What My Ph.D. Taught Me That My Thesis Couldn't

A few weeks before my Ph.D. viva, I wrote this reflection. At the time, the thesis had been submitted, but one final milestone remained. On 1 April 2026, I successfully completed my viva and earned my doctorate. Reading these words today, I realize that while the Ph.D. gave me a degree, its greater gift was something else: it changed the way I think about learning, evidence, failure, teachers, and impact.

1. How has your thought process evolved with the research? 

Initially, my intent was to create a STEM course, test its efficacy, and submit the research. Today, I realize that the course itself was never meant to be the final destination. Its real value lies in what teachers do with the learning after the course. Perhaps the biggest change in me is that I no longer ask, "Did the intervention work?” I ask, “What happened after it worked?” Did teachers translate their learning into classroom practice? Did it change the way students experienced STEM? Was the learning sustained? Could the course respond to a rapidly changing educational landscape? Research taught me that statistical significance is important, but impact begins where the tables end. 

There was another humbling realization. I designed the course in 2022. By the time I completed my doctoral journey, AI had begun reshaping how teachers plan, teach, assess, and learn. It reminded me that educational research cannot end with publication. An intervention that was relevant when conceived must continue to evolve with the world in which teachers and students live. So, coming back to the question, it is no longer about the thesis and more about the learner. I want the teacher to feel empowered post the course. I want to make a DIFFERENCE for the educator. 

2. What have you learned over the three years?

In one word, 'PATIENCE.' You learn to be patient while designing the course, as I began creating the course, and my laptop malfunctioned. Every piece of data was lost, and the laptop had to be configured. For a few days, I was hesitant to even work on it, fearing data loss once again. I initiated my course in January 2023, and with more than 150 educators registering, I was elated, but when the course commenced, the number trickled to 35, and by the end, only 6 educators had completed the course. Those six educators taught me something that a perfect pilot never could. Low completion was not simply a disappointing number; it was data. It forced me to listen, redesign, and question my assumptions. 

In June 2023, I reopened the course for educators, and this time, more than 40 educators completed the course. After that, I had to chase the educators to complete tasks, request interview times, and then begin gathering and analyzing data. Simultaneously, I had to present and publish research papers. The process was arduous, as one paper was quantitative and the other qualitative. To ensure I had two publications, I wrote three papers and then sought platforms to present. 

And somewhere amidst the statistics, interviews, coding, and endless revisions came the moment every researcher waits for: the evidence began to tell a story. A teacher began seeking out free periods to create more opportunities for STEM learning in her classroom. On a rainy day, another educator took her students beyond the four walls of the classroom to observe how the changing weather affected the flora and fauna around them, eventually guiding them to design projects on rainwater harvesting. The course had made a measurable difference. But the qualitative voices of educators gave those numbers meaning. They helped me understand not only whether teachers had learned, but also how they experienced that learning, what challenged them, and what they needed next.

Finally comes the submission and viva, and the butterflies in your stomach create self-doubt. But overall, you learn that nothing happens overnight. Every process has its timeline, and you will also have to adhere to it. 

3. Would you work on the same theme again?

Preferably, but with a twist. If I designed the course again, I would not simply improve the content. I would redesign the learning ecosystem around the teacher. I would begin with an in-person engagement with educators, building a shared understanding of the purpose and relevance of STEM Education and how it can be meaningfully integrated into classroom practice. The sessions would allow educators to experience STEM first-hand through experiential and inquiry-based activities, reflect on their own practice, and undertake initial assessments before transitioning to the virtual course. 

During the course, I would want to conduct one-on-one meetings with each educator for 10 minutes/week to motivate and support them. I would also conduct synchronous meetings with all participants so they can interact, do group tasks with other members, and learn from each other. 

After the course, I would want to organize one more day of physical sessions for educators to do some STEM group activities, where I could assess them. Also include a feedback session where they share the strengths and shortcomings of the course so that the course can be designed to be more robust and relevant. 

4. What did the Ph.D not teach me?

My Ph.D. taught me research methodology, data analysis, and academic writing. But some of its most important lessons were not in the syllabus. It taught me to be comfortable saying, “I don't know.” It taught me that evidence can challenge beliefs I have held for years. It taught me that failure is sometimes data in disguise. And above all, it taught me that expertise does not mean having all the answers; it means learning to ask better questions.

5. Any final thoughts

To every person aspiring to get a doctorate, there will be times when you might want to throw everything and let go. Not everyone around you will understand why the Ph.D. matters so deeply to you. Some may see it as a personal pursuit disconnected from your professional responsibilities. Accept that not everyone needs to understand your journey. Growth often begins as a personal commitment, but the knowledge, discipline, and perspective you acquire ultimately influence the organizations, classrooms, and communities you serve.

So, if the Kavita of three years ago were sitting across from me today and asked, “Did we complete the Ph.D.?”

I would smile and say, “Yes.”

But I would probably add, "That turned out to be the least interesting part.”

Because somewhere between the failed pilot and the successful one, between datasets and interviews, rejected drafts and rewritten chapters, and self-doubt and the final viva, the researcher changed too.

The thesis was completed. The learning wasn't.

And perhaps that is what earning a doctorate really means.

Building Equity in STEM Classrooms

 

Science, Technology, Engineering and Mathematics (STEM) education is widely recognized as a cornerstone of economic growth, innovation and social development. Yet, across many education systems, girls remain underrepresented in STEM subjects and careers. As per digital feminist platform FeminisminIndia (May 23, 2025), in areas like data and AI, women make up roughly 26% of professionals, and in engineering and cloud computing, the share drops to around 15% and 12%, respectively. According to a January 2026 update from UNESCO, women comprise only 35% of STEM graduates worldwide, and this proportion has remained largely unchanged over the past decade, highlighting the persistent gender gap in STEM education and careers. According to the World Economic Forum, women made up only 28.2% of the STEM global workforce in 2024. These statistics compel us to ask three very important questions. 

1. Why are women not taking up STEM education and pursuing STEM careers?

2. How proficient is our education system in promoting girls in STEM?

3. What proportion of the nation’s GDP is spent on enhancing STEM education? 

As a STEM trainer working with educators across the globe, I have observed a significant mindset-related challenge: STEM education is often perceived as being outside teachers’ primary scope of responsibility and is therefore entrusted to external providers. While this approach offers students valuable exposure to STEM concepts, it is separated from classroom instruction, leading to limited teacher involvement and accountability for student learning outcomes. Schools should invest in STEM training for teachers, equipping them with resources and supporting them in curriculum mapping. Also, consistent baseline and endline skill-based assessments measuring critical thinking, problem solving, digital literacy, data literacy, creativity and more, should be undertaken to check students' learning progress. 

Another common challenge is that teachers often equate robotics and coding with STEM education. While these are important, they represent only a subset of a much broader framework. In reality, STEM is embedded in everyday life. Take a simple, daily-use item like a toothbrush. The science of it lies in selecting materials that are safe, durable and hygienic, such as plastics, nylon or bamboo, and in understanding tooth structure, gum health and plaque formation to inform effective design. The concept of friction enables plaque removal without damaging enamel. The Technology may be as simple as a manual toothbrush or as advanced as an electric toothbrush with sonic technology, eco-friendly bristles, motors, pressure sensors, and rechargeable batteries. Some modern toothbrushes even incorporate Bluetooth connectivity, mobile applications, and AI-driven feedback to track and improve brushing habits. The engineering is evident in the ergonomic handle design for comfort and control, and the bristle movement and head flexibility to reach all tooth surfaces effectively. Mathematics underpins the precise measurement and arrangement of bristles, such as length, spacing, angles, and orientation, as well as the analysis of brushing effectiveness, wear rates, and user behaviour patterns. This illustrates how STEM is not confined to specialised tools or activities; it is everywhere. If we integrate everyday phenomena, activities, or products into classroom learning, wouldn’t students warm up more to STEM education? 

In STEM training for tribal teachers, the KEF team discovered how they use STEM on a day-to-day basis without realising it. Residing in rural areas, surrounded by flora and fauna, they face hardships in their daily routine and use critical thinking to resolve small issues. For example, to cross small streams, they build low-cost modular footbridges made from bamboo/wooden planks/recycled materials, anchored with ropes and stabilised with rocks. Thus, they are choosing materials that resist water damage, using levers (crowbars), pulleys/ropes, basic drilling or lashing techniques, estimating materials needed and total cost. They are also measuring stream width, plank spacing, height of bridge above water, height of handrail. They regularly apply STEM principles but are unaware of it. 

Another challenge in India is the narrow perception of STEM careers - largely framed around engineering and medicine, despite the vast and growing range of STEM professions available today. Far fewer students are encouraged to consider emerging and interdisciplinary careers such as marine biologist, environmental scientist, geologist, cartographer, transportation planner, information security or cybersecurity analyst, actuary, data scientist or analyst, AI and machine learning specialist, cloud architect or administrator, renewable energy technician (solar or wind), virtual or augmented reality architect, and user interface (UI/UX) designer. Broadening awareness about these opportunities is essential if students are to envision STEM as a diverse, future-ready career ecosystem. 

To augment this thinking, representation within the curriculum also matters. Textbooks, classroom examples and assessment tasks that highlight STEM careers, contributions of women scientists, engineers and technologists, along with male role models, will help counter stereotypes and expand students’ sense of what is possible. As per Insights IAS (December 2025), India’s Gross Expenditure on R&D (GERD) is stagnant at ~0.64% of GDP, compared to the global average of ~1.8% and China’s 2.4%. When governments actively support STEM education and promote girls’ participation in STEM, systemic change can occur through sustained investment in research and school infrastructure, gender-responsive education policies, curriculum reforms that integrate real-world and interdisciplinary STEM learning, and large-scale teacher professional development. Targeted scholarships, mentorship programs, early exposure initiatives and partnerships between schools, industry and research institutions could further expand access and aspiration for girls. Equally important is the development of national strategies that embed digital literacy, AI education and ethical technology use across schooling, ensuring that girls are not only consumers of technology but future innovators and leaders in STEM fields. 

Said astrophysicist and science communicator, Neil deGrasse Tyson - “Science literacy is the artery through which the solutions of tomorrow’s problems flow.”

References

1. Society of Women Engineers. (2025). Global STEM Workplace. SWE. https://swe.org/research/2025/global-stem-workplace/

2. Sanduja, J. (2025, May 23). The 35% problem: Unpacking gender gaps in STEM through the UNESCO GEM report. Feminism in India. https://feminisminindia.com/2025/05/23/the-35-problem-unpacking-gender-gaps-in-stem-through-the-unesco-gem-report3. Insights Editor. (2025, December 9). India’s STEM future. InsightsIAS. https://www.insightsonindia.com/2025/12/09/indias-stem-future/

From Classroom to Cafeteria: Fun with STEM and Food Authenticity

Have you ever questioned the authenticity of the food on your table? Have you ever experimented with your ingredients to check their purity? In my STEAM-based Global Outlook (G.O) subject, I designed a lesson plan for Grade VII to test basic commodities we consume every day, like milk, honey, salt, turmeric, and pepper, and determine their authenticity.

The aim of this lesson was to:

1. Research methodologies to assess the originality of the product.
2. Determine the authenticity of the commodity through experimentation.
3. Spread awareness to determine the originality of the product in the local community.

As usual, I briefed my team of G.O. teachers on the lesson plan and left it in their capable hands to execute it. Observing the class conducted by my teachers reinforced my belief that a great teacher has the power to inspire students.

The teachers collaborated among themselves, shared the lesson objectives, got students to research more on the commodities of daily use, allocated resources for the methodology of testing. They booked the entire cafeteria for this activity and divided the students into groups. On the final day, around 240 students were taken to the cafeteria at one time. to ensure the experiments were executed simultaneously.  The students were aware of their table space and simply readied their materials. Teachers took charge of three tables at a time to facilitate the learning.

The lead teacher had the microphone and guided students to navigate from one test to another. The students noted down their observations after discussions with the groups. The canteen was bustling as students were deeply engaged in discussions and experiments, their focus entirely on the tasks allocated to them. They had looks of awe and wonder, and as a Head Teacher, I never felt this level of satisfaction. Seeing students display a joy for research, experiments, and exploration, and including each other in the discussion, tells us that we are on the right path.

   Students testing authenticity of pepper seeds. If it floats, it is impure and basically papaya seeds. 

Students testing authenticity of honey. 

I personally went from table to table, asking about their results and whether they were enjoying the experience. Every table had students informing me that they were having fun and that they would inform their parents of these results so they could buy more authentic food.

STEM is truly everywhere; we just need to get students to look around and connect the concepts they learn in class to day-to-day phenomena and activities, and voila, their interest will grow.

From experience, designing a lesson plan and seeing it come to life are two different experiences. Sometimes the best lessons fail because the planner and the executor are not on the same page. However, a combination of a well-crafted lesson plan and robust delivery by experienced teachers can raise the standard of learning outcomes and take it to another level completely. I am completely grateful to my amazing team of teachers who have given wings to my subject.

I have attached my lesson plan for your use and test for food authenticity. Do share your class experience. 

Lesson Plan on  Determining food authenticity

 

Bumper to Bumper: Psychological Shift from Calm to Chaos

I have been driving these past few days, and I have observed myself swearing and getting frustrated. I enjoy driving but this behaviour of mine is new to me. I've been driving on the same road for the past seven years and it used to take a maximum of 15 minutes. However, due to metro construction work since 2019,  the driving time has stretched from 15 minutes to 45 minutes, and sometimes even up to an hour. I've tried many detours using small narrow lanes, but if I was successful once, the second time, I got badly stuck. I also tried the train but the station is far from both home and school, and it's only a one-stop ride so it doesn't help much. 

How has it affected my psyche over time? I dread taking my vehicle out while returning from school. I mentally prepare myself to spend at least 30 minutes on the road, going bumper to bumper. I know that if I blink for a second, another vehicle is going to grab my space, so I have to stay alert every second. 

Last month, I was in Tirupati and we hired a driver to take us from Chennai to Tirumala. He was driving smoothly but I felt he wasn't speeding when the road was empty. Being used to bumper-to-bumper driving, I shared my thoughts and he took it very personally. In retrospect, I realized he was right; there was no need to rush as we were on time but the past experiences had made me impatient. 

What about my observations on the road over the past few years? It's alarming to see people breaking every single rule during the drive. Just yesterday, I was waiting at the signal, a rickshaw rode beside me going half on the footpath and half on the road scratching my vehicle, and running away gleefully. What made it worse was a bunch of bikers enjoying that moment and mocking me. I honestly did not know what to make of this experience. Should I feel aghast that hitting people's cars to make space for oneself is celebrated or feel humiliated that people who rode by made eye contact with me and laughed at my expense? 

Another keen observation is people driving from the opposite side, expecting you to make way for their cars, especially when they know they are in the wrong. This complete disregard for rules and protocol highlights a character who only wishes to serve himself with no regard for others. 

Over the years we have become so self-centered, using our vehicles to fulfill our needs and demands without caring for others. This is a cause of concern because a majority of the vehicles are driven by educated and qualified people. If they are exhibiting signs of self-centredness, disregard for rules, and 'I' over 'We' mentality then you can imagine where we are taking the nation. 

My sincere request to the government and road officials is to please not dig up all roads at once. The impact is not just on the driving time but also on the fabric of society, where people justify their roles and unfair acts simply because they wish to be in a particular place at a particular time. 

In my previous blog, I highlighted the need for bridging the gap between education and culture, and even today, I urge you all to do the same. We are a population of 1.4 billion with 24% in the age bracket of 0 to 14 years. There is huge potential for change if we all come together - Government, Educational institutions, boards, teachers, parents, and students, - and hold values above academics.  

Do share your personal experience and your journey. 

"From Education to Culture: Bridging the Gap"

I recently attended a conference and heard a retired Supreme Court judge mention in his speech that the number of criminal, cybercrime, and domestic violence cases has increased, and the majority of them are committed by educated people. Yes, educated people, but not cultured people. We are not promoting culture within our organizations and that is more paramount. That statement hit me hard. I checked the statistics with the article from Business Standard. The significant escalation in reported cases is evident from 2019 to 2024, with 26,049 complaints recorded in 2019, 257,777 in 2020, 452,414 in 2021, 966,790 in 2022, 1,556,218 in 2023, and 740,957 in the first four months of 2024 alone. 

That very evening, I was catching a flight back home. While boarding, the staff announced the zones for people to queue up. My zone was announced first, and while we were in line, the staff announced that the next zone could join the boarding line. To my dismay, well-dressed people just jumped the line and pushed towards the gate. I simply could not fathom the behavior as it was obvious they could see that we were already in line. I did try to talk to them but the effort could have been more successful. Moreover, didn't they realize that the flight wouldn't leave without taking every passenger?

The judge's line resonated even more: "Most people are educated but not cultured." As an educator, I meet people around the clock. My work deals with human emotions. Over the years, I have observed a shift. Most people want an instant response when they send an email or want a document stamped. They send messages at odd hours and expect immediate action. They are also quick to believe everything they hear without even once confirming it with the other side.

Recently, a parent couple came barging into the office asking for me. I was busy watching the annual day practice, so my office staff asked them to wait. They immediately started screaming and ranting that it was meeting time, so I should be available. The next thing they asked for was the class teacher, who was busy in class. While they were waiting, they caught the teacher moving from one class to another and spoke agitatedly. In the meantime, I walked back into my cabin and asked for the parents who were creating a ruckus. The parents entered very aggressively and introduced themselves as people in very high positions and so on. Their concern was that their child was unhappy because they believed a few students were bullying him and the other students should be given some value education classes. We called for the teacher.  

Now hear her version: the child has many friends. The previous week, the child had a fight with a friend and thus did not want to come to school. The child has now made up with the friend and is smiling. So, the child simply gave an excuse. After this interaction, I made sure that the parents realized their actions and what kind of role models they were becoming for their children. They came angry but left laughing at their outburst. The concern here is having only one child and pampering them so much that now it has become difficult for us to watch them cry.

Our students left for educational excursions this week, and Std. III students left for Pune by bus. On the main road, the bus honked at a scooter many times to move from right to left as it wanted to pick up speed. The lady on the scooter got so angry that she came in front of the bus and refused to move until the driver came down and she could slap him. The teachers folded their hands and requested the lady to let the bus move as there were 40 children around age 8. She refused to understand, and finally, after two hours, the police had to be called in, and then the bus got permission to move. Seriously, I have yet to comprehend this conduct. What did she gain from this entire incident? An apology was already rendered; why was there a need to get physical? Once again, educated but not cultured.

Shouting and screaming give you no results; in fact, they take away from your cultured behavior. Additionally, you have already fallen low in front of the people you are addressing. Message to note, 'Your power does not come from your position but from your humility'.

                              

On the other hand, I have seen ordinary people command respect simply through their presence because they foster a culture of peace and love. They inspire others to view life with meaning and treat one another with kindness and respect. My sincere request to all institutions and organizations is to prioritize a culture of respect over money and status. Invest in building this culture and bridge the gap, as the memories of how you make others feel will endure far longer than your physical presence.

References: 

1. Singh, R. (2024, May 27). Here is how much Indians lost to cyber frauds between Jan and Apr of 2024. Business Standard. Retrieved from https://www.business-standard.com/india-news/here-is-how-much-indians-lost-to-cyber-frauds-between-jan-and-apr-of-2024-124052700151_1.html

Build your STEM Competency through AI - Part 1

Open any search engine or social media tool, and you'll find AI popping up everywhere. It's tempting to explore it, but there's also a sense of apprehension about the unknown. As a Physics teacher, it reminds me of Lenz's Law, which states that the direction of induced current in a conductor by a changing magnetic field is such that the induced current opposes the change in the initial magnetic field. Simply put, when AI gets close, you may want to distance yourself, but when it's far away, curiosity draws you back in.  

The big question on every educator's mind is how?  Let me start with my humble beginning simply by navigating the net and attending a few webinars. 

The OECD webinar, 'How teachers can use AI effectively' shared some good insights. My friend, Vineeta Garg showed great MS Teams tools under assignments like learning accelerators for reading progress, speaker progress, and search progress to enhance class experiences. Do explore it and hope it supports language learning within your classrooms. 

It is my exploration that revealed to me the magic of AI. 

1. Presentations - I stumbled upon the app, 'gamma ai' and to have it create a presentation for me within minutes was phenomenal. Moreover, it is free and you can create 5 presentations. You can upload your own PPT and get it modified. You can even create websites or documents. You can increase the number of presentations by referral. The link to the app is gamma.app  Initially, I felt like a child playing with it, discovering what more it could do for me. I've shared a small video below, but believe me, the potential is even greater. 

2. Classroom content and assessments - The next AI tool an educator, truly enjoyed is MagicSchool AI. It offers a free version for 15 days and then you need to pay but the benefits are enormous. Create lesson plans on 5E's, create assessments, create rubrics, create questions related to real life in Math, simulate science experiments, address misconceptions, and even access a free course to guide you. My video below will demonstrate the vast benefits. 

3. Video generator - The next app is Pictory AI and it can create a video for your class from scripts, from articles, and also help you edit recorded videos. Many of my colleagues have created videos on the workings of a roller coaster to show the laws of physics. Why don't you dabble in and create some exciting videos for your class? 

I recently conducted a teacher training session at my school, bringing together educators from across the city to share insights on AI integration. The response was overwhelmingly positive. This enthusiasm signals a future where we will cultivate a group of teachers proficient in balancing AI tools with social-emotional learning (SEL). This blend will ensure that education becomes truly inclusive and impactful for all students.

A word of caution: AI can create content and visuals, but it may not always be 100% accurate. As the expert, it's crucial to verify the content yourself. Use AI to help you reduce the effort spent on routine tasks, allowing you to focus more on supporting your students' social-emotional learning (SEL) and achieving their learning goals.

Additionally, be aware that AI-generated images often portray people as attractive and slim, which does not reflect the diversity of the real world. Addressing this bias in your classes is important.

In our next blog, we will explore more AI tools that can help alleviate your workload.

"Navigating Teenage Turbulence: A Parent's Guide to Overcoming Challenges and Building Stronger Bonds"

Consider the scenario in a school. It is an Open House for senior secondary students, and Raj has not performed well in his academics. His assignments are never on time and he idles away his time on his mobile. The parents are called along with the students and requested to ensure their wards are consistently studying. The response you expect is 'YES, we will ensure' but the response you receive is 'Raj does not listen to us, please look into the matter'. 

There is a helplessness expressed by the parents that is so palpable. 

Similarly, when you talk to educators or people in the community, they all voice the same concerns. In the past decade or so, the parents did show some control but over the years, there has been a struggle to cope. How did we arrive here? 

Now let's visit a regular family with young children or a single child in most cases. The child, let's call him Raj is the center of their parent's affection. Both parents are highly protective of Raj and thus everyone else is excluded from ever disciplining the child because they have taken complete responsibility and shielded their ward. So, when the child is sent to school or classes any minor inconvenience becomes a squabble with the authorities. Every attempt to address behaviour or attitude is reviewed as denial or targeting. Eventually, every party involved lays down any claim as peace is preferred. Over a period, everyone begins to accept this behaviour of the parents too because the ward belongs to the parents and they have the best interests of the child in mind.  

Now perceive this from the child's angle. Raj observes that he matters immensely to his parents, he follows his parents and anyone else who claims otherwise is not to be heard. His world has narrowed down to his parents and himself. So, when his teachers say something, the neighbors complain, and the elderly advise he might acknowledge it but he will look to his parents only for confirmation. 

Fast forward by a few years, the parents observe that Raj is spending more time with his friends, he demands electronic gadgets and gets very upset with them when it is not offered. There is a lot of emotional drama when he is denied anything or asked to study. The parents find it very difficult to handle Raj because where he kept them at the centre of everything now they are completely sidelined. His desires and pleasures are all that matter to him. He has begun to care only about himself. 

In fact, the article,  'The Teen Brain Tunes in Less to Mom's Voice, more to Unfamiliar Voices' published on April 28, 2022 - By Erin Digitale resonates with this behaviour “Just as an infant knows to tune into her mother’s voice, an adolescent knows to tune into novel voices,” said lead study author Daniel Abrams, PhD, clinical associate professor of psychiatry and behavioral sciences. “As a teen, you don’t know you’re doing this. You’re just being you: You’ve got your friends and new companions and you want to spend time with them. Your mind is increasingly sensitive to and attracted to these unfamiliar voices.”

Perceive it from Raj's end. Raj now has friends, he has access to technology, he is consistently on his mobile and social network and confident that his behaviour and attitude are acceptable. His parents have endorsed it. As he grows, he is exploring more and perhaps driven more by hormonal changes. He now perceives his parents as friends rather than an authority and does not appreciate interference. He believes he knows what he has to do. 

 

Today the parents are helpless, and isolated and look up to everyone for support but Raj has already realized that the support team is something he does not need to heed. 

How do we help him reflect on himself when he feels he has done nothing wrong? How do we get him to trust an outsider's advice? 

Here's my view on the issue. 

1. Begin with Positive discipline: Positive Discipline is a program developed by Dr. Jane Nelsen. It is based on the work of Alfred Adler and Rudolf Dreikurs and designed to teach young people to become responsible, respectful and resourceful members of their communities. Positive Discipline teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and adults (including parents, teachers, childcare providers, youth workers, and others). 

One way of instilling it is having your ward intern with NGOs, NPOs, and social welfare departments. The sensitivity inculcated through the case studies is phenomenal. Moreover, it will teach him rigour and resilience. 

2. Modeling of behaviour - Modeling is one way in which behavior is learned. When a person observes the behavior of another and then imitates that behavior, he or she is modeling the behavior. This is sometimes known as observational learning or social learning.

To help Raj, parents need to show Raj that they respect the school policies, and the advice of the grandparents and well-wishers. Only when they start believing and expressing positive thoughts, will the child model it. 

3. Bring in Holistic education - As parents, the focus is more on marks than behaviour and that is where we all go wrong. We have given intellectual quotient so much importance that the other quotients have been negated. My friend Swaroop Rawal talks of six quotients in her YouTube video on 'Holistic Education & the ‘whole’ child'. She stresses AQ and SQ also called the 'Dharmic quotient' to support value education. Every religion teaches harmony, respect for elders and compassion so read some good stories. As parents, we should emphasize school and community celebrating a student's proficiency and talent apart from academic achievement. This mindset shift is mandatory to create a generation of students who care for others, the environment, and themselves. 

4. Seek professional support - Schools have counselors who can observe the child at school and collaborate with parents to offer the right counsel. Parents can also connect with psychologists outside the school premises if they need further support. 

I believe in 'OUR STUDENTS' profusely and have faith in them.

As an educator, I have observed over the years that students today are much more intellectual, committed, and caring in the right environment.  All they need is a nudge in the right direction from us working as a team, and a commitment to balance their time between gadgets, social media, and OTT and building all their 6 quotients as mentioned in the image. 

इन्द्रियाणि पराण्याहुरिन्द्रियेभ्यः परं मनः।
मनसस्तु परा बुद्धिर्यो बुद्धेः परतस्तु सः॥ ३-४२

The senses are superior to the gross body, and superior to the senses is the mind.
Beyond the mind is the intellect, and even beyond the intellect is the soul.

THE SOUL REIGNS SUPREME