Specification Grid 2080_Pre Primary Level
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Self-control
Once, in the late 1960s, Walter Mitchel, a professor
at Stanford University, conducted a test with a marshmallow, a delicious sweet
candy. 653 children of average 4 years age had assembled. At first one
marshmallow sweet was kept in front of every child. They were all told that if
they can control themselves for 20 minutes and not take the marshmallow, then
they will be given 2 marshmallows instead of 1. But very few children could
wait for 20 minutes but most children ate immediately as soon
as they got it.
Some
could restrain for 2 mins or more, only few children could hold on for 20 mins
and then got to eat 2 sweets.After 20 years, in the late1980s when these children became early adults, Mitchel found out that those who were able to control themselves at the age of 4 were more successful in their career, studies and are much happier in their lives.
Self-control yields all knowledge. Developing self-control gives a sense of
achievement; it helps us to realize our full potential. Our self-esteem
increases and we look at ourselves in a new light. We become the achievers. We
do not feel weak in the knees when we face temptations. We don’t feel vulnerable
or insecure. We have control over our thoughts. We cannot be forced to do
anything against our will. We are respected by everyone. We have control even
over our emotions – we can be happy or sad according to our will. People don’t
affect us, our confidence affects people, and they are bound to follow. These
qualities are very attractive.
Self-control is necessary if we want to be successful as;
Sense control makes us successful in studies, sports and every activity that we do.
Thoughts
· Positive thoughts are value based thoughts which have no selfish intentions.
- Necessary thoughts are related with the day to day routine, work, profession, career etc.
- Negative thoughts are based on weaknesses, vices, evils, selfishness, complexities etc.
- Waste thoughts are the ones in which the mind keeps brooding over the past or worrying about the unknown future.
Positive | Negative | Necessary | Waste
Love Stress Career Future
Prayerful Egoism Routine
Mercy Racism Profession
Surrender Laziness
Honesty Revenge
Harmony Carelessness
Tolerance Criticism
Enthusiasm Jealousy
Understanding Attachment
Humility
Hope
Peace
Thoughts have power of Materialization: If your thoughts are positive, positive conditions will emerge in life. If negative, then negative conditions will emerge in life.
Watch your
thoughts – they become words;
Watch your
words – they become actions
Watch your
actions – they become habits;
Watch your
habits – they become character;
Watch your
character – it becomes your culture
Conclusion: We have to give up negative and waste thoughts and focus our attention on positive and necessary thoughts, for all round well-being and progressive performance at all levels.
Concentration
Concentration
is being able to focus the mind on a thing and hold it steadily there without
letting it wander.
The
Kaurava and the Pandava princes received their training under the renowned
teacher Dronacharya. One day, Drona
decided to test his students’ abilities.
He placed an artificial bird high in a tree. Calling together all the princes, he said to
each of them, “Take your bows and aim for bird’s eye. One by one I shall call you forward to
shoot.”
The first to be called was
Yudhisthira. When he had placed an arrow
on his bow and aimed, Drona said, “Oh! prince, tell me what you see.”
Yudhisthira replied that he saw his
brothers, Drona, the tree and the bird.
Drona asked him again and again what he saw and each time received the
same reply. Drona then reproached him
and told him to stand down without firing his arrow. “You will not be able to hit the mark,” he
said with annoyance.
Duryodhana was the next to be
called. When he was ready to fire Drona
asked him the same question. The prince
replied as Yudhisthira had replied, and again Drona told him to stand
down. One by one the princes were called
and each responded to Drona similarly and was not allowed to shoot at the bird.
Finally Arjuna was called. When he was prepared to shoot and was
standing with his bow drawn in a semicircle, Drona said, “Tell me what you
see. Can you see myself, your brothers
and the tree?”
Arjuna replied, “I see only the
bird. I cannot see you or my brothers,
nor the tree.” Drona was pleased. He waited a moment and asked, “If you see the
bird, then please describe it to me.”
Arjuna responded, “I see only the bird’s
head. I cannot see its body.”
Drona felt his hair stand on end with
delight. He said, “Shoot!”
Arjuna released his arrow and it struck
the wooden bird in the eye, sending it tumbling to the ground. With tears of joy Drona embraced his disciple
as Duryodhana and his brothers looked on in anger.
Sometime after that Drona went with the
princes to the Ganges to bathe. As he
entered the water he was seized by a fierce crocodile. Although capable of freeing himself, Drona
cried out, “Oh! princes, quickly kill this beast and rescue me!”
The princes were confounded with sorrow
at seeing their teacher held by the crocodile.
They froze in fear—all except Arjuna. He instantly fired five arrows
which struck the reptile under the water and cut it to pieces. Its mouth fell open and released Drona’s
leg. Drona came to the river bank and
took Arjuna aside. He said to him, “I
wish to give you the greatest of weapons.
Take from me the knowledge of the Brahmastra, the irresistible missile
endowed with Brahma’s power. This weapon
should only be used against supernatural foes, for if released against others
it may destroy the very world.” Drona
then told Arjuna that no one would ever become superior to him with a bow. He was now invincible.
Importance of
concentration
Have you ever tried to keep a paper under a sun through a magnifying glass?
What happens? The paper burns. This is the power of concentration. When your mind is fixed completely on one thought you can feel the power of concentration.
Do you want to feel the power of concentration?
When you are sitting down in your class-room and trying to hear your teacher, how many times are you thinking about 'the games period!' or 'what is there in the tiffin box? ‘Or 'such a wonderful action film I saw yesterday' or 'the game you played in daddy's smart phone' hmmm… does it happen to you. Honestly if yes!! Yes!!! It happens to all of us.
Sometimes it also happens that students are peeping out from the window and trying to watch the beautiful cricket match of other school mates while the teacher is teaching in class-room.
Students' ears were in the class.. Surely!!! But why wasn’t they able to hear what the teacher taught?
Because their minds were not in the class!! They are
where their minds are!
- F It is the mind that lies behind the ears and hears through it.
- F It is not just the ears
that hear.
- F When the teacher spoke,
though the student’s ears were physically present in the class, his mind was
outside, in the playground. So he did not hear the teacher.
- F So to hear anything,
the mind should be present along with the ears.
- F To see anything, the
mind has to be present along with the eyes.
- F To do anything, the
mind has to be present along with the hands.
- F When the mind is
present with us without wandering, we are able to concentrate.
Students' Quality Circle
Goals for Students
1. Students will learn to value and regularly use pro-active, positive ways to build and maintain a peaceful classroom community.
2. Students will develop and enhance positive and supportive connections with peers.
3. Students will develop an understanding of the principles and vocabulary of restorative justice.
4. Students will learn how to participate in circle dialogues, including the four circle guidelines.
5. Students will learn to use and respect a talking piece.
6. Students will learn how to use restorative questions to support conflict resolution and other types of communication.
7. Students will learn to identify who is affected by misbehaviors, and how.
8. Students will contribute to developing appropriate ideas for how to make things right when harms have occurred.
9. Students will learn how and when to ask for a restorative circle.
10. Students will learn to communicate how they are affected by given situations using affective statements and restorative questions.
Goals for Teachers
1. Teachers will understand the core principles of restorative justice and restorative practices and how they differ from traditional or punitive approaches.
2. Teachers will know how to use restorative practices in many situations where punitive discipline approaches might have been used in the past.
3. Teachers will know how to introduce and lead circle dialogues.
4. Teachers will know how to transition into and out of “circle time” and can switch roles between circle keeper and teacher effectively.
5. Teachers will have an understanding of the principle of “connection before content” as it applies to restorative circles.
6. Teachers will know how to sequence activities to build trust among students so they become more willing to communicate authentically.
7. Teachers will know restorative questions and how to use them.
8. Teachers will understand affective communication and will experience how it supports classroom discipline and community building.
Goals for Classroom Community
1. The classroom community will have established agreements about how to participate in circle.
2. Community members will share a sense of responsibility for maintaining agreements and many members will do so proactively during circle time and at other times, including out-of-classroom time. 3. The classroom community will identify specific issues to address and will have honest, authentic discussions about these issues.
4. Procedures will be established for calling attention to issues and conflicts and for requesting help.
5. Procedures will be established for engaging in restorative dialogues around issues and conflicts.
6. It will be emotionally, psychologically, and physically safe for students to share concerns about conflicts, issues, and behaviors that are affecting them.
7. There will be high participation by students in circle dialogues, with little or no passing.
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