Nivedita Mukerjee
Education consultancy for parents and schools
3-2-1 Tuesdays with Ms. Niv
Issue #307, 19th May 2026
When you walk into a school, how do you assess its environment? What makes some schools more optimised for learning? What are some of the key markers of a learning community and a learning environment you are looking for as an educator to work in and/or a parent for your child? What weightage do you place on school culture, evident from the dynamics amongst the school staff and students, the administrators, and the teachers? What weightage do you place on the overall maintenance of the infrastructure of the school? What about the playgrounds, laboratories, auditorium, and/or amphitheater? Does landscaping and student/staff hangout spaces call out to you? Parking of vehicles, personal and school – does that matter to you? What about school architecture – clusters and/or rows and cells? long corridors and/or levelled and meandering learning spaces?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
Earth and Sky, Woods and Fields, Lakes and Rivers, the Mountain and the Sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.
John Lubbock
Sugata Mitra
One Video of the Week
You may think your childhood was normal: you had friends your age, attended school to learn from teachers, and maybe even slept in your own bedroom. Evolutionary anthropologist Dorsa Amir shows that these everyday occurrences in Western cultures are actually strange new experiences in human history that may have significant consequences for child development. Learn more at http://www.tedxcambridge.com Dorsa Amir is an evolutionary anthropologist interested in how differing cultural and ecological environments shape the developing mind. She is a postdoctoral research fellow in the Department of Psychology at Boston College and received her PhD in Anthropology from Yale University. Her research adopts a cross-cultural and developmental perspective to explore the role of the local environment in adaptively shaping behavior and preferences. She is currently investigating cross-cultural variation in the development of risk & time preferences, early life socioeconomic effects on behavior, and the role of scarcity in cognitive development.
Reading with Ms Meenu: Tip of the week
Creating a Reading Culture at Home and School
Reading is more than a skill children learn; it is a habit, a comfort, and a doorway to imagination, knowledge, and confidence. When reading becomes part of a child’s daily life at home and school, books begin to feel familiar, enjoyable, and meaningful. A strong reading culture does not happen only through assignments or reading logs. It grows when children see books as a natural part of their world.
At home, families play an important role in shaping a child’s relationship with reading. What matters most is access, encouragement, and routine. Having books within reach, setting aside a few minutes each day for reading, and talking about stories together can make a powerful difference. Even simple moments, such as reading before bedtime, visiting a library, or sharing a favourite childhood book, help children understand that reading is valuable and enjoyable.
Parents and caregivers can also support reading by giving children choice. When children are allowed to choose books based on their interests, they are more likely to feel excited about reading. Some children may enjoy adventure stories, while others may prefer comics, nonfiction, poetry, picture books, or books about animals, space, sports, or art. All reading matters. The goal is not only to finish a book, but to build a positive connection with books.
Schools also have a special responsibility in creating a reading culture. A school that values reading makes books visible, accessible, and celebrated. Classrooms, libraries, hallways, and reading corners can all become spaces that invite children to explore. Teachers and librarians can recommend books, read aloud with expression, introduce different genres, and create opportunities for students to discuss what they are reading. When children see adults enjoying books and speaking warmly about reading, they begin to see reading as something meaningful, not just academic.
Read-alouds are one of the most powerful ways to build a love of reading in school. Through voice, pauses, expression, and thoughtful questions, a read-aloud can bring a story to life. It allows children to listen, imagine, predict, question, and connect. It also creates a shared experience where every child, regardless of reading level, can participate. Read-alouds help develop vocabulary, listening skills, empathy, and critical thinking.
A strong reading culture also includes diverse books. Children need stories that reflect their own lives, families, cultures, and experiences. They also need books that introduce them to different perspectives, places, and ways of thinking. This is often described as books being mirrors, windows, and sliding glass doors. Books can help children see themselves, understand others, and step into new worlds with curiosity and compassion.
Creating a reading culture does not mean forcing children to read. It means surrounding them with opportunities, encouragement, and joy. It means making reading feel less like a task and more like an invitation. When homes and schools work together, children begin to understand that books are not only for marks, tests, or homework. Books are companions, teachers, and sources of wonder.
In the end, a reading culture is built through small, consistent actions. A story shared at bedtime. A teacher reading aloud with excitement. A librarian placing the right book in a child’s hands. A classroom that celebrates book talk. A parent listening patiently as a child reads. These moments may seem simple, but together they help children become confident, curious, and lifelong readers.
Keep Reading!
– Meenu Gera Consulting home and school librarian, a reading guide placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
Classroom Furniture Stuck in the Past
Furniture in schools is perhaps the one piece of infrastructure that has stubbornly remained unchanged even as approaches to teaching and learning have changed. Walk into many classrooms today and we still find long benches and desks, all facing the board with children mostly looking at the backs of one another’s heads. It made sense in an era where teacher-centred instruction dominated education, where learning was viewed largely through behaviourist ideas- the teacher delivered knowledge, students listened, repeated, and reproduced. But classrooms today are no longer meant to function that way. We now understand that learning thrives when children collaborate, explore, question, move, and create.
The transition in pedagogy and the resulting shift in furniture is neither quick nor easy, especially across all grades at once. Naturally, this change began in the Early Years. Young children naturally engage with spaces in different ways, some prefer sitting on the floor, some kneel, some stand while writing, some enjoy working at tables, while others choose quieter corners. Furniture that allows movement, flexibility, choice, collaboration, and has varied seating levels to support engagement and learning is far more effective than rigid rows of fixed desks ever.
Perhaps we also need to rethink our obsession with bright-coloured furniture in preschool environments. Neutral tones often create calmer classrooms, reduce overstimulation, and allow children’s work and not the furniture to become the visual focus.
Three questions for you…
- Are our classroom choices driven by how children learn, or by trends and habits we have simply inherited?
- If pedagogy has changed, what other classroom structures remain outdated today?
- How can schools transition from fixed furniture to flexible environments, repurposing the existing resources?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
PD in Your Pocket: Staying Afloat in the Teaching Game
It’s that time of year again. Across the country, schools are gearing up for a fresh academic session, and the excitement in the air is palpable. Teachers return re‑energized, eager to try out new classroom management strategies, experiment with innovative pedagogy, and design specialized remedial plans for those students they’re determined to help this year. The opening weeks are packed with professional development (PD) sessions, carefully designed to empower and inspire. Hopes are high, and the future feels bright.
Then mid‑year arrives. Inevitably, that initial enthusiasm takes a back seat. The daily grind of syllabus completion, standardized tests, school events, PTMs, remedial classes, and endless portfolio updates takes over. Teachers juggle a hundred unseen tasks just to keep the show running, and the sheer volume can quickly become overwhelming.
The hardest hit are often those new to the profession. Feeling overworked, stressed, and out of control becomes more common than not. By this point, everyone from coordinators to principals is so tied up with their own demands that finding someone to turn to for mentorship or quick guidance can feel impossible.
This is where the collective expertise of the global educator community becomes a lifesaver. Countless experienced teachers and trainers across the world regularly share free, bite‑sized content that speaks directly to the hurdles teachers face daily — time management, classroom displays, assessments, differentiation, and lesson planning. Think of it as “PD in your pocket”: accessible anywhere, anytime, right from your smartphone.
Here are five high‑quality, free online resources — blogs, videos, articles, and podcasts — that can serve as your guide when you need fresh ideas, direction, or simply reassurance that you’re not alone:
- Edutopia
Published by The George Lucas Educational Foundation, Edutopia offers phenomenal articles and videos written by expert K‑12 practitioners. From classroom inspiration to school administration, it’s a treasure trove. Their Teacher2Teacher platform is especially valuable, allowing you to post dilemmas and receive real‑world advice from educators worldwide.
- Cult of Pedagogy
Run by Jennifer Gonzalez, this site is a goldmine of blogs, podcasts, and videos focusing on the psychology of teaching and learning. It’s the ultimate go‑to for innovative lesson designs, instructional strategies, and understanding the “why” behind student behavior.
- The Unteachables Podcast
Hosted by Michelle Vance, this podcast zeroes in on practical classroom management strategies that thrive in inclusive environments. It’s geared toward empowering teachers of tweens and teens to lead with calm, clarity, and confidence.
- Truth for Teachers
Created by Angela Watson, this podcast speaks directly to teachers well‑being. With a focus on time management, productivity hacks, and work‑life balance, it’s designed to help educators prevent burnout and sustain their passion.
- Shake Up Learning
Curated by Kasey Bell, this blog and podcast offer practical tips for seamlessly incorporating digital tools and EdTech into the classroom. Perfect for teachers eager to transform learning from static consumption into dynamic, interactive experiences.
Teaching is one of the most rewarding professions in the world, but it can also feel lonely when the mid‑year slump hits. Sometimes the best professional development isn’t another workshop — it’s knowing that somewhere, another teacher has already found a way through the exact challenge you’re facing. These free, accessible resources can help every educator find their tribe. They’re a vital reminder that you are not alone on this journey, making the profession more sustainable, manageable, and joyful for the long haul.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Over the past 9 exclusive workshop sessions of THRIVE @ T-Works, the children explored the exciting world of Rube Goldberg Machines, where one small action creates a chain reaction of movements. Through hands-on building, testing, observing, and redesigning, the children learned important science and engineering concepts while developing creativity, teamwork, and problem-solving skills.
During the workshop, the children explored concepts such as force and motion, kinetic and potential energy, friction, gravity, balance, sequencing, energy transfer, and cause and effect. They also applied their understanding of simple machines such as ramps, pulleys, levers, wheels, and tracks while creating their own chain reaction setups using materials like dominoes, pipes, cups, toy cars, planks, cardboard, and foam.
The children were encouraged to think like scientists and engineers by observing where reactions stopped, discussing possible reasons, and improving their designs through teamwork and reflection. They also explored the ARP Lab and 3D Printing Lab, where they learned about different materials, digital design, laser cutting, and 3D printing technologies.
The workshop concluded with the children successfully combining their individual setups into one large collaborative Rube Goldberg Machine with multiple triggers and connected mechanisms, showcasing their creativity, observation, teamwork, and scientific understanding through hands-on learning.
Tara – 6 years 10 months
Neev – 7 years 10 months
Tashi – 7 years 10 months
Mayra – 7 years 10 months
Havishka – 8 years 1 month
Samyuktha – 8 years 1 month
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
Professional development with Ms Niv : Click below to find the teacher and student workshops and trainings I currently offer:
https://docs.google.com/presentation/d/1ypWO8KpVh56vhYqAMH4XoytLRKMXvwpCAfv3l3fryJQ/edit?usp=sharing
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #306, 12th May 2026
When do you read? Which are your favourite places to read in? How do you read – paper books, e-books, or audiobooks? What makes you pick what you read – a friend’s or a teacher’s recommendation? a book review? a Booker short-long list? the local book store owner? I, for one, enjoy reading in short-haul flights that I take a few of every month on my school visits, where no food or media is available, and it is an hour of great escape into a book. I also like to ‘read’ audiobooks of classics as the reader makes the classic come alive with his/her intonations. At home, I like to read in my study on a bed, which is a great relaxation for my back after hours of sitting in meetings online. What about you?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
‘Books are a uniquely portable magic.’ Stephen King
‘Books don’t just go with you. They take you where you’ve never been.’
One Video of the Week
It seems like students today only ever get more and more homework, more writing, and much more reading. Teachers and parents alike force kids to read but the benefits are rarely explained, the truth is that reading is not purely an academic activity but one that holistically improves the lives of consistent readers. Jade is a seventeen-year-old junior whose love of literature has inspired her to speak today about the benefits of reading.
Reading with Ms Meenu: Tip of the week
Libraries Are Open to All Ages Open shelves and quiet corners do more than hold paper pages. A place waits inside many towns where anyone walks in without needing money or status. Little ones touch picture books while older folks sit nearby checking news. Learning happens slow sometimes, other times fast, depending on who shows up that day. These rooms stay steady even when outside changes often.
Little kids find magic inside libraries. Through story hours, shared reading, rhymes, colorful books, word games – language grows along with attention and wonder. Walking into one means stepping into a place full of tales plus chances to question, dream, make things up, feel proud. Books become friends. Ideas start buzzing. Confidence quietly takes root.
Young learners find extra help at libraries when school lets out. Books just for fun sit beside ones needed for reports and projects. Homework gets easier because quiet spots exist to focus without noise. Some rooms let kids build things, tinker with tools, or try coding games. Digital tools open doors – online databases wait ready for curious minds. A child might fall into astronomy one week, drawing monsters the next. Questions grow stronger here; answers come through practice, not shortcuts. Figuring out what’s true online takes time – it happens on these shelves too. Using tech wisely? That lesson hides inside every guided search session. Interests spark fast when choices stretch wide across many topics.
Grown-ups find libraries useful, often in more than one part of life. Not only do they stock books and daily newsprints, but also guide people through resumes or online job portals. When tech feels confusing, staff step in – patient, clear, ready to explain. For those shaping a fresh path at work, tools appear exactly when needed. Learning another tongue? Programs exist that meet learners where they are. Parents discover guides on child growth, safety tips, emotional development. Workshops bring neighbors together around shared interests. Even just sitting with a novel in peace counts as value. Judgment stays outside the door; inside, curiosity moves freely. Open arms define the quiet strength found inside library walls. Whoever shows up matters less than the fact they showed up at all. Access begins without questions about income, origin, or age. Shared space grows when fairness, belonging, and support meet naturally. The weight of being accepted lands softly here.
These days, libraries keep shifting shape because what people need keeps changing too. Digital books sit alongside old paper ones, while audio versions play quietly on library devices instead. Online research tools open doors just as much as physical shelves do now. A person might walk in needing Wi-Fi, then leave having printed job forms thanks to desk help nearby. Quiet corners host study groups; louder spots welcome storytellers every Thursday morning. New residents often find guides here who speak their language and point them toward starting over. Everyone gets a turn – wheelchairs roll easily through wide gates, screens read aloud for tired eyes, noise-canceling zones soften chaos outside. Kids show up after school for puppet shows or science games nobody expects but everyone enjoys. Behind it all stands a quiet effort: making sure no one drowns in the rush of new tech piling up faster each year. . Deep inside, libraries feel like home. There, a child hears tales while sitting on the floor. A young learner finishes schoolwork at a quiet table. Someone fresh to town picks up tips and directions. Parents uncover tools they did not know existed. Older adults share thoughts over novels in cozy groups. People gather – not forced – just drawn by something steady. These spaces whisper: growing your mind isn’t just for kids. Growth tags along through every decade.
Libraries keep showing up, day after day, in neighborhoods everywhere. Because they care, they change when people’s lives shift. Listening closely comes first – then action follows. Comfort grows there, along with books, ideas, and shared moments between neighbors. What feels like a room full of shelves turns out to be something deeper: proof that belonging includes reading, sharing, help, and being seen.
Keep Reading!
– Meenu Gera Consulting home and school librarian, a reading guide placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
When Too Much Learning Becomes Too Heavy
Last week, in my article, I reflected on how the authentic environment of children can guide curriculum planning, scope, and sequence. This week, I want to share another important consideration that often goes unnoticed while designing curriculum- cognitive overload.
In many school contexts, stand-alone subjects are still the norm. Different subject teachers plan independently, with very little interaction or integration across disciplines. During our curriculum audit this year, two things became very visible: the same concepts were appearing across different subjects in the same grade, but they were being taught in isolation. At the same time, certain months carried “heavy” concepts in multiple subjects together.
For children, especially those who struggle with processing and retention, this becomes overwhelming. Learning does not happen merely through exposure to concepts; it also depends on the learner’s ability to process, connect, and make meaning from the information being presented. Cognitive Load Theory as proposed by John Sweller, tells us that working memory is limited and children can process only a small number of new pieces of information at once. When too many demanding concepts are introduced together, learning becomes fragmented rather than meaningful. This understanding helped us to rethink curriculum planning itself. We attempted to integrate concepts across subjects, remove redundancies, and intentionally space difficult concepts across the academic year. Sometimes, helping children learn better is not about adding more strategies inside the classroom, but about designing the curriculum differently from the beginning.
We hope this shift will reduce stress for students, create more intentional teaching for educators, and allow for deeper understanding instead of rushed coverage. The science of learning should not remain a theory alone; it should shape the way we design learning experiences for children.
Three questions for you…
- What indicators in our classrooms suggest that students may be experiencing cognitive overload?
- How often do we examine the cognitive load created across the entire academic year across subjects?
- In what ways can teachers across subjects collaborate to space complex concepts more intentionally?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Curing Reading Apathy: A Reading List Curated by Teenagers
In a recent Grade 8 survey conducted in my school Capstone High , only 15% of students chose reading as their go-to leisure activity. In an era of instant-access gaming and viral TikToks, “reading apathy” is real. But as J.K. Rowling famously said, “If you don’t like to read, you haven’t found the right book.” So I sat down with students who do read – to find out which stories actually compete with a smartphone. If you’re looking for a way back to the page, one of these student-vetted titles might be your “Right Book.”
1. The Hunger Games Trilogy by Suzanne Collins
The Vibe: High-stakes survival and rebellion.
Why it clicks: It’s an adrenaline-fueled rush that mirrors the intensity of a video game. Beyond the action, it hits home by tackling reality TV culture, social inequality, and the courage it takes to stand up against an unfair system.
2. The Book Thief by Markus Zusak
The Vibe: A heartbreakingly beautiful look at humanity.
Why it clicks: A moving and authentic story of a girl in Nazi Germany that is sweet and heartbreaking all at once. It features a depiction of teenage friendship so real that the characters are easy to love and get attached to, making the emotional stakes feel deeply personal.
3. Anxious People by Fredrik Backman
The Vibe: A chaotic comedy about a failed bank robbery.
Why it clicks: It’s fast-paced and hilarious, but its secret weapon is the “Adulting Myth.” It reveals that grown-ups are often just “faking it,” giving teenagers a much-needed sigh of relief – it’s okay not to have everything figured out yet.
4. What You Are Looking For Is in the Library by Michiko Aoyama
The Vibe: Interconnected stories of hope and perspective.
Why it clicks: The plot is developed through bite-sized, interconnected stories following characters who feel down on their luck. It centers around a powerful question from the librarian: ‘What are you looking for?’ It offers a comforting message that to move forward, you don’t need your entire life chalked out—the answer often lies in a small shift in perspective found in an unexpected place.
5. Project Hail Mary & The Martian by Andy Weir
The Vibe: Survival in outer space.
Why it clicks: For the fans of science fiction and logic, these books are thrilling. They follow lone survivors using science and humor to beat impossible odds. It’s realistic, technical, and incredibly rewarding.
6. The Night Circus by Erin Morgenstern
The Vibe: A lush, magical competition.
Why it clicks: It perfectly captures the teenage feeling of being a “pawn” in a world built by adults. It’s a dreamlike love story that proves you can find your own agency and meaningful connections even when the rules are set by someone else.
7. The Thirteen Problems by Agatha Christie
The Vibe: The ultimate “whodunnit” puzzle.
Why it clicks: If you love trying to outsmart a plot twist, this is for you. Miss Marple is the ultimate underdog – she is constantly underestimated by authorities but wins because she understands the one thing teens are experts at: observing the complexities of human nature.
In conclusion, reading shouldn’t feel like homework. Whether you want to lead a revolution, solve a murder, or survive on Mars, your next great adventure is waiting on the shelf. Which one will you pick up first?
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
The fourth session of the Rube Goldberg machine workshop at T-works in Hyderabad focused on planning, designing, and building chain reaction setups. The children came prepared with ideas after exploring materials at home and watching videos on chain reactions. They shared their thoughts and discussed how different materials could be used to make one action lead to another. Mr. Poshan also spoke with the children about different types of materials and how they help in creating successful chain reactions.
The session was filled with teamwork, creative thinking, and problem-solving as the children worked together to build their designs. Using pipes, pulleys, cups, tracks, dominoes, planks, cars, boxes, and other materials, they carefully arranged each step and tested how one movement could trigger the next. Through this hands-on experience, the children explored concepts such as force, motion, gravity, balance, sequencing, and simple machines like ramps and pulleys. They also learned the importance of testing, improving ideas, and working together as a team.
Children who participated in the workshop:
Tara – 6.9 years
Neev, Mayra & Tashi – 7.9 years
Samyuktha & Havishka – 8.1 years
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
Professional development with Ms Niv : Click below to find the teacher and student workshops and trainings I currently offer:
https://docs.google.com/presentation/d/1ypWO8KpVh56vhYqAMH4XoytLRKMXvwpCAfv3l3fryJQ/edit?usp=sharing
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #305, 5th May 2026
How can we create a summer that is equitable for education for children who are underserved? How can we have a summer program that supports the children who are taking time to catch up or cope with the regular school curriculum? How can we enable teachers and peers such that they are coaches and support groups for the students who need it the most? What can the parents do to spend time that supports and enhances their children’s knowledge and understanding of the world around them? You will find some tips and some thoughts to ponder upon in this news letter. Have a great vacation all of you!
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“In the summer, every moment is a chance to create everlasting memories with friends and family.”
“Summer: When the biggest decision of the day is whether to jump in the pool or eat ice cream.”
One Video of the Week
In the US, most kids have a very long summer break, during which they forget an awful lot of what they learned during the school year. This “summer slump” affects kids from low-income neighborhoods most, setting them back almost three months. TED Fellow Karim Abouelnaga has a plan to reverse this learning loss. Learn how he’s helping kids improve their chances for a brighter future.
Reading with Ms Meenu: Tip of the week
Summer Reading: A Celebration of Indian Authors
Summer is a beautiful time to slow down, pause, and return to the joy of reading. With longer days, quieter afternoons, and a little more space to breathe, books become wonderful companions for children and families. This summer, one meaningful way to build a rich reading culture is by reading text by Indian authors and the many stories they bring to life.
Indian children’s literature is full of colour, warmth, imagination, humour, and wisdom. It carries the sounds of busy streets, the comfort of grandparents’ stories, the beauty of festivals, the mystery of forests, the rhythm of everyday family life, and the courage of young children discovering the world around them. These stories help children see familiar experiences on the page while also opening windows into different places, languages, traditions, and ways of living.
Summer reading should not feel like homework. It should feel like discovery. A child can read under a tree, beside a window, during travel, before bedtime, or with a grandparent. Families can create small reading rituals such as reading one picture book after lunch, visiting a bookstore or library, keeping a summer reading basket, or sharing one favourite line from a book each day.
Most importantly, summer reading should celebrate joy. It should invite children to laugh, wonder, ask questions, make connections, and dream. By placing Indian authors at the heart of summer reading, we give children stories that are rooted, diverse, and alive with meaning.
This summer, let us encourage children to pick up a book by an Indian author, turn the pages slowly, notice the details, talk about the story, and carry its warmth with them. Every book can become a small journey, and every story can help a child feel more connected to their world.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
From Surroundings to Syllabus
Yesterday, after weeks of relentless heat, the rain finally arrived. It carried me back to my school days. I remembered running out to play, making paper boats, wearing oversized raincoats, and holding onto umbrellas that danced with the wind. After the rain, there was a certain joy in shaking a tree branch just to feel the droplets fall again. And then, of course, the hot snacks after returning home, made with ingredients that somehow belonged especially to the rainy season. In our village, the first rain was a marker of time; people welcomed the rain with small rituals and gestures of gratitude to the rain gods.
Now, as I reflect on this as an educator, I cannot help but see this as a rich, interdisciplinary unit. The rain is not just precipitation; it is science, culture, memory, food, community, and emotion seamlessly woven together. Yet, in many classrooms, seasons remain confined to textbook chapters. Winter is illustrated with snow that many of our children may never experience. Festivals are tucked into isolated units, disconnected from lived realities.
Our environment offers us an authentic and ever-evolving context—seasons, festivals, elections, astronomical events, local markets, community practices, migrations, conflicts, changing occupations, news events, technological shifts and many more… These are not interruptions to the curriculum; they are the curriculum. What we need is intentional planning, sequencing concepts in ways that feel natural, meaningful, and connected to life as it unfolds around us.
Three questions for you…
- What anchors guide your curriculum planning?
- How can you bring the living environment into everyday learning?
- What experiences from students’ lives are currently missing in your curriculum?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Why Great Teachers are Great Storytellers
My earliest memory is of my mother’s voice, weaving tales from Thakumar Jhuli—a beloved collection of folklore that served as my first introduction to morality and life lessons. Even when she was exhausted, jumbling characters like Shuku and Dhukhu in her sleepiness, I would eagerly correct her. I knew the stories by heart, yet the ritual was sacred.
This is the fundamental human inclination- long before we could read or write, we drew on cave walls and spoke around fires. We are, at our core, a storytelling species. For an educator, tapping into this primal instinct isn’t just a “bonus” skill—it is the key to transforming a classroom from a room of passive listeners into a captive audience.
The question is – how do we bridge the gap between a dry syllabus and a riveting experience? I recently found inspiration in an unlikely place: Pixar in a Box on Khan Academy. Hearing Disney Pixar’s storyboard artists discuss their creative process was a revelation.As teachers, our greatest challenge is capturing and holding attention. The solution? Stop seeing yourself as a lecturer and start seeing yourself as a storyteller. If a story is simply a series of sequential events with a beginning, middle, and end, then every lesson plan is a potential plot.
A Five-Step Framework for the Story-Driven Classroom
To turn your curriculum into a page-turner, consider this narrative arc for your next unit:
Step 1: The Hook : Every great story or a film starts with a “disruption.” Start your lesson with something powerful that shatters the status quo. Force your students to be curious. Don’t just announce the topic, create a mystery that they feel compelled to solve.
Step 2: Characters and Setting : Data and formulas don’t live in a vacuum. Introduce the “characters”—the scientists, mathematicians, and rebels behind the theories. Give them a setting: What was the world like when they made their discovery? What were the stakes? By humanizing the pioneers, you make the subject matter relatable.
Step 3: The Rising Action : Treat your 45-minute sessions as individual chapters in a novel. Don’t give away the ending in the first five minutes. Develop the “plot” gradually, building complexity and tension as the week progresses.
Step 4:The Power of the “What If?”: A compelling story doesn’t just provide answers; it instigates imagination. We can unlock critical thinking by introducing “Alternative Histories” or hypothetical crises:
- What if the Nazi party had won World War II?
- What if the Earth’s gravitational pull suddenly ceased?
- What if the world runs out of potable water by 2050?
Step 5 : The Grand Finale: Every story needs a resolution. Use your final lessons for reflection—the “Aha!” moments. This is where students cement their understanding into long-term memory, finding the meaning behind the journey they’ve just taken.
At the end of the day, storytelling is about connection. When we share an engaging experience or a personal anecdote, we break the ice and form an authentic bond with our students.Compelling stories unlock the deepest human emotions. By reimagining yourself as a storyteller and your students as an audience, you move beyond the “pedestrian” delivery of facts. You aren’t just teaching a class; you are inviting your students into a world they will never forget.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
Professional development with Ms Niv : Click below to find the teacher and student workshops and trainings I currently offer:
https://docs.google.com/presentation/d/1ypWO8KpVh56vhYqAMH4XoytLRKMXvwpCAfv3l3fryJQ/edit?usp=sharing
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #304, 28th April 2026
Summer vacation for me growing up in the 70s looked something like this. Cycling to the swimming pool, swimming some, springboard diving, and playing water polo more, late mornings in the children’s library, afternoons inside home in a darkened and cooled room reading story books and memorising times tables, learning to read and write Bengali from grand parents, then long evenings playing in the cool sand dunes behind the university teachers’ residences where we lived in the small city of Jaipur in the big state of Rajasthan, western India. Nights were for hanging out with neighbours on the cool terrace of our homes, drinking roohafza, orange squash, eating kulfi icecream from the hawker passing by, role-playing with children of all ages and making shadow puppets with hands and torches… as the night grew colder, even in peak summers, drifting into sleep, gazing at stars in the cots laid out with mosquito nets on bamboo sticks… nostalgia strikes, remembering the summer vacations of my school years. Screen? We did not even have television back then! Our parents had it easy, I think 🙂
How are you planning your grand/child’s summer vacation? Do you have a book list? Some board games? Some cool summer treats? Some number puzzles to solve? Some stargazing and finding characters in the clouds?
How are you thinking of keeping them from summer slide in learning and keeping yourselves from being engulfed by social media and/or video games/binge-watching thrillers…
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“Rest is not idleness, and to lie sometimes on the grass under trees on a summer’s day, listening to the murmur of the water, or watching the clouds float across the sky, is by no means a waste of time.”
― John Lubbock, The Use Of Life
“Come with me,’ Mom says.
To the library.
Books and summertime
go together.”
― Lisa Schroeder, I Heart You, You Haunt Me
One Video of the Week
Do you want to prevent your child from experiencing the summer slide? Learn the secrets to successful prevention in this informative video! Find out what the summer slide is, why it happens, and how to effectively fight against it – all in under 5 minutes! Discover simple tips and tricks to ensure your child isn’t disadvantaged when they return to school after their summer break.
Reading with Ms. Meenu: Tip of the week
Summer Reading: How can we replace technology with summer reading let’s be realistic?
Summer reading is the most meaningful gift you can give to your child. But in today’s day and age screens are part of everyday life, they do offer entertainment, convenience, and a quick connection. Realistically, we do not replace technology completely. Technology often wins as it is immediate and entertaining, so reading must feel pleasurable rather than pressure. The goal is to reduce screen time and make reading a natural part of summer, not by forcing children to give up devices overnight.
Strategy is to set clear boundaries around screens instead of banning them.A practical approach is to create small daily routines for 15-20 minutes each morning, before bed or even during the day. Kids like to read books about space, sports, animals cooking and graphic novels. We should not force heavy text reading until unless they are ready for it.Reading should not be presented as a chore or a replacement for fun, children may resist it. We should make it more inviting, accessible and connected to their personal interests. It is important to remember that reading does not look the same for every child. Some may enjoy picture books, while others may prefer non-fiction.
Reading should feel rewarding, relaxing and pleasurable. Let children choose their own books by allowing them a variety of texts. How about starting from a newspaper at home. It should be a leisure pleasure rather than like extra school work. Be a role model for it. Try to read along, have discussions around the topic. By doing this process everyday, this would lead to a child’s everyday reading routine, create imagination and enjoyment for them.
Summer reading is not about rejecting modern life. It is about protecting space for imagination, curiosity and meaningful learning in a season that feels both joyful and restorative. When books provide us warmth, choice and intention they just become more than an academic tool. They just become our companions forever.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
From Workshops to Classrooms: Not Everything at Once
Professional development workshops often leave us with full notebooks and fuller minds. As leaders, we return from workshops both energized and slightly overwhelmed, holding ideas that are inspiring, but not all immediately usable in our context. The real work begins after the workshop ends.
The question is not what did we learn, but what will we implement and how. This requires deliberate filtering. Not every idea needs to be carried forward, some need to wait, some need reshaping, and a few are ready to enter our classrooms right away. Our role is to distil, to translate, and to make the learning accessible for our teams.
One approach that has helped is starting with the simple, the low-hanging ideas where resistance is minimal and adoption feels natural. These early successes build confidence and create a sense of movement. From there, the 30–60–90 framework helps, in the first 30 days, introduce and pilot; by 60 days, refine and deepen practice; by 90 days, embed and reflect on impact. It allows change to settle rather than rush.
In this process, there is a shift in leadership as well- moving away from acting on instinct alone to being intentional. Not reacting to every new idea, but responding with clarity, asking what fits, for whom, and when. Implementation of new ideas is rarely easy. But when approached thoughtfully, even small shifts can go a long way.
Three questions for you…
- Which ideas from recent learning truly align with our context?
- What is one low-resistance change we can begin with?
- What support do teachers need to move from awareness to practice?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
A Mother’s Checklist Before Letting Go
May is just around the corner, and for many parents, the dust has finally settled on college admission decisions. Whether your child is staying in India or heading overseas, we’ve reached that bittersweet milestone- it’s time for them to leave the nest.
As a mother of a high schooler, this has been a deeply emotional season for me. Beyond the pride of their academic success, I have found myself in a quiet state of reflection—and, if I’m honest, a bit of a panic. I started wondering: Have I actually given my child the tools to survive on their own?
Culturally, we tend to make a massive fuss over academic readiness. We celebrate the high marks and the prestigious university logos. But in our effort to help them succeed, we often fall into the trap of “helicopter parenting.” We manage their schedules, monitor their diets, and handle the laundry. We’ve created a beautiful, well-oiled machine of a household where chores seemingly happen by magic.
The realization hit me hard – by shielding them from the “mundane” tasks of life, we might be sending them into the world completely unequipped. Once I processed that initial wave of mom-guilt, I decided to focus on five non-negotiable life skills. Here is what I believe every student needs to know—and how we can start creating “mini-opportunities” for them to practice before move-in day.
1. Situational Awareness
College dorms are a melting pot of different cultures, value systems, and social cues. Situational awareness is the ability to perceive and anticipate risks in a new environment. It’s about teaching our kids to keep their “head on a swivel”—to make informed decisions that keep them safe without living in fear
Mini Opportunity to practice : Next time you’re out in a crowded space, ask them what they notice about the environment or the exits. Encourage them to trust their gut.
2. Home Management
Basic housekeeping is a survival skill. Before they leave, they need to know how to scramble an egg, sauté a few vegetables, and cook at least one “comfort meal” for when the dining hall food gets boring. They also need to know the physics of laundry—specifically, how not to turn their favorite white t-shirt pink or shrink a wool sweater to half its size
Mini Opportunity to practice : Hand over the “Home Manager” badge for one weekend. Let them handle the grocery list, the cooking, and the cleaning.
3. Financial Literacy
In college, money can disappear into a black hole of late-night pizzas and weekend outings. Even with a meal plan, students need to understand the difference between “needs” and “wants.” They should learn to look for student discounts and manage a weekly allowance.
Mini opportunity to practice : Sit down and build a mock budget together. Use “buckets” for different expenses so they see exactly where the money goes before it’s gone.
4. Mental Health
The first year of college is a sensory and emotional overload. Homesickness and academic pressure are real, and sometimes the climate itself (especially for those moving abroad) can take a toll. We need to have open conversations that normalize these feelings. They should know how to spot the signs of burnout and feel empowered to use the campus counseling services
Mini opportunity to practice : Share a story of a time you felt overwhelmed and how you asked for help. Make it okay to not be “okay” all the time.
5. Interpersonal Boundaries
Living in a shared space is an exercise in diplomacy. Setting boundaries—like a roommate agreement on noise levels, guests, and cleaning—is essential for peace. Most importantly, teach them that “No” is a superpower. Being able to decline a social invitation to prioritize sleep or a deadline is the ultimate sign of maturity.
Mini opportunity to practice : Role-play a difficult conversation where they have to say “no” or address a boundary being crossed. It feels silly, but it builds muscle memory for the real thing.
In conclusion, when a student steps out of our controlled home environment into a world full of variables, these five skills are their true armor. They might not be on the final exam, but they are exactly what will help our children turn a daunting transition into a successful, independent life.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Bottle Raft Experiment. Before beginning the bottle raft activity, the teacher initiated a discussion by asking students what a raft is. Students responded that a raft floats on water like a boat and is lighter in nature. When prompted further, they explained that it floats because it is lighter than water.
Students showed great enthusiasm and engagement while building their rafts using popsicle sticks and rubber bands. They worked thoughtfully on their designs and actively participated in the hands-on learning experience.
Following the activity, students documented their process in their notebooks by drawing and writing the steps they followed. The activity will continue the next day, when students will test their rafts and explore the science behind floating and sinking. Rudra & Krisha – 4 years
Maira – 6 years
Tara – 6.9 years
Mayra, Tashi, Neev & Yuvaan – 7.9 years
Samyuktha – 8 years
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
Professional development with Ms Niv : Click below to find the teacher and student workshops and trainings I currently offer:
https://docs.google.com/presentation/d/1ypWO8KpVh56vhYqAMH4XoytLRKMXvwpCAfv3l3fryJQ/edit?usp=sharing
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #303, 21st April 2026
I am a good parent, I was having a bad day. I am a good teacher, I was having a bad day. I am a good colleague, I was having a bad day. I am a good student, I was having a bad day. I am a good friend I was having a bad day. You get the drift… right? One bade action or reaction does not make one a bad person. We have to walk away from blaming ourselves and have to teach our children/students to do the same, consciously and visibly. It is a life skill. We must know how to repair our mistakes authentically without taking extreme steps.
One of the schools that I work with, whose school founder and principal I respect and admire, recently faced the worst kind of loss. That of a student harming himself. A student who was scoring at the top in science and humanities, a student who was popular amongst his peers, a student whose parents could easily be called progressive. Why was the extreme step taken?
How can we work on the stories we tell ourselves over and over about an incident? Can we stop the spiral of identity into groundedness of behaviour and think again of what can be done better next time? Not sinking into despair or depression with blame, but thinking about REPAIR?
Name what happened. Take responsibility. State what you can do better next time.
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“Of most dreadful suffering, I am the cause.”
― Euripides, Electra
“Of all the horrid ramifications of child abuse, the self-beliefs formed by the child reap the greatest destruction. Abuse is the most penetrating and permanent communication possible, and it always conveys to the child one or more of several messages: ‘I caused it to happen. It’s my fault because I am bad. I don’t deserve any better.”
― Heyward Bruce Ewart III, Am I Bad? Recovering from Abuse
One Video of the Week
Everyone loses their temper from time to time — but the stakes are dizzyingly high when the focus of your fury is your own child. Clinical psychologist and renowned parenting whisperer Becky Kennedy is here to help. Not only does she have practical advice to help parents manage the guilt and shame of their not-so-great moments but she also models the types of conversations you can have to be a better parent. (Hint: this works in all other relationships too.) Bottom line? It’s never too late to reconnect.
Reading with Ms. Meenu: Tip of the week
Raise a little Reader
Stamina means sticking to something for a longer time. How often do we stick to our routines that are too challenging or just easier to give up. When you become a new parent many new routines, habits and ways of living come along. We tend to do things that involve less effort with great results. And we all know it doesn’t work.
So, let’s not take any of those routines or habits as a chore or part of a checklist. Let’s actually start enjoying it. Reading is one of the routines you might want to start with your child, and it is the best gift that you can enjoy with your little one.
Read from day one: Start a reading routine in those very first days with a newborn. Even very young babies respond to the warmth of a lap and the soothing sound of a book being read aloud.
Reread favorites: Most children love to hear their favourite stories over and over again. Rereading books provides an opportunity to hear or see something that may have been missed the first time and provides another chance to hear a favorite part.
Joys of literacy: Pick books that you know are going to be contagious! Read them in an interactive way!
Find Reading everywhere: Take time to point out letters, signs, numbers and symbols everywhere you can find them. This is so much fun when they are young! This leads to active interactions with your child, and interactions play an important role in their development.
Library visits or have a personal library: Libraries are great resources for books. Choose recommended books that are engaging to your child and develop a home library.
More Interactions: Language plays an important role in their overall development. While you read it leads to active interactions with your child and that’s where you create a bond of belonging to each other. A safe place where you share, interact and express.
Start developing these little routines and you would actually start enjoying it. And when your child comes to you holding a book and asking you to read, you will know that this simple habit has become a lifelong habit. Years after that precious moment would become your own “Once upon a time”.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
The Power of Summer Vacation
Teaching is perhaps the only profession that comes with structured breaks. We often say children need these pauses to rest and reset; teachers need them just as much.
If we reflect carefully, this time is not just a luxury- it is a requirement. Teaching is not merely about completing a syllabus or meeting deadlines. It is also about observing, connecting, and transforming everyday experiences into meaningful learning moments. For that, we need to be enriched as individuals.
Vacation time offers that space—to relax, to rejuvenate, and more importantly, to experience life beyond the classroom. And how we choose to spend this time truly matters. It shapes how we return- our energy, our perspective, and the stories we carry back.
When it comes to planning vacations for children, we are thoughtful. We sign them up for summer camps, plan visits to relatives, and fill their days with activity. But as educators, we seldom extend that same intentionality to ourselves. Our vacations often become a series of social obligations—family functions and travel routines —with little thought given to personal or professional renewal.
I believe that when we consciously choose experiences that help us connect with the self, engage with society, and appreciate nature, it brings a deeper sense of joy and a richer understanding of the world. It can be visits to archaeological sites, nature trails, museums, local markets, cultural festivals, farms, or even exploring a new place. And when we return to school, they find their way into our conversations, our classrooms, and our way of being…
Three questions for you…
- What experiences during this summer break truly help me feel renewed and inspired?
- How can everyday travel or visits be turned into meaningful learning moments?
- What stories or insights do I want to bring back to the classroom after a break?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
From rote to reason: Implementing the CBSE 2026-2031 roadmap at Capstone High
The 2026–27 academic session feels different. There’s a quiet but definite shift in the air. As CBSE moves more decisively in line with NEP 2020, schools are being asked to rethink something fundamental: not what we teach, but how deeply students understand it.
For many educators, this shift—from finishing the syllabus to building competencies—can feel overwhelming. At Capstone High, though, we’ve been trying to treat it less as a mandate and more as an opportunity. Not a checklist to complete, but a chance to reimagine what everyday classroom learning can look like. Here’s what that has meant for us in practice.
1. Computational Thinking and Artificial Intelligence Curriculum:
There’s a lot of excitement around AI in schools right now. But CBSE’s push to introduce Computational Thinking and AI from Grade 3 is really about something more basic: how children learn to think.
We’ve found that jumping straight into coding tools doesn’t work unless the thinking is already there. So, we start much earlier—right from Sr. KG—with puzzles, patterns, and logic-based activities. Tools like LogIQids’ adaptive Thinksheets help, but what matters more is the mindset they build. I remember watching a Grade 2 student confidently explain why a pattern worked, not just what came next. At Capstone High we are intentionally trying to build unplugged computational thinking from foundation years – as a precursor to AI skills.
2. Competency-Based Assessments:
The move toward 50% competency-based questions in board exams is probably the most talked-about change—and for good reason. It forces all of us to rethink assessment at a very basic level. At Capstone High, this hasn’t meant adding more tests. It’s meant asking better questions. Instead of “Describe photosynthesis,” we might ask: “What would happen to a plant in a carbon-rich but oxygen-poor environment?”- and instantly you can see the students are challenged to think deeply- sparking a meaningful classroom discussion. Ideally, every class should end with students analysing, evaluating, or even creating something of their own.
3. Mandatory Vocational Skill Education :
Vocational education becoming mandatory from Grade 6 is a big step. But its success depends entirely on how it’s implemented.
When treated as a separate subject, it often feels forced. When it’s integrated, it comes alive.
Some of our most interesting student work has come from collaboration across co-curricular clubs. A coding student is working with someone from the culinary club to design a nutrition tracker. Students from fashion and craft clubs teaming up with the entrepreneurship club to actually sell what they create—and figuring out pricing, budgeting, and marketing along the way.
Through such transdisciplinary projects, students aren’t just completing tasks; they’re solving problems that feel real.
4. Three Language Framework:
The three-language policy often gets reduced to logistics—what language to teach, how many periods to assign. But its intent is much richer: to build fluency, confidence, and cultural awareness.
At Capstone High, events like our annual CapLit Fest (our annual literature festival) bring literacy to life through performances, debates, and storytelling in all three languages. Our school magazine, CapsChronicle, gives students a space to write creatively—in English, Hindi, and Kannada. What stands out is not just improved language skills, but the confidence with which students switch between languages depending on context.
In conclusion, the CBSE 2026 Roadmap is a call to action for every educator to reclaim the classroom as a space for curiosity. By focusing on competency over content, we aren’t just helping students pass an exam—we are helping them navigate a complex, technology-driven world with confidence and cultural rootedness. And perhaps that’s the real goal. Not just preparing students for an exam, but helping them make sense of a world that is changing faster than any syllabus ever could.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Wind-Up Car Activity
The children were very excited and focused during the wind-up car activity. They made a car from scratch using cardboard, bottle lids, straws, paper, glue, and sticks to understand force and motion.
They also learned about potential and kinetic energy and recorded their learning in their journals.
During testing, they noticed that the cars did not move as expected. This helped them understand that when something doesn’t work, we need to fix it and try again.
Overall, the class went well. The children were actively involved and learned through hands-on experience.
Age Group:
Rudra & Krisha – 4 years
Maira – 6 years
Tara – 6.9 years
Mayra, Tashi, Neev & Yuvaan – 7.9 years
Samyuktha & Havishka – 8 years
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
Professional development with Ms Niv : Click below to find the teacher and student workshops and trainings I currently offer:
https://docs.google.com/presentation/d/1ypWO8KpVh56vhYqAMH4XoytLRKMXvwpCAfv3l3fryJQ/edit?usp=sharing
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #302, 14th April 2026
The academic year is coming to a close in most of the schools I am working with across curricula of IB, IGCSE, ICSE, CBSE, and State board. This is the time to work with school leaders on end-of-year teacher evaluation.
- What is the purpose and mindset of doing teacher evaluation? I like it to be a guide for myself to evaluate what training I should provide for the team next year, and who amongst the team can mentor which other member.
- Next in the list is the evidence and bias check. What am I basing my judgments on? Since I work with the teacher teams in the schools year-round, I look at it not as an evaluation but for clarity, motivation, and future possibilities, and try to avoid recency bias, considering the challenges that the teacher faced this year and checking on the teacher’s own growth trajectory. Do I truly understand their journey? Can I work with the school leadership to make it smoother, better next year, such that it has a definite impact on her lesson delivery as well as student and parent relationships?
- Finally, what is working well and strengthening those areas more? So that they operate more from their strengths and not over-focus on the gaps unless the teacher seeks clear support in any area s/he has identified her/himself.
Over the years, I have tried to use these opportunities to do a self-reflection as a leader, as an advisor to figure if I have been able to support and enhance my colleague’s experience and competency. How will I improve my own coaching and support systems next year? What can I do to help the teacher/s grow and not make them feel judged.
What are your thoughts? Please share with me how I can improve the news-letter to better support the community of teachers, parents and students?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“Those who know do. Those that understand, teach.” – Aristotle.
“I am not a teacher, but an awakener.” – Robert Frost.
One Video of the Week
Until recently, many teachers only got one word of feedback a year: “satisfactory.” And with no feedback, no coaching, there’s just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback — and lays out a program from his foundation to bring it to every classroom.
Reading with Ms. Meenu: Tip of the week
Are there any challenges that members of Generation Z encounter when reading?
The statement that some members of Generation Z experience difficulties with intensive reading does not imply that the entire Generation Z cannot read. Recently, evidence has shown a dramatic decline in reading literacy skills, raising concerns among parents and educators. Motivation to read, especially for teenagers, poses an additional challenge.
One reason for it is fragmented attention caused by social media platforms. The OECD-linked PISA shows that students whose attention is disrupted by digital devices during classes achieve lower academic results; moreover, their leisure activities with the device typically result in poor academic performance.
Additionally, the reason for it might be a lack of extensive reading practice. According to data gathered by OECD analysis, it was found that frequent reading of fiction and extended texts correlates positively with reading performance. Students who mentioned being assigned to read long texts for their school assignments scored higher in reading texts on average. Thus, the shift towards brief texts and reading posts, captions, messages, and videos inevitably affects reading motivation.
It is also worth considering motivation for reading. For example, according to the NAEP reported in 2024, only about one-quarter of US 12th graders had a high level of interest and enjoyment in reading. When students read mostly for academic tasks instead of curiosity or pleasure, reading often starts to feel slow and tiring (National Center for Education Statistics)
How do we fix this?
· Bring back long-form reading gradually.
· Make reading social and engaging.
· Create distraction-free reading time.
· Teach students strategies to read deeply.
· Give extra support to struggling readers.
· Start at home too.
The goal is not to blame Gen Z, but to create conditions that help them practice focused and meaningful reading again.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide; For more information please visit: placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
Rethinking How We End Learning
On what note do we end our classes- a lesson, a day, a week, or even a year? We often plan how to begin, but rarely think about how we end. Yet, endings matter more than we realize.
Studies suggest that people remember experiences largely based on how they felt at the peak and at the end. In classrooms, this means the last few minutes can shape how students remember the entire learning experience. Studies also indicate that ending on a positive note can improve motivation, engagement, and willingness to return to the task.
In our lesson plans, do we consciously design this ending? If formative assessments are made accessible to all learners, they build confidence and a sense of completion. When every class ends with only challenge or correction, students may feel overwhelmed or discouraged. A small moment of success, reflection, or appreciation can make a significant difference.
This extends beyond lessons. How do we end a school day? Is it with unfinished homework or reprimands, or with a moment of gratitude or reflection? What about weekends—do students leave with pressure or with curiosity to return? Even on results day, instead of dispersing immediately, creating space for conversation can help students process and plan ahead.
Endings matter for teachers too. Difficult conversations or decisions at the end of a week often leave little room for reflection or support.
It’s not always the beginning that defines the experience, but the feeling we create at the end. Being intentional about how we end- our lessons, days, and interactions, can shape experiences in lasting ways.
Three questions for you…
- How can we end each day with a sense of meaning or reflection?
- What message do our endings leave with students about learning?
- How can schools design endings that support both students and teachers emotionally?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Teacher Appraisal : A Shift from “Judgment Day” to “Feed-Forward”
This year, we decided to try something different. We moved away from the traditional performance appraisal—the dreaded “Judgment Day” where a Principal delivers one-way feedback and replaced it with a reflection-based conversation. We asked our teachers to look inward and answer the following questions.
- What were their true successes?
- Where did they see room to grow?
- Who among their peers did they identify as mentors and how would they like to leran from them?
This small shift transformed the entire energy of the process. It stopped being an audit and started being a meaningful dialogue about impact.
The stories that emerged were incredibly moving. One teacher shared that on the last day of term, she asked her students to name their favorite classroom activities. She admitted to being “pleasantly surprised” by the variety of examples they gave. “I had actually forgotten how many meaningful engagements we have done,” she told me. In that moment of reflection, she wasn’t just looking at a checklist; she was feeling astounded by the progress she had made all year.
Perhaps most impressive was the openness regarding growth. Another teacher candidly shared her discomfort with technology. She explained how a peer had mentored her in using Canva to create engaging presentations for her classes. Rather than hiding this gap, she was inspired: “I want to learn more EdTech tools and use them regularly next year.”
Because the teachers identified these areas themselves—whether it was time management, classroom culture, or organization , they weren’t defensive. Instead, they were hungry for tips and suggestions to bridge the gap.
As the Head of Institution, this process was a revelation. It provided more than just a summary of the academic session; it gave us a “feed-forward” for the coming year. By listening to their self-set goals, we now know exactly where the institution needs to step in and provide support. We didn’t just finish an appraisal cycle; we built a roadmap for success, powered by the teachers’ own voices.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
During this learning journey, the children enjoyed exploring simple and compound machines through movement, discussion, drawing, and hands-on building. They first used their bodies to act like simple machines such as a wheel, lever, pulley, and ramp, which helped them understand how machines make work easier. They then planned their own models by drawing and labelling two to three simple machines in their notebooks and sharing their ideas with friends.
The children were focused and excited as they built their compound machines using recycled materials. They used simple machines such as the wheel and axle, lever, wedge, inclined plane, and screw, showing a good understanding of how machines can work together. During sharing time, each child confidently explained their model and how it worked, while also helping their buddies. Through this experience, the children learned about simple and compound machines, teamwork, creativity, planning, and problem-solving. Rudra, Krisha: 4 years old. Maira: 6 years old. Tara: 6.9 years old. Mayra, Tashi, Neev, Yuvaan: 7 .9 years old Samyuktha, and Havishka : 8 years old
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #301, 7th April 2026
Self-reflection is the ability of humans to examine their own thoughts and feelings. It includes the willingness to learn about their fundamental nature, purpose, and essence. Now, how often are we able to do that through the academic year? As the academic year 25-26 comes to a close, we need to plan for the next year of learning. Taking a deliberate pause to reflect on our teaching-learning practice is very meaningful. This applies whether as teacher-students in school or parent-child at home.
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“In any subject, if you don’t feel that you don’t know enough, you don’t know enough.
Nassim Nicholas Taleb, The Bed of Procrustes: Philosophical and Practical Aphorisms
“Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information?”
T.S. Eliot, The Rock
One Video of the Week
James is a young man with wisdom beyond his years. When he isn’t looking at the broader picture, he is concerned with the day to day doings and habits of each one of us. In his thought-provoking speech he will talk about the value of self-reflection and how to break our auto-pilot governed lives for a deeper understanding of life.
Having grown up in a multicultural environment and being ever-willing to broaden his horizons, James is a person with wisdom beyond his years. When he isn’t looking at the broader picture, he is concerned with the day to day doings and habits of each one of us. In his speech he will talk about the value of self reflection and how to break our autopilot-governed lives for a deeper understanding of life, and will outline 4 life principles he has picked up through hard-earned experience.
Reading with Ms. Meenu: Tip of the week
Culture of Reading Graphic Novels Vs. Reading Fiction Novels
The trend of reading Graphic Novels attracts readers more often as they are more visual, expressive and fast-paced, while a traditional novel is usually seen as text heavy, lengthy and time consuming.
These days culture of reading Graphic Novels attract readers quickly through:
· Visual storytelling
· Quicker engagement
· Great support for reluctant readers
· Strong appeal to younger audiences
Traditional novel reading is becoming less popular because it is just text heavy. But for avid readers it brings:
· Deeper focus
· Extended Imagination through text alone
· Detailed inner thoughts and descriptions
· Longer attention and sustained reading habits
How can we shift this culture of reading towards deeper and extended focused reading.
In this modern world of touch screens and phones we realize that these gadgets have affected us with less attention spans and minimum content reading. Many educators, parents and library professionals have noticed a decline in traditional reading habits. Even though both reading approaches encourage students to read, it is important to slowly transition their reading habits towards text heavy books. Following steps should make it an easy transition towards reading deeply.
Stay with the same Genre:
Move from graphic novels to prose books but try to stay with the same genre and theme of interest. A reader who likes fantasy, mystery, sports or friendship stories in graphic form would more likely try to read that same topic because it motivates them.
Use middle-step books:
It is recommended not to jump straight from highly visual books to dense classic novels. Introduce children to illustrated chapter books, short-chapter book series or novels in verse. This practice works the best when they are in junior grades.This gradual increase works better to keep them engaged.
Pair the two formats:
Read a graphic version and a prose version of the same story or read them side by side. This process would help them compare plot, characters and details while building comfort with longer passage of text.
Build Stamina:
Start with simple reading routines as:
· 15 minutes of graphic novel reading
· Then 10 minutes of prose reading
· Slowly increase the prose portion each week
It is highly recommended not to replace graphic novels; we use them as a bridge to text rich novels by matching interests, increasing text gradually and building confidence step by step.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide; For more information please visit: placealibrary.ca
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
Teachers in Reflection: Owning Their Learning Journey
As we approach the close of an academic year, much of a teacher’s time goes into finalizing reports, documenting work, and planning for the year ahead. Yet, what truly supports a teacher’s growth is creating time and space for reflection.
This year, we chose to make that reflection visible. We brought in a simple and familiar practice—Show and Tell—but this time, it was for teachers. One by one, teachers shared their teaching-learning journeys. They spoke about the strategies they tried, the outcomes they observed, the challenges they faced, and how they adapted. From class teachers to co-teachers, coordinators to admission counsellors, everyone was part of the process. There was a sense of authenticity in the room. Teachers spoke openly about what worked and what did not. There was vulnerability, but also pride in their effort and growth. Through this process, we began to see a shared language around curriculum and pedagogy emerge. It also helped us identify common gaps and areas to strengthen.
Interestingly, these conversations extended beyond classrooms. When the administrative team engaged in these reflections, there was a deeper understanding of the academic journey. It brought in a sense of alignment, continuity, and purpose, where each part of the system could see and appreciate the other.
This experience reaffirmed that teachers, like students, learn best through collaboration. When teachers reflect, discuss, and listen together, learning deepens. What began as an end-of-year activity became a starting point—helping us move forward with greater clarity and purpose.
Three questions for you…
- What practices in your school foster teachers’ learning and reflection?
- How often do we create intentional spaces for teachers to reflect and share their journeys?
- In what ways reflection can become a continuous culture rather than an end-of-year ritual?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Solving the Problem of Maria: Why We Misunderstand the Middle Schooler
Whenever I think of the teens in my life—as both a teacher and a mother—I am reminded of my favorite song from The Sound of Music: “How Do You Solve a Problem Like Maria?”
She climbs a tree and scrapes her knee, her dress has got a tear She waltzes on her way to Mass and whistles on the stair…
Over my years of experience, I’ve found that many educators consider middle schoolers the most difficult age group to teach. I have often had colleagues request not to be allocated middle school classes, or even express dread when given a substitution in one.
When I inquire about the reasons, the responses are usually consistent:
- “They don’t respect teachers!”
- “They have no respect for rules and lack discipline.”
- “They sulk and scowl whenever they are corrected.”
While discussing this with my own teenage children, I once commented, “It is such a joy to be around preschool and primary students—they love their teachers so much! It’s just not the same with the older ones.” I said it mostly to see how they would react. They vehemently opposed the assertion. They told me, “We love our teachers—if we form a bond with them, we would go a long way. I still keep in touch with my favorite teachers even after they’ve left the school!”
That exchange stayed with me. Having taught students across all age groups—primary, middle, secondary, and higher secondary—and raising two teenagers of my own, I have developed the following observations and inferences.Sometimes, the struggles parents and teachers face when dealing with teens arise because we focus too much on outward behavior and too little on the reasons behind it.
Teenagers are often uncomfortable in their own skin, navigating rapid growth spurts and the physical shifts of puberty. On the cognitive front, the development of the prefrontal cortex, the part of the brain responsible for planning, decision-making, and inhibitory control—is still in its nascent stage. All these factors contribute to make this stage uniquely turbulent.The behaviors that earn teenagers a reputation for being difficult, angsty, or lacking empathy are often simply the awkwardness of a child learning to inhabit a changing self. It is rarely an intentional ploy to cause pain to the loving adults in their lives.
As parents and teachers, our challenge is not to “solve” the problem of Maria or any middle schooler—but to meet them with empathy and understanding. As the adults in their world, we must approach them with empathy and a non-judgmental perspective. Only then can we build a connection of trust—a bridge we can use to gently nudge them toward making the right choices for themselves.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Understanding Screws The class began with an engaging challenge where the facilitator showed a tightly closed jar and asked the children how it could be opened. They suggested turning the cap, using effort, and rotating it. One child demonstrated opening it by twisting. When asked, “What did you do?”, the children shared that turning and rotating helped to open the jar.
The facilitator then showed the threads on the bottle cap and asked what would happen if there were no threads. The children said that the cap would not stay in place and would slip. They understood that threads help to hold the cap tightly.
Next, the facilitator introduced a real screw and explained that it is like a tiny staircase wrapped around a stick. The children observed different screws and nails with a magnifying glass and noticed that screws have threads while nails do not.
During the activity, the children wrapped triangular paper around pencils to make spirals. They created both tight and loose spirals and observed how they worked. They compared their models and shared their observations.
In their notebooks, the children wrote:
A screw will not work without twisting.
The tight spiral worked better because it held the pencil firmly.
The loose spiral slipped and did not hold well.
A screw has threads, but a nail does not.
When comparing screws and nails, the children shared that screws hold things better because they have threads and need to be twisted, while nails can be hammered but may come out easily.
The children were actively involved, shared their ideas confidently, and showed a good understanding of how screws work.
Rudra & Krisha: 4 years old Tara:6.9 years old Neev:7. 7 years old Samyuktha:8 years old
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #300, 31st March 2026
Most vulnerable members of our society are at utmost risk and are suffering. Educators, parents, please teach empathy, love, care even more as war rages around us. Fear of loss, of scarcity, of hopelessness, of uncertainty can be overwhelming for adults, and most definitely for children.
How to talk about war with children? how to discuss hope with students?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“War is only an invention, not a biological necessity.” – Margaret Mead (Anthropologist, 1901 – 1978, USA)
“War is an invention of the human mind. The human mind can invent peace.” – Norman Cousins (Journalist, writer, activist, 1915 – 1990, USA)
One Video of the Week
War and Children – The Impact of Wars on The Future of Tomorrow Ms Akanksha Sharma is a passionate educator with over five years of teaching experience across edtech platforms, NGOs, and traditional schools. Whether online or offline, her mission has always been to make learning engaging, inclusive, and meaningful. Known for her creative approach in the classroom, she thrives on connecting with students and adapting to their individual needs.
A devoted reader and writer, Aakanksha channels her curiosity into reflection and growth. She brings thoughtful insight and energy to every conversation, committed to lifelong learning and impactful dialogue.
Reading with Ms. Meenu: Tip of the week
Start Reading to Infants
Have you ever read to your three months old infant? Well, that doesn’t sound realistic. A three-month-old baby can’t understand words in the same way older children do, nor can they focus on a storyline. So why reading aloud in infancy is so valuable.
Researchers have proved that babies can speak, listen and absorb the sounds, rhythms and warmth of words and language. Reading brings is all at once. It creates a nurturing connection and creates development from the very beginning. Let’s make reading a miracle and a pillar of parenthood. Starting with reading little board books over and over would feel like comfort and a deep bond.
When parents read to their babies, those rhythms and lullabies become the power of words in a child’s ears. This is how words nourish love and care. When the infant hears the rise and fall of the voices and notices facial expressions, these early experiences help them strengthen their language development, listening skills and even emotional bonding.
Reading to infants does not need to be formal or lengthy. A few minutes at a time is enough. Parents can choose a book with simple pictures and rhythmic text. Repetitive text makes it more fun for them!
At this age, keep your focus more towards enjoying the interaction rather than finishing the whole book. These early reading routines may seem small, but they play an important role in their cognitive development.
Reading to a three-month-old baby is not early at all. In fact, it is one of the most beautiful ways to start building your child’s relationship with words, stories, language and especially with YOU.
Start reading today!
For more information please visit: placealibrary.ca
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
Do Our Schools Truly Belong to Our Children?
We often say school is a child’s second home. But what makes it feel like one?
Belonging is built through people, spaces, routines, and the curriculum we design. It shows up in the small things. In what children see on the walls, in whose stories are told, in how they are spoken to, and how they speak to each other.
The curriculum carries a huge responsibility. How much of it connects to the child’s world? Do children see themselves in what they learn, or are they constantly trying to fit into something that was never designed for them?
The spaces also play a major role. When we walk through a school, what do we really notice? Clean corridors and closed doors, or children’s thinking, questions, and expressions? Do the spaces reflect who our students are—their contexts, their interests, their aspirations, languages?
Belonging is not accidental, it requires conscious design because students are at the heart of the school system. The real work lies in creating a school where children can truly see themselves.
Three questions for you…
- What might we need to unlearn to make belonging more authentic?
- How does our curriculum reflect the lived realities and aspirations of our students?
- In what ways do our people, routines, and rituals nurture a sense of belonging?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Journey of our Crochet Club: Celebrating the Joy of Making
“Literacy is not the end of education or even the beginning. By education, I mean an all-round drawing out of the best in the child and man; body, mind, and spirit.” — Mahatma Gandhi
It all started with something simple—the ‘Crochet & Knitting’ club. There is a quiet joy in seeing a child wear a muffler or cap they’ve made with their own hands. When I visited, the room was alive, buzzing with chatter, laughter, and talk of small entrepreneurial crochet projects over summer. It was heart warming to watch Ms. Bhagya Rekha, the main facilitator of the club, beaming at her students’ progress. This warmth spreads quickly. Ms. Yamini, our primary coordinator, mentioned how students rush through lunch just to sit together and crochet toy animals. Even teachers have asked if they can have a Saturday workshop!
It got me thinking – what is it that is hooking the students and teachers to this craft? I realised that in an age of declining attention spans and endless screens, this craft offers a sanctuary of mindfulness and gives a sense of agency and purpose.
Vocational skills like knitting, sewing, baking, carpentery are not just hobbies but can plant the seeds of self-reliance and entrepreneurship too. As Gandhiji reminded us, true education is about drawing out the best in body, mind, and spirit in every child. Let us carry that spirit forward by supporting our children in these small beginnings, so they can build futures filled with purpose and self‑reliance.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Exploring Wedges The class began by recalling simple machines like pulleys, wheels, axles, levers, and inclined planes, and children shared that all use effort and load.
Through discussion, they learned that a wedge is a simple machine used to split objects. During the demonstration, they observed that the clay moved apart when force was applied downward. They also noticed that a cylindrical stick did not split the clay easily, while a spatula split it well due to its sharp, thin edge.
In the activity, children compared wedges and found that the thin wedge was easier to push and split faster, while the thick wedge needed more effort. They described the feeling as easy and smooth with a thin wedge and hard with a thick wedge.
They connected their learning to real-life examples like knives, axes, teeth, and door stoppers. By the end, children were able to identify wedges and draw them, showing their understanding. Maira:6 years old Tara:6.9 months old Neev,Tashi,Yuvaan & Mayra: 7.7 years old.
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #299, 24th March 2026
Learning is unlimited. Even the things one is interested in are unlimited if we drop all the things one is uninterested in. Then why is it considered boring by most? What is teaching? What is an informative speech? What can make lifelong learning come naturally? Why do I start my newsletters with questions?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
“If nobody asked questions, then we would never learn anything.”
― Brandon Sanderson, Oathbringer
“Change the questions you ask, the way you view the issue will be transformed and innovation will start!”
― Isaac You
One Video of the Week
Why do we ask questions? Michael “Vsauce” Stevens at TEDxVienna. Michael Stevens the persona behind the YouTube sensation Vsauce, is an online personality with an entertaining approach to explaining the science behind seemingly ordinary, everyday phenomena.
Reading with Ms. Meenu: Tip of the week
Digital Literacies in Today’s World
Digital literacy is no longer an optional skill. It is important for learning, working, communicating, and participating fully in modern society. In the past, literacy often meant the ability to read and write printed text. Today, it also includes the ability to understand, evaluate, create, and share information through digital tools and online platforms. Digital literacies help people move from simply using technology to using it thoughtfully, safely, and effectively.
At its core, digital literacy is about more than knowing how to operate a device. Kids do know how to open an app, search online, or send a message, but true digital literacy involves asking deeper questions from students:
- Is this information reliable?
- Who created it, and why?
- Is it safe to click this link or share this content?
- How should one communicate respectfully and responsibly in online spaces?
These questions show that digital literacies combine technical ability with critical thinking and ethical awareness.
A key component of digital literacy is information literacy. Although the internet provides endless access to information, not all of it is reliable or accurate. Educators should help learners develop the ability to compare sources, detect bias, identify misinformation, and fact-check content before believing or sharing it. This is particularly important for students, who often depend on online sources for academic work. High school students should also be taught how to cite sources properly and understand the consequences of plagiarism, since ethical use of information is an essential part of digital literacy.
Digital literacies are especially important in education. Students must not only consume online information but also learn how to question it, organize it, and use it responsibly. Teachers and librarians play a major role in guiding this process. They help learners develop safe online habits, research skills, and confidence with digital tools. In schools and libraries, digital literacies can promote equity by helping all learners, regardless of background, gain access to the skills needed for the future.
Communication is also central to digital literacies. People now interact through email, video calls, online classrooms, messaging apps, and social platforms. Each space requires different tones, behaviours, and expectations. Digital literacy includes knowing how to communicate clearly, professionally, and respectfully in these environments. It also includes understanding digital citizenship: using technology in ways that are responsible, kind, legal, and inclusive.
Creativity is another valuable part of digital literacies. Digital tools allow people to create presentations, podcasts, videos, blogs, websites, and graphic designs. These forms of expression help learners and professionals share ideas in engaging ways. When individuals know how to use digital tools creatively, they are better able to tell stories, solve problems, and contribute meaningfully to their communities.
At the same time, digital literacies are closely connected to issues of access and inclusion. Not everyone has the same access to devices, internet connections, or quality digital instruction. For this reason, digital literacy education must be intentional and inclusive. It should support children, youth, adults, and seniors, recognizing that different groups have different needs and starting points. Teaching digital literacies is not only about technology; it is about opportunity, participation, and empowerment.
In conclusion, digital literacies are essential life skills in the twenty-first century. They help individuals navigate information, communicate responsibly, create confidently, and participate actively in digital society. As technology continues to shape everyday life, developing digital literacies becomes a powerful way to support learning, independence, and informed citizenship. A digitally literate person is not simply someone who can use technology, but someone who can use it wisely.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
In most schools, the curriculum, the scope and sequence of a subject are rarely questioned. We inherit it—from textbooks, boards, and prescribed structure and proceed to deliver it. Such systems reduce schools to mere implementers of the curriculum, rather than co-creators who respond to the needs, context of learners, and the vision of the school.
When curriculum is dictated from the top about what content to teach, how to teach, in what order and which perspectives to include, it leaves little room for schools to respond to their learners and their own vision. Content becomes decontextualized, at times outdated, and excludes diverse perspectives.
This year, we chose to ask: What are we really teaching, and why? We began small—one grade, one subject—but with intent. Not to reject structure, but to regain purpose.
We anchored our work in four considerations:
- The Learner: Is this meaningful for the child, at this stage?
- Society: Does it reflect the realities, values, and aspirations of the community?
- Knowledge: Are we choosing what truly matters, and structuring it meaningfully?
- The Teacher: Is the teacher a facilitator of learning or just a deliverer of content?
We reviewed national and international standards, but more importantly, we invited teachers into the process—not as implementers, but as co-creators. They helped gauge what is just right and what is possible.
I believe the curriculum is not a fixed document- it is a lived experience. And unless schools take agency, learning becomes distant, disconnected, and reduced to completion rather than understanding.
Three questions for you…
- What courage does it take for a school to design its own path?
- Whose context does our curriculum represent?
- What would we remove if we truly prioritized learning over coverage?
From the Principal’s Desk
– Suchismita Ray Gupta, Head of School, Capstone High, Hoskote, Karnataka
Magic of Questions
Schools traditionally ask questions just to check recall, not to stir curiosity. In my classroom, I’ve found it incredibly rewarding to flip that script. By starting a lesson with a provocative question , I’ve watched discussions bloom.
Let’s consider a question from my middle school Economics class: “If you could press a button and instantly make everyone in our country 20% richer, OR 20% smarter/healthier, which button would you press? Why?” This question instantly lit up the class, with students putting their own perspectives and debating the trade offs between the options. One question leads to another, and suddenly, the students are in charge of their learning. That’s the magic of Questions.It has the power to transform the teaching learning process from pedestrian to provocative.It’s time we shift the culture from simply finding the “right” answers to asking the right questions—because it is the question, not the answer, that truly drives learning.
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive, Hyderabad
Exploring Inclined Planes
Neev and Mayra explored how to move a heavy object and shared that pushing it on a ramp is easier than lifting it straight up. Neev identified the ramp as an inclined plane, while Mayra explained that a slanted surface helps objects move faster with less effort. Through testing on a flat surface and a steep ramp, they observed that ramps make movement easier, while lifting requires more force. They also noticed that pushing objects upward on a ramp needs more effort.
During predictions, both children shared that a steeper ramp makes the car move faster. Neev explained that it comes down quickly, and Mayra added that a heavier toy might move faster because gravity pulls it down more strongly.
Through this activity, they understood that an inclined plane is a slanted surface that reduces effort, and that gravity, slope, and force affect how objects move. Neev & Mayra:7.7 years old
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.
3-2-1 Tuesdays with Ms. Niv
Issue #298, 17th March 2026
Eid Mubarak! Ugadi Subhakankshalu! Whichever one – or both? May peace and joy come to our families and all around us soon. Health and prosperity will follow. Learning will come at different times, in different ways, to different people. What does diversity look like to you? within yourselves? within your classroom? Your homes and schools? Do you seek diversity? How comfortable and curious about it are you? I have been a research scientist, a television journalist, a magazine editor, an educator, a social investor… besides being a daughter, mother, wife, sister-in-law, daughter-in-law… I am a Bengali-speaking person who thinks in Hindi. I experiment with Kannada, Marathi, and Punjabi. The language I write in is English. In our hyphenated existence, how diverse or multifarious are each of us? How do we cultivate diversity within ourselves and around us?
This is a free newsletter for parents, educators, and students. If you like my content, please subscribe by entering your email address here.
Three Images of the Week
Two Thoughts of the Week
If we cannot now end our differences, at least we can help make the world safe for diversity. John F. Kennedy
It is time for parents to teach young people early on that in diversity there is beauty and there is strength. Maya Angelou
One Video of the Week
Rebeca Hwang has spent a lifetime juggling identities — Korean heritage, Argentinian upbringing, education in the United States — and for a long time she had difficulty finding a place in the world to call home. Yet along with these challenges came a pivotal realization: that a diverse background is a distinct advantage in today’s globalized world. In this personal talk, Hwang reveals the endless benefits of embracing our complex identities — and shares her hopes for creating a world where identities aren’t used to alienate but to bring people together instead.
Reading with Ms. Meenu: Tip of the week
Information Equity in Libraries: Creating Fair Access for All
Libraries have long stood as symbols of knowledge, opportunity, and community. At the heart of their mission is a powerful idea: information should not belong only to those who can afford it, reach it easily, or already know how to use it. This belief is closely tied to the concept of information equity, which means ensuring that all people have fair and meaningful access to reliable information, resources, and learning opportunities.
Information equity goes beyond simply making materials available on a shelf or online. It recognizes that people come from different social, economic, cultural, linguistic, and educational backgrounds, and that these differences can affect how easily they access and use information. True equity means removing barriers so that everyone, regardless of age, income, language, disability, or location, has the opportunity to benefit from knowledge and participate fully in society.
Libraries play a critical role in advancing information equity because they serve diverse communities with diverse needs. For some users, equity may mean access to books and reading materials that reflect their language, culture, and lived experiences. For others, it may mean free internet access, computers, e-books, assistive technologies, or help with digital tools. In many cases, it also means providing guidance so users can understand, evaluate, and apply the information they find.
In school libraries, information equity is especially important because it supports both academic growth and personal development. Students should not only have access to textbooks and research tools, but also to a wide variety of literature that helps them see themselves and understand others. When library collections include diverse voices and perspectives, they affirm students’ identities while also broadening their understanding of the world. This helps create a more inclusive reading culture and a more equitable learning environment.
Public libraries also promote information equity by supporting lifelong learning. They often become essential spaces for newcomers, job seekers, seniors, parents, and underserved communities. A public library may help someone apply for employment, access government services, learn a new language, attend a digital literacy workshop, or simply find trustworthy health and community information. In this way, libraries do more than provide resources—they empower people to make informed decisions and improve their quality of life.
Another important aspect of information equity is representation. If library collections and services reflect only dominant perspectives, many users may feel excluded or unseen. Equitable libraries make intentional efforts to include materials that represent different cultures, languages, identities, and experiences. This creates spaces where all community members can feel recognized, respected, and valued.
Information equity also requires libraries to think about accessibility. Information is not truly equitable if it is available only in one format or only to those with certain skills. Libraries must consider accessible formats such as audiobooks, large-print books, captioned media, screen-reader-friendly platforms, and inclusive programming for users with different abilities. Equity is achieved not when resources exist, but when people can actually use them.
In today’s world, where misinformation and digital barriers are growing concerns, the role of libraries in promoting information equity is more important than ever. Libraries help individuals develop the skills to search for reliable information, think critically, and engage responsibly with the world around them. They are not just centers of access, but centers of empowerment.
Ultimately, information equity in libraries is about fairness, dignity, and opportunity. It reflects the belief that every person deserves the chance to learn, grow, and participate fully in society through access to meaningful information. By committing to information equity, libraries continue to fulfill one of their most important purposes: opening doors for everyone.
Happy Reading!
– Meenu Gera Consulting home and school librarian, a reading guide
I Think, I Wonder, I Ask
–Dr. Shreelakshmi Subbaswami, Academic Director, Vijaya School, Hassan, Karnataka
When Every Child Answers Differently…
During this time of the year, we review the curriculum, revisit our pedagogy, and ask whether we have reached the milestones and learning outcomes we had set for ourselves. It is a necessary ritual of schooling. As we were reviewing our literacy curriculum, we began to question the learning outcomes.
In many literacy classrooms, learning is often measured by how closely a student’s answer matches the one provided in the notes. After a unit is taught, a familiar cycle follows: a set of questions, a set of answers, practice writing them, and finally reproducing them in examinations. But do our questions allow students to think, or do they simply expect a recall?
This time we asked what kinds of assessments might allow differentiated answers, responses that reflect how each child has understood a text or connected it to their experiences, or interpreted its meaning. When every student is working toward the same answer, we miss the richness of diverse perspectives that comes out of that classroom.
This is where writing compositions, reflections, and open-ended questions become important. They give students time, space, and language to articulate their thoughts. They allow learners to engage with ideas, make connections, and develop their own voice.
Of course, schools still require common learning outcomes. But should the path to those outcomes always look the same? We know that differentiation is not easy, yet it is one of the important shifts we need to make if we want thinking classrooms where all children are engaged meaningfully in learning.
Three questions for you…
- How often do students get opportunities to give answers that differ from the “model answer”?
- What kinds of assessments allow children to express their own interpretations?
- How can teachers balance common learning outcomes with diverse ways of reaching them?
Showcase: Thrive Beyond School – A unique STEAM education project for very young learners.
– Pooja Khatter, facilitator, Thrive
Exploring Simple Machines: Understanding the Pulley
The class began with a discussion where the children recalled the simple machines they had learned earlier, such as the lever, wheel, and axle. They shared real-life examples and discussed how simple machines help make work easier.
To introduce the pulley, the children explored different ways people lift heavy loads. They first tried lifting a bucket using their hands and then used a pulley setup. Through this comparison, they observed that the pulley made the task easier and required less effort.
The children also observed a zip line model, watched a short video, and saw a flagpole demonstration to understand how a pulley works and how it changes the direction of force.
In the next session, the children answered questions about pulleys and acted out pulling an invisible rope to show how a pulley moves objects. They then designed and built their own pulley models using materials such as cardboard, straws, wheels, binder clips, and thread. The children created models like a well, zip line, mini flagpole, and elevator and shared their work with the class.
These activities helped the children understand how pulleys work and how simple machines make work easier, while also encouraging creativity and problem-solving.
Maira – 5.5 years
Yuvaan, Neev, Mayra, & Tashi – 7.7 years
Samyuktha & Havishka – 7.11 years
Dear reader,
I work with the school leadership team as an advisor and collaborate with teachers as a pedagogical trainer. I also help parents as a parenting counselor and regularly engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.
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Nivedita Mukerjee 