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My Success story of how I relieved myself from migraine headaches

8/12/2020

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Working at Sparkling Mindz has a facilitator has been an amazing journey of self-growth and self discovery  for me.  Thanks to the passion and dedication of my mentors, Sreeja ma'am and Minesh who motivate  and drive each one of us - at times, encouraging me to tread in paths which are beyond my comfort zone, trusting in my potential more than me, and being there to constantly support and pick me up when I fall. One such instance was when they came to know that I suffered from migraine headaches and reached out to help me.  And lo, the story unfolds... 

I have been suffering from migraines for several years now, and have tried all kinds of medications from allopathy, ayurveda, homeopathy, naturopathy and what not, but to no avail.  And then I pacified myself that this is hereditary and since my mother also has it, I will eventually have it ( after careful analysis of how my triggers and symptoms match hers).  Now that I have accepted migraines to be part of me, I tried to shift my focus  to prevent the triggers like constipation, going out in the sun, untimely meals, travelling etc.    Still it was not possible to prevent the triggers all the time, and when something had gone off, I found myself waiting for my symptoms to start, dreading the intensity and pain.  And along with it, suffering from guilt that I am not able to do my work well or fulfil my responsibilities, or being a burden for others at home. 

When I discussed all of this with my mentor, Minesh, he suggested two things.  Identifying and working on what is bothering me at the moment and working on my emotions which may also be a trigger and then using Creative Visualisation to deal with the physical symptoms.  The suggestions did seem easy to work on, but it required lot of courage to look into myself, identify the emotional contribution to the problem and accept the fact that 'yes, that is affecting me'.  It was easier to mask my feelings and say 'I'm okay',  'I'm not that kind of a person who would take all this seriously', 'Ya, this happened .  But still it's fine'.  

Once, I identified the disturbing situation, I was taught how to change my reaction to the problem, by accepting it, acknowledging my thoughts and feelings, and bringing in more awareness to the whole schema of things - this awareness helped to reduce the intensity of the trigger and sometimes nullify it too.  And then came the second step where I spoke to my body, saying that 'I understand that through this headache you are trying to bring something to my awareness and letting me know that something is wrong.  Thank you.  Now I have understood. So it's okay for the pain to fade away.  Ta ta.  Bye Bye.'   And lo behold the pain was gone.  I was left in awe at this magical redemption from so many years of suffering.  Is this really possible that I could just talk to my body and it would just listen to me?  But yes, it actually did!!!   Oh what a miracle!!!  And all this while, to know that my body was actually trying to tell me something through the headache, and I was not listening to the underlying fact; instead I was trying to treat the physical symptoms on a superficial level.  

I went back to happily share this experience with my mentors and express my gratitude to them.  Now that I found success in managing my migraine once, I started applying it every time.  The headaches do come back, but I am able to resolve the issue before the pain aggravates. I first start looking for things that are affecting me at the moment and start working on them.   And also having managed it once, twice, gives me the confidence that I can handle it anytime.  Oh what a relief !!  And the most beautiful fact is that I found the " POWER WITHIN ME' to manage my emotions and the physical problems triggered by those emotions.  

The journey was painful, but worth the effort -because I have become a more confident ME and  bear this torch of self discovery to light many more lives along the way - as a facilitator, as a teammate, as a friend, as a neighbour, as a family member.  

Now that I have resolved one issue, I have embarked on the next journey of working on my self-confidence, identifying areas which need work, identifying and working on my limiting beliefs, fighting the resistance to dig deeper and deeper.  I already hear you wishing me 'All the best'.  Thank you!

#sparklingmindzglobalpreschool
​#inspiringconfidentlearners
#facilitatorselfgrowth
#powerwithinme
#learningforkeeps
​
Contributed by Jennifer Christy, Learning Facilitator at Sparkling Mindz Global Preschool.


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Not All Rules Are Bad

20/10/2020

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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 :)

"Children tend to take a generic stand towards a few aspects of their lives. It helps them simplify decisions, not necessarily comply because they disagree and is generally resourceful in many ways. " -Sreeja Iyer

Children tend to take a generic stand towards a few aspects of their lives. It helps them simplify decisions, not necessarily comply because they disagree and is generally resourceful in many ways. Changing that stance even to mild flexibility is a success because it means they have started to see some perspective beyond self-protection, they have started to understand logic beyond their own imagined fantasy. That's enough.  Sometimes significant shifts come from very small cracks and the first crack is key.

#youngachieversacademy
#inspiringconfidentlearners
#sparklingmindzglobalschool

Written by Sreeja Iyer, CEO & Founder of Sparkling Mindz Global School & Preschool (as narrated to her by Anita Ashok, Facilitator, Young Achievers Academy)
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The Math Class That Went Out Of The Box!

2/4/2020

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**Long Post Alert**

If you think of the word interview and the words ‘nervous’, ‘scary’, ‘dread’, ‘boring’ or any of those come to your mind, it is clear that you have probably not had an interview at Sparkling Mindz Global School. At SM, we have a learning area called ‘LIFE’, short for Learning Is Forever and Everywhere, and we take that very seriously. Even an interview is a learning experience for both, the interviewer and the interviewee. In the beginning of April, we had an interview which led to the resolution of deep-seated beliefs about the learning of math for one of the facilitators who was part of the interview team. It was also a refreshing experience for the interviewee, S, who saw math and math anxiety in a whole new light. As if this was not enough, all the people involved in the interview also had an ‘aha’ moment about maths during the interview! 

The interviewee, S, writes: 

Expect the Unexpected 

“Expect the unexpected” that’s exactly what you should expect in Sparkling Mindz. And I had my first such experience in my Interview itself!!! 

I had to do a demo session on Parallel lines for 4-6th graders... After the 1st demo session, I had a few comments as the areas of improvement and then the very next day I had to redo the session. 
All the feedback was explained well with examples and the need for making the specific changes. I was able to relate to them and understood how to implement the same. With all those inputs and a quick connect with one of the facilitators helped me to gather my thoughts and structure my day 2. 

All Set!! 

My session was now on an overarching umbrella - Lines... the students were a mix of those liking math, those not liking, some knowing some of the topic, some not knowing much of it......But when I started, each one of them was enthused and excited, because I asked them to draw their favourite imaginary toy!! 

That’s how we started “the lines” After putting their imaginary toys on the paper, talking about them a little.... It was the moment I introduced the lines – vertical, horizontal, slanting... 

Then I brought in the second line!! 

So while explaining the parallel lines, One of them called out- 
“Ma’am are all HORIZONTAL LINES Parallel lines? 
Woooohhhhhhoooo!!! that was the Aahaaaaa moment!! 

It was exciting... the student discovered something so did I... And so did my interviewer who was silently watching all that was happening in the session!! 

All VERTICAL LINES are PARALLEL lines too!!! The joy and the pride on the face of the student for being able to say something so important was satisfying and is unexplainable in words for me.......It was not a part of my script.... 

While there will be those difficult questions that the I would not have thought thru during the preps and may throw me completely off track, I realised at that moment, there will also be THESE moments when I will discover many the wonderful things with children!!!And that’s what all the hard work will be worth for! 

The Facilitator, P, writes: 
The Class in which I found math (and the ball found it’s lines) 

As I sat for the second math class of my adult life, I was not sure if history was going to repeat itself. Well, it had already repeated itself yesterday, when in the middle of the class a veil fell upon me. The old familiar veil of ‘I can never get this’. Now this is a transparent veil, and it is difficult to spot it. Also this is a layered veil. It is made up of many emotions and thoughts, like: ‘I hate this’, ‘I am not getting this so this must not be worth getting’, ‘But the others are getting it so maybe it is worth getting but I lack the ability to get it’. Between all of these though, and the most difficult one to spot, is ‘I want to get this!’

This veil has often been the reason I have had a strange relationship with math. As I write ‘have had’ in the past tense, I realize that an opening has been made and I have a chance to open the veil and look through in some way. 

So, what made the unimaginable happen?

This was a repeat of the class on parallel lines conducted by one of the interviewees, S at SM. Just yesterday, I thought parallel lines are a farce, an illusionary concept that does not exist in life. I gave a lot of feedback during and after class to the interviewee with the view that another child shouldn’t ever sit through a math class and feel anxious like I did, another child shouldn’t have to face the veil and be helpless about it and if I could do anything to change how a child might feel in a math class I’d do it. So, today again, despite my meltdown and math anxiety, I went with an open mind. Let me give the person a chance, let the person use the feedback that was given by us to account for the emotions of students, look at the big picture of a concept and not just narrowly look at parallel lines, define and establish purpose and connect for the students etc. - I went to try and understand what lines are, what line segments are. I told myself let me not be that student in the English class who, in the middle of a very evocative poem, asks,“but how can the moon talk!?”...It can’t, but the poem does not mean to say the moon is talking literally, it is a representation, a symbol, a form. So I thought let me not break apart the form of mathematics. Let me stick to the piece of paper, to line segments and see what unfolds. Little did I know that a lot was going to unfold. 

The interviewee had taken the feedback well and planned a very different class. At the outset, we were asked to draw an imaginary toy and I drew a ball. Why did I draw a ball when I could have easily drawn something with straightforward lines on it? Well, partly to test mathematics, and partly because well: I think it was just to test mathematics. 
“Oh! You say lines are everywhere. This is my ball, where are your lines?” 
“A circle is a curved line.”
 Okay, I melt a little bit. 

Picture

But where are there parallel lines on the circle? She turns this time and addresses my question. I tell her that my lines meet. They are not parallel. She shows me how that is a point of intersection. I’m wowed! I opened up a new word in the class. That felt good. So, while everybody else was busy coloring their parallel lines red and their perpendicular lines blue I introduced points of intersections because of my drawing and everyone started looking for them in theirs too. 

Aah! There you go! Isn’t there a point of intersection on your circle? The point on top where all the circles meet. Yes! So I get to colour a little blue dot on my drawing as well. It’s not a lot, but to the thirsty even a drop will do. A dot will do. I will stay. I will listen further. I will try. I will give you another chance. 

“But Ma’am, where are the lines (parallel, perpendicular or any other) on my circle!?”
 Hmmm…
The teacher tries to show me how the curved lines on my ball are a part of a circle in 3D (but she parks it saying we will open it in another class. I let it go too). But, I insist on seeing parallel lines in my circle and she draws two circles - one within the other and says that concentric circles can be considered to be parallel. I’m even more wowed now.

Another student M (this one seems to get math like the back of his palm), draws an out of the world toy with parallel lines thrown all over! This line to that, that line to this! 
Picture
Picture
The vertical lines, in green, are parallel to each other. The horizontal lines, in purple, are parallel to each other.


​Then, someone spots two lines far away from each other which are seemingly parallel. We all join all the line segments by stretching them further on both sides. They all seem to be parallel to each other. It was just not visible before! I am glued. This can be the moment when math will fall on its face. And I have this mixed impulse. If it falls I will be happy, in a very narrow, limited unresourceful way. I think I want it to fall on its face and embarrass itself. Because, if math falls then I can safely believe that “oh, so it was not me that was stupid’. But, what I do not accept or even perhaps see fully in the moment, is this - 
What I really want is for math to fly! Not fall, but take off from that page and fly. Where I want to be is on math’s side, and under its wing. The other side of the impulse is actually to fly. And I am suspended, waiting for math to give me the cue and for my teacher to pick it up.  

And it does! And she does! 

We join all these lines and see how all the vertical lines are parallel and all the horizontal lines and parallel and all the slanting lines are parallel. And then it happens! I utter the words: “So, ALL horizontal lines are parallel!?” And the teacher, she flies along, she does not want to bring us back to this paper, this line segment, this class, this objective, this girl who doesn’t know, that boy who is acting smart. No. She does none of it. She takes my invitation and says, ‘Oh yes! Poorva! All horizontal lines are parallel”. And she and me and all the other students are now suspended together, under math’s wing! It feels extraordinary. I push even further, “So, ALL horizontal lines are parallel, ALL vertical lines are parallel and ALL slanting lines are parallel”. However, in my eagerness to fly I have lost a little bit of grounding. The teacher steps in: ALL horizontal lines are parallel, yes. ALL vertical lines are parallel, yes. But all slanting lines are not parallel. WHAT! I feel that small anger coming back. Please don’t take this away.

Picture
Picture of slanting lines

But she shows how all slanting lines cannot be parallel. 

Yes, I accept. And it is okay. I remember, to fly doesn’t mean you have to leave all connections to the ground. Yes, there is creative liberty but words are still words and a poem is still a poem and the moon can talk but its words better have the right spellings. That is important too. I respect my teacher for holding that ground without taking away the flight. 

After the class is over, everyone feels like they discovered something about math today, including S, the interviewee. As for me, I think I altered my stance with math after this class. I changed my question from, “Where are your lines?” to “Where can I find lines?” 

Picture
My take home

And the ball? Well it found its lines too!


#sparklingmindzglobalpreschool

#sparklingmindzglobalschool
#youngachieversacademy
​#inspiringconfidentlearners
#21stcenturylearning
​#everychildcan

​Contributed by Poorva Agarwal, Learning Facilitator at Sparkling Mindz Global School.



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Are you a Parent Looking for answers too?

17/10/2013

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Quest for a personality development programs for my child

 A year ago, I was the distraught parent of a shy and timid child groping for answers to my questions. My five year old was not the exuberant, confident and outgoing child that I wanted her to be.  My quest for a sound personality development programme in the neighborhood was unfruitful. The prospect of sending my child to an activity center where children are herded in droves did not appeal to me.  About eight months ago I saw an ad for Sparkling Minds and it changed everything. Here was a fresh and innovative approach to a child’s development using an activity based approach centred around NLP and MI. It was very evident from their website and brochures that a lot of sound research had gone into the design of these programmes. Working in groups of ten meant individual attention to each child. Finally, the impressive credentials of the founders reassured me that my child would be in safe hands.

First exposure to 21st Century Skills - becoming greedier!

The first interaction with the coordinator opened a world of possibilities beyond personality development. They were offering to groom my child to become a 21st century citizen with attributes like interpersonal skills, independent thinking, sound decisions making, leadership etc. This was more comprehensive than any generic personality development program. The holistic feedback system would ensure that I would know the best way to work with my daughter. From being confused and worried, I became optimistic and maybe even a little greedy about this whole new world of possibilities.

New Learning Experiences & Lovin’ It!

It has been four months since I started this relationship with SM and I have loved every minute of it! My daughter loved going to Sparkling Mindz right from the word go. The facilitators, the activities and the carefully designed rooms made her very happy. In the first few days itself, I saw a never before eagerness in her to be a part of everything.  Even at home and at school, her social interactions and confidence improved.  She became enthusiastic to participate and perform without any inhibitions.

There is way more, if you look carefully…

While these changes were noticeable in the initial couple of months, imbibing attributes like self-confidence, not buckling to peer pressure, learning smartly, listening and observation, structured thinking etc. happened later.  About three or four months into the program, my daughter started displaying the above attributes in her own small ways. 

  • She started becoming curious about learning the process behind any activity or product
  • She subconsciously breaks down any given task into steps for better execution
  • She figured out on her own that if 5+5=10, diving 10 by 2 would be 5 without any prior exposure to the principles of division
  • She started using rhyming words to remember spellings better

This morning she stumped me again. We were watching a show called Mr.Maker on Discovery Kids, which was previously aired on CeeBeeBees. The final credits alluded to ceebeebees.com. Pat came the question as to why should ceebeebees be a part of the credits if the programme has already transitioned to Discovery Kids, why are they still referring to CeeBeeBees. That was a home run for listening and observation!

My child will stand out from the crowd – thanks to Sparkling Mindz!

My daughter has embarked on a journey of self-discovery and loves it. She is acquiring critical life skills which are essential to survive and succeed in today’s dynamic environment.  The children of today are all smart and intelligent. But the Sparkling Mindz programme will help to differentiate her from the rest.

The right program at the right age

I too have attended sessions on team play, structured thinking and interpersonal skills at work. However I have observed that these initiatives do not always generate the desired results because adult personalities are pretty much set and transformation is difficult and time consuming. By starting early, my daughter will have these traits and would not have to be tutored as an adult.  I am glad that she is developing an edge without even realizing it! 

Contributed by Roopa Balakrishna (Dhriti's mother), she is an equity analyst by profession and currently a full time doting mother,

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A few recent stories from parents that keeps us going...

13/3/2012

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A parent came to us worried that the child did not like to read/write and was struggling at school. By the end of just one of our modules, the child started writing very creative stories and as the next module rolled over the child was already making an effort to practice reading, what was going to be presented and more!!!

Another parent recently told us that she had to give a speech at school on the child's graduation day and she didn't know what to say because she had seen such tremendous improvement in the few hours/week of sessions that we had done with the child compared to what had happened at school. The child had opened up a lot, started presenting in front of an audience with full confidence and even won prizes everywhere for creative work as well as presentations!

A single parent mentioned to us recently that her child who would not take responsibility for anything had becomes extremely self-motivated, started taking responsibility for his work, taking initiative at school and even, understanding a situation in which she was upset. None of which he would do by himself, otherwise!

These and more below...are all changes in attitude that are reflected through the thinking skills program. It is essential that it is viewed as a long term solution and something that is an investment for the child's future. A positive, creative attitude that lasts a lifetime could be one of the best gifts you could be giving your child.
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