Thursday, April 28, 2016

In Goodness We Trust



“The fragrance of flowers spreads only in the direction of the wind. But the goodness of a person spreads in all directions.”
                                                        -Chanakya
          Goodness is not just a simple word for the general quality of being recognized in character or conduct but is also the most valuable gift one can impart.
         Below is a story which gives us an insight to the eminence of goodness:
          There was once a member of a school board who delivered a speech. He turned his back to the seniors on stage and faced the student’s parents in the audience. “If you had to send your kids off to college with only one of the following nuggets of wisdom,” he asked them, “which would you choose: Be successful? Be happy? Or be good?
          One of the students couldn’t recall his purpose for raising the question, but he vividly remembered his mother’s response. On the car ride home from the ceremony, He asked her which tidbit she would impart to him as he left for college. She paused for a moment and then said confidently, “I’d tell you to be good.”
The mothers’ choice was curious to the student at that time. Happiness and success are the stuff of life, He thought – the things that every parent wants for his or her child. He didn’t understand how she could so easily subordinate those two to being “good.”
Then the mother explained her reasoning. Happiness and success are important, she said, but she knew that her son would strive for those things without being reminded to. Being good, on the other hand, wouldn’t always come as naturally.

She was right. In college, he pursued success and happiness of his own accord. He pushed for competitive internships and worked hard in his classes to succeed. He sought satisfying friendships and hit up the best parties to ensure he’d have the happiest college experience possible. Being good, however, was not always as instinctive and rarely proved to be the easiest thing to pursue. Making time to give back to the community was difficult. Searching for recycling bins was infinitely more annoying than throwing away the bottles. Telling his professor the truth about his tardy paper was much scarier than claiming to be sick.
          As his mother predicted, morality had been the only one of those nuggets of wisdom that required a constant reminder.
          It’s clear that today’s graduates are fixated on achieving their own definitions of happiness and success. We want to thrive in the areas that we love. And why shouldn’t we? But being good while we pursue those endeavors deserves – perhaps requires – a special reminder.
        Even if the nature of our career isn’t selfless – if we’re teachers, bankers, lawyers, writers or advertisers – we all will face opportunities to be good, or to create good, at some point. We just need to embrace those moments.
       Our methods of charity may come in the form of being a good student, friend, or co-worker. Being honest or selfless in these roles won’t always come easily or intuitively. It is said that – The good you do today will be forgotten tomorrow. Do well anyway.
         So in everything, do to others what you would have them do to you. History is a perfect example as it stands as a witness for all the good done by various people in the past. One of them is Mother Teresa - Kind words can be short and easy to speak, but their echoes are truly endless.

– Ms.Gabriella and Ms. Jeedith






Monday, April 18, 2016

MATHEMATICAL ANXIETY

     Mathematics is an important part or element for both, society as well as for an individual. It is important as it is used in so many other disciplines such as; sciences (biology, chemistry, physics, economics, psychology, and sociology), engineering fields (civil, mechanical, industrial), technological fields (computers, rockets, communications), and arts fields (sculpture, drawing, and music). It is very difficult to find any area of life that is untouched by Mathematics. Furthermore, Mathematics enabled us to learn how to think logically and to solve problems using that skill. It also helps us to be precise in thoughts and words. Due to the presence of procedures in Mathematics, it also helped us to organize our thoughts and make us to look into the things clearly and logically. It forces us to think differently and helps us to find new ways to solve a problem. It teaches us life skills (problem solving, logical reasoning, and flexible thinking).
As we know that, society becomes more technically dependent, there will be a huge requirement for people who know high level of Mathematics. There are high number of pupils avoiding Mathematics, and having difficulties in learning and understanding Mathematics (Mcleod and Adams, 1989; Ruffians, 2007; Tobias, 1993; Zettle and Houghton, 1998)[Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013]. In this global economy, technical skills become vital as technology continues to develop (Greenwood, M.R.C. and North K.K. ,1999). Therefore, it is important to understand why students struggle in Math and the problem solving strategies they use. In order to achieve equity, minority students must perform well in Math so that they can engage in the competitive world in lucrative careers that are available in engineering and science. Knowledge for Math is critical for society to continue to grow and develop, especially in the area of research and development (Gutstein, 2007)[Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].
Mathematics depends not only on cognitive abilities but also on emotional factors and attitudes. Relationship between Mathematics Anxiety and Performance may also in the other direction. Poor Mathematical attainment may lead to Mathematical anxiety, as a result of repeated experiences of failure. Indeed, there is likely to be a vicious circle, where anxiety and performance affect each other negatively (Attitudes to Mathematics in Primary School Children by Ann Dowker, Karina Benett, and Louis Smith; 2012)
Pupils, who struggle to understand Mathematical concepts, subsequently find themselves frustrated by their lack of success in Mathematics. This situation then may develop a phobia due to fear or even antipathy towards Mathematics (Hembree, 1990; Izard, 1972; Zettle and Houghton, 1998). Dislike and fear of Mathematics in turn, can cause pupils to develop ‘Mathematics Anxiety’. Mathematics Anxiety is a fear of Mathematics and an intense negative reaction to it (Sherard, 1991) [Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013].
Mathematics Anxiety describes states of mind developed through personal experiences, and individual emotional responses to these experiences. Negative feelings towards learning school Mathematics arise as a consequence of a range of encounters relating to the way Mathematics is presented taught and learnt by individuals (Mathematics Anxiety amongst primary QTS Students, Stuart Green and Mike Allerton, 1999). Tobias (1993) proposed a definition of Mathematics Anxiety. Mathematics Anxiety is one person’s feelings of tension and interfering with operating numbers and resolving Mathematical problems in various life and academic situations [Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].
Mathematics Anxiety refers to feelings of tension or worry that interfere with Mathematical performance in daily life and school setting (Richardson and Suinn, 1972; Wigfield and Meece, 1988). The negative impacts of Mathematics Anxiety have far reaching consequences: compared to their less anxious peers, Mathematically anxious students enjoy Mathematics less, have perceptions of their Mathematical abilities, and do not see the value of Mathematics in everyday life (Ashcraft, Krause, and Hopko, 2007; Ashcraft and Moore, 2009; Hembree, 1990). Indeed, Mathematics Anxiety students participate less in Math class in middle school and steer away from Mathematical majors (Hembree, 1990; Meece, Wigfield and Eccles, 1990). These patterns are particularly troubling given that Mathematical proficiency is becoming increasingly important for full economic opportunity and meaningful participation in society (Mosses and Cobb, 2001; Peterson, Woesmann, Hanusnek, lastra-Anadon, 2011)[Mathematics Anxiety in young children: Concurrent and Longitudinal Associations with Mathematical performance by Rose K. Vukovic, Michael J. Kieffer, Sean P. Bailey, Rachel R. Harari, 2012).
Mathematics Anxiety has several negative effects on children’s and adult’s Mathematics education. For example, people who experience high levels of Mathematics Anxiety are likely to develop negative attitudes towards tasks involved Mathematics, drop out of elective Mathematics classes or avoid taking them altogether. In addition, those with high Mathematics Anxiety avoid pursuing careers that require quantitative skills (Gender Differences in Mathematics Anxiety and the relation to Mathematical Performance while controlling for Test Anxiety, Amy Devine, Kayleigh Fawcett, Denes Szucz, and Ann Dowker, 2012).
This means a pupil who is anxious has a fear of not gaining the knowledge or skillful to be successful in doing a Mathematical problem even it is simple or complex. This state of mind occurs among many pupils at all levels of the education. For example, research has shown that pupils suffer from Mathematics Anxiety across all levels from kindergarten through college (Betz, 1978; Furner and Duffy 2002; Hembree, 1990; Ma,1999; Ryan and Ryan,2005; Woodard, 2004) [Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013].
There has been Math anxiety research conducted, but its primary focus has been on high school students; however, elementary in middle school students also struggle with Math anxiety as well (Newstead, 1998). The transition from elementary to middle school often times creates a major anxiety of its own. “Mathematics anxiety is a feeling of tension and anxiety that interferes with the ‘manipulation of Mathematical’ problems in varied situations” (Kahtoon and Mahmood, 2010). Anxiety can affect student performance in the classroom. Therefore, social emotional perspective and conditions also impact academic performance (Meadows, 2006). Often, children develop negative feelings and higher levels of anxiety toward Math and Math anxiety they develop creates a negative relationship with Math and negatively impacts academic performance (Newstead, 1998).Ma (1999) also reported that children grade 4 and above all had Mathematics anxiety. The major elements of affective domain were emotion, belief, and attitudes (Ashcraft and Moore, 2009). The emotional element is the trigger for Math anxiety because it involves fear, panic, anxiety, and embarrassment which the students’ showed in situations involving Math (Ma, 1999) [Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].
As a teacher I feel that we should provide opportunities to students to understand the Mathematical concepts in a better way by using concrete material, visuals etc. It is also very important to check learners’ prior knowledge before working on the lesson plan. We should inculcate a sense among learners and parents that high or low marks in exams do not label learner as intelligent or stupid. Exams are not for teachers to judge learners but to help.
-        Ms. Nidhi & Ms. Megha


Friday, April 8, 2016

Stop Comparing, Start Creating

We’ve all been there. We’ve all done that. At least once in our life.
You draw something which you just love, or a dress of yours that you just can’t stop adoring or a project that you’d really worked hard on. And suddenly, you see someone else’ work and you feel that your work is not that upto the mark. You feel your work could have been better. You feel your work is not good as compared to the other person’s work. And there is where creativity stops.
Comparison doesn’t let creativity survive. Never.
 “You need to learn how to select your thoughts just the same way you select your clothes every day. This is a power you can cultivate. If you want to control things in your life so bad, work on the mind. That's the only thing you should be trying to control.”
Appreciate the good work!
Good work should always be appreciated and encouraged but don’t allow somebody else’s good work to hamper your self- confidence. As there is no type or category of good work. There are no specifications or parameters for good work. So, there is no chance for any good work being less than the other good work.
Sometimes, however, we get lost in ourselves. Our own personal worlds become so small and important that we forget what else is out there. We forget that there are 7 billion other people on this planet with 7 billion other combinations of personalities and experiences and upbringings. We become the center of our own personal universe and we define our own definitive truths. We form opinions and become steadfast in them. Who can blame us?
But what’s just as important as managing our own qualities and personality traits is the ability to understand someone else’s. What’s just as important as focusing on bettering ourselves is focusing on bettering our ability to connect with others. And that’s where open-mindedness comes in.
To be open-minded means to remove your personal biases and prejudices from any situation.
Open-mindedness does not mean that you must change who you are. It requires asking questions, being genuinely interested in peoples’ thoughts, and accepting people for exactly who they are, differences and all. Open-mindedness doesn’t even mean that you agree with something. It means you are willing to adjust your own conclusions and take someone else’s into consideration when creating a final verdict.

Learn from others’ work!
Learning is something which takes one to various heights. You should always learn from others. The world has a lot to teach all of us. We hardly know a percent of it. But that doesn’t mean you should start comparing and losing confidence in your work.
Human learning is often concerned with adapting to sequential regularities. Written language, spoken language and even behaviour in different social environments are skills we learn through experience that can be characterised by sets of complex rules concerning sequences of events.

Applying best practice means learning from and through the experience of others. One way of doing this is through benchmarking, which allows you to compare your work with other successful works to highlight areas where your work could improve.
Do not take ideas on rent, OWN them!

I don’t have any doubt on this that whenever we own our ideas, we give our best. An idea is a sort of trigger. Once you get the trigger, you are good to go. That’s why whenever our ideas are original and they don’t have any other source, the result comes off better. When we own our ideas, we are fully confident about them. We execute them with a zeal and try our level best to make them work successfully. It’s the same we do whenever we own anything. We put our best in proving it the best. We show our whole belief in them. And belief is what makes it work. Thus, it reduces half of the chances of failure.
“Working smart means wringing maximum production from your work schedule. It’s coming up with new ideas to bring that about.” Robert Terson

Value your efforts and hard work!
Do not let your self-confidence go down to the extent that you start demeaning the value of your hard work. We all have insulted our efforts because of comparing with someone once or more. Why do you want to compare your uniqueness with someone else’? We all are different as well. We have to show faith in ourselves as well as our uniqueness. We have to respect the work that we have done. The moment you start valuing your efforts and hard work, the world starts noticing them.
You’re capable of more than you know. You can do more than you think. Give yourself a chance. Accept your work with all the flaws. Take your scars and make it a tattoo. It’s then when you have accepted yourself. It’s then when you have embraced yourself in true ways. Now, stay like that Forever.

In the end there always should be a self Performance Recognition.
-      Ms. Sirisha & Ms. Joanna