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

Sparkling Mindz makes you do things beyond your comfort zone; gently nudging and pushing you to grow.  This one (as you must have guessed from the article) is about HOW I RAN A 12K MARATHON! Actually, how all of us at school ran a 12k Marathon?

Yes, we do run a marathon every year and this year on Oct 2nd, 2019 we all ran a solid 12 kilometers! While at any other place a marathon maybe about running and winning. Not at Sparkling Mindz. Here, it stands for everything that we as Sparkling Mindzians stand for -

1. Beating my best - it was not about comparing with anyone else but bettering our own timing
2. Being one with oneself - spending an hour+ running by yourself can bring out a lot of voices in your head - some that are cheerleaders and others that can be very discouraging
3. Finding my rhythm - running is all about discovering the rhythm in your breath, body and mind and each can find a different one

Something interesting happened on one of our last day of practice,. You must be wondering why bring up a practice session? Well, it was the day where we would run three rounds of around 4K each on site testing whether we could really do 12Kms or not! The moment of truth was here.
​
As soon as we began stretching you could already see the different thoughts running through people's minds, "Yay! We are doing 3 rounds today!", "Can I really run 3 rounds.... [sighs]",  "Oh my, I am so excited! I am sure I can do it", and more.  All of us having different thoughts, all of them that affected our run. Thoughts affected run? Yes! Let's explore what I meant through this.

We began our run and the facilitator screamed a heavy ‘Ready.......Steady.......Go..!’ and all of us ran with our hands moving front and back, our lungs filling with air, our legs drifting across the surface and thoughts running across our minds. All that were there in front of us was the pitch black road with trees on either sides, rocks laying here and there and wind passing by. In the first stretch some of us stopped and some took time off, all based on what we chose to tell ourselves.
We all finished the first round like we were flying through air and when the second round began, things started to get different. Few had pulled themselves up, some had fallen behind, some were determined, some were just talking and others were just walking. All telling themselves different things - ‘I can do this I will finish .’, ‘What! Where is my friend I can’t run like this.’  and ‘[sighs]...I am so tired I am not sure if I can do this’. Throughout the second round there were distractions, motivations, goals and narratives all of them new and some, different. Well, all of us managed through the second round.

​You ever hear the words ‘strong determination’? Well now we witnessed it because in the third round, narratives shifted and patterns changed. Everyone who committed to the third round began and this round started off like a bird taking off with its wings wide open. All of us told ourselves, "We could do it!" All of us with a productive mindset. This round was as fast as the wind and everyone by now was very eager to finish this run and achieve their goals.

The run ended and everyone was stretching- when we closed our eyes and took a deep breath,  we could feel this energy inside of us, something that drove us for the rest of our day. It was a source of power within us.

Why is this so important? Well, because that day the amount of improvement all of us showed was huge, how some of us learnt to shift states and narratives was an achievement. That day was the day when we all gave it our best, the best that we could give then. 

What’s next? Well, we are from Sparkling Mindz...so we want to constantly do more and do better, and so we will! We will continue our practices diligently and continue growing and learning. This is just one of our milestones in the many coming ahead.

Contributed by Meenakshi Tanikella, Falcons (Grade 8), Sparkling Mindz Global School. 
Edited by Sreeja Iyer, CEO & Founder Sparkling Mindz.

What would you do if you ever felt like you weren't part of a group, that you had no friends, that you felt like nobody liked you? 

How would you feel? 

Moreover, how do you think a child feels when she feels like she has no friends, that she isall alone, that nobody likes her?

Our 4 year old K had been finding it difficult to connect and be friends with her classmates, feeling alone and sad but not sure how to solve it by herself; neither did she have clarity on why and what she was feeling. 

The time came then for our 4 year olds to get a new set of library books to take and read at home. Out of those books, was one tiny treasure called 'Something  Else' by Kathryn Cave and Chris Riddell. The book is about a little creature the other animals call 'Something Else' because it doesn't look like the others. The storyline moves through the emotions faced by the creature when it felt alone, sad, lonely because of how others treated it and called it 'Something Else'. The book however ends on a happy note where another creature that looks like none other comes into the picture and they become the best of friends. 


​

Call it luck, call it a connection, K found it and took it home for the week. Days pass by, the book made its rounds with the others without any of us realizing how deep a connection K had made with the creature in the book called 'Something Else', until it was brought to our attention by her mother. K had been feeling like she was Something Else in the class as she felt alone, lonely and sad. Reading that book gave her the vocabulary and understanding of her emotions and feelings that she connected to, resulting in her opening up about it to her parents. 

When it was brought to the attention of the school, we decided to dive right in, as we always do. With her in particular, we have been working on communication skills, and as a class, social skills and making friends with new children were on the focus. Because of the initial layer of work that was already done, when K's emotions were brought in the picture, children found it easier to empathize and suggest solutions.

We read the book today, it being a Thursday where we usually read a book for our Library Routine. We chose 'Something Else' to read and everybody was excited and jumping on their mats, except for K. She looked quiet and withdrawn throughout. However, we proceeded. Children kept empathizing with the character and vocalizing about the scenes in the book. Post the reading session, the floor was open for questions and further discussions. 

"Have you ever felt like how 'Something Else' was feeling? " 

Nobody answered as such. 

The question then was repeated to K to which she whispered a yes. She then came and stood with us in the front for the issue to be discussed further. We held her throughout to let her know that she was safe in our circle. 

"Because I am alone like Something Else. Nobody is not playing with me." meaning to say that nobody played with her.

The whole class of the 4-year olds sat quiet and looked concerned as she spoke as they now knew exactly how she felt. 

"We will be friends with you. " 
"We will play with you." 
"I will write a letter for you at my home. I will bring it for you. You can take it home."
"I will play with you K"...

And on and on went children, soothing her heart. 

There was no need of further conversations and this culminated in a a gentle group hug where they just held her. And T planted her a kiss in the end. ​

Developing a vocabulary to express how they are feeling is a good first step to seeking help when someone is feeling left out, lonely or upset. Children, when not felt supported and loved, can develop all kinds of insecurities right from childhood that could take a long time to move out of. As important as it is to make them feel loved, supported and belonged, it's also important equip them to love, support and be there for one another. 


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

It was take home issue time for Cubs (4 to 5 year olds) today, just before they went home for the weekend. Children were all busy packing their take home files into their bags when Tanmayi was visibly upset. With teary eyes she said, "Nobody is being my friend." And started crying slightly. 

"Who do you mean by everybody?"

Tanmayi, pointing at Ashley, continues to tear up. 

"I am sure you can solve this. Why don't you go talk to her and ask her- Ashley, are you not my friend?"
She was prompted here as she was not in an emotional space to come up with questions. She seemed really upset. Usually she takes care of such situations herself. 

Tanmayi walked over to Ashley and asked gently, "Ashley, are you my friend or not?", hoping for a yes. 
When Tanmayi got no response from Ashley's side, she looked even more helpless, without realizing that Ashley might not have heard her voice as she was speaking very softly. Tanmayi kept standing next to Ashley, looking at me as if asking for help. 

"Ashley, I think Tanmayi is trying to communicate something with you."

Upon hearing this, Ashley suddenly noticed Tanmayi standing in front of her, "Oh!"

"Ashley, are you my friend or not?", repeated Tanmayi with a calmer demeanor. 
"Yes I am! But why did you twist my hand?", asked Ashley. 

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

At SM, the facilitators have something called an Inspirational Standup (ISU) every morning right before the classes commence. The purpose is to get inspired for the day, perhaps, even for life, and to find deeper connections and purposes in what we do. ISU usually includes reading a write up, watching a video, listening to a poem, playing a game, learning a new dance as a team, and such. The possibilities are endless when it comes to creating a new ISU. 

As we sat today in the front space of the school thinking about what we could do for the day's ISU, we agreed to observe the three children who were playing in the mirror cave, completely engaged in their little game, and ponder on the emotions they could be feeling. We agreed on 5 minutes to observe, then discuss after. The purpose for this exercise was to make stepping into the shoes of another and empathize deeper, consciously. 

We chose this exercise today as we had sat for a training session yesterday and discussed on the importance of empathizing with another to solve problems deeper and create more awareness within ourselves about another person's thought patterns. So what better way to practice what we preach at SM about depth, vulnerability, connectedness...than to take perspectives?!

As the minutes progressed, we stopped after what seemed like 2 minutes to share our experiences. What came out was deeper than what we planned for!

Facilitator 1: I saw them experiencing curiosity, happiness, calmness, joy, sense of trust, sense of brotherhood and a family bonding, feeling at home, love. 
Facilitator 2 and 3 were smiling ear to ear at this point, realizing almost all of their observations were covered too. 
Facilitator 2 added, "Yes! I also noticed awkwardness from Ved when he noticed that we were watching them." 

The discussion went on for another minute or so, adding more layers to what we thought they were experiencing during those moments when were observing them. This is when we realized that a simple exercise like this added so much more value to our day as we consciously stepped in and out of children's shoes to understand how they felt and what we could do to help them move forward. Not just children, even stepping in other people's shoes help us move forward from stuck moments that involve them. 

We also realized how we don't need to search far and wide for inspiration; it's just around the corner! All it takes is to be mindful for a minute and look around with an open and non- judgemental mind. And the world is all ours to grab!

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

​I was having a conversation with children today on putting effort and how it's not easy, yet we do it. We reflected on it during our facilitators meeting. It inspired me to write a poem. Sharing...

Everyday 
I choose a fight
With my time
On what's right 

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Everyday 
I choose to talk
With care
And deep thought

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Everyday 
I choose to work
To make an impact 
For what it's worth

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Most times I win
Even when I don't
I still choose the fight
As it's worth my might

If our children saw everyday as a challenge to grow and make themselves better. If they just started to see themselves as worthy of great things we would see them pushing themselves and picking battles that are worthy of everyone's time. 

Contributed by Sreeja Iyer, Founder, Sparkling Mindz Global School and Preschool

Yet another conflict comes up in the 3 and 4 year olds' class today. This is what happened,

T is visibly upset and is stamping on the floor in anger and tears in her eyes. 
F: What happened? 
She gives no response. After a few moments, she says, "A is not my friend!" 
To which A said with a surprised expression, "That's not true. I am."
T seems surprised. But still crying. 
Suddenly, A jumps in to explain, "She hurt me."
T calmed down and said, "But I said sorry."
"No, she didn't!", said A, defending herself. 
"I said it very softly but", T explained, and stomped off to the corner to cry saying, "I am very upset!" 

Now everybody in the class is quiet and watching the entire thing. 

H and A were sitting next to each other at this point. Suddenly H stands up for the situation, feeling responsible, and tells A, "A get up and go talk to her."

A follows suit. She goes to T and gently tells her, "You say sorry to me."
T doesn't budge. After a few seconds of trials, A looks around and calls everybody to them. Without any more intervention from A, everybody gravitates towards them both and hugs T as a way of consoling her post which T flashed everybody the widest smile. She said sorry to A after this and the entire problem was solved.

When children are shown how problems are solved, they naturally start picking up the habit and show problem solving skills even at the youngest age of 4. When trust is established with them that they are capable individuals who can solve their problems, they reach a whole new level of confidence in themselves with the belief that they are capable of solving their own problems.  They, then show us what anger, crying, distrust and fear can't do - a little bit of love can magically solve!

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

#sparklingmindzglobalschool
#inspiringconfidentlearners
#youngachieversacademy
#everychildcansolveproblems

The Calves, our 3 year olds class, and I started our story time one day in August. Little Engine was the story we picked and all of us sat down in a circle to listen. For our story time, we have a wall full of emotions where children can identify and relate to what the character is feeling as the story progresses. 

Throughout the Little Engine story, children constantly ran over to relate to the emotions. Over the course of the story, children constantly connected with the Little Engine that was stuck in the middle of nowhere as it couldn't go up the mountain to deliver the toys it had promised to the children. Here's how the discussion went:

H (points to the thinking face): It is thinking about going, is stuck. 
(She was talking about how to get the train unstuck, from the train's perspective)
Av: It's scared and shocked. Another big train is coming on the track. 
S: It's happy ma'am. 
F: Why is it happy?
S: Because it's going to give toys to children. 
Aa: Crying, the big engine is not helping it. 
K: Sad. Because the storm is coming. 

Our 3 year olds were exploring emotions and they began to connect emotions to nature. Is Sun happy or sad to play with clouds? Do clouds cover the Sun in anger? What about rainbow - is that a happy sign? Are moon and sun friends? The wonder never ceases in their world, nor do their connections....a sample conversation is shared below.

Ab (smiling at the facilitator): The sun is happy ma'am.
F: Why is the sun happy?
T: Because the sun is behind a tree and it is happy.
An: No it is sad. Because the clouds come in front of him. They are all angry clouds.
F: Why are they angry?
H: Because they are dark. Rain is coming.
An: Yeah, the sun is angry because there are so many clouds in front of the sun and it is hiding.
<Everybody goes into a pensive mood>
F: Ok. Looks like we have interesting things to think and wonder about. How about we all go upstairs and wonder at the sun and other things that are up there? We can even wonder which emotion the sun and the clouds are having. Would you like that?
S, T, An, Aa, Ab, H: Yes ma'am. 
F: Ok. Let's put a sticky note here and write it down. This week let's find some time and go upstairs to look!

Emotions of the sun, sky, clouds:
The children were taken upstairs to watch the sky and wonder about the various emotions they might be feeling.
Aa: I can see the sky
K: I see the sun ma'am
Ab: Ma'am , I can see the clouds
F: Very nice! How do you think the sun is feeling?
Collectively: Happy
Av: Because he is out today and he is not sick
<Collectively spot clouds>
F: How do you think the clouds are feeling today?
H & K: Happy, good.
H (changing her mind in an instant): I don't know.
F: Where is the moon then?
H: No, it's too far we cannot see it.
Av: No, the moon and the stars will come only in the night
F: Why?
Av: Because I saw a book like that in the office yesterday
They all came around, sat in a circle to watch the sky.
H: I see sky and sun
S: Sun is sick ma'am
F: Why?
An (consoling S as he is getting upset): No see, the sun is feeling so happy. He is on us.
Av (adding some love and care): Because see he won't get sick today.

As children explore emotions through nature and make connections they generally tend to project how they feel, learn to express it, work with each other's emotions, respond to it and even present other perspectives for the same situation - building emotional range and flexibility. 

Children represented in visual form the feelings they felt during the sky watch. It is generally very illustrative to watch them represent their feelings through colours and motion. 

The emotions came pouring onto paper through strokes and colours and left indelible marks on their minds. We continue this discussion on emotions on another day, with another set of natural elements...wondering what they will pour next, connect next?



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