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Vimala V M

Vimala V M

Early Childhood Education Enthusiast! With rich knowledge & expertise in high quality teaching and learning. Committed to developing innovative, creative, fun and engaging learning environments

Location India



  • Haven't heard of this before. Nice idea :) Thank you!

  • @SihamBouzourene As educators, we need to know what to say when. Branding a child just because we think he or she is good/bad isn't going to work in anybody's favour. So to answer your question, if we have identified what the dominant skill is, we should help children with the remaining bit of learning as well where they have a difficulty in coping. That's...

  • In my opinion, Gardner's theory summarises that people do not have just one intellectual capacity or one intelligence, but have many kinds of intelligence. While one will be dominant the remaining are still not completely dormant. Gardner's theory supports "growth mindset". Just that as we grow, we will pursue the most dominant intelligence with the help of...

  • @ShaneHatcher Thank you, Shane. Happy Learning!

  • Also let them know that if brain was not open towards new learning, one can never be multi-faceted.
    If they love cricket, give them examples from great cricketers who were also good rugby or football players. If they love science talk about how Einstein was dyslexia and later turned the world upside down by his discovery.
    You could also quote the example...

  • Vimala V M made a comment

    Tell them that learning is a continual process and that it involves patience and perseverance.
    Give them real life examples of how we thought we cannot do good in a particular subject and how we tried and mastered it.
    Constantly motivate them by saying that "lets together try and make it happen".

  • Growth mindset has to be 2-way. The educator need to ensure that their gestures or verbatim are progressive and in no way hampers the innate qualities of every child to try, fail and learn. This in-turn helps the child also to understand that its not about winning or failing, all that matters is the participation - how much one understood, implemented, and...

  • My Picks.
    Develop Early:
    1. Tells teacher when they don’t understand
    2. Asks teacher why they went wrong
    16. Asks inquisitive but general questions

    11. Checks teacher’s work for errors; offers corrections
    10. Explains purposes and results

    Approach to developing one of the advanced behaviours:
    10. Explains purposes and result
    If our...

  • The ability to articulate questions and the quest for logical answers!

  • Create a positive environment for children to try and re-try until they get it right. A fear of trying should never be allowed as fear once induced for trying and failing will hamper the entire learning process and children will no longer be in a positive mind frame to try anything again in future. Inducing fear on failure will also create a negative...

  • I really liked this part:
    "It seems to be more successful to leave out the last step rather than the first step, and then progressively to withdraw the guidance from the end of the process so the students are having to complete them themselves"

    This can help us gradually and systematically withdraw scaffolding without hampering the learning process.

  • I have not handled high school but below are my thoughts.

    If it is a new topic that was picked up for the day, I personally feel this would be less effective as these can put a lot of pressure on children especially with the complexities of terminologies and functionalities of "heart". I would rather do this may be after I am done introducing the topic and...

  • Loved to see the "True or False" sorting for Maths. I have not personally seen this being used in a classroom and it was interesting to know and understand how scaffolding can be enabled through this. Loved the resources given to prove. It made a lot of sense to me. Differentiation was also possible through this method. Children were able to reason out with...

  • "Modelling" was my pick. Along with that we also use "Visuals and realia".

  • Chunking along with visual cues really help Early Learners associate and learn. This might take a little longer duration to finish a lesson plan but is very effective as the concept once introduced stays in them for long. We also use past references to connect to new concepts whenever there is a connection possible. Have specific relevant open-ended questions...

  • We provide individual materials for children to explore more like hands-on experiential learning. This can be achieved only through scaffolding and the peers taking turns becoming MKOs even without them actually knowing that they are helping their peers out. This is possible only by providing a conducive positive environment for children to explore, influence...

  • I always had issues memorising things. Reproducing poems while in school was a herculean task for me.
    1. What factors helped?
    Breaking them into short concepts and stories. In fact, this idea was that of my dad and it actually helped me learn them at ease without having the pressure of just memorising.
    2. Was a particular event or piece of support...

  • Thank you @AlessioBernardelli for responding.
    The children are between 1.5 to 2.5 years in one classroom, and 2.5 to 3.5 years in another. There is a huge difference in developmental milestones when we have a range of 1 year within a classroom. We tend to motivate all and address any additional support the child might want but then one single strategy doesn't...

  • Agree. Thank you.

  • Very True!
    As an educator we need to reflect on the experiences of lesson plan implementation, and also analyse its effectiveness.

  • "Everyone can develop knowledge, understanding and skills" and "All students need to be challenged in their thinking in order to learn", is what making a positive progressive learning environment. As a educator we all strive for this.
    "All learners in the classroom need to be motivated to learn", this is doable yet very tricky. Since all of us are unique,...

  • Differentiation is foreseeing the student needs in the learning environment and effectively adapting teaching techniques to accommodate it. Differentiation is not dividing the learning environment based on abilities.
    Differentiation helps build a progressive classroom thereby enabling positive learning environment.

  • I am into Early Education and I am keen to explore various ways of learning and development. Differentiation is one of them, and through this course I am looking forward to further enhance my knowledge on it.

  • Teacher kept prompting and connecting.

  • My top picks:
    Adapt Teaching to respond to the strengths and needs of all pupils
    Personal and Professional conduct
    Promote good progress and outcomes by pupil

  • I would still say it was my Kindergarten teacher as they were next to mothers taking care of all of us.

  • A good teacher is one who understands the fundamental thing that all children are unique, and hence, they have their own pace of learning. This means that a teacher has to be adaptive to a child's need while ensuring that the classroom engagement is positive and has provisions for hands-on exploration.

  • Looking forward to acquire a deeper knowledge on teaching. Happy knowing you all.

  • I am an Early Learning Enthusiast. Would love to get more insights on the nuances of teaching.

  • To get more insight on how to make the learning environment more meaningful and engaging!

  • Having finished the three other courses on Neuroscience, I am very keen on knowing, "How we can create optimal learning experiences to help tune each and every child's brains to adapt to learning better."

  • Take-away:
    "A calm amygdala allows the prefrontal cortex (executive thinking) to take precedence and activate emotional intelligence which is key to a healthy working/learning environment. An understanding of emotional intelligence needs to be translated into our leadership role by providing an environment where the people we lead are enthusiastic to learn...

  • Focus more on promoting an environment of eustress and not add any "stress"

  • Take-away
    "The contribution educators can make is to organise knowledge gained from neuroscience to effect change in the classroom. This includes knowledge about neuroplasticity, the way in which the brain and the environment interact, and the efficacy of reflective practice."

  • Take-away
    "Social interactions, consciousness, religion, moral, or artistic appraisal are just a few of the many topics that are currently being possible to be objectively approached thank to the development of these techniques."
    "Overall, there is no cognition without emotion, as supported by neuroscientific evidence (Pessoa, 2013), and a correct balanced...

  • Once we provide a place where people feel safe, secure and can trust, it creates a positive environment. This definitely can calm amygdala and in turn help us be more productive.

  • Take-away:
    “the more inspirational leaders who display more coherence in the brain are the ones who engage all so much better with others because they have higher levels of empathy they display more emotion and social intelligence"

  • Take-away:
    "Neuroleadership is a skill. It can be learnt by practising helping each other and learning to take care of others first (Sinek, 2018)." "Leadership is also about accountability and helping others".

  • Interesting! " To manage fear is to tell our amygdala to be calm"

  • Understanding of brain can give us an insight of our our own behavioural patterns thereby allowing us to act or talk accordingly in a effective way. This can in turn make the world a beautiful place to live in.

  • Keen to explore Neuroscience and its implications to Education.

  • Thank you for the additional reading resources. It was of great help!

  • Help children gain interest in the subject by adapting to various creative strategies and learning aids. Get more creative by attaching the content of the concept to a story, a logical sequence, etc that can help them retain the concept thereby not rote learning.

  • I personally feel that the whole trauma that people around us create for even a small failure is what creates "Bad Stress". If only everybody was told that its fine to fail as long as we fail to learn/overcome that situation to get back even stronger; never to fail again in that particular thing! Even exams, had it not had the tag of failure, children would...

  • Interesting!

  • Vimala V M made a comment

    Interesting Week 1!

  • Recall is a subset of Retrieval. There are different ways to get information back from our memory. Retrieval is important to do almost everything that we regularly do. Recalling happens mostly without any cues as its more innate.