Nivedita Mukerjee

Issue #244, 11th March 2025

Am I consistently modeling equitable behavior? examine your own actions: Are household chores divided fairly? Do I respect and value the opinions of all family members equally? Am I displaying healthy relationships?

Am I actively encouraging my daughter’s independence and decision-making? Do I provide opportunities for her to take on age-appropriate responsibilities and make choices? Do I support her in pursuing her own interests, even if they differ from traditional expectations?

Am I nurturing her self-esteem based on her character and abilities? Do I focus on her strengths, talents, and efforts, rather than solely on appearance? Do I engage in open conversations about healthy body image and the influence of media?

Happy women’s day!

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Three Images of the Week

Two Thoughts of the Week

“I love to see a young girl go out and grab the world by the lapels. Life’s a bitch. You’ve got to go out and kick ass.” Maya Angelou, poet & activist

“What you do makes a difference, and you have to decide what kind of difference you want to make.” 
Jane Goodall, primatologist & anthropologist

One Video of the Week

Education activist (and recent Oxford graduate) Malala Yousafzai reflects on the defining moments of her life, how she balances passion with personhood and where the world finds itself during the COVID-19 crisis. With humor and humility, she shares her dreams of seeing social progress in her lifetime, explains why girls education advocacy must not relent during the pandemic and champions youth activists worldwide leading the fight for a fairer future for all. (This virtual conversation, hosted by TED’s current affairs curator Whitney Pennington Rodgers, was recorded July 8, 2020.)

The TED Talks channel features the best talks and performances from the TED Conference, where the world’s leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design — plus science, business, global issues, the arts and more. You’re welcome to link to or embed these videos, forward them to others and share these ideas with people you know.

Reading with Ms. Meenu: Tip of the week

Extending Discussion When You’ve Run Out of Stuff on Your Notes but the Clock is still Running:

If you notice that most of your groups are finishing five or ten minutes before the end of the designated discussion time, you may need to repeat some of the earlier lessons on questioning or preparing good notes. However, if a different group finishes early each time, setting up a discussion-stretching back up plan is in order. That way, when the kids complete their conversations more quickly than usual, they’ll still be able to talk about the book for the allotted time.

Before the literature circles meet, explain that you’ve noticed that groups sometimes finish early and then have nothing to talk about. Have the students pull out their journals and brainstorm some answers to this question: When a group finishes early, what are some topics students could discuss in order to keep talking about the book?

1.     What’s your favorite part from the story so far?

2.    Based on what we’ve read so far, how do you think it’s going to end?

3.    Who is your favorite character? Why?

4.    Everyone rereads a page and finds a new passage or vocabulary word to share or discuss.

5.    What do you think the author thought about or experienced in order to write this story?

6.    How do you feel about the story now compared to when we first started reading it?

7.    Look through the text for literary devices: simile, metaphor, irony, symbolism, alliteration. After everyone finds one, discuss them.

Once in a while you’re going to run into a truly dysfunctional group. No lesson is going to improve their discussion performance. Rather than trying to nag and cajole them into better performance, settle for civil behaviour and figure out the reasons why they work together so poorly. A shift of turning your student to a reader is not a simple task. So, keep trying over and over again.

Happy Reading!
Meenu Gera, Consulting home and school librarian and reading guide.

Career assessment, guidance, and placement strategies:

Choosing a Unique Research Topic

Ideating and finalising a research topic is a journey in itself. When Aaryan embarked on this process, his research guide facilitated it by assessing Aaryan on different problem statements and global issues. However, Aaryan had a clear objective in mind. 

 As a teenager, he is frequently exposed to discussions about mental health, particularly among his peers. While he recognizes that many researchers were already exploring this area,  his keen interest lay in an overlooked group – cab drivers in Bangalore. Determined to make a meaningful contribution, Aaryan chose to focus on the mental health challenges faced by cab drivers, a topic that resonated deeply with him. 

Now passionately working on this aspirational research, Aaryan is committed to conducting primary research by interviewing 50 cab drivers. His enthusiasm and dedication remind us why we do what we do – guiding students who are eager to create a positive impact on their communities through research. Working with students like Aaryan is both an honor and an inspiration. 

Case study provided by: Team Fermata, www.fermataco.com

Showcase:

Thrive Beyond School – A unique project for very young children in STEAM education, Hyderabad, Andhra Pradesh

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.

Issue #240, 11th Feb 2025

Positive learning environments. Ask these three questions as an educator. Consider these questions as a parent. Reflect on these questions as a student when you are creating or entering one.

“Do I see students actively engaging in discussions? Do they feel comfortable enough to ask questions? Or are they passive and hesitant to join?”

Does the physical classroom space showcase current student work? Does it give accessible learning materials? Or does it feel impersonal and restrictive?

“How do teachers respond to student questions and mistakes? Do they use supportive language and treat errors as learning opportunities? Or do they react with frustration or dismissiveness?”

This is a free newsletter. If you like my content, please subscribe by entering your email ID here.

Three Images of the Week

Two Thoughts of the Week

If you feel your school is failing you, the question is why. Is it a lack of parental involvement, large classes, school violence, poor learning environment? Are there any standards to determine where problems are? Are there tutoring or mentoring programs? If the school is still failing after 3 years then what are your options?

John G. Rowland

In an effort to create a culture within my classroom where students feel safe sharing the intimacies of their own silences, I have four core principles posted on the board that sits in the front of my class, which every student signs at the beginning of the year: read critically, write consciously, speak clearly, tell your truth.

Clint Smith

One Video of the Week

In this talk, Gregory Chahrozian delves into the profound impact of teachers and explores how their character and qualities have the potential to shape students’ lives. Through personal experiences and thought-provoking stories, he reveals the untold insights about the transformative power of educators that goes far beyond what they teach.

Gregory Chahrozian joined the American University of Armenia as an adjunct lecturer in the Fall of 2020. Gregory holds a Master’s Degree in Teaching and a Bachelor’s Degree in Science from The University of Sydney. He majored in Microbiology and Genetics and Science Education. He has spent the last twenty years teaching Secondary education students. During that time, his leadership roles included Head of Curriculum and Head of Science Faculty. He is keen to share his educational experience and be part of the education revolution here in Armenia, focusing on Curriculum and Assessment development. He recently repatriated to Armenia from Australia.

Reading with Ms. Meenu: Tip of the week

Asking Follow-Up Questions after a good read:

Coming up with good questions to start a conversation is important but doesn’t guarantee that a group will pursue a topic in depth. For extended discussion to occur, the groups need to know how to listen carefully to comments made by others and ask open-ended questions that will get students to explain their ideas in greater detail. Let’s help them to understand what follow-up questions are and how to improve their performance in using them. We recommend you use this lesson several times during a literature circle cycle since learning how to ask good follow up questions is probably one of the most difficult and most fundamental discussion skills students need to master. 

·         Make sure that students wait for the questioner to write the follow-up question down before answering.

·         Emphasize that most of the time in a discussion, students answer too quickly; if they stopped to think for a few seconds, their answers would be more thorough and clearer.

·         Watch for students who are asking yes or no questions. Point these out and help those students rephrase them as open-ended questions.

After students have practiced, ask them to look back at the starter questions and find the one that seemed best at generating follow-up questions. Then have them figure out why this was the case. Realizing how the starter question ties directly into follow ups is important. It is also a good idea to have students reflect on how easy or difficult it was for them to think of good follow ups. Asking follow-ups requires focus, good listening and quick thinking. All of these take practice. 

Happy Reading!
Meenu Gera, Consulting home and school librarian and reading guide.

Career assessment, guidance, and placement strategies:

A New Career at 45: How Sheila Found Her Calling in Teaching

Sheila at 45, felt lost about her career direction. She had tried multiple jobs, with her most recent role being a home tutor for school students. While she enjoyed the work, she wanted to formalize it into a structured career. Seeking guidance, she reached out to us for career counseling. 

Through our discussions, she gained clarity that a full-time teaching position in a school would be the right path for her. However, she wanted to ensure she had the necessary skills to excel in the role. We recommended our Know Your Teacher (KYT – Teacher Development) assessment, designed to evaluate 10 essential teaching competencies based on global standards. These competencies include – Presentation Skills, Student Facilitation, Continuous Learning, Curriculum Planning & Scheduling, Research Skills, Creativity, Positive Feedback, Work Coordination, Democratic Decision Making, and Requirement Analysis.

Her assessment report highlighted areas of improvement, and she willingly enrolled in our Life Skills Toolkit for Teachers program. This toolkit equipped her with the 10 essential life skills defined by the WHO, helping her enhance her teaching effectiveness. 

As career counselors, we empower individuals to make informed career decisions at any stage of life. While we strive to provide the best guidance, success ultimately depends on the client’s willingness to take action. Sheila exemplified this by following our step-by-step guidance with the dedication of a lifelong learner. Today, she is thriving in her role as an educator. 

Case study provided by: Team Fermata, www.fermataco.com

Showcase:

Thrive Beyond School – A unique project for very young children in STEAM education, Hyderabad, Andhra Pradesh

Children explored the strength of ants through an engaging “Ant Strength Test,” where they measured how much weight a paper ant could lift before collapsing. For example, a paper ant weighing 9 grams managed to lift 4 clips before breaking. Through this experiment, they learned about strength-to-weight ratios and discovered that real ants can carry 50 times their body weight! This hands-on activity encouraged scientific thinking, measurement skills, and problem-solving

Samyuktha,Neev,Mayra,Tashi & Havishka: 6.5 years old, Tara & Arnav:5.5 years old

Dear reader,
I work with the school leadership team as an advisor. I collaborate with teachers as a pedagogical trainer. I help parents as a parenting counselor. I 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.

Issue #237, 21st January 2025

Can you recognize and unlearn outdated or unhelpful patterns as a student/educator/parent? Here are some tips that you might find useful in unlearning to learn. All the best.

For Students:

1. Examine your learning habits. Notice when you’re:

• Using memorization when understanding would serve better
• Sticking to one learning method that isn’t working well
• Holding limiting beliefs like “I’m just not good at math”
• Avoiding asking questions for fear of looking foolish
• Prioritizing grades over actual learning

For Teachers:

1. Reflect on teaching practices that may need updating:

• Assuming all students learn the same way
• Relying too heavily on traditional lecture formats
• Holding unconscious biases about student capabilities
• Teaching to the test rather than for understanding
• Using outdated disciplinary approaches

For Parents:

1. Consider parenting approaches that might need revision:

• Comparing siblings or children to each other
• Projecting your own educational experiences onto your child
• Overemphasizing academic achievement at the cost of wellbeing
• Using shame or criticism as motivational tools
• Solving problems for children instead of guiding them

What are some common signs something needs unlearning?

• When it consistently leads to frustration or poor outcomes
• When it conflicts with current research or best practices
• When it creates anxiety or resistance
• When it’s based on outdated information or circumstances
• When it limits growth or exploration

This is a free newsletter. If you like my content, please subscribe by entering your email ID here.

Three images of the week

Two Thoughts of the Week

1. “For the best return on your money, pour your purse into your head.”
   Benjamin Franklin
2. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
   Alvin Toffler

One Video of the Week

Ken explains how the accumulation of everything we have ever experienced or learned, for better or worse, shapes us into the person we are. He proposes that if we were to “Unlearn” that which was destructive to our growth, we could learn to be more self-reflective and critical of our own beliefs.

Dr. Spring, is an Associate Professor of Sociology. He has been an active member of the Belmont community since 2002. He holds an M.A. in Sociology with a focus on community development from the University of Toledo and a Ph.D. in Sociology with a focus in social and cultural theory from Vanderbilt University.

Dr. Spring was the recipient of the Harold Love Community Service award from the Tennessee Governor’s office and Tennessee Department of Higher Education for his role in creating the YMCA Literacy Program in Middle Tennessee. His current research focuses on the relationship music in identity formation within popular culture. In addition to his community service and research, Dr. Spring has been interviewed by more than 20 local and national news publications and has appeared in several documentaries discussing various aspects of culture which have aired internationally on Bravo!, Current TV, and nationally on PBS.

Reading with Ms. Meenu: Tip of the week

Dealing with the First Chapter of reading a book:

Sometimes it’s hard for students to get started on a new book, particularly if the text is challenging. Instead of having kids struggle on their own to prepare adequate notes for the first literature circle session, it’s often helpful to let groups have a less formal first chapter meeting.

After the literature circle students have created their ground rules and calendars, have the members take a few silent minutes to pursue their new books, examining the title, cover art, cover or inside blurbs table of contents and so forth. Then have students set up a two-column chart in their journal and write down three predictions in the first column. In the second column, they note their reasons for their predictions. To discourage kids from copying directly from the cover we might say: When you look at the  over, use your imagination. We want you to look carefully at the cover art and plot information but predict some story details that aren’t specifically mentioned. Your prediction should bring up something new yet plausible.

After all the students have made their individual predictions, have them share their ideas. Even for homework have students read the first chapter, using sticky notes to mark:

·         The introduction of new characters

·         Setting details 

·         Places where they were confused

The following day let them trade information on characters and setting and so on. After reading the first chapter ask them to reflect on following:

How did your predictions based on the book cover change their reading the first chapter?

Which first chapter predictions do everyone see to agree on?

Which character has your group decided will be the most important ones? Why?

Happy Reading!
Meenu Gera, Consulting home and school librarian and reading guide.

And Finally…

Dear reader,
I work with the school leadership team as an advisor. I collaborate with teachers as a pedagogical trainer. I help parents as a parenting counselor. I 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.

Issue #236, 14th January 2025

Are you a high school student ready to step into the world of higher education? Are you a parent of a high schooler? are you a mentor of a high school student?

If yes, here are three key areas for reflection that can help guide your/your students’/your child’s college choice decisions:

1. Your genuine academic and career interests – Take time to think beyond just the subjects you get good grades in. What topics make you lose track of time when you’re learning about them? What kinds of problems do you enjoy solving? Consider keeping a journal where you note down the classes, projects, or activities that genuinely excite you. This can help you identify potential majors and career paths that will keep you motivated through college.
2. Your learning and social environment preferences – Think about how you best learn and thrive. Do you prefer intimate classroom discussions or don’t mind larger lectures? Do you need frequent access to professors, or are you more independent? Consider whether you’d be happier at a bustling urban campus or a close-knit residential community. Your daily experience will be shaped by these environmental factors as much as by your classes.
3. Your practical constraints and opportunities – Consider factors like financial resources, distance from home, and specific programs or opportunities you need. Be honest about what student loan debt means for your future, what scholarship options exist, and whether working during college is necessary. Think about special programs like co-ops, research opportunities, or industry connections that could give you advantages in your chosen field.

This is a free newsletter. If you like my content, please subscribe by entering your email ID here.

Three images of the week

Two Thoughts of the Week

“Opportunities don’t happen, you create them.”—Chris Grosser

“Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe you can achieve.”—Mary Kay Ash

One Video of the Week

As teenagers prepare to enter a new work world with jobs that don’t exist and can’t yet be imagined, what kind of career advice do we give to prepare the next generation for the unknown? The answer is simple – skip a generation.

Amy MacLeod is a seasoned tech executive, thought leader and trusted advisor to business and public leaders, with 25 years experience in Ottawa’s political and private sectors where she has served as the senior communications executive and spokesperson for multiple organizations. A member of the Mitel executive leadership team, in 2018 Amy was appointed to her current position as the company’s first Corporate Diversity Officer.

An agile business leader, strategic communicator and messaging architect, Amy specializes in translating complex business, financial, and technical developments into global communications programs and messaging frameworks that support strategic priorities. Her expertise spans all aspects of stakeholder communications, both external and internal, from M&A, strategic issues management, corporate messaging, analyst, government and public relations, and executive and employee communications.

Reading with Ms. Meenu: Tip of the week

Presenting Book Choices with a Book Pass as a reading strategy:

For literature circles to really soar, every student must be reading a book that is thoroughly engrossing and just right for them. But sometimes, even when you give them a few days to browse all the possible selections for the next round  of book clubs, not all students do so. And even your most dynamic book talks don’t earn rapt attention when you are blurbing six or eight titles one after another. Doing a “book pass” takes a little more time but guarantees that every kid will sample each possible choice and make a truly informed selection. The process is nothing complicated. It’s just a structured way for kids to read two minutes worth of every available book choice. When we use this activity, we often see kids choosing books they would not otherwise have read stretching themselves into new genres and authors and sometimes hooking up with new combinations of peers.

Here is how I would give structured instruction to my class for the book pass:

When you sit down at a table, grab a book. Don’t fight over them everybody is going to sample each one. When I say “go” start at page 1, Chapter 1, and read as far as you can until I call “stop” in two minutes. Keep reading as fast as you can. When you stop, I’ll give you thirty seconds to fill out the review sheets, so you’ll remember which books you liked and why. Then pass your book to the left and repeat, read, write and pass until you’ve sampled all four books. I’ll be calling out the times to keep you on schedule.

Happy Reading!
Meenu Gera, Consulting home and school librarian and reading guide.

Career assessment, guidance, and placement strategies:

Empowering Futures: Career counseling for Grade 8 Students at our Partner School in Jodhpur:

When our partner school in Jodhpur offered career counseling and planning services to the parents of grade 8 students, Vidyut’s parents were among the first to enroll.

Vidyut began with a career assessment, followed by a career counseling session. While the parents had their end goal in mind and highlighted Vidyut’s strengths, they were also eager to understand what was required to prepare him for studying at one of the world’s best universities. The parent’s humility and willingness to educate themselves and create an environment for Vidyut’s success made the work of our career expert both fulfilling and exciting. 

Case study provided by: Team Fermata, www.fermataco.com

Showcase:

Capstone High School, Hoskote, Karnataka

‘Vijayotsava’ – of Vijaya School Hassan, Karnataka

Vijaya School’s effort to bring Shakespeare’s Julius Caesar to life with a contemporary and bilingual approach was well appreciated in Hassan.

This initiative is an excellent example of how classic plays can be made relevant for today’s students and audiences, especially in a culturally diverse context.

The process fostered teamwork and built confidence among the students involved in the production.

Congratulations to the entire team!

• Shakespeare’s Julius Caesar performed by students

Thrive Beyond School – STEAM education, Hyderabad, Andhra Pradesh

The activity was Egg Collection Systems and the learning goal of this lesson for students was to understand how various egg collection systems work in both small farms and larger commercial settings. They engaged in hands-on activities to create simple models of these systems, learning the importance of egg safety, cleanliness, and efficiency in farming.

Each child had a unique goal during the egg collection system project of farm hens. Some focused on designing and building, others worked on solving problems, and many aimed to reuse materials creatively. Teamwork and real-life connections made the project a fun and meaningful learning experience!

Dear reader,
I work with the school leadership team as an advisor. I collaborate with teachers as a pedagogical trainer. I help parents as a parenting counselor. I 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.

From the archives

Many of you have been asking for the earlier editions of this newsletter. I am delighted to note that you are enjoying the content served here. Now, with every new issue, I share a link to the newsletter from the archives. These have been published weekly since July 2016.

Here is the link for – issue#012

https://wordpress.com/post/niveditamukerjee.com/3573

Enjoy your learning journey with me and don’t forget to subscribe.