Navigating the classroom has its unique set of challenges, especially in the realm of student motivation. And I experienced this pretty much in the first year of being a teacher. Having shifted from the corporate world into student education, I was green about large-sized classroom management strategies, but not so green about learner-motivation. That’s because I was dealing with my young son at home and figuring out tricks, through varied trials & hits, as well as by reading up books like “How Children Learn.”

A clear indicator of diminished motivation is when students start chatting individually, resembling scattered kernels of corn. Before long, my class resembled a bowl of loudly popping corn from random chairs, with little focus on the task at hand. Initially, this would get me down with a twisted feeling in the gut that I had failed! And I couldn’t fathom why! I felt, my lesson plans were fairly creative; my add-on resources were good, activities and assessments were well -planned….so what was going wrong?

My biggest error, I realised, stemmed from “I felt…”. Reality hit! It wasn’t about ME and what I felt; rather it was about what my bunch of learners felt! What THEY found interesting or not, or felt motivated to sustain as an activity for learning.

Other educators shared that they too were able to reach many of their students, but there were those who were quite unreachable. No matter what they tried, such kids had no interest in learning, no interest in doing quality work, and most teachers were quite out of ideas, letting the day roll by till the next bell rang for a relieving change of class! I had my own set of unmotivated students, and I hadn’t discovered any magic potion for my lot. Thankfully, I wasn’t the only one facing this challenge.

For a long time, I had no solutions; the problem was really complex. So, I decided to do some research, to try to find what the most current studies said about what motivated students. This is what I found:

1. Students are more motivated for academics when they enjoy a comfortable and positive relationship with their teacher.
2. Choice can be a powerful motivator – making room for offering choices works splendidly for upping motivation in most educational contexts.
3. For complex tasks that require creativity and persistence, extrinsic rewards and consequences actually hamper motivation.
4. To stay motivated to persist at any task, the learner must believe that s/he can improve in that task.

What I read was out there on the Internet, free for all to read, learn from, try out as strategies, and attain success, right? If we as a collective group of educators had access to all this material, as well as the tips to motivate students, why were so many students still unmotivated?

While discussing with my colleagues, about the problem, I found I was getting drawn into staffroom discussions hovering over convenient blame games… of blaming (a) technology: “Students are so distracted by their digital gadgets,” OR blaming (b) the parents: “Parents are just not bothered” or “Parents protect their kids too much – they don’t want their kids to fail/experience setbacks/take responsibility,” OR making (c) sweeping generalizations: “Kids today just aren’t like what we used to be. Today’s kids behave as if they have no care in the world, they behave so entitled.”

I had to stop in my tracks. What were we doing? Passing the buck? Maybe. It was certainly easier to blame outside forces than it was to look inward and make big changes in the way we taught. Unfortunately, even if ALL of the above statements were true, they weren’t within our circle of influence; and we couldn’t do anything about them. The only thing we really had control over is WHAT went on in our own classrooms.

It was time to look at my own practice.

I set aside all the outside factors and just focussed-in on my time with my students….how was I doing? How much alignment was there between my own instructional moves and the research on student motivation? After the period of research, reflection, review and realignment, I summarised my analysis into 5 questions that educators facing student-motivation problems should ask themselves, to see if they really were doing everything they could possibly do, to boost student motivation.

Without getting too preachy, I’ll run through those 5 questions based on the 4 above-mentioned findings with you, reflecting on the years when I was a teacher with preparatory & middle school students.

Review 1 : How was my relationship (really), with my students?

A respectful, yet comfortable teacher-student relationship provides students with a sense of stability and safety, which sets the stage for more academic risk-taking and building the inner drive to do something.

• So, what kind of relationship did I have with my least motivated students?
• How well did I really know them?
• Did I have conversations with them about the things they cared about?
• Or was I more or less giving up on them?

My honest reply to myself

I mainly taught English language & Social Science and my students were by and large very regular with their tasks, so I got to know them well. But when I think about my less-motivated kids, I’m not so sure I could say the same. The connection I had with Sohail* consisted entirely of my getting him to make up missed work, write neatly and scolding him for disrupting the class. That was all we talked about: the missing work, why he wasn’t turning it in, how important this stuff was for his future . . . blah – blah – blah. When Sohail saw me coming, he probably just saw a dark looming cloud of nag! We never really talked about the stuff that mattered to him.

I’d like to add here that as a fairly alert and passionate educator, I NEVER gave up on any child. A child who is already unmotivated feels insecure, is probably not doing too well academically (and sadly for some), also bearing the brunt of class ridicule, wrapped in the feeling that he is incapable of achieving anything. If teachers give up on such children, they reinforce that feeling and the child will never be motivated to make any attempt or put in any effort to improve.

The child probably feels that – “Staying at the lowest of low level is ‘safe’ – one can’t fall lower than that, can one? And if I put in efforts to move up one level, oh my god! More effort to stay there and not fall!”

What I learned to do better

I became more aware of the value of my relationship with students, beyond just academic demands. Student to student relationships mattered too! Fun quizzes, new Did-U-Know GK facts out my hat, or a funny retell of a hilarious experience from the previous day, built an immediate ‘whole community-like’ motivation to know about the unknown, at times with awe and at times with humour.

The disconnect gradually melted away into a connect that also taught me how to learn to laugh at myself! I was also guided by a senior mentor to go through some videos on YouTube and other academic pages that really helped (try them – you might find something that works for you):

• the 2 x 10 strategy, shared by Angela Watson – in which teachers spend two minutes a day for ten days casually chatting with underperforming students.
• Smokey and Elaine Daniels’ The Best-Kept Teaching Secret – which talks about how dialogue journals can help educators to get to know their students better, personally and academically
• Jim Sturtevant’s book, You’ve Gotta Connect – which helped me a lot and is full of specific strategies for building stronger bonds with one’s students.

Review 2 : How much CHOICE did my students actually have?

I mentioned earlier about CHOICE being a great motivator. We hear this stated often times in education circles, but very few of us actually embrace it. After all, providing choice can be messy, with students completing different tasks at different paces, making it hard to be consistent with grading. It can also mean a lot more preparation and planning for us teachers!

Think about it – if you were to give students three different options for an assignment, that means you would have to prepare all three options ahead of time. Or would you? Isn’t it easier planning for worksheet-oriented teaching, where students are doing low-level ‘assured correct answer’ work that was largely prepared by the teacher? However, if students are to be engaged in more long-term, authentic, creative projects, it’s would be more meaningful and motivating for them to be provided with choices!

My honest reply to myself

I was actually quite open and free with letting students choose topics for assignments or the type of model material to use for projects or the demo experiment they wished to perform in front of the class to exhibit their performance of understanding. But when I start thinking about Jaydev* or Abhinav* (who, by the way, were incredibly smart, but unmotivated), I realised I had minimal success. The “dark looming cloud of nag” approach I used with Sohail also failed miserably with these two.

I didn’t realise then the power of differentiation for learners and the power of choice!

What I learned to do better

I realised I could have handled things better – perhaps, had a conversation with Jaydev about letting him work ahead with somethings; or given Abhinav and his project mates guidance on more individual-centric tasks. If I had identified how they could have had a more active role in their own learning based on their area of interest, they may have been more participative and engaged; rather than sitting way low in their chairs constructing projectile games with their pens!

I also learned from discussion with others and personal reading that there were a lot of ways to allow more choice in the classroom without having to upset the boat or having to go against the grain of school rules and norms. These included allowing choices for – seating, project groups, type of resource for learning (reading or audio book or video), type of task submission (make a podcast, video record the presentation, beautify a journal rather than a standard notebook answer), and even timing (allowing students to change the order of activities and timelines as long as the final submissions fall within the deadline).

Review 3 : How much was I relying on the carrot ‘n stick approach?

Many teachers, even today, rely on rewards (carrots) and punishments (sticks) to get work completed, thinking they have motivated the students. Wrong! Students held to ransom by the ‘sticks’ complete tasks out of fear, not because they were genuinely motivated and wanted to.

Extrinsic reinforcement can work for simple and easy tasks (like getting students to clean up the classroom quickly, in exchange for a PE period). But for tasks that require critical thinking, creativity and complex thought, extrinsic rewards actually reduce motivation.

Think about these Qs (as I did when I was on Review 3):

• In the class, how much of your motivational approach is extrinsic?
• How often do you use grades, treats, privileges or punishments to prod students into doing something they don’t really want to do, something they have no real interest in?

Know that, if extrinsic reinforcement is your primary approach, you may actually be killing off any natural motivation students might have otherwise had.

My honest reply to myself

I scored a pathetic low on this one! As a teacher, my classroom management ability in the beginning was quite a mess – I found the supposed magic wand of controlling students with names on the board, extra credit, whole-class rewards for good behaviour, and the ever-reliable promise of bringing in my special Pasta in Pink Sauce on the next working Saturday!

I admit now that those were not good practices at all – I did those because they worked for me! But there’s a difference between getting kids to do what I want and truly, deeply motivating them to perform and participate by their own initiative.

What I learned to do better

I made a conscious effort to catch myself the subsequent times I was tempted to tie a challenging activity to a reward or a punishment! I prepared for my class lessons well, ensuring that when introducing a task, I tried to focus on its inherent interest or value and how much students would learn rather than earn as a grade or a star.

I tried to devise methods clubbing choice with mild rewards, like:

1. “Well, here are 20 words for the forthcoming Dictation Test from Chapter 5. However, I propose to give one extra word from the lesson that is not in this list of 20. If you get that spelling correct, you can offset it against an incorrect spelling. AND, if you get all 20+1 correct, then you get triple stars!”
2. “Here are 8 questions that I would like you attempt; the first 6 are compulsory for all, and the last 2 are for extra credit.”
3. I had to use a different approach for the same objective for my senior class (even if you label me an unfair tease). It worked wonders!
   “Hey class, here are 8 questions of which the first 8 are really easy. But I want to see how many of you can do those last 2? Aha! Frankly, you have acquired much more knowledge than these require and I believe you can attempt ALL the Qs…anyway, let’s see!”

The first two approaches are clear-cut and an easy win, the extrinsic reinforcement to earn if they make that extra effort. However, for the underperforming, unmotivated students, try moving more toward the second approach and see if anything changes. Some kids love being challenged; they love competition.

Review 4 : Was my communication with students aligned to a ‘growth’ mindset or a ‘fixed’ mindset?

This question was directly linked to my 4th finding that “Students are motivated to persist at a challenging task when they believe they can get better at it”. That requires them to have a growth mindset, i.e. the belief that their intelligence and abilities can be developed with effort.

Teachers have a direct impact on this mindset with what they say to students and how they respond to misses and failures. By saying something like – “You’re so smart,” “You are gifted in Math,” or “You’re a born writer,” we are telling the student that it is their natural ability that got them where they are. We’re actually contributing to a fixed mindset; almost as if to say – they cannot develop anything else or in any other sphere, other than what they are currently showing prowess in. That’s certainly NOT motivating.

My honest reply to myself

I can hide behind the convenient excuse that, back when I was a teacher in the classroom, no one discussed anything about ‘growth mindset’. I thought my students would feel great if I told them they were smart or talented.

I can remember a conversation with Raviraj*, a student who commanded the attention of his peers with ease, but got into trouble a lot and fared poorly in academics. I remember pulling him aside and telling him that I thought he had strong leadership qualities, and that if he could just get his grades up, he had a bright future ahead of him.

Of course, that didn’t work! If I wanted him to “get his grades up,” I would have been better off noticing a well-constructed sentence or complimenting the way he got his garba dance group back on track during a cooperative learning activity or how he deftly manoeuvred the football during the inter-house match, showing him, exactly what kind of choices he should keep making to be successful.

What I learned to do better

What I learned over time was:

• Instead of praising something innate and fixed about a student, I should focus on specific things students can actually control. So instead of :
  • telling a student she’s a smart / great student, I needed to observe the level of detail in her answer;
  • just saying “Well done!” to another student, I should be marvelling at the level of difficulty s/he was able to handle on that challenging problem of calculating time between cities, based on their latitude;
  • generically saying “Wow! Awesome project!”, I should point out and commend how much preparation each team member must have done for the presentation they gave on ‘Minars and Minarets’.

  It’s always faster and easier to just tell students that they’re awesome, but taking the time to be specific and focus on their individual special efforts will pay much larger dividends towards improving motivation.

• When I had formulated the constructive feedback to be given, I needed to follow the exact same principle of making it specific. Rather than saying “you need to work harder”, I needed to be specific in guiding a student on exactly what to work on and which areas needed deeper reading and practice. I started focussing on things like – Is neatness in mapwork an issue with this child? Does she need to read the questions more slowly? Is he doing the short answers right, but messing up with the flow and structure of the long answers?

If a student knows what to work on and how, s/he will be far more motivated to do that work.

Review 5 : Was I making the academic content relevant to my students’ lives?

This is a question I found most teachers answering in the affirmative – “Of course, I give lots of real-life examples.” In my opinion, this principle has been around for a long time and we assume we’re making the connection more than we are actually doing it in class!

So, how was I doing in this aspect? Did I regularly provide opportunities for students to connect what they were learning to the world they lived in?

My honest reply to myself

To be honest, along with managing the school (as the Head) and actively teaching across many grades, I got a little lax about this. Just like taking time to think of a good opening and closing for each day’s learning, I ended up often cutting corners on making the content and study material always relevant. Initially, I was often much more focused on getting through content and tasks than I was on making learning meaningful.

Having said that, I must admit that I was pretty good at designing written assignments on topics that they would need to research on and they would find interesting, but I wasn’t paying heed to whether I was connecting what they were doing to how it could help them in life. For example, with something like letter-writing, I was probably more focused on “this is how you get a good grade on this” rather than on “this is how you can use letters to narrate an experience” or “put forth a complaint for your society or” change someone’s mind with your perspective.”

What I learned to do better

What I learned over time allowed me to consciously focus on 3 aspects:

1. Planning and remembering to highlight the relevance at an appropriate point
2. Making students reflect on how the concept connected with their individual lives
3. Designing activities and projects, that made students apply their learning in the real-life societal scenario

• Planning and highlighting the relevance: Making material more relevant can be as simple as occasionally stopping an activity to explain its relevance. E.g. when studying bacteria, talk about all the places bacteria hang out in students’ daily lives. Making these kinds of connections is a natural practice for many teachers, but if you’re anything like ‘ME before my awakening’, you might forget to add these connections into a lesson. So do what I used to do – just boldly add them into your lesson plan or literally pencil them down in the textbook near the appropriate paragraph; then check at the end of class whether you covered them.

• Make Students reflect: Asking students by turn, to think about how course material connects to their own lives can make a difference in motivating them to think, speak up and find connections. And here’s the beauty of this approach – when you consistently get children to make connections to what they are learning, over time it just becomes a habit! When they learn something new, almost as a reflex, they start making own-life connections or finding similar situations that they can relate to. Now THAT’s a life skill they will need for life!

  One of the resources I had read exemplified a teacher asking her students to write weekly reflections on how the learning and concepts covered in that week related to their lives. Strangely, lower-performing students in these classes did better compared to those where teachers didn’t use this intervention. Researchers referred to these as “value interventions.”

• 

  Design tasks that can be applied to society: Many schools that follow project-based learning (PBL) or actively participate in events like Design For Change – I CAN challenge; consciously encourage student projects that have an authentic, public end product—like a video, a live presentation, a community service project, a website—something that will ultimately be consumed by people outside of their own classroom. This naturally motivates students to work harder on a task.

  So, I redesigned my plans to ensure that each big concept was wrapped around ways to build assignments connected with real, public issues, products, services.

So, that was my journey of evolving from a mediocre teacher struggling with student motivation, to emerging as one, who my students wanted more time with! The purpose of this exercise is not to beat ourselves up. It’s just a way of deeply analysing and diagnosing a problem most teachers struggle with. There’s a very good chance that the easy blame-points of technology, parents, or entitlement are playing a role in what we perceive to be reduced student motivation. But there’s a very good chance that our own instructional decisions play a role as well.

So, if you are struggling with student motivation (as I did years ago), then pick one area from above and start there. Make a small adjustment every 15 days and see what happens. Remember, for solving a problem as complex as student motivation, there is no 2-minute Maggi-magic formula nor a Druid potion. Instead, we need to identify a set of tools that we blend and refine over time. The process will definitely be slower and more frustrating than a single, easy solution, but hey, we are all educational professionals who are lifelong learners, aren’t we? This is our craft, what we do best. And I know, if I could change, so can you! Good Luck!

One of the most important roles that a teacher and a parent plays in the lives of children under their care, is to keep them safe and secure, especially in times of turmoil.

When rage, conflict and war make the headlines, children see disturbing images on television, or the internet, or on their digital phones. They may also hear things from friends, playmates, as well as other children and adults (worsened, like Chinese whisper, with each oral transfer), about what is happening in society, their city, their country and in the world, including frightening possibilities about what could happen to them! Lately, viral forwards on social media of horrific videos on local riots, accidents, heinous murders caught live on video, war crimes and atrocities against women and animals, have created feelings of fear, stress, sadness, anxiety, and even anger among children, across all age-groups.

Talking with kids about violence and world conflict can be hard, but it is important. Whether it is situations of conflict in Ukraine, Middle East, Canada, closer home at Manipur, Punjab, Bihar…. even at school and in their homes. As mentioned in the podcast, the way real life unfolds is often not outside the Lakshman rekha of the cocoon of bliss we have chosen to create for our children. We would be making a gross mistake if we were to believe that by not talking about it, our kids will be ‘ok’. We would be making a bigger mistake to assume that conflict and war would never touch our lives – so why talk about it!

This is very similar to the taboo we see around (in general), of families hesitating or absolutely avoiding openly discussing the nuances of physical expressions of affection or abuse – now titled Good Touch-Bad Touch. We must understand that Knowledge is Power, even in situations of conflict and war. Being well-informed, means being well-guarded and being safe.

How does one initiate the conversation?

If you are now convinced that one MUST talk about conflict & war, you would probably be wondering about how to begin; how to help your kids make sense of what’s going on in the world? It is well said that before we discuss a topic with another, we must first have a certain level of understanding about it; in this case, learn about the politics and culture in the conflict-ridden areas and understand the events that triggered the conflict or war.

It is advisable to initiate the discussion only when you can give your full attention and time – a good starting place is at dinner when everyone is around or pre dinner (avoid pre-bedtime, as it may disturb their sleep).

One can begin with something like, “What have your friends and playmates been talking about?” or “What have you heard about what’s going on?” Then give them time to voice their thoughts or concerns. Let children freely express what they’ve heard (objective or biased), what they’re feeling (like confusion, fear, sadness, or anger) without judging or offering an immediate opinion.

Instead of casually sliding it off with, “Don’t worry about it,” it is better to repeat back the concerns with something like, “Yes, I can see why this makes you upset / fearful.” This helps children feel heard and understood. It’s even OK for adults to admit that violence upsets them as well. Let kids know that families being hurt or killed is hard for anyone to hear, so they are not alone.

Another pointer to bear in mind is that we must be open to the quantum and nature of information being shared by children; how much they know, how distorted, or how little they wish to share; but we must pay close attention to their emotions. It is quite possible to be faced with any combination of these scenarios; some children…

• may know very little about it and aren’t interested to share anything,
• may keep mum, but worry in silence,
• may actually open up and share details,
• may be unable to distinguish between images on screens and their own personal reality (especially the little ones), and may believe they are in immediate danger, even if the conflict is happening far away,
• (older ones) may have seen troubling things on social media and be worried about how the war or conflict might worsen.

Whatever the sharing, it is important to not reduce or disregard their worries or be too hasty in correcting them. As you show that you are interested by listening to them with your full attention, they will be more likely to open up to you and other trusted adults, now and in the future. The key is to hold up a figurative emotional mirror, reflect what you see, and offer compassion as you reassure them of their safety. Let them share freely and then choose the right words and moment to bring in clarification where needed.

How much should one share and clarify?

Children grow and develop differently, including in their emotional and mental abilities to process images and information. Currently, across many homes, it is normal for parents to spend time watching the news and feeling emotions of worry, sadness, and anger in times of war and conflict. While children have a right to know what’s going on in the world, adults should use wisdom and discretion in how much detail to share.

It’s best to be honest and explain things based on the kids’ age and maturity. Use age-appropriate words, watch their reactions, and be sensitive to their worries.

• Early grade school: Keep things short and simple, like, “People are fighting, and some are getting hurt.” Things like visual displays may help them to understand. For example, if they ask where it’s happening, you can show them on a map. End the talk by reminding them that the adults in their lives keep them safe.
• Older kids: You can give extra information but avoid graphic details. Children this age may ask more questions, and it’s OK to answer them briefly. You don’t need to tell them more than they ask. Sometimes kids may want to read an article with you, but make sure it’s right for their age.

• Teens: Teens will likely know more about what’s happening and may have strong feelings. Encourage them to share by asking, “What do you think about what’s going on?” Let them lead the conversation. Then try to answer any questions they have. If you don’t know how to respond to something, explain that the issues are complex.

  Very often adults may feel stuck with the clarification with older children – it’s okay not to have the answers to every question. You could seek time to look it up or you could use that moment as an opportunity to find the answers together. Use websites cautiously; stick to reputable news organizations or international organizations like UNICEF and the UN. Explain that some information online may not be accurate, and play-up the importance of finding reliable sources.

  

  Also, with older kids and teens, if you feel that your children are likely to experience the wrath of some conflict / war, make them aware of the government protocols for safety. If the conflict is closer home and among school / society peers, teach them the life-skills of knowing when & how to engage in strife (preferably sticking to verbal exchanges, not physical) and when to step back for a higher ideal, keeping one’s ego at bay.

You know your child best. Remember that children take their emotional (and other) cues from adults, so use your time with wisdom, objectivity and discretion. Be cautious in oversharing your emotions and opinions with them. The key is to calm fears and reassure children of their safety.

What about access to news and social media?

Cocooning them completely really doesn’t work, since the access to information these days is so varied and so quick. There may be a lot of scary stories and videos online when conflict happens. If kids are on social media, more of these are likely to show up in their feed.

What you could do for a start is that – for younger kids, you can block certain apps and websites; and for the older ones, talk about it with them and try these tips:

• Defining limits. You can talk about how tempting it can be to go online, but explain that some photos and videos may be very upsetting, even for adults. Talk to them to explain that they cannot enjoy around-the-clock access; you would need to work out mutually agreed upon ground rules on what apps they can use and limiting time on social media. By installing an app to monitor screen time, you can keep check on what and how much of screen time your child is being exposed to.
• Sharing with Caring. New age kids freely post things online, but some posts could be hurtful to others and even dangerous. Talk to your kids that videos, images, and websites can cause strong reactions in people who are affected in conflict and war situations. Create a family / school culture of NOT forwarding or sharing anything related to violence (no matter how dramatic or exciting it may seem). If they want to post or repost something about a conflict that’s not related to violence, they should seek your guidance and approval first.

• Monitor and be available, because you care – not control! Remind your kids that you’re there to support and protect them. If they see something upsetting, you want to hear about it and make sure they’re OK. When you notice them watching something, ask if they’d like to chat about it with you. If kids want to stay informed, encourage them to follow accounts that you know provide accurate information.

  Also, as conflicts arise and news stories gain attention, be sure to check in regularly to see how children feel about the escalated / continuing war and conflict. Do they have more questions? Are they interested in getting your perspective? Do they want to clarify something they heard or saw?

Pathways for good information. To give kids a break from situations of news and views about conflict and war, bookmark some sites where they can find good news that’s right for their age – like GK trivia, or new technology in cars / bikes / rockets, or what’s trending in music and fashion!

What else can one do?

In addition to the above, one can be caring, supportive adults who offer a positive, flavour to life’s mishaps. You may like to refer to these tips:

• Spread compassion, not stigma. News stories and images from war and conflict can stir up strong feelings, which can create prejudice and discrimination against a people or a country. When speaking with or around children, avoid labels and name calling, such as “bad people” or “evil” and instead use it as an opportunity to encourage compassion, such as for the families who have lost members or those forced to flee their homes.
• 

  Focus on those who are doing good. To offer hope, remind your children that many people are working hard around the world to stop the conflict / war and find peaceful resolutions. It’s important for children to know that there is good in the majority of people and that people are doing good for those who suffer from war and conflict. Find and share stories of helpers and heroes who serve and sacrifice for the benefit of those who are affected by war.

  Talk with children about ways they can help – like making cards / writing letters and posting them on social media. The sense of doing something, no matter how small, can often bring great comfort.

• Exemplify your clarification with nature’s recovery after a natural calamity. Children will be able to see that the order of the world does not support stress, conflict, disaster for long – there is hope in recovery and getting back to a better world, even if not the same. The indomitable spirit in man to improve and inherently seek balance, is also present in the earth, flora and fauna.

As you traverse this journey of talking to kids about conflict & war, bear in mind that children have different reactions to stressful events and some signs of distress might not be so obvious. Younger children may become clingier than usual, while teens might show intense grief or anger. Be alert about your child – whether s/he seems worried or anxious about what’s happening; be aware of any changes in how they behave or feel, such as stomach aches, headaches, nightmares, sleep-walking, bed-wetting, difficulty sleeping. Many of these symptoms last for a short time and are normal reactions to stressful events. If any condition prolongs, it is advisable to seek professional help to help the child come through without emotional scars.

Let your children know that you’re always open to talking more. Just being present is a huge part of supporting kids during times of conflict & war. Being consistent, open to talk and caring helps them feel protected. ***

Greetings from Team QEDRAK!

If, you have chanced upon this blog, we recommend that you first listen to the Podcast titled Get Set Choose with MCQs – Part 1, to familiarise yourself with the topic, before proceeding.

If, however, you have reached here AFTER listening to the podcast, then please continue reading. 😊

In the podcast, you heard about the structure of a MCQ, its purpose and tips on how to crack it. Here’s a visual support for the audio explanation:

As mentioned in the podcast, MCQs are of many styles – they can be textual (as above) or they could be image based or Reading Comprehension based among many others. Here are some examples of varied styles of MCQs :

Apart from the above examples, another style of MCQs popular in assessment papers today is the ASSERTION and REASON style.

Like conventional MCQs, Assertion-Reason (AR-MCQ) style of questions, belong to the genre of “objective tests”. i.e. its answer is pre-set so at the time of marking, no further judgement by the examiner is required regarding the correctness of the answer. YOU should know how to choose the right answer.

AR-MCQ style of questions have the following format:

• There are two statements (an Assertion & a Reason). Sometimes, the Assertion and/or Reason could include an image/s with some text.
• the statements are usually connected with ‘because’ (but not all the time)
• they have a true/false element
• they have the MCQ possible answers legend

Let us take a look at some examples:

NOTE: The number of MCQ options and the order in which the True-False statements appear in the options, can vary from exam to exam.

Now that you are familiar with some AR-MCQ questions, do you want to know how to master cracking AR-MCQ questions? Here goes :

Step 1: Determine whether the first statement i.e. the ASSERTION, is True or False (as a stand alone statement).

Step 2: Determine whether the second statement i.e. the REASON, is True or False (as a stand alone statement).

Step 3: If BOTH the statements are TRUE; then you can eliminate options c, d, e. You now need to focus on only options a and b.

Step 4: Now re-read the Assertion and the Reason very carefully. Determine whether the REASON is the correct explanation for the ASSERTION.

Step 5: If the REASON IS the correct explanation, then your correct choice would be option- a. But, if the REASON IS NOT the correct explanation, then the correct choice would be option- b.

We hope the podcast and this blog have truly geared you up to GET SET CHOOSE with MCQs. All the best !

Gone are the days when teachers, schools and coaching centres knew exactly how to guide students to prep up for the 10th and 12th board exams, since the roadmap to cracking them was so clear!

The situation is NOT the same anymore.

The pandemic has redefined Education and put a bigger question mark on the ways of ‘assessing’ the learning happening online. The woes of students and teachers escalated further this year due to the confusion, lack of timely consensus and delays by the Centralised & State Education vehicles to come up with an explicit plan. The future of students appearing for such school & after-school life altering exams is in jeopardy, as it was the year before… 2020-21 session. And, the road ahead continues to appear foggy!

Students Under Stress

The attempts, albeit experimental, frameworks of ‘offline’ or ‘online’ mode of forthcoming board exams and other entrance exams, have resulted in phenomenal and visibly disturbing emotional and psychological distress among students and parents. If that weren’t enough, complete households & school teams need to combat examination fever AND adjust to the frequently changing patterns of syllabi and assessment, with the added burden of casual / informal previous performances coming to the fore. As silent recipients, mostly homebound, with rationed or nil social interaction with peers, excessive levels of screen time and almost no physical activity, students (especially ones with minimal adjustment skills) are a ticking emotional time bomb and a cause for deep worry for teachers & parents! Their minds are still developing and they need adult guidance to combat the dynamic and rapid changes through this “Pandemic driven Assessment saga”!

Which brings us to a few questions,

• “What defines IDEAL assessment?”
• “Is it fair/practical to drag previous informal results into the current scenario?”
• “Are students ready for bifurcated syllabus? Are they really coping?”
• “Are the curriculum design and assessment in the online mode – mapped delicately and appropriately around the popularly successful principles of Learner Centricity, Learning By Doing, 21st Century Skills Development to build future readiness & competency?”

As a parent of a daughter in Grade X, I have tried tirelessly, albeit with a tinge of helplessness, to counsel her to be “ready for the unexpected”! However, her anxiety knows no bounds … with the stream of Board circulars with new information on assessment patterns, syllabi, schedules, marking scheme inter alia, AND the School intimations on overnight alterations to unending test schedules and paper patterns.

Well into the second quarter of her Board year, this is a time for her to actually set her goals with a consistent daily study plan, deadlines for course completion, practice to make perfect and revisit misconceptions that emerge in school based tests. But the uncertainty in every aspect is building stress with each passing day.

Firstly, if students are to be assessed on the basis of their ‘competency’ and ‘skills’, the pedagogy and rubrics of documenting the TL process as well as the assessment FOR learning and OF learning will need restructuring too. 90 percent schools are still in the comfort zone of the old methods of lecture-based teaching, clichéd & parroted written Q & A in notebooks and inadequate guidance after checking for improvement. Right from teaching to assessments, schools require a much needed Vitamin jab to review, redesign, innovate and comply to match the Board & Online platform expectations. The picture is more dismal for the far out locales lacking proper internet facility, or even access to digital gadgets to follow the online classes! Equity in Education remains a challenging goal for Mission Digital India (2016) and the National Education Policy (2020).

Secondly, E-assessment seems to be complicating matters further. How objective, secure and safe are the online assessments? With numerous “How to crack the answers to your Google Form exams” or “How to find answers to exam questions in another tab?” self-help videos on YouTube, it is but obvious that this Next Gen set of tech savvy kids can pull off cent percent results with no effort at all! This is an insidious problem; however it should not deter schools and Boards from taking well planned and fool-proof E-assessment.

The writing on the wall is clear. Board students across the nation and across the borders, will face many hiccups as they prepare for this milestone year. If this is the scenario, what should students do?

The Psychological Aspect

Research suggests that examination anxiety is a type of performance anxiety. In situations where the pressure is on and a ‘good’ performance counts, people can become so anxious that they actually succumb to the pressure. While many students experience some degree of stress and anxiety before and during assessments, examination anxiety can actually impair learning and affect performance. For example – A debater becomes extremely nervous before the Debate Competition. During the performance, he/she errs several times and forgets to mention key points. This happens to the best of people- Sportsmen, Singers, Actors, Dancers, Quizzers and the kinds. While people have the skills and knowledge to do very well in these situations, their excessive anxiety impairs their performance.

During exams, we generally hear some students say that they have “butterflies” in their stomach and others might find it difficult to concentrate or struggle to recall facts & formulae. All the information they worked so hard memorizing, suddenly seems inaccessible. This is a clinical term condition termed – Brain Fog. Examinees may experience any or all of feeling confused, disorganized, difficulty in focusing or putting thoughts into words. For some students, the examination fear can become so intense that it grossly impairs their ability to perform well.

In stressful situations, such as before and during an exam, the body releases a hormone called adrenaline. This helps prepare the body to deal with what is about to happen and is termed as the “fight-flight-freeze” response. This response prepares one to either cope with stress OR escape the situation entirely.

In addition to the underlying biological causes of anxiety, there are various mental factors that can significantly aggravate this condition. Students’ own expectations play a key role in this matter. For example – If a student is not confident of her preparation and feels she will perform poorly in the exam, she is far more likely to become anxious before and during the exam.

Here’s what a 10th grader from Vadodara- Aashwi Pandya’s take is on the recent developments by the CBSE.

Q1. As a student what is your first reaction to the CBSE circular for revised structure of assessments for grades 10 & 12?

For a second, I was completely dumbfounded. But soon, I had mixed emotions. Yes, I was profusely happy no doubt with the load being reduced and the syllabus being rationalised. I then wondered about how a 90-minute paper was going to be MCQ based? The happiness vanished and anxiety crept in. Despite being experienced in giving MCQs for years now, (thanks to Olympiads) it will still be so easy to lose marks! A perfect 100 score is much more difficult to achieve with MCQs.

Q2. Are you happy with the bifurcation of the syllabus? If not, what do you think should have been proposed?

At first, I couldn’t be happier. But when I thought about it, I realised how harmful this could be for our future. Bifurcation sounds good no doubt because it reduces stress & study load. But I still support the year end exam format. Class 10 to 11th transition is already difficult and who knows, we might not have the same policies next year.

The chapters getting removed this year via rationalisation, will restrict our knowledge (very few students actually care about that) and it will be quite difficult to grasp the concepts in 11th and 12th with an insufficient knowledge base or ‘hard to recall’ concepts.

Q3. Since your year has started in March, would this mid-year revised assessment pattern have any impact on you – psychologically or for academics?

Definitely! For those who used to get hyped for the finals and not do much the entire time (like me!), it’s a wakeup call now. We will have to work harder than ever and that too for the entire year now, since internals are going to be counted… there is no way out. I’m already experiencing – Assignment load, frequent multiple assignments, spotless n error-free notebooks, …..all this hasn’t been ‘normal’ for us since we spent a year of carefree ‘bindaas’ online learning.

Q4. In terms of depth of retention of knowledge, which would you prefer?
1. A summative assessment at the end with full year syllabus or,
2. The bi-annual bifurcated syllabus as recently proposed

In my opinion, more depth of knowledge is retained with the assessment at the end of the year, with full syllabus. Instead of cramming half the syllabus for the first term and then forgetting it only to cram the next half syllabus for the second term, plus the burden of ongoing work.

With the full-year syllabus, yes, many take it easy, but at least we understand the concepts properly and with depth. We have been raised with the mindset that the class 10 exams in March are what will define our spot (or not) in high school and higher education and that exam. It has to be the BEST attempt with utmost hard work! BUT, with a bifurcated syllabus? Just imagine, doing that twice now, with MCQs, where the answer can either be right or wrong, that’s it! No explanation, no details, no working out problems, diagrams, point of view, etc. I guess we have to adjust to it.

Q5. With study-from-home, do you feel more number of children are scoring higher than during pre-Covid regular school time?

Without a doubt! But it doesn’t necessarily imply that students are just suddenly smart, right. Even the Newspapers have declared the statistics. Malpractices like cheating are common and even those who were thought to be sincere are moving in that direction, since there are no checks and it seems to be the best way forward for a marks based education system! All this might seem okay in these trying years of the pandemic, but at the end of the day, it is WE who will face difficulties in the real world that will assess our competence based on what we really know, understand and are able to apply to in life. Technology can be a blessing or a beast, depending on how we wish to use it!

Q6. Do you feel this informal formative assessment-based result as was done for batch 2021 justifies who is truly eligible to pursue various streams like- Science, Arts and Commerce?

According to me, one’s board results never justify one’s eligibility for a particular stream. It’s the passion of a student for a particular subject that pulls him/her towards it. There are umpteen stories of seniors who took a path based on marks, but today they are in completely different streams – more tuned in to their area of interest. There are tonnes of stereotypes going around calling the previous batch “the Covid batch”, who didn’t attempt the formal boards. Admittedly, this tag given to them does fuel a lot of debate and discussion, but I feel bad for them. The students were the actual warriors who despite uncertain circumstances managed a year of online learning, somehow gave the internals, mostly weren’t even satisfied with the results, only to know that those marks would be counted for the board results! Yipes! I wonder….What people on the internet will call our class 10 batch now? “The experimented batch”?

Q7. With clarity now on the exact framework of assessment, do you feel secure or confused about how to prepare?

Personally speaking, I am ok. We know we are having a 90-minute MCQ paper and a 2-hour subjective one later. The rationalised syllabus will soon be out. But why should we wait? Start preparing!

There is an array of websites to prepare from- NCERT exemplars, question bank and what not with both objective and subjective questions. If we study and prepare diligently from now while understanding the topic properly, it won’t be difficult at all. Nelson Mandela has rightly said, “Courage isn’t the absence of fear, but the triumph over it.”

Q8. What would be your ‘Mann ki baat’ to people who are designing the framework of board assessments?

Just an opinion, but democracy means representatives of every sector of society. Can’t we the students, send our representatives as members of the committee and let our voice be heard? Modiji launched the recent “Pariksha Pe Charcha” talking about our views on exams. People pleaded for a more practical type of assessment. How many of these opinions were actually taken into consideration? Hardly a few. Let our voices also be heard.

We talk of going into a digital era, somewhere maybe decades later, where education will be sans school/ room walls. Who knows, maybe this pandemic just started that era? A new beginning. By celebrating the essence of Indian Democracy and using the Design Thinking model we students should be integral members of the new creation.

The way ahead…

While the State and Central education departments try to find a method in this madness, the life transforming tip and skill we can build into our kids right-away is – BE READY FOR COME WHAT MAY and learn to ADAPT TO ANY SITUATION. That’s what real EDUCATION is!

It is not about focusing on the problems on hand; it’s about finding solutions and achieving the impossible! Problem solving is no longer an additional skill to acquire; it has become a way of life. If we can’t change the system, we might as well change the way to approach the challenges posed by the system. For example – no matter what the final syllabus is, students need to gear up, have a plan in place and prepare smartly till the Board comes out with clear instructions.

For some it’s a welcome change and for some, it will be doubly stressful. The rest are a confounded lot, who are still far removed from the seriousness of the ball game, and they plan to cross the bridge when it comes. Will this attitude work or not, only time will tell! Kids have learned to survive and perform they will – if parents and teachers are there for them, guiding them and helping them to imbibe attitudes and skills that hold good in life, beyond The Examination Saga!