1

An Official Newsletter of

Helikx Open School Salem

VOLUME 1 ISSUE 12

DECEMBER 2014 www.helikxopenschool.org blog.helikxopenschool.org

www.facebook.com/helikxopenschool

Learner Centered Teaching: A Paradigm for Better

Learning

Individual

Education Plan

Hobbies

Punishment

Vs

logical Consequences

Mental Health

2

Explore

Learn

Practice

we will deliver

Prasana

Blog Writer

Saroon

Marathon Runner

A. N Arvinth

Photographer Pradeep

Agronomist

Dear Readers,

Happy to meet you again through our newsletter.

We are coming to the end of this academic year, and busy with

the forth coming year and planning for the same. This year our

idea is to introduce new concepts to improve the learning of the

students.

With our newsletter we have shared a lot of tips on parenting,

handling specific learning disability for teachers, life skills pro-

gram, multiple intelligence, remedial teaching, vocational guid-

ance and various therapies, which I am sure would have helped

you to understand to handle children differently.

Helikx meticulously is working towards making people to un-

derstand things in a simpler way.. Law of simplification and al-

ternatives play importance in our lesson plan and work space.

Thanks to the 600 School Principals who attended our one day

workshop and more than 20 principals visited our school and

appreciated our work.

Helikx has come out with a wonderful solution to the main

stream schools how CCE(formative

assessment) can be used as remedial

measure to specific learning disability.

Once management and Teachers under-

stand these concepts it would be a boon

for not only for students with specific

learning disability but also for any

child who is mentally and emotional fit.

During April and May we are organizing workshops for teach-

ers and parents to understand the children in a holistic way.

These workshops will help to plan your next academic year and

make it a meaningful one.

Kindly visit our website and see our children’s first documentary

on dyslexic. Contact us to get a copy of our Tamil book “ Arivum

Unarvum” on specific learning disabilities contact our school.

Thanks for supporting us and our work.

Regards

Senthilkumar.G

From Our Chairman’s Desk

3

O ne day while I was entering

my class, I noticed that my

students were engaged in

noisy conversation. I scolded

them and asked them to be quiet. But one

of my students asked me , “why should I

listen you?”.” We are the masters here,

because we pay fees and came to study

and you should listen to me and what I am

talking”. I was shocked like when apple

fell on Newton’s head, but relieved as he

was with his discovery of laws of motion;

when I thought deeply about his question

and found out how relevant it is in the

present education system.

Why do we teachers always want the stu-

dents to listen us? Why do we compel

them to learn only what we teach them?

Are we Hitlers? Why couldn’t we listen to

what they have to say? It is what the sys-

tem says, just because of that. But as

teachers we should make sure that our

students are makers of knowledge, not

just takers of knowledge.

So it is clear that students should con-

struct knowledge of their own from the

surroundings where they are. Learning

should be a joint enterprise where the

teacher and student actively participate to

create new meanings. The emphasis is on

the learner as an active "maker of mean-

ings". The role of the teacher is to enter

into a dialogue with the learner, trying to

understand the meaning to that learner of

the material to be learned, and to help

him or her to refine their understanding

until it corresponds with that of the teach-

er. Here the student transforms himself

from a passive recipient of information to

an active participant in the learning pro-

cess. Always guided by the teacher, stu-

dents construct their knowledge actively

rather than just mechanically ingesting

knowledge from the teacher or the text-

book.

Learner-centered teaching makes stu-

dent work hard.: I believe teachers do

more work than students do. We prepare

lessons, we teaches

them, we ask ques-

tions, we call on

students, we add

detail to their an-

swers. We offer the

examples. On any

given day, in most

classes teachers

are working much

harder than stu-

dents. We should

do all these things,

but I don’t think stu-

dents develop sophisticated learning skills

without the chance to practice and in

most classrooms the teacher gets far more

practice than the students.

Learner-centered teaching includes

skill acquisition: Learner-centered

teaching teach students how to think,

solve problems, evaluate evidence, ana-

lyze arguments, generate hypotheses—all

those learning skills essential to master a

particular area. So students do pick up

fast, some do not. Here comes the teach-

er’s role where they can support the stu-

dents who lag behind and they can do the

final touch to the findings of the students.

Learner-centered teaching motivates

the learning process.: In the present

system teachers make all the decisions for

the students regarding learning. Teachers

decide what students should learn, how

they learn it, the pace at which they learn,

the conditions under which they learn and

then teachers determine whether students

have learned. Students are not in a posi-

tion to decide what content should be in-

cluded in the course or which textbook is

best, but when teachers make all the deci-

sions, the motivation to learn decreases

and learners become dependent. Learner-

centered teaching is like a democratic

system of government, where power is

shared with the students and teachers,

The teachers might give students some

choice about which assignments they can

do. They give chance for open discussion

in class. They

might let stu-

dents set assign-

ment deadlines

within a given

time period.

They might ask

students to help

create assess-

ment criteria.

Learner-

centered teach-

ing encourages

collaboration:

In this approach,

it sees class-

rooms as communities of learners. It says

that students can learn from and within

each other. Certainly the teacher has the

expertise and an obligation to share it, but

teachers can learn from students as well.

It sees learning individually and collec-

tively as the most important goal of any

educational experience.

Learner-centered approach’s foremost

aim is building a strong knowledge foun-

dation for the learner and to develop

learning skills where they shall be moti-

vated to learn in a systematic way with

their own effort and with the support of

the teacher, thereby creating a self-

awareness in the learner.

Learner Centered

Teaching: A Paradigm

for Better Learning

EDITORIAL

Alen Kuriakose

Trainer, HSSW

4

I ndividual Education Plan

(IEP) is a written program developed by the

schools special education

team for the children who has a

difficulty in learning with the help

of parents and specifies the stu-

dent’s academic goals and the

method to obtain these goals. It is

a plan that shows how the school

programmes will be adapted to fit

the student.

It is designed according to the

child’s learning style, capability

and level of learning and meets

the unique needs of one child. IEP

helps the student to learn more

effectively.

The IEP is

intended to

help children

to reach edu-

cational goals

more easily

than they otherwise would. In all cases the IEP must be modi-

fied to the individual student's needs as identified by the IEP

evaluation process, and must especially help teachers under-

stand the student's disability and how the disability affects the

learning process.

Developing an IEP requires assessing students in all areas relat-

ed to the known difficulties, simultaneously considering ability

to access the general curriculum, considering how the difficulty

affects the student’s learning, forming goals and objectives that

correspond to the needs of the student.

IEP team members are,

The parents, who have valuable information about

child’s strengths and needs.

General education teachers who can

share information about classroom expecta-

tions and child's performance

Special education teacher who has

training and experience in educating chil-

dren with disabilities and in working with

other educators to plan accommodations.

Psychologist, who can assess the

child.

Any provider of a related service to the

child. Normally this would be a speech ther-

apist and occupational therapist.

Child's Guidance Counselor may be

needed in attendance to discuss courses

that may be required

for the child for their

education career.

Annual review

The IEP team is responsible for

conducting an annual review to

ensure that the student is meeting

goals and making progress. If an

IEP is not helping the student in

the classroom, an immediate revi-

sion is to occur.

The children require an IEP are,

Learning disabilities

Attention deficit hyperactivity disorder

Emotional disorders

Cognitive challenges

Autism

Hearing impairment

Visual impairment

Speech or language impairment

Developmental delay

The IEP process is complex, but it's also an effective

way to address how child learns and functions. Parents

know their child best and should play a central role in

creating a learning plan adapted to his or her specific

needs. The IEP will identify supports and services the

student needs for success.

Individual Education Plan S Karthika

Academic Coordinator, Helikx Open School

5

Holidays are round the corner, take

up a hobby.

Hobbies provide a slice of work-free and

responsibility-free time in your schedule.

This can be especially welcome for people

who feel overwhelmed by all that they

have to do, and need to recharge their

batteries by doing something they enjoy.

For those who feel overwhelmed by re-

sponsibility, it may be difficult to find the

time or give themselves permission to

take a break from a busy schedule and

just sit and relax.

Take up a leisure pursuit

Ya, right. So you've heard this before. But

this time amazing like, make it happen.

First of all decide your hobby well. Let it

be impressive you've been dying to do all

your life. First of all, retain information to

list all the things you've required doing.

Then categorize the hobby that best fits

your time, resources, and setting.

Learn

Learn a new skill this vacation. Let it be a

crash course on enhancing communica-

tion skills -- gaining this has become very

essential for everyone. It could be a short

typing course to enhance your typing

skills. Or it could be something more con-

crete like a short-term JAVA course or

some other computer language. It could

be a new language that you could learn. It

could also be a semi-vocational course

like tailoring or sketching. Something that

will help you builds your methodological

skills.

Go adventure-hunting

If you are the exploratory type, the world

has suddenly opened up for you. Hunt for

new places where you can vacation and

conduct adventure sports. It could be a

local dam that very few have heard of or it

could be the mountain patch that be-

comes easily reached during this season.

Explore, talk, and reach out. Go bird-

watching, join nature trails, or go back-

packing. Remember to do all this based

on expert guidance.

Cherish a pet

It could be something as no-high-

maintenance like a cat. If you have the

will and the time, you could get yourself a

dog, a rabbit, a duck, love birds, and such

animals. Talk to someone who

knows about animals to make your

choice.

Do some volunteering

For the socially aware, may be volunteer-

ing with some local social agency might

be a good idea. There are many voluntary

groups that regularly require youngsters

to contribute to their effort. Especially,

the NGOs that work for children,old age

home,patients. You could enroll up for one

of these and help them in many ways.

Create a study group

The best way to share knowledge is to

create study groups. These are groups of

like-minded people, who come together to

share thoughts and ideas. Some of the

greatest thoughts in history have come

due to interactions within the young, like

you. Decide on a place and a time. Choose

a topic to discuss and run it to ground.

Many who are alarmed of group discus-

sions can find this activity beneficial.

Connect with the spirituality.

This could be a good time to de-stress

yourself, especially if the next year is go-

ing to be an academically challenging

year. Learn some yoga, some meditation

performance, may be pranayama. Choose

whatever you think suits your uniqueness

the best. Sometimes doing something as

ordinary as cooking can be de-stressing

for some people. Identify the task that

helps you de-stress and works towards a

calmer you.

Grandma’s Receipe Mrs. P.V Ananthalakshmi,

Principal, Helikx Open School

6

Logical consequences are directly related

to children's behaviors and help them to fix

their mistakes. The use of logical conse-

quences is one part of an approach to disci-

pline used in the Responsive Classroom.

It’s a powerful way of responding to chil-

dren’s misbehavior that not only is effective in stopping the

behavior but is respectful of children and helps them to take

responsibility for their actions.

For a better understanding of topic let’s take this example:

Six-year-old Jacob is zooming around the classroom when

suddenly he trips and falls into Ann’s block building. Ann

started screaming and the teacher comes over.

Using punishment

This first scenario involves a teacher who uses punishment.

Feeling irritated, the teacher looks at Jacob and says loudly

in front of the other children, “I have told you over and over

again not to run in this classroom. Now see what you ’ve

done with your carelessness. Go sit in that chair and don ’t

move until it’s time for lunch.”

What might be going on for Jacob? He might be thinking, “I

wasn’t even running. The teacher doesn’t know what she’s

talking about. She’s always picking on me. Now everybody’s

looking at me. I hate this school. It was a stupid building

anyway.”

Now, here’s what might happen with a teacher who uses

logical consequences. The teacher, although also feeling

irritated, takes a deep breath and makes she begin by de-

scribing what she sees: “Ann is very upset right now be-

cause Jacob knocked over her building. I need to talk with

Jacob first and then we’ll figure out how to help Ann.”

The teacher takes Jacob aside and begins by asking him a

question.

“What happened?”

“I just tripped and fell into it accidentally. I didn’t mean to

knock it over.”

“Hmmm. So it was an accident. I did notice that you were

running before it happened. Could that have been why you

fell?”

“May be.”

“When kids run in the classroom, accidents often happen.

That’s why our rule says to be safe. What do you think you

could do to help Ann?”

“I don’t know.”

“Maybe she would like some help putting the building back

up.”

Jacob nods and the teacher walk back with him to the block

area. Ann accepts Jacob’s offer to help and together they

build for the rest of the period. Now, what might be going

on for Jacob? He might be learning, “When I knock things

down I have to help build them back up. I can fix things

when I mess up. My teacher helps me solve problems. I

have to remember to walk in the block area.”

Here are some of the fundamental differences in the two

approaches

Punishment Vs logical Consequences Compiled by Ms Jainy John,

Helikx School Social Worker

Logical consequences Punishment

Logical consequences are respectful of the child ’s dignity Punishment often calls upon an element of shame.

Logical consequences are related to the child ’s behavior Punishment usually is not.

The belief underlying the use of logical consequences is

that with reflection and practice children will want to do

better

The belief behind punishment is that children will do bet-

ter only because they fear punishment and will seek to

avoid it.

The goal of logical consequences is to help children devel-

op internal understanding, self-control, and a desire to

follow the rules.

The goal of punishment is to enforce compliance with the

rules by using external controls or authoritarian disci-

pline.

7

E very individual desires and work hard to achieve only

one purpose in life i.e. happiness. Among all the sources

that determine one ‘s own happiness is one’s own health. It

stands as the most predominant factors. Health refers to the

overall (physical, psychological and social) well- being of a per-

son. Equal importance should be given to maintain a healthy

life. All these three aspects are interlinked and interrelated. We

should be happy about the fact that the developing countries

like India, the awareness about health care is increasing.

Mental health is one of the greatest problems both in developed

and developing countries. More than 500 million people are

affected by some form of psychological illness and not merely

the absence of disease. The recent survey shows that India is at

topmost in suicide. Especially in Tamil Nadu (chennai) tops the

list with 76 cases in one year. Reason behind this taboo is un-

employment, drug addiction, love affairs, family issues and

physical problem. When any one factor act as a source a person

who has to get up from bed with courage and hope will obvious-

ly lose it. As a result his achieve-

ment made inwardly will change

his own outer reality. Finally he

gets stressed, depressed and be-

comes mentally ill. Hence there is

a necessity to help and teach peo-

ple how to maintain their individu-

al mental health and overcome

their psychological problems with

practical tips. Mental illness

affects all kind of people on

different age group and gen-

der with no discrimination.

The media, educational institutions, hospitals, government

agencies and NGO’s should show interest in promoting men-

tal health. They should provide care, enhance recovery, pro-

mote human rights and reduce the mortality, morbidity and

disability for persons with mental disorders.it should have

the major objectives:

strengthen effective leadership and governance for mental

health;

provide comprehensive, integrated and responsive mental

health and social care services in community-based settings;

implement strategies for promotion and prevention in men-

tal health; and

Strengthen information systems, evidence and research for

mental health.

Early childhood intervention.

Psychosocial education for the needy. “Mental health needs a great deal of attention. It's the final ta-

boo and it needs to be faced and dealt with proper support and

guidance”

S Suganya, Psychologist

Helikx Open School

Rotary Family Meet of Rotary Salem Galaxy

Farewell to our dear 10th students Kalamanis Creations

Durapandi on his first try in Clay

8

Sunrise & Sunset in Helikx

Helikx Student Arvinth & Vasanth Photography

9

CAN YOU TEACH

ME THE WAY

I CAN LEARN?

ALTERNATIVE EDUCATION APPROACH

FOR CHILDREN WITH

LEARNIING DIFFICULTIES

A CURRICULAM BASED ON MULTIPLE INTELEGENCE AND LEARNING STYLE

INTEGRATED PROFESSIONAL APPROACH VOCATIONAL GUIDANCE

ACCREDIATED TO NIOS : 450096 HOSTEL FACILITY

Open School & Learning Centre

91-98427-33318, 0427-6532870 www.helikxopenschool.org

149, Alamelu Nagar, Pagalpatty, Salem

ADMISSION OPEN FOR 2015

Understanding Learning Disability

Check out our students

short film in youtube on

Dyslexia

Share

&

Promote

www.youtube.com/watch?v=IQR9ZxEQ7RA

Book release "Arivom Oonarvom " first copy received by Prin-

cipal District Judge of Cbe, Mr.Nandakumar President ICCI

Cbe chapter, Mrs Vanitha Mohan Siruthuli Cbe, Mrs.Jayanthi

Balakrishnan PSG CAS CBE.

Importance of school social work and why CSR need to look

in to this concept. Chairman address by Dr.K.Muralidharan

Assocham Meet on Corporate Social Responsibility at Cbe,

Helikx open school book release and session on SLD

Arivum Onarvum

Book on Learning

Disability

Available in

Helikx Open

School