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February 2015, First Steps »

[3 Feb 2015 | No Comment | ]

Aditi Mathur and Ratnesh Mathur

So where does learning come from? No, not so much from school as from the children themselves. When children are exploring, reasoning, asking questions and finding out the answers themselves they learn. Working is an essential part of learning–whether it is working your mind or your body. And you work best when you are energetic. Creative energy is the best kind of energy that spurs us to better ourselves. So help your children let lose their creative energies as they plod through their learning journeys.

First Steps, January 2015 »

[2 Jan 2015 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur
Does external motivation really work? According to the authors, it rarely works and instead, they suggest internal motivation. The best way to do this is to provide an environment for children that will make them feel motivated from inside. Read on to get a few tips.

First Steps, November 2014 »

[3 Nov 2014 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur
How can teachers encourage children to continue learning? This article suggests that children should be hungry to learn and find out things for themselves. By giving in to all their needs to know and making it easy for them, teachers and parents will only be limiting their learning .

First Steps, October 2014 »

[30 Sep 2014 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur

The biggest gift we can give our children is to just let them be. Many of us truly believe that we are good parents if we don’t pressure our children to study all the time or let them choose their own careers. But are we? Answer these questions with all honesty–Have you never wanted your child to come first in that singing competition? Have you never wanted your child to be a model of virtue? We do burden our children whatever our expectations maybe. It is time that we let go and let be.

April 2014, First Steps »

[1 Apr 2014 | 2 Comments | ]

Aditi Mathur and Ratnesh Mathur
Educators or teacher trainers today are increasingly finding it difficult to do their job. They are expected to have a magic wand to mentor teachers, mentor children and bring about change that is far reaching. This article tries to clear some misconceptions and clear the clutter surrounding teacher training methods.

First Steps, March 2014 »

[1 Mar 2014 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur

Is there a right way or a best way to teach? No, there are no set rules that one can follow to become a good teacher. A good teacher is one who can assess situations and adapt his/her ideas or teaching methodologies accordingly.

February 2014, First Steps »

[3 Feb 2014 | Comments Off | ]

strong>Aditi Mathur and Ratnesh Mathur
This article explores the concept of going slow, stopping every now and then to enjoy life and happiness. It is not about going slow per se, but about looking at education, learning and growth differently. Go slow is an alternative to the rat race, it is a together journey of life.

First Steps, January 2014 »

[3 Jan 2014 | One Comment | ]

Aditi Mathur and Ratnesh Mathur

Is learning supposed to be fun? Of course not. Learning requries hardwork, determination and perserverance. So why disguise this fact by associating learning with fun and enjoyment?

First Steps, October 2013 »

[1 Oct 2013 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur
Here are five different values that one needs to inculcate in a child. These are apart from the traditional values like honesty, humility, loyalty, respect etc.

August 2013, First Steps »

[2 Aug 2013 | Comments Off | ]

Aditi Mathur and Ratnesh Mathur
Successful people are in the habit of producing — dreams , ideas, work etc. It is the same with knowledge. If we receive knowledge, we may score well in tests , but if the same knowledge is used, productively, we will do well in life. Children too must be taught to produce and this requires higher order thinking skills. Let children act — they could cook, produce plays, tell stories — anything. This way they learn a lot.