A teacher from Primary School asks her students to write a essay about what they would like God to do for them... At the end of the day, while marking the essays, she read one that made her very emotional. Her husband, who had just walked in, saw her crying and asked her:-
'What happened?' She answered- 'Read this. It is one of my students' essay.'
'Oh God, tonight I ask you something very special : Make me into a television. I want to take its place and live like the TV in my house. Have my own special place, And have my family around ME. To be taken seriously when I talk.... I want to be the centre of attention and be heard without interruptions or questions. I want to receive the same special care that the TV receives even when it is not working. Have the company of my dad when he arrives home from work, even when he is tired. And I want my mom to want me when she is sad and upset, instead of ignoring me... And... I want my brothers to fight to be with me... I want to feel that family just leaves everything aside, every now and then, just to spend some time with me. And last but not least, ensure that I can make them all happy and entertain them... Lord I don't ask you for much... I just want to live like a TV.'
At that moment the husband said :- 'My God, poor kid. What horrible parents!' The wife looked up at him and said:-
'That essay is our son's !!!
Monday, August 30, 2010
Friday, August 27, 2010
Cricket Series.........1
View PowerPoint presentation about Cricket from Sancta Maria International School.
Sunday, August 22, 2010
Be healthy, Be Peaceful
Today I ran/jogged for 5 km as part of the run against ragging organised by St. Mary’s College. Early in the morning we got up at 4:30 and took a local train to Necklace Road, the venue of the event. A good number of people, mostly college students participated and the run got flagged off at about 7: 15 a.m.
I completed the run in around 45 minutes and the body felt very light at the end of it. I did little stretching after the run to get rid of the stiffness, especially in the legs. I slept for a while after coming back home and am feeling very good.
It was possible for me to run this long as I have been regular to a gym for the last month and a half. Thanks to Mrs. Shetty and Ce’line for being the inspiration and thanks to my trainers at the gym.
I think it is very important to keep one fit and healthy to be happy. Take out couple of hours every day to exercise. It is important to join a gym or a sports club as this helps us to be regular. We tend to be casual when we exercise at home.
If you are physically fit and healthy you can work for longer hours happily which in turn produces your best work. Here I am sharing this with you because I am happy and so happy that I cannot contain it. Live a healthy and a happy life.
I completed the run in around 45 minutes and the body felt very light at the end of it. I did little stretching after the run to get rid of the stiffness, especially in the legs. I slept for a while after coming back home and am feeling very good.
It was possible for me to run this long as I have been regular to a gym for the last month and a half. Thanks to Mrs. Shetty and Ce’line for being the inspiration and thanks to my trainers at the gym.
I think it is very important to keep one fit and healthy to be happy. Take out couple of hours every day to exercise. It is important to join a gym or a sports club as this helps us to be regular. We tend to be casual when we exercise at home.
If you are physically fit and healthy you can work for longer hours happily which in turn produces your best work. Here I am sharing this with you because I am happy and so happy that I cannot contain it. Live a healthy and a happy life.
Tuesday, August 17, 2010
Abraham Lincoln’s letter to his son’s Head Master
I know that most of us have read this letter but let us read it again and reflect honestly to see how much of it we ourselves practice in life. This is important as it is aptly said ‘BE THE CHANGE YOU WANT TO BE’
Abraham Lincoln’s letter to his son’s Head Master
Respected Teacher,
My son will have to learn I know that all men are not just, all men are not true. But teach him also that for every scoundrel there is a hero; that for every selfish politician, there is a dedicated leader. Teach him that for every enemy there is a friend.
It will take time, I know; but teach him, if you can, that a dollar earned is far more valuable than five found.
Teach him to learn to lose and also to enjoy winning.
Steer him away from envy, if you can.
Teach him the secret of quite laughter. Let him learn early that the bullies are the easiest to tick.
Teach him, if you can, the wonder of books.. but also give him quiet time to ponder over the eternal mystery of birds in the sky, bees in the sun, and flowers on a green hill –side.
In school teach him it is far more honourable to fail than to cheat.
Teach him to have faith in his own ideas, even if every one tells him they are wrong.
Teach him to be gentle with gentle people and tough with the tough.
Try to give my son the strength not to follow the crowd when every one is getting on the bandwagon.
Teach him to listen to all men but teach him also to filter all he hears on a screen of truth and take only the good that comes through.
Teach him, if you can, how to laugh when he is sad.
Teach him there is no shame in tears.
Teach him to scoff at cynics and to beware of too much sweetness.
Teach him to sell his brawn and brain to the highest bidders; but never to put a price tag on his heart and soul.
Teach him to close his ears to a howling mob… and to stand and fight if he thinks he’s right.
Treat him gently; but do not cuddle him because only the test of fire makes fine steel.
Let him have the courage to be impatient, let him have the patience to be brave.
Teach him always to have sublime faith in himself because then he will always have sublime faith in mankind.
This is a big order; but see what you can do. He is such a fine little fellow, my son.
Abraham Lincoln.
Abraham Lincoln’s letter to his son’s Head Master
Respected Teacher,
My son will have to learn I know that all men are not just, all men are not true. But teach him also that for every scoundrel there is a hero; that for every selfish politician, there is a dedicated leader. Teach him that for every enemy there is a friend.
It will take time, I know; but teach him, if you can, that a dollar earned is far more valuable than five found.
Teach him to learn to lose and also to enjoy winning.
Steer him away from envy, if you can.
Teach him the secret of quite laughter. Let him learn early that the bullies are the easiest to tick.
Teach him, if you can, the wonder of books.. but also give him quiet time to ponder over the eternal mystery of birds in the sky, bees in the sun, and flowers on a green hill –side.
In school teach him it is far more honourable to fail than to cheat.
Teach him to have faith in his own ideas, even if every one tells him they are wrong.
Teach him to be gentle with gentle people and tough with the tough.
Try to give my son the strength not to follow the crowd when every one is getting on the bandwagon.
Teach him to listen to all men but teach him also to filter all he hears on a screen of truth and take only the good that comes through.
Teach him, if you can, how to laugh when he is sad.
Teach him there is no shame in tears.
Teach him to scoff at cynics and to beware of too much sweetness.
Teach him to sell his brawn and brain to the highest bidders; but never to put a price tag on his heart and soul.
Teach him to close his ears to a howling mob… and to stand and fight if he thinks he’s right.
Treat him gently; but do not cuddle him because only the test of fire makes fine steel.
Let him have the courage to be impatient, let him have the patience to be brave.
Teach him always to have sublime faith in himself because then he will always have sublime faith in mankind.
This is a big order; but see what you can do. He is such a fine little fellow, my son.
Abraham Lincoln.
WHY ARE SCHOOLS SO BORING?
WHY ARE SCHOOLS SO BORING?
Arvind Gupta
“What a dangerous activity reading is, teaching is. All this plastering on of foreign stuff. Why plaster on at all when there’s so much inside already? So much locked in? If only I could get it out and use it as working material. And not draw it out either. If I had a light enough touch it will just come out under its own volcanic power.” Spinster (Sylvia Ashton Warner)
“Children WALK to school, Children RUN away from school,” this British Telecom advertisement perhaps sums up the reality of today’s schools.
What do children do in schools? They wear a uniform and carry a heavy bag. The school gong ushers everyone for an assembly, sermon and a prayer. Then children tiptoe to their classes, often with a finger on their lips. The class starts. The teacher speaks; the children listen, take notes, and mug them up to regurgitate them in future tests and exams. The school is cut off from life. The classroom is a world of silence, of immobility. The pupils keep quiet, listen, obey and are judged. The teacher knows, gives orders, decides, judges, notes, punishes. The school is a world of uniformity, of artificial communication and of punishments.
Schools are opposed to natural learning. At home children learn from their parents, grandparents and other adults. In turn, they also teach their younger siblings. School is the direct opposite of natural learning. Here, all children of a certain age are segregated and put into separate classes. The only adult they come into contact with is the class teacher – who has a paper degree but is usually devoid of any demonstrable skills. He /she can do little else but teach. Pitted with one single adult the children are deprived of wider adult experience and company. The result is not diversity but homogeneity of experience.
Many teachers, principals and even parents think that when a child enters schools he / she is a clean slate, on which any alien state sponsored curricula can be written. Rather, the child is a malleable lump of clay which can be wilfully moulded by the school. That the child is young and impressionable is certain. But when children come to school they bring with them hordes of experiences. Any child-centred pedagogy, instead of negating the child’s own experiences, should build upon what the child already knows.
Instead, the children are drilled into doing the most boring exercises. Text books have become synonyms with learning. Very few schools have good libraries with supplementary books. Most school libraries are locked and inaccessible to children. Rare is a school which encourages children to visit book shops and Book Fairs to choose and select books of their liking for the library. The Centre for Learning (CFL) in Bangalore has done this for a long time. And this is reflected in the fine collection of books and the Open Library they have.
Children singing a nursery rhyme like ‘Jack and Jill went up the hill,’ or ‘Ring-a, ring-a roses,’ is a common sight. Why are our children made to suffer these rhymes which have no relationship to their lives or their reality? Well, one may say that this is part of our colonial heritage. The British gave us the English language and along with it a bagful of their cultural icons.
“Rain, Rain go away, Little Johnny wants to play,” is another such nursery howler which totally negates the Indian child’s own experience. In overcast, drizzly London, a child wanting to go outside to play might like to shoo away the clouds and stop the rain. But it is just the opposite in India. After the arid summer and the monstrous blasts of hot air, people all over India pray for the rains to relieve them from hell’s inferno. All our regional languages are rich in folk songs which welcome and embrace the rain. For despite all its technological progress, one rain deficient year can spell disaster and starvation in India. Rain is so important to us. How can we ever shoo it away?
The first words, songs, stories have intense meaning in a child’s real life. They should be part of the child’s cultural milieu. The alien stuff taught in schools – which have no bearing to the learner’s experience soon becomes boring and a chore. State produced text books are often didactic, sermonizing and they tend to talk down to children. Soon children lose interest in studies.
This is a true story of an American School. It was located in a poor area with a preponderance of African Americans. These children evinced no interest in reading. Despite several remedial programmes the school made little progress. Soon a young trainee teacher was assigned to the school. She had little experience, but was bright and sensitive. She soon realized the incongruity of state sponsored textbook which did not reflect the lives of her learners. She could also feel that African Americans were steeped in music. Music was their life. So, she put up chart sheet on all the walls of her classroom, and asked the children for their popular songs. As soon as she wrote the popular songs on the charts, the children were reading them (as they knew them by heart). Thus these deprived children got immersed into the written words through their own songs.
How about art?
If you ask a primary school child in Delhi to draw an outdoor scene it will most likely be two isosceles triangles side-by-side connected with an arc. The triangles represent hills and the curved piece the peeping sun. Such hills are not part of the Delhi landscape. This is no fault of the child. This is what she was taught in the class.
If you ask children to draw a house they invariably will draw houses with inverted “V” pitched roofs. In reality, it might be difficult to spot such houses in Delhi. Probably they had seen such pictures in some book, or were merely reproducing what the teacher normally drew on the blackboard.
The un-contextualised rote-learning is evidenced in the kids' representation of houses with pitched roof. No one talks about the need for developing creativity in the kids. This is possible only if the teachers themselves had been brought up to think and learn in such an enlightened mode. One thing is for sure, kids need to be made conscious of their own surroundings. Contextualisation needs to be encouraged in our educational system. But first, what's needed is the realisation that creativity is critical to any liberal educational system!
The greatest sin we can commit against our children is to make them sit still on a chair for long hours. Most schools just do that. Children’s life is motion and activities and most learning should be by doing. Rote learning and parroting out definitions and formulae can numb the mind. Before the children can understand a thing, they need to experience: seeing, touching, hearing, tasting, smelling, choosing, arranging, putting things together, and taking things apart. In short, they must experience real life and experiment with real things.
Fifteen years back I used to teach in Mirambika – an experimental school run by the Sri Aurobindo Ashram. The school is located in Delhi on a large, green campus, opposite the NCERT. I used to often take the children for tree walks. Soon the children become very good at recognizing and identifying trees. Unlike birds, which fly from place-to-place, trees are rooted on a spot and one can observe them in their pristine beauty with the changing season. Soon the class decided to put name plates on the trees. We found that the cheapest ways of making name plates was to take old FROOTI packets (Tetrapaks) open them up and write on them with a ball pen. While making name plates every single child first made a name plate of their names and pinned them to their shirts! Then each child made a name plate for a tree and tied it like a rakhi to the tree. In the process the emotive bond between the children and trees strengthened. Later we put name plates on all the trees in an adjoining park and public street. This, apart from being good public education was also good learning for the children.
Today majority of the schools fail to capture the imagination of children. They have become dens of boredom. Children go to school because they are forced to do so by their parents. There are some schools which have shown sensitivity towards children and cut down on authoritarianism and bureaucracy. I earnestly hope that there will be other schools who will take a cue from this.
Arvind Gupta is an ace science populariser at IUCAA's Science Centre for Children in Pune.
Arvind Gupta
“What a dangerous activity reading is, teaching is. All this plastering on of foreign stuff. Why plaster on at all when there’s so much inside already? So much locked in? If only I could get it out and use it as working material. And not draw it out either. If I had a light enough touch it will just come out under its own volcanic power.” Spinster (Sylvia Ashton Warner)
“Children WALK to school, Children RUN away from school,” this British Telecom advertisement perhaps sums up the reality of today’s schools.
What do children do in schools? They wear a uniform and carry a heavy bag. The school gong ushers everyone for an assembly, sermon and a prayer. Then children tiptoe to their classes, often with a finger on their lips. The class starts. The teacher speaks; the children listen, take notes, and mug them up to regurgitate them in future tests and exams. The school is cut off from life. The classroom is a world of silence, of immobility. The pupils keep quiet, listen, obey and are judged. The teacher knows, gives orders, decides, judges, notes, punishes. The school is a world of uniformity, of artificial communication and of punishments.
Schools are opposed to natural learning. At home children learn from their parents, grandparents and other adults. In turn, they also teach their younger siblings. School is the direct opposite of natural learning. Here, all children of a certain age are segregated and put into separate classes. The only adult they come into contact with is the class teacher – who has a paper degree but is usually devoid of any demonstrable skills. He /she can do little else but teach. Pitted with one single adult the children are deprived of wider adult experience and company. The result is not diversity but homogeneity of experience.
Many teachers, principals and even parents think that when a child enters schools he / she is a clean slate, on which any alien state sponsored curricula can be written. Rather, the child is a malleable lump of clay which can be wilfully moulded by the school. That the child is young and impressionable is certain. But when children come to school they bring with them hordes of experiences. Any child-centred pedagogy, instead of negating the child’s own experiences, should build upon what the child already knows.
Instead, the children are drilled into doing the most boring exercises. Text books have become synonyms with learning. Very few schools have good libraries with supplementary books. Most school libraries are locked and inaccessible to children. Rare is a school which encourages children to visit book shops and Book Fairs to choose and select books of their liking for the library. The Centre for Learning (CFL) in Bangalore has done this for a long time. And this is reflected in the fine collection of books and the Open Library they have.
Children singing a nursery rhyme like ‘Jack and Jill went up the hill,’ or ‘Ring-a, ring-a roses,’ is a common sight. Why are our children made to suffer these rhymes which have no relationship to their lives or their reality? Well, one may say that this is part of our colonial heritage. The British gave us the English language and along with it a bagful of their cultural icons.
“Rain, Rain go away, Little Johnny wants to play,” is another such nursery howler which totally negates the Indian child’s own experience. In overcast, drizzly London, a child wanting to go outside to play might like to shoo away the clouds and stop the rain. But it is just the opposite in India. After the arid summer and the monstrous blasts of hot air, people all over India pray for the rains to relieve them from hell’s inferno. All our regional languages are rich in folk songs which welcome and embrace the rain. For despite all its technological progress, one rain deficient year can spell disaster and starvation in India. Rain is so important to us. How can we ever shoo it away?
The first words, songs, stories have intense meaning in a child’s real life. They should be part of the child’s cultural milieu. The alien stuff taught in schools – which have no bearing to the learner’s experience soon becomes boring and a chore. State produced text books are often didactic, sermonizing and they tend to talk down to children. Soon children lose interest in studies.
This is a true story of an American School. It was located in a poor area with a preponderance of African Americans. These children evinced no interest in reading. Despite several remedial programmes the school made little progress. Soon a young trainee teacher was assigned to the school. She had little experience, but was bright and sensitive. She soon realized the incongruity of state sponsored textbook which did not reflect the lives of her learners. She could also feel that African Americans were steeped in music. Music was their life. So, she put up chart sheet on all the walls of her classroom, and asked the children for their popular songs. As soon as she wrote the popular songs on the charts, the children were reading them (as they knew them by heart). Thus these deprived children got immersed into the written words through their own songs.
How about art?
If you ask a primary school child in Delhi to draw an outdoor scene it will most likely be two isosceles triangles side-by-side connected with an arc. The triangles represent hills and the curved piece the peeping sun. Such hills are not part of the Delhi landscape. This is no fault of the child. This is what she was taught in the class.
If you ask children to draw a house they invariably will draw houses with inverted “V” pitched roofs. In reality, it might be difficult to spot such houses in Delhi. Probably they had seen such pictures in some book, or were merely reproducing what the teacher normally drew on the blackboard.
The un-contextualised rote-learning is evidenced in the kids' representation of houses with pitched roof. No one talks about the need for developing creativity in the kids. This is possible only if the teachers themselves had been brought up to think and learn in such an enlightened mode. One thing is for sure, kids need to be made conscious of their own surroundings. Contextualisation needs to be encouraged in our educational system. But first, what's needed is the realisation that creativity is critical to any liberal educational system!
The greatest sin we can commit against our children is to make them sit still on a chair for long hours. Most schools just do that. Children’s life is motion and activities and most learning should be by doing. Rote learning and parroting out definitions and formulae can numb the mind. Before the children can understand a thing, they need to experience: seeing, touching, hearing, tasting, smelling, choosing, arranging, putting things together, and taking things apart. In short, they must experience real life and experiment with real things.
Fifteen years back I used to teach in Mirambika – an experimental school run by the Sri Aurobindo Ashram. The school is located in Delhi on a large, green campus, opposite the NCERT. I used to often take the children for tree walks. Soon the children become very good at recognizing and identifying trees. Unlike birds, which fly from place-to-place, trees are rooted on a spot and one can observe them in their pristine beauty with the changing season. Soon the class decided to put name plates on the trees. We found that the cheapest ways of making name plates was to take old FROOTI packets (Tetrapaks) open them up and write on them with a ball pen. While making name plates every single child first made a name plate of their names and pinned them to their shirts! Then each child made a name plate for a tree and tied it like a rakhi to the tree. In the process the emotive bond between the children and trees strengthened. Later we put name plates on all the trees in an adjoining park and public street. This, apart from being good public education was also good learning for the children.
Today majority of the schools fail to capture the imagination of children. They have become dens of boredom. Children go to school because they are forced to do so by their parents. There are some schools which have shown sensitivity towards children and cut down on authoritarianism and bureaucracy. I earnestly hope that there will be other schools who will take a cue from this.
Arvind Gupta is an ace science populariser at IUCAA's Science Centre for Children in Pune.
Monday, August 16, 2010
Another Write Up about Aravind Gupta!
Its wonderful to watch a child grow and blossom. We as teachers are the 'Chosen Ones' to carry out the job of identifying the innate beauty in a child and realise their dreams. The children are 'doubtless' ones. They follow us blindly to an unknown path. But they sense the genuinity of a teacher and get influenced more by the values we carry than the knowledge that we display. Here is what Arvind Gupta, ace science populariser at lUCAA's Science Centre for Children in Pune, talks about his favourite teacher had to say about his favourite teacher.
THE TIMES OF INDIA, PUNE, WEDNESDAY, DECEMBER 3, 2008
TEACHING THROUGH EXPERIMENTS: Arvind Gupta
TEACHING THROUGH EXPERIMENTS: Arvind Gupta
'She gave me a sense of self-esteem'
Arvind Gupta, ace science populariser at lUCAA's Science Centre for Children in Pune, talks about his favourite teacher My parents never went to school but my mother ensured that her children went to the best school. The best school in Bareilly, Uttar Pradesh, was the St Maria Goretti convent school. This co-educational school was run by nuns. There were nine girls and three boys in my class. Three students opted for advanced mathematics for the Senior Cambridge exam and I was one of them.
Mrs. Frey was my mathematics teacher. I still do not know her first name. Mrs. Frey and us students would to sit across a small table. On the very first day, she told us, "Look children, I do not know much Maths myself, so you will have to figure things out for yourself and learn from one another!" She knew that I was good at Maths, but weak in English. Hence, she talked to me for hours in English and encouraged me to read more. She repeatedly told me, "Arvind, I have faith in you!" This boosted my confidence and I passed my English examinations with distinction!
I still remember Mrs. Frey as my best teacher. She had the courage to be honest. She nudged us gently to relate things to real life. Once, we were doing 'hexaminoes'. Given six squares, how many original networks can one make? Copycats, rotations and reflections were discounted. After a while, we figured out that there could be just 35 and no more. Then she asked us which networks could be folded to make a cube. For this, we actually drew, cut and folded them. It was fun and great learning. While our chemistry teacher made us 'mug up' things, this splendid maths teacher made us do 'experiments'.
Mrs. Frey's older son, David, studied in Sherwood School, Nainital. David and I were of the same age. A few days before the final Senior Cambridge examinations, Mrs. Frey came to our home with David. To reach our house was not easy. One had to cut across numerous lanes and by-lanes. How Mrs. Frey actually located our home remains a mystery. My elder sister was Mrs. Frey's old student. We were both overjoyed to see her and welcomed her. Mrs. Frey announced, "David is having some problems with mathematics and I thought I should take him to my two brightest students!" As can be imagined, my sister and I were on top of the world.
Along with my mother, Mrs. Frey, is the one person who gave me a sense of self-esteem. It is this sense of self worth which made me choose a career far removed from my IIT degree. For the past 30 years, I have tried to make science a fun-filled experience for the children of my country I have loved every minute of it and for this I must thank Mrs. Frey for giving me faith in my own abilities.
(As told to Rahul Chandawarkar)
Arvind Gupta, ace science populariser at lUCAA's Science Centre for Children in Pune, talks about his favourite teacher My parents never went to school but my mother ensured that her children went to the best school. The best school in Bareilly, Uttar Pradesh, was the St Maria Goretti convent school. This co-educational school was run by nuns. There were nine girls and three boys in my class. Three students opted for advanced mathematics for the Senior Cambridge exam and I was one of them.
Mrs. Frey was my mathematics teacher. I still do not know her first name. Mrs. Frey and us students would to sit across a small table. On the very first day, she told us, "Look children, I do not know much Maths myself, so you will have to figure things out for yourself and learn from one another!" She knew that I was good at Maths, but weak in English. Hence, she talked to me for hours in English and encouraged me to read more. She repeatedly told me, "Arvind, I have faith in you!" This boosted my confidence and I passed my English examinations with distinction!
I still remember Mrs. Frey as my best teacher. She had the courage to be honest. She nudged us gently to relate things to real life. Once, we were doing 'hexaminoes'. Given six squares, how many original networks can one make? Copycats, rotations and reflections were discounted. After a while, we figured out that there could be just 35 and no more. Then she asked us which networks could be folded to make a cube. For this, we actually drew, cut and folded them. It was fun and great learning. While our chemistry teacher made us 'mug up' things, this splendid maths teacher made us do 'experiments'.
Mrs. Frey's older son, David, studied in Sherwood School, Nainital. David and I were of the same age. A few days before the final Senior Cambridge examinations, Mrs. Frey came to our home with David. To reach our house was not easy. One had to cut across numerous lanes and by-lanes. How Mrs. Frey actually located our home remains a mystery. My elder sister was Mrs. Frey's old student. We were both overjoyed to see her and welcomed her. Mrs. Frey announced, "David is having some problems with mathematics and I thought I should take him to my two brightest students!" As can be imagined, my sister and I were on top of the world.
Along with my mother, Mrs. Frey, is the one person who gave me a sense of self-esteem. It is this sense of self worth which made me choose a career far removed from my IIT degree. For the past 30 years, I have tried to make science a fun-filled experience for the children of my country I have loved every minute of it and for this I must thank Mrs. Frey for giving me faith in my own abilities.
(As told to Rahul Chandawarkar)
Warm - up session
Stretch Your Muscles !
Everyone has heard about stretching before and after exercise, but not everyone does it. Stretching is important to prepare your body for any sudden jerks while playing.
Stretching before your workout will help you loosen up all your muscles. Whether you're getting ready to work out or just doing a high volume activity, it's important to stretch. When stretching, you allow more oxygen to reach the muscles, which in turn promotes stronger ligaments as well. If you tighten up, then relax your muscle before work out which will allow for better blood circulation. The best thing to do is tighten or flex whatever muscle you're working for about 7-10 seconds. Hold it as tight as you can, then release your muscle. You're heart will be pumping more blood making your muscles more effective.
Stretching everyday will help your body gain overall flexibility. If you stretch a few times a day, especially during the morning and night it can help your body become more flexible. It is very important to be consistent with stretching. If you're not, you're body can start to lose the flexibility somewhat quickly.
Following instructions.............to understand the technicalities of a game
Running for the baton - Relay Race
Get to the target !
What a throw !
Saturday, August 14, 2010
Thursday, August 12, 2010
Ethan and Stanley 'The Skeleton'
While learning about the 'Skeletal System' in Science,we did a Skeleton jigsaw and named it Stanley.These pictures have been uploaded and captioned by ETHAN.
Me and Stanley saying "Hi !"
Me pretending to be Stanley
Me and Stanley making scary faceMonday, August 9, 2010
Clowning around at School !!!
Wednesday, August 4, 2010
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