Tool?

• Oldest form of education– Even before the invention of language man has been telling stories to teach his leanings in form of cave paintings. Later he used signs and symbols to express his feelings.
• Emotional connect – stories go straight to heart. Information and facts will be forgotten, but incidences are remembered in form of stories.
• Motivates and encourages– It is Scientifically proven. According to Paul Zak, a neuroscientist, when we listen to stories, chemicals like dopamine and oxytocin are released which help in increased motivation and attention.
• Makes us open minded – Stories have been used to pass down beliefs, traditions, and history to future generations, thus appreciate cultures. They are very resourceful in creating awareness and being responsible global citizens.
• Stimulates the imagination – Stories transport us to a different world altogether, thus tickling and stimulating our imagination, which might lead to innovation.
• Boosts memory – They are easy to remember. Psychologist Peg Neuhauser states that learning which results from a well-told story is remembered more precisely and for longer duration in contrast to learning from facts and figures. Jerome Bruner’s, another psychologist supports the above study through his research which suggest that facts are 20 times more likely to be remembered if they’re part of a story.
• Develops skills – listening is the first and most basic skill developed through stories. Listening is not only an essential survival skill but also it is imperative for developing other soft skills as well, namely comprehension, critical thinking to begin with. Stories are also helpful in painting the larger umbrella of communication skill with special reference to writing and retelling stories.
• Foresee the unseen – enable children to empathise with unfamiliar people/places/situations. offer insights into universal life experiences

When and Where can is Stories be used as teaching Tool?

• As a brain breaker – To break the monotony and promotes a feeling of well-being and relaxation
• To share personal experiences. – Increase children’s willingness to communicate thoughts and feelings
• To introduce a new topic – Leaving a story unfinished will help students think. This can serve as a provocation to build the lesson on.  From English to math, art to science, each and every topic could be covered through story.
• To illustrate a concept – painting a pen picture for students helps in presentation skill as well.
• As outcome of a lesson- students can be motivated to create own stories using the newly learnt concept. Once involved their learning outcomes is not only better understood but also raises more questions in the young minds.
• To help children consider new ideas and explore new concepts. Encourage use of imagination and creativity
• Increase verbal proficiency – follow up activity after the stories ensures using the newly learnt words becomes a part of their vocabulary.
• Stories are very good assessment tools as well. They help us set the stage for assessment and then students analyze, think and come up with appropriate solutions and endings.

Who can benefit from the tool of stories?

• All classes from PreK to K12 all look forward to stories.
• To cater to VAK needs of students as there is something for everyone in a story.
• Stories can be read, seen or heard catering to individual needs.
• Stories can be used as differential tasks as well catering to needs of higher order thinking students as well.
• Stories help build up connect between the teller and listeners. They also help in enhancing social skills within the class.

What concepts and Which Stories can be used as teaching Tool?

Now that’s where the potato nature of stories come in.  Stories are multitalented and multi-faceted and can suit all purposes, meet every need. It is on the teacher within you to design the best story to meet your objectives. However below are few tips which might come handy.

As per the audience – any story which your audience would connect to will work for you. Story, its language and the props used should be age appropriate. One of the earliest examples of story as a teaching tool which comes to my mind is the one which taught me, that while subtracting, I need to keep the bigger number on top.

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If you have 6 candies, can you give me 10.

Yes or no, whatever the answer would be, it will certainly lead to learning. Learning not only about numbers, but also soft skill of critical thinking, reflecting and communicating. One tool, one story can change the way we teach and learn.

• As per the lesson objectives – List out the learning objectives you are aiming at during the lesson. Identify the key words from the goals. Use them for building up the story / adapting an old story.
• Follow up activity – story should be able to accommodate a follow up activity for students to reflect.
• Story Structure – selected story could have a set structure as per the story mountain or could be tweaked to meet your requirements. For example : I had once tweaked the story of “ How the Kangaroo got its pouch” to introduce the continent of Australia to first graders.

All the above points reinforce my belief in stories, their power and magic. To conclude for an educator  STORY spells out as Strategic Tools to Optimize Reflections Yummily.

A is not always Apple

B is not always Ball

A could be Anecdote for some ,

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While B may be basic stories for all.

A bit of Creativity and a bit of Drama

The E for Educator in you can create new experiences

 by taking stories to your class.

Authored By- Smriti Sajjanhar, PBL Coordinator, Bugle Editorial Board, Genesis Global School, Noida

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Children up to grade VI who secured a rank within the top 15 were exempted from sitting for the annual exam at the school I attended. My academic performance was below average, so I never missed writing the annual exam. During classes, I struggled to learn the notes by rote; instead, I found myself drawn to discussions and debates on the topics at hand. Unfortunately, the classroom environment rarely encouraged such interactions, with teachers predominantly delivering monologues rather than fostering open dialogue. I neither listened to the teacher’s dictation of the book nor dictated the book in my answer scripts. As a result, my academic performance suffered, and I became accustomed to being identified solely by my exam marks.

Reflecting on this, I realized I was a curious mind asking questions, but since I was not meritorious, I often felt overlooked and misunderstood by both peers and parents. However, these challenges ultimately sparked a curiosity within me that transcended boundaries of traditional education. I discovered my passion for human interaction, leading me to pursue social work and later psychology. I specialize in the intersection of psychology and social work. Along the way, I realized that economics partly determines people’s behaviour in social contexts, which expanded my interest to include economics and a bit of history to understand the origins of human societies. This varied perspective was a burden to me until I read “College – Pathways of Possibilities” by Saikat Majumdar. The author’s discourse on education liberated my mind and soul, changing the course of my life. Through reading, I have come to realize that from the very start of my educational journey, I have been fervently seeking knowledge. However, when the expectation was to solely acquire information and reproduce it for marks, I struggled.

The book acknowledges my distinctiveness and is likely to do so for any reader. It is only fair if children who are natural learners are seen as individual persons functioning collectively for knowledge, with knowledge made available collectively. The author poses a radical question to the colonial system of education that is worshiped: Can fundamental arts and science education, or fundamental education per se, be imagined accommodating every individual? This is a magical question to me! I met some students today with whom I closely work on a Psychology student magazine. I asked them, in twelve long years of their school education and one year into undergrad, were they seeking knowledge or information. Their time paused for seconds, their pupils dilated, they looked at each other and collectively said, “Information!” Isn’t this true for most of us? When school and college students are confined within this rigid system that is not eclectically inherited and approached but rather coaches them to consume volumes of information, the nation buries thinkers, engineers mediocrity, instils low self-worth, and compromises their mental health. For a populous nation like ours, the scene is tragic!

This tragic outcome can be contained by opening our minds to the philosophy of liberal education, a luminescence elucidated by the author. The framework of liberal education, as described in the book, is a distribution model where inter-related related and contra-related disciplines speak to one another, offering new perspectives. Essentially, it is a framework that is less framework. This model of education provides the foundational work that allows for choosing a well-thought-out specialization. Specialization here is not about mastering a discipline but achieving a disciplinary depth that enables critical thinking and problem-solving. After all, problems in real life do not come to us specialization-centric. Do they? Even if they seem so, the solutions are seldom specialization-centric.

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To cite an example I recently came across, a renowned architect mentioned in an interview the gap between architectural academia and practice. He said that architectural engineers fail to consider the impact of climate change in their designs, thus missing out on addressing architectural dangers. The gap the architect mentions is indeed alarming, and this gap can begin to close right in the classroom by cultivating a contra-disciplinary understanding.

Liberal education can assert the emergence of true well-being, ending the rat race of firsts and seconds in educational institutions. I take this determinative stance for many reasons, coming from the perspective shift the book has driven me to acknowledge.

Knowledge! Do we acquire it, experience it, or create it? I believe knowledge is a culmination of all these. The author says there are two sides to knowledge: one is the consumption of knowledge, and the other is the production of new knowledge. We are trapped in a colonial system of education that attempts to train us to consume information, and the quantity of consumption is scored, possibly creating an uninspiring relationship with the subjects, as it did for me. Information in education is crucial, but information alone is not education; it is merely a component. Knowledge, which is education, is crucial for a life of sustenance and progress. Sadly, the colonial-influenced Indian education system is producing aspirants of information, facts, and data alone.

In a conversation with the author, he highlighted how even aspirants cracking the Indian competitive exams such as CAT, JEE, etc., focus on facts and figures but fall short on knowledge that connects them to the real world. They reach only a certain point in their careers and life overall, then lose themselves. These aspirants are supposedly the intelligent bunch, so what is the lacuna? This applies to anyone who is an active part of this education system. This broadens the vision to something primal. While information learned within a syllabus is vital, it alone does not suffice to thrive. After a certain stage, there is no syllabus handed over. It is knowledge seeking that drives the human race towards individual and collective development and well-being. How is knowledge seeking cultivated and nurtured from a young age?

The focus here shifts from the consumption of information to the consumption of knowledge. But how is this achieved? The author emphasizes the power of big-think questions in classrooms. When students studying any discipline are guided to ask and are asked big-think questions, they engage in the fundamental spirit and methodology of the discipline, as mentioned in the chapter “The Souls of Disciplines.” To quote an example from the book, history, at its heart, is a narrative of people, groups, communities, and places in time, beyond mere information about specific historical periods. Unfortunately, this spirit is often silenced under the maze of facts and information that constitute the body of the discipline, the author contends.

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When education drives a student to understand the epistemic form of the discipline, she will navigate her life well with her knowledge alone, with stealth and sensitivity, without needing to rely on a syllabus for support. Life with education begins with understanding the epistemic form of one’s primary discipline of interest and extends to drawing attraction to other disciplines, either interdisciplinary or contra-disciplinary. Reading about contra-disciplinarity can leave anyone amused! Can one imagine literature and computer science communicating? The friendship between the abstraction of literature and the concreteness of computer science is disruptive, and the author calls for it for a deeper sense of knowledge. Consumed in this way, knowledge transitions into the production of new knowledge at all stages of consumption. This makes education increasingly interesting, sustaining, evolving, and useful.

What resonated with me most was the author’s perspective on teaching questions and research questions. According to the author, no question is directionless. A question that lacks a definitive answer but stimulates the mind, ignites curiosity, and encourages deeper exploration into a paradigm is a teaching question. Such questions foster openness to various perspectives, acceptance of experiences, assimilation, and the consumption of knowledge. On the other hand, the counterpart of consumption is the production of new knowledge rooted in research questions studied empirically, theoretically, conceptually, and empathetically. Research allows for a deep relationship with knowledge and the process of scientific inquiry to produce new knowledge grants one a real agency. This process of questioning, learning, and constructing knowledge cultivates critical thinking grounded in knowledge. In essence, both the consumption and production of knowledge occur through questioning. When knowledge naturally flows between consumption and production, who better than students and teachers can move in and out and back and forth? This affirms the truth that education involves lifelong consumption and production of knowledge.

The book also reflects the reality, empathizes with the plight, and identifies the aspirations of a teacher-researcher trapped in a college constrained by the Indian university system of college operations. As a professor caught between the desire to lead oneself and counterparts with knowledge and piles of files, reading the book broke the silence. Bringing change to this system requires individuals, institutions, and policies to unlearn and relearn, marking the onset of a liberal mindset for liberal education. However, it only takes openness to begin this change in my classroom.

To conclude and commence, I borrow the author’s words, “Whatever the how, here’s the now.”

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Authored By-
Swathi Priya D,
Assistant Professor (Psychology),
Kumaraguru College of Liberal Arts and Science

In the evolving landscape of education, the role of career counsellors in schools has become increasingly indispensable. Today, as we stand on the cusp of technological advancements and globalization, the need for informed career guidance has never been more critical. This article delves into the necessity of updated career counsellors in Indian schools, shedding light on misconceptions, highlighting new-age career paths, and emphasizing the importance of equipping students with the requisite skills and knowledge for their future endeavors.

Misconceptions and Realities
One prevalent misconception is that career counselling is only necessary for high school students approaching graduation. However, career development is a lifelong process, beginning as early as childhood and continuing throughout one’s professional journey. By integrating career counselling into the curriculum from an early age, students can explore various interests, talents, and aspirations, thus making informed decisions about their academic and career paths. Another misconception revolves around the notion that career counselling is solely for students struggling academically or uncertain about their future. On the contrary, career counselling is beneficial for all students, regardless of their academic prowess. It helps students align their interests, skills, and goals with suitable career pathways, fostering a sense of purpose and direction.

New Age vs. Conventional Careers
The contemporary job market is witnessing a paradigm shift, with emerging sectors such as artificial intelligence, data analytics, and renewable energy gaining prominence. While conventional careers like medicine, engineering, and law continue to hold sway, the landscape is diversifying rapidly, offering a plethora of unconventional yet promising career avenues.

In this era of innovation and disruption, students must be exposed to a spectrum of career options beyond the conventional ones. From digital marketing and sustainability consultancy to content creation and app development, the possibilities are endless. However, navigating these uncharted territories requires expert guidance and up-to-date information, underscoring the need for informed career counsellors in schools.

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The Crucial Role of Career Counsellors
Career counsellors serve as the bridge between students and their future aspirations. They possess the expertise to assess students’ aptitudes, interests, and personality traits, thereby recommending suitable career pathways. Moreover, they stay abreast of industry trends, market demands, and educational policies, equipping them with the knowledge to guide students effectively.

In the Indian context, where the education system is often rigid and rote-learning oriented, career counsellors play a pivotal role in challenging traditional mindsets and fostering a culture of innovation and exploration. By advocating for skill-based learning and experiential education, they empower students to embrace their uniqueness and pursue unconventional career paths with confidence.

The Need for Informed Career Counsellors
India’s demographic dividend, characterized by a burgeoning youth population, presents both opportunities and challenges. While the youth bulge holds the potential to drive economic growth and innovation, it also underscores the urgency of equipping young minds with the requisite skills and knowledge to navigate an increasingly competitive global landscape.

In this regard, informed career counsellors serve as catalysts for change, guiding students through the intricacies of career selection, course planning, and overseas education opportunities. They demystify the application and admission processes for prestigious institutions, provide mentorship for entrance exams, and facilitate internships and industry interactions, thereby nurturing well-rounded individuals poised for success.

As we march towards a future characterized by uncertainty and rapid transformation, the role of career counsellors in schools becomes paramount. By dispelling misconceptions, embracing new-age career pathways, and championing skill-based learning, they pave the way for students to embark on fulfilling and meaningful professional journeys.

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In essence, investing in updated career counsellors isn’t just a necessity; it’s a strategic imperative for shaping the future workforce and fostering socio-economic development. As educational leaders, let us recognize the pivotal role of career counselling in shaping the destinies of our students and strive towards creating a generation of future-ready individuals equipped to thrive in the dynamic world of tomorrow.

Authored By- 
Archana Singh
Principal, Sunbeam Suncity (School & Hostel),
Varanasi