3-2-1 TUESDAYS WITH MS NIV

Issue #205, 11th June 2024

How do you like to learn new things? (e.g., by reading, watching videos, hands-on activities)

What subjects do you enjoy the most in school, and why?

How do you handle making mistakes or not understanding something right away?

What do you do when you find something really interesting or fun to learn about?

Have you asked your child/student yet? Go ahead, try asking. Some or all of this will lead to interesting conversations and a better understanding of your child/student.

Here are some questions I usually ask when I work with students as a mentor. Try some of these as well.

Can you tell me about a time when you felt really proud of yourself?

What do you do when you feel sad or angry?

Who do you talk to when you need help or advice?

How do you usually solve problems or fix things that go wrong?

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Three images of the week

Two Thoughts of the Week

“The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes, so that novelty, instead of constituting an annoyance avoided by the subject, becomes a problem and invites searching.” Jean Piaget

“Mathematics is not the rigid and rigidity-producing schema that the layman thinks it is; rather, in it we find ourselves at that meeting point of constraint and freedom that is the very essence of human nature.” Hermann Weyl

One Video of the Week

This talk explores the concept of memory schemas for close relationships. It argues that these mental frameworks are formed through repeated interactions with primary caregivers during our early years. By understanding these schemas, we can better comprehend the importance of early relationships and how they echo throughout our lives. This knowledge has profound implications, not only for personal understanding and growth but also for addressing larger societal issues such as loneliness and isolation.

She graduated from the Faculty of Education at Charles University and, as part of a long-term scholarship, also studied developmental and applied psychology at University College Cork in Ireland. She obtained a doctorate in comparative literature at the Faculty of Arts, Charles University. The Fulbright scholarship in 2017-18 enabled her to stay at the prestigious Columbia University in New York, where she worked at the Department of Psychology and the Developmental Affective Neuroscience Laboratory.

She returned there again in 2022. Petra Winnette is a certified psychotherapist in the Pesso Boyden System Psychomotor method (USA) and the Dyadic Developmental Psychotherapy method (USA). In 2003, she founded the Natama Institute, a facility focused on providing professional help to children and adults who suffer from the consequences of severe childhood experiences. She is the director of Natama and has extensive therapeutic experience there, as well as leading a research laboratory.

Reading with Ms. Meenu: Tip of the week

Reading with Ms. Meenu

Let’s continue and keep scaffolding the understanding of creating a joyful classroom community. Here is our first strategy for this week.

Use and Explain Key Comprehension Strategies:

Infer: When you infer, you use your schema, the clues from the text, and pictures to figure out what is happening in the story. Some people call inferring “reading between the lines”. Which means figuring out what the author didn’t tell you with his or her words.

Predict: Use clues from the pictures and words to think ahead of your reading or to imagine what might happen next.

Schema: Your schema is everything you’ve experienced so far in your life. The places you’ve visited, the experiences you’ve had, and the stories you’ve heard. Thinking about what you already know or using your schema, helps you better understand stories and situations.

Happy Reading!

Meenu Gera

Consulting home and school librarian and reading guide.

Student career counseling: Opportunities and approaches

Student X approached us for profile-building guidance in grade 9. An IB student, he had decided to focus on biology, chemistry, and mathematics, dropping physics. We began by understanding his interests, hobbies, likes, dislikes, and academic background. He had tried various activities, including football, classical Hindustani music, taekwondo, theatre, and badminton. However, he continued only theatre and badminton in senior school. Student X recognized that he often started activities without completing them. His self-motivation and willingness to seek expert guidance made our work easier. He took foundational NEET coaching in grade 10 to rule out medicine as a career while managing his MYP e-assessment. After grade 10 exams, he began research, and by the end of grade 11, he had published his work under a research guide. His study of biology in grade 11 sparked an interest in nutrition and fitness, leading to an internship at a health and nutrition startup. He was accepted by all four Canadian universities he applied to for undergraduate programs in Life Sciences and Biomedical Sciences. This year, he will be joining McGill University.

Case study provided by: Fermata Career Solutions,  www.fermataco.com

Dear reader,
I have been a research scientist, a journalist, and an educator for over 3 decades. I read and, I write. With this weekly newsletter, I share what I read, learn, and, experience. At the same time, I engage with students, parents, and teams of teachers across K-12 schools, higher education institutions, and ed-tech organizations.

3-2-1 Tuesdays with Ms. Niv is a newsletter you can subscribe to and enjoy your learning journey with me.

And Finally…