Friday, July 26, 2013

Big dreams - small steps



This one goes for Ratnesh, Namrata and Vishal
A year back when we started with the campus and the big dream in our heart “can a campus teach?”.….the consistent question in mind was “how will this happen, it will take a lot of time?”

But I guess, all things begin with a DREAM and that’s what the campus began with.

Since, last one year Ratnesh and Vishal have been working bit by bit on an absolutely NEW concepts – electricity through solar and water filtering system (dwat) ……………..
I refused to help Ratnesh when he wanted to give loooooooong instructions on phone for implementation, my visual mind could not relate to his verbal instructions - this looked beyond my reach. Namrata came forward and worked patiently to understand every little detail to implement at the campus.  She has this little dream deep in her heart to “set up the campus”.

Ah!!!! We have solar in place at the campus, we have dwat system ready to use at the campus…………….Kids have enjoyed our struggle, they have been receiving unconsciously and are part of our dreams. Ratnesh shared “the education for me is to stay in discomfort zone and constantly learn”.

While planting reeds in the pond, kids took over – one became leader and ensuring the reeds are planted at the sufficient depth, one was working endlessly to dig the pits, another one was observing, one was helping as and when require….there was acceptance of all, all skills, all role…………………Pictures of the winning smiles will tell you the whole story. 

Saturday, November 17, 2012

Do I need to empower?

I shared my thoughts on "attendance" in the training session with the perspective to know how can "I" bring more value to "YOU".
Assumption - If people will find the value (brought by me) in training, they will be eager to attend the sessions.

I personally look forward to the training on Fridays, so I wanted to know  how do "I" make it valuable for "others". I thought I can make it valuable for others :).

After the discussion on "empowerment" I got my "enlightenment".
  • I do not need to make training valuable for anyone -:)
  • People have POWER inside them  to make it valuable for themselves. So if one is not expressing, one is not taking initiative to make it valuable, then "I" do not need to take initiative - rather I need to empower them to realized their "power" of be able to take initiative.
    • I can only make them aware of choices,
    • I also not need to make them aware - they are aware, I just need to accept their choices -:).
    • Window of the"value" is different for me and others - I just need to understand all the windows.
Before, when I used  to take ttt sessions on empowerment, I thought I knew all about empowerment.  Even since I started searching for "what is empowerment", I think I know nothing - and this makes me go for more searchhhhhhhhhhhhhhh
Thank you all for enriching session on empowerment.

Sunday, October 21, 2012

A letter from a child


A letter from a child
Dear Mummy, Papa and My Teacher 
You want me to score high marks. You want me to come first in class. You want me to excel in studies. I know and understand your desire for my success. Its for my own good, I have been told. Even I would like it, but maybe ... in a different way. I want to learn, know, do, make and understand lots of things. Just not always the ways studies are dished out to me.
Mummy, if you made one dish for dinner and it turned out "bad", will you be asked to do it ten times - so that you do not get it "wrong" the next time? How will you feel? Or if your cooking is compared to Grandma's. Or you are sent to cooking tuitions. Can you cook better next time if you are stressed; you are made to feel 'less' or even made to feel 'bad' by a 'red' mark?
Just so,
If I am weak in maths - an extra hour of maths will make me more stressed.
If I cannot concentrate while reading - more reading or comparison with others will give me signals I am less than others.
If I am not remembering my lesson - mugging and demand for more revision will make me hate learning.
If I misspell - writing more and more mechanically will stop me venturing into any other writing or reading events.

Think:
I am weak in Maths but I like cricket - Can I count, add, multiply, or do fraction with my favorite cricket team - My interests are taken care - Now I am even ready to explore why pitches need a particular type of sand? How sedimentary rocks are made? And so on.

If I cannot concentrate on the reading book - but I like watching TV - Can I read how cartoons are made? Can I read how TV works? Can I write about my favorite characters, or what was the best I liked from that show?
I may not be remembering the lesson - but I have a good imagination and can visualize a lot –

Can I make symbols and story for the entire history lesson I need to remember. Since visual memory is more reliable and efficient, can I draw big picture collages of the whole lesson and enjoy it while remembering it for the exam.
I misspell few words, not all - can we see how these words are made, can you show me another strategy to learn spelling or play some game on dictionary so I develop love for words.

As a child I want to excel. I want to see you (my parents) happy and proud of me. Standard methods seem not to work with me (possibly did not work with you also). Pressure, push and stress does not make me motivated to work on my weaknesses.
I would also like to tell you how I enjoy learning. (I am sure the same applies to you also as a learner). If you keep this in mind, I will be more happy, more successful and more motivated to learn.
1. I learn best when I enjoy what is to be learned when it is interesting. Just as you add so many spices and cook my dinner in various ways - you make it so yummy! Can you make my studies yummy too! I am smart in some ways and not so smart in some ways. I have my own natural ways of learning. If you could understand my ways of learning, just as you have understood my ways of eating, then excellence is only a matter of time.
2. Just as you cook the same potato in many different ways, can the same subject or concept be presented to me in different ways. Can you tailor it my way of being smart?
3. Don't I eat most voraciously the food which I like most? Yet my brother’s preferences are different. Is there any need for you to compare me with my brother? Aren’t; we just smart in different ways. I wish you could focus on my ways of being smart and treat both of as equally smart.
4. Just as hunger is natural to my tummy so is learning natural to my brain. I want to learn all the time.
>> Only I want to be stimulated instead of instructed.
>> I want to be encouraged instead of compared.
>> I want to be challenged instead of forced.

5. I eat best when you eat with me, not feed me. Similarly I learn best when I see you as a co-learner not a teacher.
Let me leave you with a simple quote by Winston Chirchill, "I may not like being taught, but I am always ready to learn.”
Yours loving

Intelligence Redefined

Text Box: Gardner first proposed that all humans possess at least seven areas of intelligences each related to a specific area of the brain. Recently he has added an eighth intelligences, and he continues to research other possible intelligences. He defines an “intelligence” as consisting of three components:

è The ability to create an effective product or offer a service that is  valuable in one’s culture . 
è A set of skills that enables an individual To solve problems encountered in life. Gardner believes that “IQ is the capacity to  Solve problems and make things. It’s the Can-do part that counts .”
è The potential for finding or creating Solutions for problems, which enables a Person to acquire new knowledge.
The multiple intelligences theory was first published in 1983 in Gardner’s book, frames of mind: the theory of multiple intelligences. Gardner derived his theory from extensive brain research, which included interviews, tests, and research on hundred of individuals. He Studied the cognitive profiles of stroke and accident victims, prodigies, autistic individuals, those with learning disabilities, idiot savants, and people from diverse cultures.
He concluded that inteliigence is not one inborn fixed trait that dominates the skills and problem-solving abilities students possess. Gardner ’s theory doesn’t question the existence of a general intelligence but probes the possibilities of intelligences not covered by one concept. His research suggested that intelligence is centered in many different areas of the brain, which are interconnected, rely upon one can work independently if needed. And can be developed with the right environmental conditions. Gardner ’s finding shook the educational community, which had become very comfortable with the notion that intelligence was a singular, genetic quality, measurable by a paper-and –pencil test such as the Stanford-Binet or WISC Tests.
The intelligences Gardner recognizes include: verbal-linguistic, math-logic, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal , and naturalist. Each intelligence area is demonstrated through specific talents, Skills, and interests. The fact that these intelligences can be nurtured and strengthened has monumental influence on how children should be taught for maximum learning and achievement.
Current brain research continues to provide Information that we never dreamed of knowing, and the multiple intelligences theory is helping to add to this wealth of information. As Gardner continues to research for us to recognize that we’ve learning about a theory in Progress. Though the multiple intelligences Theory has powerful implications the world of education, before discussing the ways it can Be put to practical use in the classroom we must remember that it is not an educational Prescription.
There is no one way to use it in the classroom, and many teachers use it in a variety of ways very successfully. However, if we assume that the multiple intelligences theory is generally an accurate portrayal of human differences, we can also assume that some, maybe not all, kids may learn ore easily through some modalities than others.

As a result of my work in the classroom, I believe that the multiple intelligences theory can Be used to motivate and inspire students and provide variety in how we present information And lessons. Through it I’ve discovered different ways of personalizing instruction help make children strong readers, writers, thinkers, mathematicians, artists, musicians, scientists, and Historians.
Gardner provides this vision within his theory: “If you want to teach something that’s Important, there’s more than one way to teach it. Multiple intelligences can be useful as an inventory.” The traditional Chinese saying “let a hundred flowers bloom” is a wonderful theme for the use of multiple intelligences theory in the classroom. Being slowly, find what works for you and your students, and than stand back and breathe in the fragrance of your beautiful, blooming flowers.
Text Box: Gardner recorganises three main ways that his theory can be used by educators. These are by:
è Cultivating desired capabilities and talents in our students.
è Approaching as concept subject matter, or a discipline in a variety of ways.
è Personalising education as we take human differences seriously.

The Multiple Intelligences

Verbal-Linguistic Intelligences involves ease in producing and sensitivity to the nuances,
Order, and rhythm of words. Students who are strong in verbal-linguistic intelligence love read, Write, and tell stories. They have good memories for names, places, dates, and trivia.
professional who use this intelligence include writers, public speakers, teachers, secretaries,
business and office managers, comedians, poets, and actors.

Math-Logic Intelligence relates to the ability to reason deductively or inductively in this
Intelligence and to recognize and manipulate abstract patterns and relationships. Students who excel in this intelligence have strong problem-solving and reasoning skills and questions in a logical manner. They can also excel in science-related logic and problem-solving. This
intelligence can be seen in such people as scientists, bankers, mathematicians, computer
programmers, lawyers, and accountants.

Spatial Intelligence includes the ability to create visual-spatial representations of the world
and to transfer them mentally or concretely. Students who exhibit spatial intelligence need a
mental or physical picture to best understand new information: do well with maps, charts, and
diagrams: and like mazes and puzzles. They are strong in drawing, designing, and creating things. Professionals who use this intelligence include graphic artists. Cartographers, draftspersons, architects, painters, and sculptors.

Musical Intelligence encompasses sensitivity to the pitch. Timbre, and rhythm of sounds
As well as responsiveness to the emotional implications of these elements of music. Students
Who remember melodies or recognize pitch and rhythm exhibit musical intelligence. They enjoy Listening to music and are aware of surrounding sounds, This intelligence is seen in such people as singers and songwriters, rock musicians, dancers, composers, and music teachers.
 
Bodily-Kinesthetic Intelligence involves using your body to solve problems, make things, and convey ideas and emotions. Students who are strong in this intelligensce are good at physical activities, hand-eye coordination, and have a tendency to move around, touch things,
and gesture. Professionals who use this intelligence include actors, athletes, surgeons, mimes,
musicians, dancers, and inventors.

Interpersonal Intelligence refers to the ability to work effectively with other people and
to understand them and recognize their goals, motivations, and intentions Students who exhibit this intelligences thrive on cooperative work have strong leadership skills, and are skilled at organizing, communicating, mediating, and negotiating. (Remember that this intelligence relates to a person's ability to understand other people but should not encourage overemphasis on cooperative leaning activities and is not always found in extroverts. In fact. Some extroverts I've known are weak in this area as they talk over, around, and alongside others on a regular Basis) This intelligence is usually seen in such people as teachers, therapists, Salespeople, counselors, politicians, religious leaders, and business executives.

Intrapersonal Intelligence entails the ability to understand one's own emotions, goals,
and intentions .Students strong in intrapersonal intelligence have a strong sense of self, are
confident, and can enjoy working alone. They have good instincts about their strengths and
abilities. (This intelligence is difficult to observe. The only way to identify it may be by watching students and analyzing their work habits and products. Also. It's important to be careful not to automatically label students who enjoy working alone or who are introverts as being strong  in this intelligence.) this intelligence is highly developed in such people as philosophers, psychiatrists, religious leaders, and brain researchers.

SEVEN WAYS OF BEING SMART


Is strong in:
Likes to:
Learns best through:
Famous example:
Verbal - Linguistic
Reading, writing, telling, stories, memorizing
Read, write, tell stories, talk, memorize, work at puzzles
Reading,hearing and seeing words, speaking, writing, discussing and debating
T.S. Eliot, Maya Angelou, Virginia Woolf, Abraham Lincoln
Math-Logic
Math ,reasoning, logic, problem-solving Patterns
Solve problems, question,work with numbers, experiment
Working with patterns and relationships, classifying, categorizing, working with the abstract
Albert Einstein, john Dewey, Susanne Langer
Spatial
Readnig, maps, charts, drawing, mazes, puzzles imaging things, visualization
Design, draw, build, create, daydream, look at pictures
Working with pictures and colors, visualizing, using the mind’s eye, drawing
Pablo Picasso, frank Lloyd Wright, Georgia O’ Keeffe, Body Fischer
Bodily-Kinesthetic
Athletics, dancing, acting crafts, using tools
Move around, touch and talk, body language
Touching, moving, processing knowledge through bodily sensations
Charlie Chaplin, Martina Navratilove, Magic Johnson
Musical
Singing, picking up sounds,    Remembering melodies rhythms
Sing, hum, play an instrument, listen to music
Rhythm, melody, singing, listening to music and melodies
Leonard Bernstein, Wolfgang Amadeus Mozart, Ella Fitzgerald
Interpersonal
Understanding people leading, organizing, communicating, resolving conflicts, selling
Have friends, talk to people join groups
Sharing, comparing, reacting, interviewing, cooperating
Mohandas Gandhi Ronald Reagan, Mother Theresa
Intrapersonal
Understanding self, recognizing strengths and weaknesses, setting goals
Work alone, reflect, pursue interests
Working alone, doing self paced projects, having space reflecting
Eleanor Roosevelt, Sigmund Freud, Thomas Merton

Children who are Strongly:
Think
Love
Need
Lingual
     In words
Reading, writing ,telling stories, playing       word games, etc.
Books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories etc.
Logical-Mathematical
    By reasoning
Experimenting, questioning, figuring out logical puzzles, calculating, etc,
Things to explore and thing about, science materials, manipulatives, trips to the planetarium and science museums, etc.
Spatial
In images and pictures
Designing, drawing, visualizing, doodling, etc.
Art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums, etc.
Bodily-Kinesthetic
Through somatic sensations
Dancing, running, jumping, building, touching, gesturing, etc.
Role play, drama, movement, things to build, sports & physical games, tactile experiences, hands-on learning, etc.
Musical
Via rhythms and melodies
Singing, whistling, humming, tapping feet and hands, listening, etc.
Sage-alone time, trips to concerts, music playing at home and school, musical instruments, etc.
Interpersonal
By bouncing ideas off other people
Leading, organizing, relating, manipulating, mediating, partying, etc.
Friends, group games, community events, clubs, mentors/apprenticeships, etc.
Intrapersonal
Deeply inside of themselves
Setting goals, meditating, dreaming, being quiet, planning
Secret places, time alone, self-paced projects, choices, etc.









Core Components
Symbol Systems
High End – States
Linguistic
Sensitivity to the sounds, structure, meaning, and functions of words and language
Phonetic languages (e.g., English)
Writer, orator (e.g., Virginia Woolf, martin Luther king, jr)
Logical - Mathematical
Sensitivity to, and capacity to discern, logical or numerical patterns: ability to handle long chains of reasoning
Computer languages (e.g., Java)
Scientist, mathematician (e.g., Madame Curie, Blaise Pascal)
Spatial
Capacity to perceive the visual spatial world accurately and to perform transformations on one’s initial perceptions
Ideographic languages (e. g., Chinese)
Artist, architect (e.g., Frida Kahlo, I.M pei)
Bodily – Kinesthetic
Ability to control one’s body movements and to handle objects skillfully
Sign languages, Braille
Athlete, dancer, sculptor (e.g., Jesse Owens, Martha Graham, Auguste Rodin)
Musical
Ability to produce and appreciate rhythm, pitch, and timbre: appreciation of the forms of musical expressiveness
Musical notational systems, Morse code
Composer, performer (e.g., Stevie Wonder, Midori
Interpersonal
Capacity to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people
Social cues (e.g., gestures and facial expressions)
Counselor, political leader (e.g.,Carl Rogers, Nelson Mandela)
Intrapersonal
Access to one’s own feeling life and the ability to discriminate
Among one’s emotions: knowledge of one’s own strengths and weaknesses
Symbols of the self (e.g., in dreams and artwork)
Psychotherapist, religious leader (e.g., Sigmund Freud, the Buddha)



Neurological systems                   
Developmental Factors
Ways that Cultures Value

Linguistic
Left temporal and frontal lobes (e.g., Broca’s / Wemicke’s areas
“Explodes” in early childhood: remains robust until old age
Oral histories, storytelling, literature, etc

Logical – mathematical
Left parietal lobes, right hemisphere
Peaks in adolescence and early adulthood: higher math insights decline after age 40
Scientific discoveries, mathematical theories, counting and classification systems, etc.

Spatial
Posterior regions of right hemisphere
Topological thinking in early childhood gives way to Euclidean paradigm around age 9-10: artistic eye stays robust into old age
Artistic works, navigational systems, architectural designs inventions, etc.

Bodily – Kinesthetic
Cerebellum, basal Ganglis, Motor cortex
Varies depending upon component (strength. Flexibility, etc,) or domain (gymnastics, baseball, mime .etc.
Crafts, athletic performances, dramatic works, dance forms, sculpture, etc.

Musical
Right temporal lobe
Earliest intelligence to develop: prodigies often go through developmental crisis
Musical compositions, performances, recordings, etc

Interpersonal
Frotal lobes, Temoral lobe(esp. right hemisphere), limbic system
Attachment/bonding during first 3 years critical
Political documents, social institutions. Etc.

Intrapersonal
Frontal lobes, temporal, limbic system
Formation of boundary between self and other during first 3 years critical
Religious systems, psychological theories, rites of passage, etc









Evolutionary Origins
Presence in Other Species
Historical Factors (relative to U.S in 1990s)
Linguistic
Written notations found dating to 30,000 years ago
Apes’s ability to name
Oral transmission more important before printing press
Logical – mathematical
Early number systems and calendars found
Bees calculate distances through their dances
More important with influence of computers
Spatial
Cave drawings
Territoriality instinct of several species
More important with advent of video and other visual technologies
Bodily – Kinethetic
Evidence of early tool use
Tool use of primates, anteaters, and other species
Was more important in agrarian period
Musical
Evidence of musical instruments back to Stone Age
Bird song
Was More important during oral culture, when communication was more musical in nature 
Interpersonal
Communal living groups required for hunting / gathering
Maternal bonding observed in primates and other species
More important with increase in service economy
Intrapersonal
Early evidence of religious life
Chimpanzees can locate fear
Continues to be important with increasingly complex society requiring ability to make choices


Sample educational movement
Sample presentation skill
Sample Activity to Begin a lesson
Linguistic
Whole Language
Teaching through storytelling
Long word on the blackboard
Logical
Critical thinking
Socratic questioning
Posing a logical paradox
Spatial
Integrated Arts instruction
Drawing / mind – mapping concepts
Unusual picture on the overhead
Bodily – kinethetic
Hands – On Learning
Using gestures/dramatic expressions
Mysterious artifact passed around the class
Musical
Suggestopedia
Using voice rhythmically
Piece of music played as students come in to class
Interpersonal
Cooperative Learning
Dynamically interacting with students
“Turu to a neighbor and share …”
Intrepersonal
Individualized Instruction
Bringing felling into presentation
“close your eyes and thing of a time in your life when…”


Teaching Activities
Teaching materials
Instructional strategies
Linguistic
Lectures, discussions, word games, storytelling, choral reading, journal writing, etc.
Books, tape recorders, typewriters, stamp sets, books on tape, etc.
Read about it, write it, talk about it, listen to ‘ it
Logical – mathematical
Brain teasers, problem solving, science experiments, mental calculation, number games, critical thinking, etc.
Calculators, math manipulatives, science equipment, math games, etc
Quantify it, thing critically about it, conceptualize
Spatial
Visual presentation, art activities, imagination games, mind – mapping, metaphor visualization, etc.
Graphs, maps, video, LEGO sets art materials, optical illusions, cameras, picture library, etc.
See it, draw it, visualize it, color it, mind – map it,
Bodily – kinesthetic
Hands – on learning, drama dance, sports that teach, tactile activities, relaxation exercises, etc.
Building tools, clay, sports equipment, manipuatives, tactile learning resources, etc.
Build it, act it out, touch it, get a “gut feeling” of it, dance it
Musical 
Super Learning, rapping, songs that teach
Tape recorder, tape collection, musical instruments
Sing it, rap it, listen to it
Interpersonal
Cooperative learning, peer tutoring, community involvement social gatherings, simulations, etc.
Board games, party supplies, props for role plays, etc.
Teach it, collaborate on it, interact with respect to it
Intrapersonal
Individualized instruction, independent study., options in course of study, self – esteem building, etc.
Self – checking materials, journals, materials for projects, etc.
Connect it to your personal life, make choices either regard to it

This handout on Multiple Intelligence adapted from
è    “Developing Student’s Multiple Intelligence” (Scholastic Books)
è    “Teaching through Multiple Intelligence” – Thomas Armstrong



Multiple Intelligence Inventory

Linguistic Intelligence
o      Books are very important to me. 
o      I can hear words in my head before I read, speak, or write them down. 
o      I get more out of listening to the radio or a spoken-word cassette than I do from television or films. 
o      I enjoy word games like Scrabble, Anagrams, or Password.
o      I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.
o     Other people sometimes have to stop and ask me to explain the meaning of the words I use in my writing and speaking. 
o      English, social studies, and history were easier for me in school than math and science.
o      When I drive down a freeway, I pay more attention to the words written on billboards than to the scenery. 
o      My conversations include frequent references to things that I've read or heard.
o      I've written something recently that I was particularly proud of or that earned me recognition from others.

Logical-Mathematical Intelligence
o      I can easily compute numbers in my head.
o      Math and/or science were among my favorite subjects in school.
o      I enjoy playing games or solving brainteasers that require logical thinking. 
o      I like to set up little "what if" experiments (for example, "What if I double the amount of water I give to my rosebush each week?")
o      My mind searches for patterns, regularities, or logical sequences in things.
o      I'm interested in new developments in science.
o      I believe that almost everything has a rational explanation. 
o      I sometimes think in clear, abstract, wordless, imageless concepts.
o      I like finding logical flaws in things that people say and do at home and work.
o      I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way.

Visual & Spatial Intelligence

o      I often see clear visual images when I close my eyes.
o      I'm sensitive to color.
o      I frequently use a camera or camcorder to record what I see around me. 
o      I enjoy doing jigsaw puzzles, mazes, and other visual puzzles.
o      I have vivid dreams at night.
o      I can generally find my way around unfamiliar territory.
o      I like to draw or doodle.
o      Geometry was easier for me than algebra in school.
o      I can comfortably imagine how something might appear if it were looked down upon from directly above in a bird's-eye view. 
o      I prefer looking at reading material that is heavily illustrated.


Bodily-Kinesthetic Intelligence
o      I engage in at least one sport or physical activity on a regular basis.
o      I find it difficult to sit still for long periods of time
o      I like working with my hands at concrete activities such as sewing, weaving, carving, carpentry, or model building.
o      My best ideas often come to me when I'm out for a long walk or jog, or when I'm engaging in some other kind of physical activity.  I often like to spend my free time outdoors.
o      I frequently use hand gestures or other forms of body language when conversing with someone.
o      I need to touch things in order to learn more about them.
o      I enjoy daredevil amusement rides or similar thrilling physical experiences.
o      I would describe myself as well coordinated.
o      I need to practice a new skill rather than simply reading about it or seeing a video that describes it.

Musical Intelligence
o      I have a pleasant singing voice.
o      I can tell when a musical note is off-key.
o      I frequently listen to music on radio, records, cassettes, or compact discs.
o      I play a musical instrument.
o      My life would be poorer if there were no music in it.
o      I sometimes catch myself walking down the street with a television jingle or other tune running through my mind.
o      I can easily keep time to a piece of music with a simple percussion instrument.
o      I know the tunes to many different songs or musical pieces.
o      If I hear a musical selection once or twice, I am usually able to sing it back fairly accurately.
o      I often make tapping sounds or sing little melodies while working, studying, or learning something new.

Interpersonal Intelligence
o      I'm the sort of person that people come to for advice and counsel at work or in my neighborhood.
o      I prefer group sports like badminton, volleyball, or softball to solo sports such as swimming and jogging. 
o      When I have a problem, I'm more likely to seek out another person for help than attempt to work it out on my own.
o      I have at least three close friends.
o      I favor social pastimes such as Monopoly or bridge over individual recreations such as video games and solitaire.
o      I enjoy the challenge of teaching another person, or groups of people, what I know how to do.
o      I consider myself a leader (or others have called me that).
o      I feel comfortable in the midst of a crowd.
o      I like to get involved in social activities connected with my work, church, or community.
o      I would rather spend my evenings at a lively party than stay at home alone.


Intrapersonal Intelligence
o      I regularly spend time alone meditating, reflecting, or thinking about important life questions.
o      I have attended counseling sessions or personal growth seminars to learn more about myself. 
o      I am able to respond to setbacks with resilience. 
o      I have a special hobby or interest that I keep pretty much to myself.
o      I have some important goals for my life that I think about on a regular basis.
o      I have a realistic view of my strengths and weaknesses (borne out by feedback from other sources).
o      I would prefer to spend a weekend alone in a cabin in the woods rather than at a fancy resort with lots of people around.
o      I consider myself to be strong willed or independent minded.
o      I keep a personal diary or journal to record the events of my inner life.
o      I am self-employed or have at least thought seriously about starting my own business.


“Knowing is not enough we must apply,
Willing is not enough we must do.”

Workshop Conducted by
Ms Aditi Shah Mathur, Co-founder director of Geniekids; An Architect and Interior Designer by education, an organizer, a creator and a person who naturally gets along with kids.
She specializes in designing and creating resources for children. She enjoys creating/ designing physically, mentally and emotionally stimulating and challenging environment for children. She is a counsellor and specializes in giving parents guidance over any kinds of issues. She is trainer to parents and teachers.

About Geniekids:
Geniekids is a Bangalore based child development, educational consultancy & training center. Geniekids works passionately to develop children, support parents and empower teachers.

GenieKids mission is to provide opportunities to develop children into
"INDEPENDENT LEARNERS, THINKERS, SUCCESSFUL INDIVIDUALS and LEADERS".

Geniekids conducts programs for children (1-16 yrs), parents, teachers and people who would like to get trained to work with children. We do research, conceptualize and design programs and develop resources in all aspects of learning & child development.
Geniekids also works with companies in implementing their work/life balance employee initiatives through training programs, resources and e-learning. To know more please visit our website www.geniekids.com