"Ideas are a dime a dozen. People who implement them are priceless." 

This old adage by Mary Kay Ash is timeless - and rings true especially today when the notions 'Entrepreneurship' and 'Innovation' are receiving wider acceptance and desire. 

At Sparkling Mindz, where children work on Changemaker Missions, we constantly ask ourselves 'what does it take to implement an idea'. 
In one such exploration, we decided to visit @theworkshop_blr , in order to experience first-hand the process of converting ideas into something tangible. 
 
We are all grateful for the wonderful experience that we had to share that space with them, bring out our creative spirits, let go and play with materials, think with our hands and expand our horizons. 

A key part of the experience was understanding the tools and how they are to be leveraged in the creation process, especially with respect to woodworking.

"Which is the right tool to use to remove a nail from the wall? When is the right time to use a circular saw versus a jigsaw saw? When do we use plywood instead of original wood to create something and why? What are a few of the safety mechanisms to be mindful of when using tools?"

Once these questions were explored in detail, we got the opportunity to work in teams, design products and finally - use the tools and materials to really bring these ideas to life! 

Thank you @theworkshop_blr for providing such a space and thank you to the entire team for letting go of inhibitions and 'thinking with your hands'. 
​

P, a 4 year old, came to me to open her water bottle. It's usually a little tight for her to open by herself, so she asks for help. Yesterday, Ak, another 4 year old, helped her voluntarily. He considers himself strong and he was excited to help the moment he saw her struggling. 

Today when the same scenario happened, S got to P first. Ak also ran to her, causing a tiff. Now S and Ak were at it, wanting to open the bottle. Eventually S opened it and Ak was visibly upset. I called him to ask what had happened,

F (Facilitator): What happened?
Ak, with teary eyes: S opened the bottle. But ma'am, yesterday S opened Ad's bottle also. 
F: Okay, but yesterday you also opened P's bottle all by yourself too. 
Ak: But ma'am, he opened so many bottles. 
F:How do you feel when you saw him opening bottles?
Ak: Sad. 
F: Why? 
Ak: Because he opened Ad's bottle and so many bottles. 

I figured he was upset because he considers himself quite strong but he was failing to see that his strength could be used anywhere he wanted to and not just opening the bottle. After acknowledging what he felt was okay to be felt when he did not get a turn, we continued our conversation.

F: Hmm, Ak, you know you are super strong right?
Ak: Yes. 
F: And that helps you open bottles for others. Right? 
Ak: Yes ma'am. (Slightly smiling)
F: Are bottles the only things that you can do with your strength?
Ak seems to be thinking. 
F: What else can you do with your super strength?
Ak: Climb ladder, draw...

His options went on and on, and so did his mind. The more options he came up with, the more calm and content he seemed. 

F: Ah, see you can do so many things with your hands and strength. So next time you get upset about not being to open somebody's bottle, what can you do? 
Ak: Find something else. 
F: Awesome!

We finished out conversation with a hi five and off he went to sip water. 

When children feel stuck one way, building the skill of creative decision making could help them shift their emotional states into productive states that can help them bring in the flexibility to handle situations differently, just like how Ak started seeing how he could use his strength in multiple other areas too himself, and not just use it in opening bottles. Flexibility is a muscle that can be built overtime which can enable decision making in creative ways, also helping one to see multiple pathways when one feels stuck. 

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

#reggioemiliainspiredlearning
#sparklingmindzglobalpreschool
​#inspiringconfidentlearners
#facilitatordiaries
#21stcenturylearning
#socialemotionallearning
#problemsolving

In today's fast pacing and ever-changing world, the requirements of children are also rapidly and constantly shifting. To be able to help them access their highest potential and become the best versions of who they can be, those around them also need to adapt and evolve, and we can start from the basics - our education system.

Today's education system needs a major transformation so that children's needs can be catered to in a holistic manner. It goes without saying that educators play a huge role in this. Here is our founder, Ms. Sreeja Iyer, in conversation with The Better India about today's education system and its role in shaping today's generation and the many more to come, and why it could be an 'unconventional' career path.

We at Sparkling Mindz handle children's issues in different ways. One way is to model their behavior back to them, asking them to reflect, take perspective and empathize on how/what they are doing or how others feel as a result of their behavior.

Another way is through role plays and this time, the facilitators at preschool decided to role play as children. They chose three scenarios to role play:
a) taking every communication with peers as an attack and being rude in response to attack,
b) self victimizing by saying they have no friends, and
c) wanting to look like the others and not satisfied with how they already look (especially the skin color).

Each scenario explains what the facilitators role played and what children reflected after each of the scenes.

Scenario 1

Friend 1 makes fun of friend 2's drawing that leads friend 2 to be upset and get into a mode of rejecting the other's friendship and her opinion by telling herself things that are not productive.

Reflections
 
An, "The house can be drawn however we want it to be."
Em, "We should not be rude at other's work."
An, "Friend 1 did not care about what the other child said." 
An, "Yes, she cared only about herself."
Sh, "She was hurt!"
Aad "Friend 2 was upset and was telling herself that she wants to be on her own."
Anya " Yes, she kept telling bad things to herself like, I don't like other people and they are rude to me!"

At this point the facilitator asked them, "Did friend 2 telling herself bad things help her?"

All, "Nooo!!!"

Facilitator (F), "What could she tell herself instead?"

Various responses such as, "I like mine, but I don't know why she did not like mine...", "I like mine but maybe she likes the way she draws...", "We should like what others do...", etc., came out.

F, "Are we expecting others to tell good things about us?"
An, without a blink, "Yes!"

F, "Is it ok when somebody doesn't like what we do?"
An, "It's okay I'll like it anyway."
F, "Okay. You can also tell them politely , "I like the way I have painted.""
F2, "So what did we learn from this?"
An, "To be kind to others and ourselves."

And the facilitator added, "Saying good things to ourselves and what we choose to do is not for other people's approval."

Scenario 2

Facilitators role played 2 kids playing and talking about their interests. Another child who wanted to join them did not want to join them as he did not get invited, and how the child 3 feels sad.

​Reflections

A level 3 Young Achievers Academy Class. A game is laid out and a discussion ensues just prior to it.

​N is a 12 year old who doesn't like rules.

N: I don't like rules, rules are bad.
F: When you are at a traffic signal do you tell your mom to keep going even if it is red light because rules are bad?
N: No!
F: What about in Nikhalasia (his fantasy land), what will you do there?
N: I'll build a bridge for people to walk above vehicles. So no traffic signals.
F: So then people have to walk above and vehicles have to go below - aren't they rules too?
N: Yes
F: Are they bad?
N: Well, no they keep people safe and moving happily. Not all rules are bad :)

​Times have been unpredictable, with the COVID-19 spreading, driving the world to take refuge in a dark shell of uncertainty. First, the schools were shut, then we were to keep our distance from each other and then, a complete lock down extending for over a month. Does this mean we shut everything down? Should children's learning stop? How are parents going to keep them engaged? These are some of the questions we asked ourselves.

We, at Sparkling Mindz value and nurture growth mindset. We believe that there is always a way, even in the face of adversities. We took to technology and reconnected with our children over video calls. Our children too vibed with our mindset, that NO Virus Can Stop Our LEARNING! 

We have been connecting with our children ranging from 7year Olds to 14 year Olds, reiterating to them about the importance of managing themselves mentally, emotionally and physically, and being able to create a routine that involves productive engagement. Oh! trust me, our children can create amazing schedules for themselves. 

On the last video call with our youngest group of children (the 7 to 8 year Olds), we presented a variety of activities that they could add to their schedules, which included different kinds of chores, workouts, experiments, skill building activities etc. Our children were  more than delighted to accept the repertoire of  options to choose from. 

Here, we have V trying to pick ice cubes with a piece of string as part of his play and learn experiment. The joy on his face shows us his engagement and wonder. Knowing V, we can imagine the curious wonder questions and observations he must have made while he experimented. 

Here is our Advika, doing the same challenge, inspiring all of us in the process, in her own creative way!

We viewed this adversity not as a hindrance but rather as an opportunity that presented itself to help our children and us learn and grow through it. 

Children, need to be encouraged to deal with adversities with a growth mindset. Why? So they become individuals who can deal with their circumstances without giving up on themselves or their dreams.


Contributed by Disha HK, Learning Facilitator at Sparkling Mindz Global School.

#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#covid19
#gamebasedlearning
#challengingourselves

On a gloomy Monday afternoon, the facilitators at SM were busy preparing for their classes next day when T (a 5 year old pre-schooler) walked in and sat on a facilitator's chair.
F: Do you want to be a facilitator?
T: I want to be a scientist! 
F: What does it mean to be a scientist?
T: (now in thoughts and guestured to not know) What does a scientist even do?
F: But you wanted to be one? 
T: Maybe I want to be a doctor or a librarian. I have not decided yet, when I become fifteen I'll get to choose.
(Something strikes her and she continues) Ah! I know! I want to explore space, I want to learn about the universe, I wish to be the first kid on space. Hmmm... What's a space ship driver called?
F: You mean an astronaut?
T: Yes! I want to be an astronaut.
T: (still thinking) Maybe I want to be a writer! 
F: What would you write then?
T: When somebody goes missing, I 'll write missing on a paper and put it up so that they can find them.
T: (continued with her eyes sparkling as bright as the sun compensating for the gloom outside) maybe I'll write stories!
T: Hmmm... Maybe I'll be a zookeeper, I love animals specially dinosaurs.
F: Do we have dinosaurs in the zoos now?
T: No, they died 15 million years ago, but I'll draw them... I'll become a zookeeper!
T: (seeming confused) they are all so cool, I'm unable to decide!

By then, her Mom arrived to pick her and she leaves. as she left, she screamed out loud from the door, "Ma'am! I want to be a tooth fairy"

If we can sustain this unique and imaginative thinking through their schooling years we would have succeeded in creating individuals that will carve their own unique paths and become changemakers in their own right!

#reggioemiliainspiredlearning
#sparklingmindzglobalpreschool
​#inspiringconfidentlearners

​Contributed by Yashika CG, Learning Facilitator at Sparkling Mindz Global Preschool.

T is visibly upset, screaming and crying, sitting on her pink mat, "I want H to sit next to me not Ash!!!!!!!"

Now both the classes, Cubs (4 - 5 y/o) and Joeys (5 - 6 y/o) were staring at the scene, wondering what was happening. 

T was then reminded to use her words and that we couldn't help her if we didn't understand why she was so upset. After a few seconds, when nothing seemed to help her calm down, the facilitator (F) stepped in, "Can T please come with me? Let's go to our calming corner."

This was done so that her emotions could be addressed with her calmly and to help her calm herself. 

T and the F then came to their class (Cubs' class) for further discussion,

F: What happened? 
T, still crying, at this point her words are not clear, murmurs something. 
F: You know I can't understand what you are trying to tell me. 
T, calms down and starts to talk after a few seconds: I wanted Ash to sit here (pointing to her left) and H there (pointing to her right). I didn't want Ash to sit here (pointing to her right). 
F: So what can you do about it?
T (now angry): I told her so many times. She didn't listen!
F: Okay, I hear you. 
T: NOOOOOOOO!!! (screaming and crying slightly) She made me upset. 
F: You're saying that she made you feel upset and cry? 
T: Yes.
F: What can T do about this now?
T, now calm: I can take a deep breath and go sit somewhere where there is space. I can make new friends also. I was upset because she made me. 
F: Hmm, so you are saying that somebody else has the power to upset you and make you cry?
T agrees. 
F: So you have given the power to make you feel angry or any other emotions, to people outside of you?
T: Yes. Only others can make me feel bad and happy. 
F: Interesting. So that's what you're choosing to tell yourself ?
T, now pondering, but also agreeing. 
F: Okay. Let's think about it this way, what does this power of yours look like? 
T: Like a mossy rock!
F: Awesome! And?
T: Yellow, bright like that sun (points at the ceiling, to show the sun in the sky). Oh, I don't need that sun, I can make a sun for myself!
F: WOW! And where is this power?
T points into the middle of her chest.
F: In your chest? Wow. So when you give your power away to others, when others have the power to upset you or make you happy, where does this bright mossy sun go? 
T, thinking. No response. 
F continues, "Next time you feel like others have upset you, can you look for that power within you and see where it is?"
T: Yes.
F: And if you that power is missing, what can you do?
T: Put it back in my chest! And I'll be powerful and bright like the sun! (does a little dance)
F: Awesome! Would you like to think about this and come back after a bit, so we can talk more about it?
T: Mm-hmm. 

And off she went hopping and skipping with the power of mossy sun within her! Who knows what hidden powers we carry when we don't stop to introspect or too easily hand over all our power to others to hurt, to anger us. What if, we chose to take back that power and work with it instead? What would your power look like? Have you wondered?

And off she went back to the class, happy as ever. Holding space for children to express their emotions give them the understanding that it's okay to feel what they are feeling without feeling judged. In this space, they feel safe to be themselves, and to be open to express and explore different parts of them.  

Now when T starts to get triggered, she can simply be reminded of the sun to shift it back to within herself and she's good to go. And that's all it takes, to emerge out as an empowered person, to realize and remember that we have the power within us to do whatever it is that we want to, that it is nobody but us who are responsible for our own lives. ​


#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#socialemotionallearning
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#21stcenturylearning
​#powerwithinme

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool