How can we give a Human Being a zero ?

A student studying in Russia says:The highest score for most of the exams in Russia is 5.If a student does not answer any question and returns back his exam paper blank, with no question answered, he gets 2 out of 5.

In my first days at the University of Moscow, I did not know about this system and I was surprised and asked Dr. Theodor Medraev: "Is this fair that a student did not answer any question and you give him 2 out of 5? Why not give him a zero ?
Isn't that the right way ?"

He answered:"How can we give a Human Being a zero ?

How can we give him a zero to someone who was getting up at 7 am to attend all the lectures ?

How can we give him a zero since he got up in this cold weather, and used public transport and reached to do the exam in time, and tried to solve the questions ?

How can we give him a zero for the nights he used to study and spent his money on pens and notebooks and bought a computer for studying ?

How can we give him a zero when he left all other life styles and pursued his studies ?

Here my son, we do not give a zero to a student just because he did not know the answer.We at least try to respect the fact that this is a Human Being, and he is having a brain, and he tried.Because this result which we give, is not just for the questions in the exam paper, it is also about showing appreciation and respect to the fact that this is a Human Being and deserves to have a score."

Truly I cried and did not know how to respond.There I knew my value as a Human Being. Zeros can actually decrease motivation on students, and can quickly destroy them and make them stop caring about their studies altogether.

Once a zero score has been put in the grade book, they need no longer care about that subject and they may assume that, there’s nothing they can do about it.
Today I tell my story as a message to our teachers, so as to change this shabby system of education which we have in our country.

9 Ways to Reduce Anxiety

When you’re feeling anxious, you might feel stuck and unsure of how to feel better. You might even do things that unwittingly fuel your anxiety. You might hyperfocus on the future, and get carried away by a slew of what-ifs. How do you reduce your anxiety right now?

What if I start to feel worse? What if they hate my presentation? What if she sees me sweating? What if I bomb the exam? What if I don’t get the house?

You might judge and bash yourself for your anxiety. You might believe your negative, worst-case scenario thoughts are indisputable facts.Thankfully, there are many tools and techniques you can use to manage anxiety effectively. Below, experts shared healthy ways to cope with anxiety right here, right now.

How do you reduce or eliminate your anxiety and anxiousness right now? Here are 9 ways to do so that have been shown to work.

1. Take a deep breath.

“The first thing to do when you get anxious is to breathe,” said Tom Corboy, MFT, the founder and executive director of the OCD Center of Los Angeles, and co-author of the upcoming book The Mindfulness Workbook for OCD.

Deep diaphragmatic breathing is a powerful anxiety-reducing technique because it activates the body’s relaxation response. It helps the body go from the fight-or-flight response of the sympathetic nervous system to the relaxed response of the parasympathetic nervous system, said Marla W. Deibler, PsyD, a clinical psychologist and director of The Center for Emotional Health of Greater Philadelphia, LLC.

She suggested this practice: “Try slowly inhaling to a count of 4, filling your belly first and then your chest, gently holding your breath to a count of 4, and slowly exhaling to a count of 4 and repeat several times.”

2. Accept that you’re anxious.

Remember that “anxiety is just a feeling, like any other feeling,” said Deibler, also author of the Psych Central blog “Therapy That Works.” By reminding yourself that anxiety is simply an emotional reaction, you can start to accept it, Corboy said.

Acceptance is critical because trying to wrangle or eliminate anxiety often worsens it. It just perpetuates the idea that your anxiety is intolerable, he said.

But accepting your anxiety doesn’t mean liking it or resigning yourself to a miserable existence.

“It just means you would benefit by accepting reality as it is — and in that moment, reality includes anxiety. The bottom line is that the feeling of anxiety is less than ideal, but it is not intolerable.”

3. Realize that your brain is playing tricks on you.

Psychiatrist Kelli Hyland, M.D., has seen first-hand how a person’s brain can make them believe they’re dying of a heart attack when they’re actually having a panic attack. She recalled an experience she had as a medical student.

“I had seen people having heart attacks and look this ill on the medical floors for medical reasons and it looked exactly the same. A wise, kind and experienced psychiatrist came over to [the patient] and gently, calmly reminded him that he is not dying, that it will pass and his brain is playing tricks on him. It calmed me too and we both just stayed with him until [the panic attack] was over.”

Today, Dr. Hyland, who has a private practice in Salt Lake City, Utah, tells her patients the same thing. “It helps remove the shame, guilt, pressure and responsibility for fixing yourself or judging yourself in the midst of needing nurturing more than ever.”

4. Question your thoughts.

“When people are anxious, their brains start coming up with all sorts of outlandish ideas, many of which are highly unrealistic and unlikely to occur,” Corboy said. And these thoughts only heighten an individual’s already anxious state.

For instance, say you’re about to give a wedding toast. Thoughts like “Oh my God, I can’t do this. It will kill me” may be running through your brain.

Remind yourself, however, that this isn’t a catastrophe, and in reality, no one has died giving a toast, Corboy said.

“Yes, you may be anxious, and you may even flub your toast. But the worst thing that will happen is that some people, many of whom will never see you again, will get a few chuckles, and that by tomorrow they will have completely forgotten about it.”

Deibler also suggested asking yourself these questions when challenging your thoughts:

“Is this worry realistic?
Is this really likely to happen?
If the worst possible outcome happens, what would be so bad about that?
Could I handle that?
What might I do?
If something bad happens, what might that mean about me?
Is this really true or does it just seem that way?
What might I do to prepare for whatever may happen?”

5. Use a calming visualization.

Hyland suggested practicing the following meditation regularly, which will make it easier to access when you’re anxious in the moment.

“Picture yourself on a river bank or outside in a favorite park, field or beach. Watch leaves pass by on the river or clouds pass by in the sky. Assign [your] emotions, thoughts [and] sensations to the clouds and leaves, and just watch them float by.”

This is very different from what people typically do. Typically, we assign emotions, thoughts and physical sensations certain qualities and judgments, such as good or bad, right or wrong, Hyland said. And this often amplifies anxiety. Remember that “it is all just information.”

6. Be an observer — without judgment.

Hyland gives her new patients a 3×5 index card with the following written on it: “Practice observing (thoughts, feelings, emotions, sensations, judgment) with compassion, or without judgment.”

“I have had patients come back after months or years and say that they still have that card on their mirror or up on their car dash, and it helps them.”

7. Use positive self-talk.

Anxiety can produce a lot of negative chatter. Tell yourself “positive coping statements,” Deibler said. For instance, you might say, “this anxiety feels bad, but I can use strategies to manage it.”

8. Focus on right now.

“When people are anxious, they are usually obsessing about something that might occur in the future,” Corboy said. Instead, pause, breathe and pay attention to what’s happening right now, he said. Even if something serious is happening, focusing on the present moment will improve your ability to manage the situation, he added.

9. Focus on meaningful activities.

When you’re feeling anxious, it’s also helpful to focus your attention on a “meaningful, goal-directed activity,” Corboy said. He suggested asking yourself what you’d be doing if you weren’t anxious.If you were going to see a movie, still go. If you were going to do the laundry, still do it.

“The worst thing you can do when anxious is to passively sit around obsessing about how you feel.” Doing what needs to get done teaches you key lessons, he said: getting out of your head feels better; you’re able to live your life even though you’re anxious; and you’ll get things done.

“The bottom line is, get busy with the business of life. Don’t sit around focusing on being anxious — nothing good will come of that.”

(https://psychcentral.com/quizzes/anxiety-quiz/}

माइंडफुलनेस

हमेशा खुश रहने का तरीका है माइंडफुलनेस, जानें इस थेरपी के बारे में

हमेशा खुश रहने का एक बहुत ही अच्छा तरीका है और वह है माइंडफुलनेस। अब आप सोच रहे होंगे कि भला यह क्या है और कैसे होता है? दरअसल माइंडफुलनेस ऐसी थेरपी है, जिसके जरिए हम अपने अंदर, अपने आसपास हो रहीं घटनाओं या स्थितियों के प्रति जागरुकता पैदा करते हैं। यह एक तरह से ध्यान ही है। बस फर्क यह है कि ध्यान लगाने के लिए एक तय वक्त पर अलग-से कोशिश करने के बजाय माइंडफुलनेस में हमें जिस लम्हा, जहां होते हैं, अपना पूरा ध्यान वहीं लगाना होता है और उस लम्हे को पूरी तरह महसूस करना और जीना होता है।

इससे बढ़ती है खुशी
माना जाता है कि माइंडफुलनेस तकनीक की रेग्युलर प्रैक्टिस करने से हम खुश रहना सीख जाते हैं। दरअसल, इसके जरिए हम मौजूद लम्हे से जुड़ जाते हैं और उसे स्वीकार कर लेते हैं। इससे यह डर खत्म हो जाता है कि इस लम्हे ऐसा होता तो क्या होता? या फिर हम ऐसा चाहते थे, वैसा नहीं हुआ आदि। जब हम सचाई को स्वीकार कर लेते हैं तो खराब स्थितियां भी हमें परेशान नहीं करतीं। हम मान लेते हैं कि हम इस स्थिति को बदल नहीं सकते। हां, अपने रिऐक्शन या प्रतिक्रिया को जरूर बदल सकते हैं। इससे धीरे-धीरे हम हर स्थिति को स्वीकार करना और उसमें खुश रहना सीख जाते हैं।

माइंडफुलनेस के तरीके

1. सांस पर ध्यान देना (Mindful Breathing)
2. ध्यान देकर सुनना (Mindful Listening)
3. ध्यान देकर देखना (Mindful Seeing)
4. विचारों पर ध्यान देना (Mindful Drawing)
5. शरीर के खिंचाव पर ध्यान देना (Mindful Body Stretching)

माइंडफुलनेस के फायदे
1. तनाव से मुक्ति
2. याद करने के शक्ति में इजाफा
3. एकाग्रता का बढ़ना
4. भावनात्मक स्टैबिलिटी होना
5. शांति और खुशी का अहसास बढ़ना
6. हाइपर-ऐक्टिविटी कम होना
7. गुस्सा कम आना
8. एक-दूसरे को समझने की क्षमता बढ़ना
9. फैसले लेने की क्षमता में इजाफा
10. नींद का बेहतर होना

कैसे करें
माइंडफुलनेस थेरपी को करना बहुत आसान है। आप जिस वक्त जहां हैं, पूरी तरह वहीं ध्यान लगाना होता है। इसके लिए कमर सीधी रखकर कुर्सी पर बैठें या फिर चौकड़ी मारकर जमीन पर बैठें:

1. सांस पर ध्यान देना (कम-से-कम 10 मिनट)
अपना ध्यान सांस पर लगाएं। अपने अंदर जाती और बाहर आती सांस को सहज रूप से महसूस करें। सांस के उतार-चढ़ाव को महसूस करें। एक हाथ पेट पर रखें और गौर करें कि जब सांस लें तो पेट बाहर की तरफ जाए और जब सांस छोड़ें तो पेट अंदर की तरफ जाए। यह भी गौर कर सकते कि सांस ठंडी है या गर्म।जब भी ध्यान सांस से हटकर इधर-इधर जाए, घबराएं नहीं। ऐसा सबके साथ होता है। हमारा मन बहुत चंचल है और एक जगह पर स्थिर नहीं रहता। लेकिन भटकाव के बाद फिर से अपने मन को सांस पर केंद्रित करें। आप सांस के प्रति सजग रहें और जब भी मन भटके, उसे लौटाकर फिर से सांस पर लेकर आएं। ऐसा करते हुए सांस सामान्य तरीके से ही लें। सांस गहरी न लें।

क्या न करें: अपनी नाक के नीचे उंगली रखकर महसूस करें कि सांस में शीतलता है या गर्माहट। अगर सांस की शीतलता/गर्माहट महसूस नहीं कर पा रहे तो खुद पर दबाव न डालें। फिर ध्यान लगाएं। निरंतर थोड़े-छोड़े अभ्यास से सांस पर ध्यान केंद्रित करना सीख जाएंगे। इससे यह फायदा होता है कि ऐसा करते हुए हम अपने मन को धीरे-धीरे स्थिर कर पाते हैं। इसके नियमित अभ्यास से हम अपने विचारों और भावनाओं में संतुलन बना पाते हैं और भावनात्मक रूप से मजबूत होते हैं।

2. ध्यान देकर सुनना (कम-से-कम 10 मिनट)

इस प्रकिया के दौरान अपना ध्यान अपने आसपास से आ रहीं आवाजों पर ले जाएं जैसे कि पंखे की आवाज, ट्रैफिक की आ‌वाज, किसी के बात करने की आवाज या फिर आसपास की कोई भी आवाज। देखें कि कैसी-कैसी आवाजें आ रही हैं, कौन-सी तेज हैं और कौन-सी धीमी? कौन-सी आवाज किस दिशा से आ रही है? कौन-सी आवाज लगातार आ रही है? कौन-सी रुक-रुक कर आ रही है आदि। इस अभ्यास को करते हुए किसी भी तरह की पूर्वधारणा न रखें, न ही किसी तरह की राय कायम करें। यह मत सोचें कि यह आवाज न होती तो अच्छा होता। हर तरफ की आवाज को स्वीकार करें। बस, आवाज पर ध्यान केंद्रित करें। अगर इस अभ्यास को करते हुए आपका ध्यान कहीं और चला जाता है तो उसके प्रति सजग हो जाएं और धीरे-धीरे अपना ध्यान वापस अपने आसपास मौजूद आवाजों पर ले जाएं।

क्या न करें: अगर मन बार-बार अलग-अलग आवाज की तरफ जा रहा है तो परेशान न हों, न ही खुद को किसी एक आवाज पर रोकने की कोशिश करें। यह न सोचें कि यह आवाज न होती तो अच्छा था। इससे यह फायदा होता है कि आप अपने आसपास मौजूद आवाजों पर ध्यान देने से हम वर्तमान के प्रति सजग होते हैं और निरंतर इसके अभ्यास से अपने दिमाग के ध्यान केंद्रित करने वाले हिस्से को ट्रेन्ड कर रहे होते हैं। यह किसी भी काम को बेहतर तरीके से करने के लिए हमें ट्रेंड करता है। बेहतर काम हमें आलोचनाओं और दुख से बचाता है। संतुष्टि और खुशी देता है।

3. ध्यान देकर देखना (कम-से-कम 10 मिनट)
इसका मतलब है कि हम जो कुछ भी देख रहे हैं, उसे हम उसके असल रूप में देख रहे हैं। अपने आसपास देखें कि क्या-क्या दिख रहा है? बारी-बारी से एक-एक चीज पर गौर करें। चीजों के आकार और रंग पर गौर करें। देखें कि उस चीज की सतह ठोस है या नरम, खुरदुरी है या चिकनी। आमतौर पर हम जब कुछ देखते हैं तो कुछ पूर्वधारणा बनाकर देखते हैं और सही-गलत, अच्छे और बुरे का फैसला करने लगते हैं। ऐसा न करें। अगर ध्यान करते हुए आप किसी चीज के अच्छे या बुरे के बारे में सोचने लगें तो उसके प्रति सजग होकर अपना ध्यान उस चीज के असली रूप पर ले जाएं।

क्या न करें: अपने मन को जबरन किसी चीज पर केंद्रित न करें, न ही उसके बारे में कोई राय बनाएं। सहजता से जो कुछ भी दिखे, देखते रहें। फायदा यह है कि
आमतौर पर हम किसी भी चीज के सभी पक्षों पर ध्यान नहीं दे पाते हैं, लेकिन ध्यान देकर देखने से हम उसके सभी पक्षों को देख पाते हैं। यह अनजाने में होने वाली गलतियों से हमें बचाता है। जब हम समस्या को समग्र रूप में देखते हैं तो समाधान भी बेहतर निकालते हैं। यह हमें खुशी देता है।

4. विचारों पर ध्यान देना (कम-से-कम 10 मिनट)

हमारा मन बेहद चंचल होता है। यह हमेशा बंदर जैसा दौड़ता रहता है। इसे एक जगह पर लगाना मुश्किल है लेकिन आपको यही करना है। अपने मन में आ रहे विचारों पर ध्यान लगाएं। इस अभ्यास के दौरान हम अनुभव करते हैं कि हमारा मन एक भी लम्हा किसी एक जगह टिक नहीं पाता और हमारे मन में न जानें कितने सारे विचार आते-जाते रहते हैं। मन में आने वाले विचारों को आने और जाने दें। उन्हें जबरन रोकें नहीं और न ही उन पर मन में सही/गलत, अच्छे/बुरे की टिप्पणी करें। अगर मन विचारों में उलझ जाता है तो अपना ध्यान वापस अपनी सांस पर लेकर जाएं।

क्या न करें: पने मन पर जबरन कोई विचार न थोपें, न ही उसके बारे में कोई राय बनाएं। फिर चाहे, वह पॉजिटिव राय ही क्यों न हो।

फायदा: इसके लगातार अभ्यास से मन में आने वाले विचार कुछ समय में अपने आप स्थिर हो जाते हैं। इससे आप नकारात्मक विचारों को दूर रखने में सफल रहते हैं और इससे आपको खुशी मिलती है।

5. शरीर के खिंचाव पर ध्यान देना (लगभग 2 मिनट)

खड़े होकर अपनी बाजुओं को ऊपर की तरफ खीचें। अगर कुर्सी पर बैठे हैं तो बैठे-बैठे हाथों को ऊपर की ओर खीचें। फिर अपना ध्यान बाजुओं पर केंद्रित करें। उंगलियों से कंधों तक ध्यान लेकर जाएं। फिर जमीन पर बैठकर पैरों को सामने फैलाकर तानें। अगर कुर्सी पर बैठे हैं तो भी पैरों को सामने की ओर तानें। इसके बाद पैर के पंजों से लेकर टखनों और पूरे पैर पर ध्यान लगाएं।

क्या न करें: अभ्यास में जल्दबाजी न करें। बारी-बारी से हाथ और पैरों पर ध्यान लगाएं।

फायदा: हाथ-पैर में खिंचाव से शरीर फुर्ती-सा महसूस करता है। मन भी स्थिर होता है। तन की फुर्ती और स्थिर मन आपको सफल बनाता है और इससे जिंदगी में खुशियां आती हैं।

आखिर में... 2 मिनट के लिए शांत बैठ जाएं। आंख बंद या खुली, जैसे चाहें, रख सकते हैं। आंख खुली रखकर नीचे की तरफ भी देख सकते हैं। इस दौरान कुछ न सोचें। सांस भी बिल्कुल सामान्य रखना है। यह अवधि आपको सामान्य स्थिति में लौटने में मदद करेगी। वक्त नहीं है तो आप इनमें कोई भी कर सकते हैं।

(नोट: यहां दी गई ज्यादातर सामग्री दिल्ली के सरकारी स्कूलों में चल रहे हैपिनेस प्रोग्राम से ली गई है।)

"The Children"

When the lessons and tasks are all ended,

And the school for the day is dismissed,
And the little ones gather around me,
To bid me good night and be kissed;
Oh, the little white arms that encircle
My neck in their tender embrace!
Oh, the smiles that are halos of heaven,
Shedding sunshine of love on my face! 

I ask not a life for the dear ones
All radiant, as others have done,
But that life may have just enough shadow
To temper the glare of the sun;
I would pray God to guard them from evil,
But my prayer would bound back to myself;
Ah! a seraph may pray for a sinner,
But a sinner must pray for himself. 

The twig is so easily bended,
I have banished the rule and the rod;
I have taught them the goodness of knowledge,
They have taught me the goodness of God.
My heart is the dungeon of darkness,
Where I shut them for breaking a rule;
My frown is sufficient correction;
My love is the law of the school. 

I shall miss them at morn and at even,
Their song in the school and the street;
I shall miss the low hum of their voices,
And the tread of their delicate feet.
When the lessons of life are all ended,
And death says, "The school is dismissed!"
May the little ones gather around me
To bid me good night and be kissed! 

-Charles M. Dickinson

The idea of God in Spinoza's philosophy

Did you know that when Einstein attended some conferences in the numerous universities of the USA, the recurring question that the students asked him was

Do you believe in God? 

And he always answered "I believe in the God of Spinoza."

For the ones who haven't read Spinoza. Hope this shall give them an idea.

Baruch De Spinoza was a Dutch philosopher, of Portuguese Jewish origin, considered one of the great rationalists of his time along with the French philosopher Rene Descartes. Spinoza was born in Amsterdam in the 17th century of a businessman father who was successful but not wealthy.

This is the nature of the God of Spinoza:

God would have said: "Stop praying and giving yourselves blows on your chests, what I want you to do is to go out into the world to enjoy your life.

I want you to enjoy, you sing, have fun and enjoy everything I've done for you.
Stop going to those gloomy, dark and cold temples that you built yourself and that you call my home.

My house is in the mountains, in the forests, the rivers, the lakes, the beaches. That's where I live and express all my love for you.

Stop blaming me for your miserable life; I never told you that you were a sinner.Stop being so scared. I do not judge you, nor criticize you, nor ever is angry with you, nothing bothers me, nor do I devise punishment. I am pure love.

Stop asking me forgiveness, there's nothing to forgive. If I made you... I filled you with passions, limitations, pleasures, feelings, needs, inconsistencies... of free will, how can I blame you if you do or say something out of that what I put in you? How can I punish you for being as you are, if I'm the one who made you? Do you think I could create a place to burn all my children who misbehave, for the rest of eternity?
What kind of God can do that?

Forget about any kind of commandments, of any kind of laws; those are wiles to manipulate you, to control you and only to create guilt in you.

Respect your peers and don't do to others what you don't want for you. The only thing I ask is that you pay attention in your life, that your alert status is your guide. This life is the only thing there is, here and now and the only thing you need.

I have made you absolutely free, there are no prizes or punishments, there are no sins or virtues, no one carries a marker, no one carries a record.
You are absolutely free to create in your life a heaven or hell.

I couldn't tell you if there's anything after this life, but I can give you a tip. Live as if there wasn't. As if this was your only chance to enjoy, to love, to exist.

So, if there is nothing, then you will have enjoyed the opportunity I gave you. And if there is, be sure that I will not ask you if you behaved well or not, I will ask you. Did you like it?... did you have fun ?..What did you enjoy the most? What did you learn?

Stop believing in me; believe is to assume, guess, imagine. I don't want you to believe in me, I want you to feel me when you kiss your beloved, when you play with your little girl, when you love your dog, when you bathe in the sea.

Stop praising me. What kind of egotistical God do you think I am?
I'm bored of your praise, I'm fed up with thanks . Do you feel grateful? Prove it taking care of yourself, your health, your relationships, the world around you. Do you feel overwhelmed?... Express your joy! That's the way to praise me.

The only thing sure is that you are here, that you are alive, that this world is full of wonders.What do you need more miracles for? Why so many explanations?

Don't look for me outside, you won't find me. Find me inside... there I'm beating in you."

- Baruch De Spinoza

कमायचा

मन है। मन क्या ठिकाना। वह तो किसी वाद्य की किसी राग के लिये डूब सकता है। लेकिन संगीत के अद्भुत संसार में कुछ वाद्यों को सुनते हुए मुझे लगता है कि ये किसी विशेष प्रयोजन को ही बने हैं।

सघन उदासी को सारंगी। प्रेम को बांसुरी। विरह संदेशों को अलगोज़े। ऊर्जा के लिए पखावज और मृदंग। हुंकार भरने को दमामा, अनुशासन को बैगपाइपर, सुख-दुख को शहनाई और वायलिन, मस्ती को भपंग और गिटार, सूफ़ी होने को इकतारा, प्रवाह के लिए सन्तूर, दुनिया के भीतर कहीं खो जाने के लिए सितार, बंजारापन के लिए मोरचंग, मन की नदी के लिए जलतरंग।

इसी तरह अनवरत दुनिया भर के हज़ारों वाद्य जिनको सुन न पाए, जिनका नाम तक न सुना वे भी किसी प्रयोजन को ही बने होंगे। आपके दिल पर मरहम रखने आपकी ख़ुशी को सुर देने के लिए। हर वाद्य के पास हुनर है आपको रुला देने का, प्रेम से भर देने का, आलोक भर देने का यानी कुछ भी कर सकने का। हर जगह का अपना वाद्य है, कम या ज़्यादा।

कभी-कभी मुझे लगता है रेगिस्तानी होने के लिए ज़रूरी होता होगा, कमायचा।

- उस्ताद हक़ीम ख़ाँ साहब।

Education system in Finland

Finland has the best school education system in the world and has constantly been ranked first in this field globally. I will discuss some of the aspects of schooling system in Finland here.

1. The school hours is less than 4 hours of day. This includes the lunch time. There are 25 classes in a week, each class of 45 minutes duration (20 hours of schooling per week). Of the 25 classes, 9 classes are for music, drama, arts, outdoor activities, etc.

2. There is NO concept of Homework. As Education minister Sanni Grahn-Laasonen says, "The best way to make sure a child learns is to be let him/her be a child. The time at home is meant to learn family values, culture and explore hobbies, strengths and curiosities. Homework hampers the all-round development of a child."

3. There is no system of marks. At the end of year, every student gets a 4-5 page report card. The report card mentions the strengths and weaknesses of a child in detail. For example, the report card will state that the child possesses extraordinary skills in solving fractions, but needs to work on skills related to geometry. The report card assesses every single subject area of all the subjects in detail.

4. The children are asked to do whatever they like during the outdoor activities sessions of school hours. For example, if a child loves climbing a tree, the school lets them do so. The child is encouraged to observe the surrounding, look at flowers, insects, leaves and anything they find exciting. This is how creativity us nurtured and promoted.

This system is not only for small children, but for entire schooling. No homework, no marks, just 4 hours of schools per day and 2 classes per day for music, arts, drama, sports, etc etc.

PS - A teacher is one of the highest paid public servants in Finland. Getting a job as a teacher is extremely competitive and tough. The best compete and the exceptionally strong candidates get a job as teacher. The joining salary of a teacher is 45,000 euros per annum that increases to 65,000 euros with experience.

The Neuroscience Of Learning : 41 Terms Every Teacher Should Know

As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits, there is one constant that doesn’t change.The human brain.But neuroscience isn’t exactly accessible to most educators, rarely published, and when it is, it’s often full of odd phrasing and intimidating jargon. Worse, there seems to be a disconnect between the dry science of neurology, and the need teachers have for relevant tools, resources, and strategies in the classroom. In regards to the disconnect, we’ll continue to strive to create content that is both expert and accessible, as The Simple Things I Do To Promote Brain-Based Learning In My Classroom

As for the jargon, Judy Willis, teacher, neuroscientist, and consultant has put together an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. Willis’ writing has been published on edutopia, TeachThought, and Psychology Today, among other sites, and her work in this field has been especially relevant at a time of such great change in education.

The best approach with a list like this is to bookmark and share the page, and comeback to it intermittently. We’ll also add it as its own page later this week.

41 Neuroscience Terms Every Teacher Should Know

1. Affective filter 

 The affective filter an emotional state of stress in children during which they are not responsive to processing, learning, and storing new information. This affective (emotional) filter is in the amygdala, which becomes hyperactive during periods of high stress. In this hyperstimulated state, new information does not pass through the amygdala to reach the higher thinking centers of the brain.

2. Amygdala

Part of the limbic system in the temporal lobe. The amygdala was first believed to function as a brain center for responding only to anxiety and fear. When the amygdala senses a threat, it becomes overactivated (high metabolic activity as seen by greatly increased radioactive glucose and oxygen use in the amygdala region on PET and fMRI scans). These neuroimaging findings show that when children feel helpless and anxious. When the amygdala is in a state of stress, fear, or anxiety-induced overactivation, new information coming through the sensory intake areas of the brain cannot pass through the amygdala’s affective filter to gain access to the memory circuits.

3. Axon

This is the tiny fibrous extension of the neuron away from the cell body to other target cells (neurons, muscles, glands).

4. Brain mapping 

Using electrographic (EEG) response over time, brain mapping measures electrical activity representing brain activation along neural pathways. This technique allows scientists to track which parts of the brain are active when a person is processing information at various stages of information intake, patterning, storing, and retrieval. The levels of activation in particular brain regions are associated with the intensity of information processing.

5. Central Nervous System

This is the portion of the nervous system comprised of the spinal cord and brain.

6. Cerebellum

This is a large cauliflower-looking structure on the top of the brainstem. This structure is very important in motor movement and motor-vestibular memory and learning.

7. Cerebral Cortex

This is the outer most layer of the cerebral hemispheres of the brain. The cortex mediates all conscious activity including planning, problem solving, language, and speech. It is also involved in perception and voluntary motor activity.

This refers to the mental process by which we become aware of the world and use that information to problem solve and make sense out of the world. It is somewhat oversimplified but cognition refers to thinking and all of the mental processes related to thinking.

8. Dendrites

Branched protoplasmic extensions that sprout from the arms (axons) or the cell bodies of neurons. Dendrites conduct electrical impulses toward the neighboring neurons. A single nerve may possess many dendrites. Dendrites increase in size and number in response to learned skills, experience, and information storage. New dendrites grow as branches from frequently activated neurons. Proteins called “neurotrophins,” such as nerve growth factor, stimulate this dendrite growth.

9. Dopamine

A neurotransmitter most associated with attention, decision making, executive function, and reward-stimulated learning. Dopamine release on neuroimaging has been found to increase in response to rewards and positive experiences. Scans reveal greater dopamine release while subjects are playing, laughing, exercising, and receiving acknowledgment (e.g., praise) for achievement.

10. Executive Functions

Cognitive processing of information that takes place in areas in the prefrontal cortex that exercise conscious control over one’s emotions and thoughts. This control allows for patterned information to be used for organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstractions, problem solving, attention focusing, and linking information to appropriate actions.

11. Functional Brain Imaging (neuroimaging)

The use of techniques such as PET scans and fMRI imaging to demonstrate the structure, function, or biochemical status of the brain. Structural imaging reveals the overall structure of the brain, and functional neuroimaging provides visualization of the processing of sensory information coming to the brain and of commands going from the brain to the body. This processing is visualized directly as areas of the brain that are “lit up” by increased metabolism, blood flow, oxygen use, or glucose uptake. Functional brain imaging reveals neural activity in particular brain regions and networks of connecting brain cells as the brain performs discrete cognitive tasks.

12. Functional Magnetic Resonance Imaging (fMRI)

This type of functional brain imaging uses the paramagnetic properties of oxygen-carrying hemoglobin in the blood to demonstrate which brain structures are activated and to what degree during various performance and cognitive activities. During most fMRI learning research, subjects are scanned while they are exposed to visual, auditory, or tactile stimuli; the scans then reveal the brain structures that are activated by these experiences.

13. Glia

These are specialized cells that nourish, support, and complement the activity of neurons in the brain. Astrocytes are the most common and appear to play a key role in regulating the amount of neurotransmitter in the synapse by taking up excess neurotransmitter.

14. Graphic Organizers

Diagrams that are designed to coincide with the brain’s style of patterning. In order for sensory information to be encoded (the initial processing of the information entering from the senses), consolidated, and stored, the information must be patterned into a brain-compatible form. Graphic organizers can promote this patterning in the brain when children participate in creating relevant connections to their existing memory circuitry.

15. Gray Matter

The gray refers to the brownish-gray color of the nerve cell bodies (neurons) of the outer cortex of the brain as compared with white matter, which is primarily composed of supportive cells and connecting tracks. Neurons are darker than other brain matter, so the cortex or outer layer of the brain appears darker gray and is called “gray matter” because neurons are most dense in that layer.

16. Hippocampus

A ridge in the floor of each lateral ventricle of the brain that consists mainly of gray matter that has a major role in memory processes. The hippocampus takes sensory inputs and integrates them with relational or associational patterns from preexisting memories, thereby binding the information from the new sensory input into storable patterns of relational memories.

17. Limbic System

This is a group of functionally and developmentally linked structures in the brain (including the amygdala, cingulate cortex, hippocampus, septum and basal ganglia). The limbic system is involved in regulation of emotion, memory, and processing complex socio-emotional communication.

18. Long-Term Memory

Long-term memory is created when short-term memory is strengthened through review and meaningful association with existing patterns and prior knowledge. This strengthening results in a physical change in the structure of neuronal circuits.

19. Metacognition

Knowledge about one’s own information processing and strategies that influence one’s learning that can optimize future learning. After a lesson or assessment, when children are prompted to recognize the successful learning strategies they used, that reflection can reinforce the effective strategies.

20. Myelin

The fatty substance that covers and protects nerves. Myelin is a layered tissue that sheathes the axons (nerve fibers). This sheath around the axon acts like a conductor in an electrical system, ensuring that messages sent by axons are not lost as they travel to the next neuron. Myelin increases the efficiency of nerve impulse travel and grows in layers in response to more stimulation of a neural pathway.

21. Myelination

The formation of the myelin sheath around a nerve fiber.

22. Neuronal Circuits

Neurons communicate with each other by sending coded messages along electrochemical connections. When there is repeated stimulation of specific patterns of stimulation between the same groups of neurons, their connecting circuits (dendrites) become more developed and more accessible to efficient stimulation and response. This is where practice (repeated stimulation of grouped neuronal connections in neuronal circuits) results in more successful recall.

23. Neurons

Specialized cells in the brain and throughout the nervous system that control storage and processing of information to, from, and within the brain, spinal cord, and nerves. Neurons are composed of a main cell body, a single major axon for outgoing electrical signals, and a varying number of dendrites to conduct coded information throughout the nervous system.

24. Neuroplasticity

This refers to the remarkable capacity of the brain to change its molecular, microarchitectural, and functional organization in response to injury or experience. Dendrite formation and dendrite and neuron destruction (pruning) allows the brain to reshape and reorganize the networks of connections in response to increased or decreased use of these pathways.

25. Neurotransmitters

Brain proteins that are released by the electrical impulses on one side of the synapse (axonal terminal) and then float across the synaptic gap carrying the information with them to stimulate the nerve ending (dendrite) of the next cell in the pathway. Once the neurotransmitter is taken up by the dendrite nerve ending, the electric impulse is reactivated in that dendrite to travel along to the next nerve. Neurotransmitters in the brain include serotonin, tryptophan, acetylcholine, dopamine, and others that transport information across synapses and also circulate through the brain, much like hormones, to influence larger regions of the brain. When neurotransmitters are depleted, by too much information traveling through a nerve circuit without a break, the speed of transmission along the nerve slows down to a less efficient level.

26. Numeracy

The ability to reason with numbers and other mathematical concepts. Children’s concepts of number and quantity develop with brain maturation and experience.

27. Occipital Lobes (visual memory areas)

These posterior lobes of the brain process optical input among other functions.

28. Oligodendrocytes

Oligodendrocytes are the glia that specialize to form the myelin sheath around many axonal projections.

29. Parietal lobes

Parietal lobes on each side of the brain process sensory data, among other functions.

30. Patterning

Patterning is the process whereby the brain perceives sensory data and generates patterns by relating new information with previously learned material or chunking material into pattern systems it has used before. Education is about increasing the patterns children can use, recognize, and communicate. As the ability to see and work with patterns expands, the executive functions are enhanced. Whenever new material is presented in such a way that children see relationships, they can generate greater brain cell activity (formation of new neural connections) and achieve more successful patterns for long-term memory storage and retrieval.

31. Positron Emission Tomography (PET scans)

Radioactive isotopes are injected into the blood attached to molecules of glucose. As a part of the brain is more active, its glucose and oxygen demands increase. The isotopes attached to the glucose give off measurable emissions used to produce maps of areas of brain activity. The higher the radioactivity count, the greater the activity taking place in that portion of the brain. PET scanning can show blood flow, oxygen, and glucose metabolism in the tissues of the working brain that reflect the amount of brain activity in these regions while the brain is processing sensory input (information). The biggest drawback of PET scanning is that because the radioactivity decays rapidly, it is limited to monitoring short tasks. fMRI technology does not have this same time limitation and has become the preferred functional imaging technique in learning research.

32. Prediction

Prediction is what the brain does with the information it patterns. Prediction occurs when the brain has enough information in a patterned memory category that it can find similar patterns in new information and predict what the patterns mean. For example if you see the number sequence 3,6,9,12…,.. you predict the next number will be 15 because you recognize the pattern of counting by threes. Through careful observation the brain learns more and more about our world and is able to make more and more accurate predictions about what will come next. Prediction is often what is measured in intelligence tests. This predicting ability is the basis for successful reading, calculating, test taking, goal- setting, and appropriate social interactions behavior. Successful prediction is one of the best problem-solving strategies the brain has.

33. Prefrontal Cortex (front, outer parts of the frontal lobes)

The prefrontal cortex (PFC) is a hub of neural networks with intake and output to almost all other regions of the brain. In the PFC relational, working-memories can be mentally manipulated to become long-term memory and emotions can be consciously evaluated. Executive functions directed by PFC networks respond to input through the highest levels of cognition. These functions include information evaluation, prediction, conscious decision making, emotional awareness and response, organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstraction, deduction, induction, problem solving, attention focusing, and linking information to planning and directing actions.

34. Pruning: Neurons and their connections are pruned (destroyed) when they are not used. In a baby, the brain overproduces brain cells (neurons) and connections between brain cells (synapses) and then starts pruning them back around the age of three. The second wave of synapse formation occurs just before puberty and is followed by another phase of pruning. Pruning allows the brain to consolidate learning by pruning away unused neurons and synapses and wrapping more white matter (myelin) around the neuronal networks more frequently used to stabilize and strengthen their ability to conduct the electrical impulses of nerve- to-nerve communication.

35. RAD learning

There three main brain systems that are keys to building better brains. The three systems can be referred to as RAD, which is short for Reach and Discover.

36. Reticular Activating System (RAS)

This lower part of the posterior brain filters all incoming stimuli and makes the “decision” as to what sensory input is attended to or ignored. The main categories that focus the attention of the RAS include novelty (changes in the environment), surprise, danger, and movement.

37. Rote Memory

This type of memorization is the most commonly required memory task for children in school. This type of learning involves “memorizing,” and soon forgetting, facts that are often of little primary interest or emotional value to the child, such as lists of words. Facts that are memorized by rehearsing them over and over, that don’t have obvious or engaging patterns or connections, are rote memories. Without giving the information context or relationship to children’s lives, these facts are stored in remoter areas of the brain. These isolated bits are more difficult to locate and retrieve because there are fewer nerve pathways leading to these remote storage systems.

38. Serotonin

A neurotransmitter used to carry messages between neurons. Too little serotonin may be a cause of depression and inattention. Dendritic branching is enhanced by the serotonin secreted by the brain predominantly between the sixth and eighth hour of sleep (non-REM).

39. Short-Term Memory (working memory)

This memory can hold and manipulate information for use in the immediate future. Information is only held in working memory for about a minute. The working memory span of the mature brain (less in children) is approximately 7-9 chunks of data

40. Synapse

These gaps between nerve endings are where neurotransmitters like dopamine carry information across the space separating the axon extensions of one neuron from the dendrite that leads to the next neuron in the pathway. Before and after crossing the synapse as a chemical message, information is carried in an electrical state when it travels down the nerve.

41. Venn diagram

A type of graphic organizer used to compare and contrast information. The overlapping areas represent similarities, and the nonoverlapping areas represent differences.