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. 

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.

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

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.

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