VOLUME VIII – CHAPTER 4
MULTI-TASKING
When you put on the cap of C.O.O(Chief Operations Officer), you have to look into the logistics and see that the staff and students have all the tools and equipment necessary for teaching and learning. If they are not internally available you have to procure them from outside. You should also see that each Department Head keeps his stock in good trim and perfect working condition.
When you assume the role of C.P.R.O(Chief Public Relations Officer) you are the face of the school. The public and parents will judge the school only by their inter-face with you. Your H.R (Human Relations), your communication skills, your diction, your body language, your mannerisms, your habits all these counts. You are the salesman of the school or to put in a dignified way you are the Chief Marketing Officer. Find out what is your U.S.P– Unique Selling Proposition. Each successful Principal had his own brand of selling technique. Learn from the seasoned seniors. You have to project your school in the best colour. And while putting it across, your commitment, your concern, your conviction, your devotion, your dedication, and your pride about the school should be clearly visible in your presentation. Just for a little learning experience visit a big textile shop like Nalli or Kumaran or Pothys or Chennai Silks or RMKV or Rasi Silks and just observe how the salesman in the silk Saree section displays without a murmur numerous Sarees describing the merits of each one and enticing them to become enamoured about it. You have to put up something like a street show to trumpet your high points, but in this role you have to know how far you can go before you go too far and where to stop so that by excess, your efforts should not misfire of back fire.
When you do on the grab of H.R. You should become softness incarnate and enter the hearts of your staff. Develop your listening skills. Listen more and talk less. Allow the staff to let off steam. When you sit on the recruitment board, first shortlist the applicants in the ratio of 8:1 or 10:1 depending on the vacancies. Call those who not only just satisfy your basic norms, but find out such people who have experience suited to your needs, whose background is positive, whose antecedents are not negative, who have studied in an institution which has a positive reputation and not famous for agitations, strikes, sit-ins, road roko, stone throwing, altercation with public servants (this is necessary because he should not impart that culture in your school), who have no unsavoury habits, before calling for interview. Do a back ground check up with his/her Principal/Professors. Ask them to certify that he is fit to be a teacher first and secondly in your school. Also it is very important to find out his school background as that is the place where the foundation blocks of his personality development has been laid. Foreign companies always ask for a transcript right from the first school where he graduated.
In the application itself ask for a couple of reference from the school, college and enquire with them. In the interview also test him for his mastery over the subjects, his presentation of ideas, his smartness and his attitude towards handling children.
Even if any staff had to be dispensed with, make his exit pleasant and smooth. Thank him for his services and wish him well and explain in a polished way why you are not able to retain his services. Give a service certificate but never give any other certificate about his work as it may boomerang at an unexpected time.
When the author was Principal he once appreciated a teacher for some good work. She asked him to give a certificate for that. Being a psychologist and adept at gauging a person from a close study and scrutiny of the face, he decided not to give any certificate as his intuition advised him to be careful. After a couple of years that teacher’s behaviour worsened and she left suddenly without valuing the answer papers and handing over stock. It led to a court case (which she filed) during which her counsel said that the Principal had appreciated her work. The Principal said he used to appreciate all staff during the annual day preparations as a sort of motivation and he had never given any certificate to anyone. As a H.R.Person you have to play a crucial role in bringing about greater role clarity among the staff and increase their productivity.
About a human relations approach to problems. Human relation is the basis for all the other aspects of management like decision making, communication, leadership.
In one school when the construction work was going on in one wing of the school, the Vice-Principal went to the work spot, placed his shoe on the base of the machine used for mixing sand and cement and gravel. The foreman asked him to remove his foot wear. The Vice Principal refused. The foreman told him. Sir only this machine gives all of us our daily food. This is going to build your school which has to last for many years. So remove your foot. The Vice Principal abused him in the first person. Immediately the foreman asked all workers to adopt a tool down strike. This went on for an hour till the author (the Principal) returned to the school. When he heard of this and told the Vice Principal that what the foreman said was correct and so he would do well to apologize . The Vice Principal said, “ after all he is a worker. I am a Vice Principal. I can’t apologize”.
The principal at once removed his shoes and socks, touched the machine base with his right hand and touched his forehead. Then with folded hands he apologized to the foreman on behalf of the Vice Principal. The workers were taken aback, touched the Principal’s feet and resumed work. The Principal lost prestige to win esteem.
When you have staff like this Vice Principal you can’t implement third generation strategies with second generation structure through first generation people .You can’t plan for tomorrow with yesterday’s tools. The Vice Principal was yesterday’s tool. Too much of “I”
In the complete works of Swami Vivekananda (vol ii) there is an incident when a disciple asked Swamiji, “when shall I be free?” and pat came the reply from Swamiji, “when ‘I’ shall cease to be?” you become a leader when your ‘I’ ceases to be.
Sometimes when you organise a function see that you don’t tread on somebody’s shoes or rub him on the wrong side even unwittingly. Once the author asked an elderly lady to light the lamp to inaugurate a function, in the Air Force Station, Kendriya Vidyalaya. The wife of an officer, senior to this elderly lady’s husband was highly peeved that she was not asked to do it. She was younger than that lady. She felt like that because in the Defence Services, wives, more than the husbands, are more rank conscious. The author sensed it immediately and requested her to garland the wife of the Station Commander who was the chief guest. And this mightily pleased that young lady.
When the author took over as Principal of K.V.Cochin(his first posting in KVS), two months after he joined, a man stormed into his room and asked the Principal in a menacing tone, “do you know who am I ?” the principal was non plussed. That man said, “you are new. You don’t know. Call Mr.Warrier, your head clerk. He knows me well” Mr. Warrier came and asked him, “what is the problem with you?”. That gentle man said, “ Mr. Warrier. Your new Principal may not know me. But you know me for many years. Then how did you send a letter like this?” and showed an envelope which was already opened. Mr. Warrior took the letter from inside and going through it said, “the letter is ok. It asks you to advise your son to come in proper uniform,”. The man said, “the letter is alright. But not the envelope”. Again Mr warrior saw the envelope and said,” what is wrong?. Your name is correctly written as Mr. Viswanathan”. At once that person shot out with vehemence “Mr. Warrior, don’t you know you should write Mr. Viswanathan, B.A. You know with what great difficulty I got my B.A. Degree. Have you forgotten that I got it after appearing 6 times for the B.A. Examination!”
You have to manage such situations and such people also. The Principal understood the humour lurking in this statement, immediately got up, folded his hands and in all seriousness said, “Sir, I am very sorry that I have committed a grave error in not checking up the address before it was posted. I am very unhappy that I have wounded your feelings. I assure you Sir, that such serious lapses will not occur in future. “That gentleman said,” look Mr. Warrier, you don’t feel sorry for the grave mistake. But your Principal, though new, could easily sense the blunder and apologized. He is truly great.
Deliberately the author used ‘I’ instead of ‘we’ as he did not want a portion of the blame on the office. Later on the L.D.C said with a mischief in his eye, “I am sorry sir. I did it wantonly. I know his weakness for his degree. I wanted to have some fun at his expense. I know he would come. I wanted you also Sir to know this great man. The author gave him a chocolate and patted him on the back.
When you put on the cloak of the Chief Vigilance Officer, your operations have to be covert to a large extent. Embezzlement, defalcation, corruption, favoritism, nepotism, under hand dealings, sexual harassment, indifference to work, sabotage, preventing others from doing their work, falsification of bills, misappropriation of funds, entry without stock, collusion with vendors and contractors, over invoicing, greasy palm in matters relating to repairs to school vehicles, unauthorized entry of people for religious propagation, misuse of school premises at night for anti social activities, retaining girl students after working hours, amorous adventures inside school after school hours, false medical reports, receiving costly gifts from parents, unauthorised tuitions, surreptitious visits to students’ homes, unnecessary physical proximity with girl students, use of unparliamentary language with students, parents and staff, secret financial dealings with staff, unnecessary transport lifts, unauthorised telephone calls, trailing the examiner, misuse of school transport, wrongful(vengeful) scoring of answer sheets, leakage of question papers, allowing copying in exams, misuse of school furniture, misappropriation of hostel provisions, misuse of school water and electricity, carpets, AV equipment, vessels, misuse of school kitchen-garden produce, misuse of school stationery, misuse of library and newspaper — all these will cry for your careful attention and eagle eye. You should keep your ears and eyes wide open. You should be alert to notice even the slightest change in some one’s behaviour and style of living.
You can get some useful insights if you read “H.R. Can win” – by k. Suresh Kumar.
With increasing knowledge explosion and an out dated curriculum creating only unemployable students, your task is cut out as a Principal. But you have to find out if you are cut out for this task. Every day you must be fine tuning your experiment and experience.
As you grow in and with the organisation you should start thinking “how to teach an elephant to dance” you have two options.
A). To decide after a few unsuccessful attempts that it is not easy and so turn your attention, instead, towards cats and dogs that are more amenable to your orders.
B). Cast to the wind all the rules and regulations. Start picking your brain in a different manner, think at a tangent. think out of the box and bring out a fresh set of instructions that can transform your pachyderm into a kathak artiste.
Prepare and place a broad template within which each one can think of doing something out of the ordinary, but still remain glued to the core ideals of the institution of ‘delighting customers’,- parents-at two moments of truth – first, when they admit the child and second when they take them out of the school.
The author learnt that a reputed school requests for a donation of a few thousands at the time of admission to the LKG class which is told to be refundable at the time of leaving the school after plus two. And when the parent comes for taking the transfer certificate (they are required to come in person and take it) the Principal talks to them with a kilogram of sugar in her tongue praising the parents for their continued cooperation through all the 14 years, praising the child for the achievements through this period and how much they should continuously keep in touch with the school and finally say that they have just given a donation of Rs. 80 /. Per month for their child’s education. For that they can’t correctly estimate the value addition that the school has done to the child which can’t be equated with that Rs. 80/. Per month. Speaking in this tone the tempo is built up to such a degree that the parent will be compelled to say “oh no please don’t tell all that. We know how much our child is benefited by her stay here and what she is today she owes it to the school. Please retain that amount as our humble contribution for the development of the school.
This is one type of H.R. In another reputed school a peculiar type of high handed negative HR was practised. A relative of the author came to his house late at night and told him that his daughter studying in class viii had got 70% in the final examination but had been asked to take transfer certificate as they prefer only students with 75% marks for class ix. Any amount of pleading by the parent with the Principal was of no avail. The author met the Chief Officer of the school run by a P.S.U. He was terribly upset to hear this. On the author informing that unless the child is admitted, the matter will become subjudice, he immediately asked the Principal to reverse his decision and admit all such children. The child was admitted in class ix .
Simultaneously the author spoke to the correspondent of another school nearby and secured admission for this child. Then he asked the parent to apply for transfer certificate and was asked to tell the principal, “ I have won my case. But I know you will wreak your vengeance on my child. That is the reason I am taking the child out”
What is the big merit in shouting from the roof top through advertisements in newspapers that the school has got 100% in class x when you take only the cream for class ix.
Isn’t it sheer hypocrisy?
HR in its crudest and cruelest form!
As CEO you should become aware of a staff member’s shift of focus from an institution centric career development to an individual centric career development. The present day staff (knowledge workers) have one primary career concern. They constantly try to improve their saleability in the job market. Of course they may improve their skills and knowledge periodically but not with the aim of becoming more useful to the school and students, but their career takes a professional turn between institutions and not a managerial one within them.
As C.E.O, don’t think that because you have high academic credentials all your problems will vanish and all your deficiencies will be erased. If you think that all problems should become alright, then that is greed which does not tally with reality. Similarly, if you think that all your deficiencies should become strengths then that is a desire not in tandem with truth?
You should be a saint to live without any problem. You require wisdom to live and adjust with problems and go ahead.
When you don’t understand something, you will start naming it as a riddle and look at the future with fear. When you come across something new, your mind is afraid to look at it. If you think,” I am the Principal, I will run the school as I like” then you will find the going rough. This inability you will start labeling as your weakness. Instead of thinking and deciding all alone, call the people concerned with the issue and say.
Shall we agree on this proposition?
Shall we do like this?
I thought I can decide after consulting you. These words will make them your strong allies in future. Capitalise on those two minutes of discussion. That will save several hours of worry later for you.
Star executives don’t stop at one thing. They excel at many. They don’t think they alone are infallible. They realise that their strength and safety lie in being one among the team. They are a part of and not apart from the team. That is what Sri. R. Viswanath, C.E.O of Sony Entertainment is reputed for.
He shares his vision with the team and empowers people to take decisions and achieve results. He also encourages them to constantly push the envelope. He does not promote hierarchies, but like in sports emphasizes team work.
Before we close this discussion, the author wishes to record the invaluable learning experience he had accumulated by working with numerous teachers of character and calibre who all became Principals later and have become examples of all the qualities mentioned above. Their sheer intrinsic merit, hard work, sustainability, human relations, amenability , copeability, empathy and much more to make a person humane-all these got them their well-deserved elevation. All these had passion to go ahead. They believed they will get to the top, developed the necessary maturity, sensitivity, flexibility to prepare them face odds. They had a clear vision of where they wanted to go and assiduously worked towards it. They carved out their own destiny without allowing others to shape it. They took charge of themselves.
They built up a reputation based on their work, not on their ambition. They made their higher- ups aware of their potential and promise. They also at the same time kept nurturing and enlarging their radius of association. They understood that what they know is as important as who they know. They kept themselves in the sight of those who count through their work.
They were not 9 to 4 staff. They volunteered to take up additional responsibility. They gave not only their best but something more than that without being asked for. They did not rest on completing a task given. They asked for more. They took the initiative to work on and to ask for more work.
So naturally they did not stay put in their position. Work-hard work-smart, work-sustained hard smart work,- collaborative sustained hard smart work,-dedicated and devoted collaborative sustained hard smart work was the key to their success.
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ONE WHO KNOWS (VOLUME VIII – CHAPTER 4)
(DIMENSIONS OF THE LIFE AND WORK OF A PRINCIPAL)
930) One who requests the parents not to run around with a “safetynet” to shelter children from potentially eye-opening experience.
931) One who conducts work interviews for his staff who have been called for interview for higher posts and advises them of the googlies that may face them.
A) Deliberately challenging or unexpected questions will be put to push you beyond your preparedness to find your reaction, don’t get ruffled up. Make the most of it.
B) Questions of a private nature regarding your marriage, family ,friends may be asked
C) Surprise questions like how many tennis balls cal fill up this room, how many steps did you climb up.
D) Some curious questions may be posed if a bear were to enter your class, what will you do. Questions may be asked about your previous job, institution, principal, management.
E) Questions like- what type of people would you like to work with?
– have you been charged for misappropriation or for lying?
– tell a big failure of yours ?
– which book do you like the most?
– which actress/actor do you like?
– would you like to ask us any question.
F) Question will be put to test
- Your analytical and problem solving ability
- Your reaction to an abnormal or sub normal situation.
- Your quick thinking ability to handle unexpected situations.
- Your calmness and humour (don’t go beyond a limit in humour)
- Your negativity or frigidity or anxiety.
- Your loyalty to the previous employer
- If you abuse your previous boss.
- Find out why you want this higher post.
- Test your integrity and honest communication.
- Test if you say any unbelievable things.
- Your attitude and mental make-up
- Your fit for the school.
- Teat your ability to resolve a conflict between two staff or a staff and students or two students.
- Test if you can build a contest for your answers.
- Test your commitment.
- Test your ability to work in and as a team.
- Test your process of thinking.
- Test you are result oriented.
- Test your ability to get more.
- Test your willingness to shoulder responsibilities.
- Test your ability to lead a team.
- Test your ability to take charge of a situation.
- Test your ability to impart value education.
Especially for PGTs appearing for Principal’s post: he first prepares them by asking them to read books on basic management and then discusses with them (a) the points described in them (b) probable situations a Principal faces.
932) One who never under-estimates the situation and over-estimates himself.
933) One who asked his staff to write out situations which were a dilemma to them. And the teacher’s responses were as follows:-
A) When I am teaching, a child is always scribbling something.
B) A child always comes to the class with soiled clothes.
C) A child hates the teacher.
D) A child is adamant to sit on the lap of the teacher.
E) A child is always asking some question.
F) A child is always mischievous .
G) Every day a child tells some experience of hers.
H) A child refuses to speak about his father’s occupation.
I) A child uses bad words
J) A child takes pleasure in bullying others.
K) A child speaks to others mocking at them .
L) A child is unable to understand however much I explain a point.
M) A polio child is sitting alone while others are playing.
N) A child is always sitting in a corner thinking deeply.
O) When asked to give an example for opposites, a child said. Father-mother.
At the end of the session when he asked 5 teachers to tell how they felt about their profession the following were the responses.
A) Teaching is slow suicide.
B) Teaching is death by installment.
C) Teaching squeezes me and drains me out.
D) Teaching is a good pastime.
E) Teaching helps me to understand myself.
He later discussed with each teacher and suggested measures to solve her/his problem.
He later discussed with the 4 teachers with negative feelings and advised them to find another position where they will be happy.
934) One who in staff meeting asked his staff to discuss in groups about disturbed children-indications, behaviour, the defence and escape mechanisms they adopt, the following is a summary of their discussions.
A) Indications
- Long absence from school.
- Unsympathetic attitude of parents.
- Woolly thinking.
- Not expressing any emotion.
- Lack of will power.
- Comparison with others
- Slipping away from home but not attending school
- Poor expression.
- Poor health.
- Not wanted by parents.
- Walks into others’ houses.
- No scholastic encouragement at home.
- Studies not attractive.
- Wrong perverted thinking
- An isolate.
- Poor teaching.
- Starvation at home.
- Lots of grammar mistakes.
- Can’t read properly.
B) Behaviour
- Over sensitive
- Does not believe others.
- Can’t tolerate any criticism.
- Speaks in an unreasonable way.
- Finds fault with everyone.
- Not willing /eager to take part in competitions.
- Condemns/talks ill of others.
C). When unable to solve a problem they adopt
I) Escape mechanism
A). Negative expression.
B). Imagining things.
C). Going into a shell.
D). Exam phobia/fever swooning.
E). Schizophrenia – no correlation between thoughts, feelings & actions. Has delusions and retreats from social life.
II) Defence mechanism
A) Identifies himself with a cause.
B) Sports as a compensation for studies.
C) Tries to secure attention.
D) Reacts-not responds.
E) In a world of her own.
F) I could not write well because had dyohrea.
G) Mental image viewed as an objective reality.
In another session he discussed measures to be taken to help these children.
935) One who asked his staff to foster in their students five aspects.
A) Physical health.
B) Intellectual health.
C) Emotional health.
. D) Spiritual health.
E) Ethics- being good to all in all aspects and doing the right thing and doing things right.
936) One who asks in the assembly some questions
Suppose you are flying a kite in a kite festival and a person asks “who is flying the kite? Then you may say ‘I’. The string may say ‘I’. The wind may say ‘I’. The kite may say ‘I’.
Without kite no festival
Without you who will fly the kite
Without the string – no link between you and the kite to take the kite high
Without the wind the kite can’t become air borne
So each one is important to make the kite fly.
So also, you the students are the kites.
The teacher is the string .The Principal is the person who flies it. Unless we have people to see, the festival has no purpose. The parents and community are the people
And everyday is a kite flying festival in the school.
937) One who was reputed for being a strict disciplinarian took over as Principal of another school. All staff were afraid and hated to work under him.
But a fortnight later two situations changed their perception completely.
A teacher was living alone near his house. One day when she didn’t come to school he sent a lady peon to see her and inform his wife, who on hearing about it rushed to her place, took her to the doctor, got her treated for fever, brought her to her home, kept her in a separate room. Took care of her for a fortnight till she could resume her duties.
A few days later. A young , bachelor from another city, had a fall and sprained his leg. On hearing about it after the assembly, he rushed to his residence with another master, requested the doctor nearby to visit and treat him.
He asked two students daily to be with him during day and at night. He, along with another master, took care of him for a week. This went on. Food for him came from the Principal’s home.
These two incidents showed to the staff their Principal’s human face and they felt happy and fortunate to work with him- hate turned into love.
In the staff meeting when a senior teacher thanked him on behalf of the staff he smilingly said.
Please read Chitti’s story “Puriadha Kathai”!
938) One who advised his students to celebrate “Guru Purnima” as “Guru Dakshina day” he asked all the teachers to assemble in the hall and all final year students kneeling before them in 3 rows. The students in the front row touched the feet of the teachers and presented them with a small flower bouquet and the teachers reciprocated by showering yellow rice (turmeric mixed) on their heads, touched their heads and blessed them. The other 2 rows followed them. The students of other classes observed this obeisance.
Then he explained to all that a Guru is about giving a purposeful direction to your life which you will remember and recollect much later. For even a second your Guru should not be out of your radar. He tells the staff that in a guru-Sishya relationship, the guru must see the Sishya in the same way whether he is a high or low achiever. Both of them must have a relationship that will take them to a higher level.
939) One who constantly asks himself
A). How can I keep myself updated and functional in a world powered by the gen next.
B). What does it take to be calm and quiet when the atmosphere is confused and chaotic?
C). How to stay firm and strong, and yet be soothing?
D). How to have a sense of detached attachment and attached detachment?
940) One who knows when to
Hit and when to pat
And how much to hit
And how much to pat.
941) One who knows the importance team building – the building of an “inclined team” he takes a group of staff to outlying places in the beginning of the year for a week end stay- out. Where they can “loosen their shirts”, give a ‘go’ to their egos, scratch each other’s brain, play games, solve puzzles, go on a treasure hunt- at the end of the trip, loosely packed goose berries become a lump of tamarind.
The exercise strengthens their problem- solving skills, creative thinking and leadership skills. This outing will also help them to form great memories to share later.
This helps improve morale and communication. Leads to self-improvement, integrate perspectives, collaborate and share relationships. Ideas crossing boundaries and build trust among themselves.
This puts ‘we’ above ‘1’ and drives away personal ambition.
942) One who understands the new trend of “youthification” in every institution creating a tiff between energy and experience.
A big question he poses: think if you will go under the knife of a surgeon. A recent gold medalist or one who has practised surgery for 15 years?
He knows that skills must involve into competencies–through sustained practice.
Youth is an asset in sports but in life we need skills developed over time.
He quotes the example of Mark Zuckerberg as the boy who made Face book an overnight phenomenon but only the seasoned Shery Sandberg who built in the necessary balance between the innovation speed and growth momentum.
He sees the seniors not as furniture but as an anchor to take the institution forward.
943) One who is particular about staff welfare and so gets for them the “liberty-task chair” produced by human scale- a manufacturer of ergonomic products for the work place.
This liberty task chair automatically adjusts to the user’s body weight and provides perfect recline and support in whatever posture they sit. There is no need for manual adjustment, instructions or training.
944) One who feels the following as the best advice has learnt from younger achievers.
1) Surround yourself with diverse people having unique skill sets different from mine. To work together and learn from them.
2) To go slow, step by step.
3) The most difficult thing is the decision to act. The rest is mere tenacity. Follow your heart. Don’t be too much worried about other people’s expectations and norms. Focus on what is important . Do what you think is right.
4) Always place your customer(students) first in the picture.
5) Don’t look where you fell. Look where you slipped.
6) Give your 100% to whatever you are doing without worrying about the results.
7) Build a reputation and guard it with your life.
8) There is no substitute for hard work.
9) The lesser you try to direct and control, the more you will achieve.
10) Focus more on your strengths and hire smart people to cover your “blind spots”.
11) Stand up for what you believe and express your opinion without fear or favour.
12) Don’t wait for the environment to improve. But follow the chosen path with vigour and remain patient about the mile stones you have set.
13) Nurture talent-only talented people will take the institution to the next level.
14) Life is too short to do something you don’t enjoy. Follow your passion and success will follow.
15) I will never know enough. I will always be forced to make a decision without fully realising its consequences.
16) Learn the power of calmness. Maintain grace under pressure. Overcome challenges.
17) Experience will sharpen wisdom and management skills. But it is important to develop domain knowledge.
18) Hard work beats talent when talent doesn’t work hard.
19) Luck arrives when preparation meets opportunity– be prepared.
20) Try and live in the moment. Be joyful by taking charge of your mind.
21) Ensure the team is committed to the institution’s mission and values.
22) Seek challenging roles that pull you out of your comfort zone.
23) Be your own bench mark. Surprise yourself with what you do.
24) There is no wrong way to do something that is right. There isn’t a right way to do something wrong.
25) Work hard and be nice to people.
945) One who presents to the parents the views of Daniel Wong’s Ten ways to help their children to pursue excellence.
A) Identify the passion of your child. Find why he is so and transform that passion into reality.
B) Help him in working out a plan. Give him the freedom to pursue his passion. Make him get committed to his goal. Tell him
dreams are at first impossible
Next they become improbable
Finally they become inevitable.
C) Build on his strengths and work on his weaknesses. Identify his natural skills and deficiencies and work on them. Help him to look at problems as opportunities.
D) Help him develop positive thinking. Help maintain a positive attitude.
E) Appreciate his achievement however small it may be. Praise the efforts taken more than the achievements. Descriptive praise improves his effort.
F) Make him do intense practice. Tell him quality of practice matters- not time spent. Be his best role model.
G. Listen
Non-judgemental hearing works wonders. Make him share his thoughts. Help look at the options with fresh perspective.
H) Make him realise the importance of feedback. Help him evaluate a negative one. Not to judge those who give feedback. Fix the flaws.
I) Train him to be flexible. Help him switch from auto pilot to active situations. Allow course correction. Be ready to adapt. Exposure to multiple environment.
J) Support him at every stage. Help him persist as well as relax. Push but not to the limit. Stand by him. Help him meet challenges. Get motivated. Get mentored. Your child’s success is your success too!
946) One who advises the parents regarding slow learners:-
Indications; reasons; how to help; activities for them
A) Indications
- Poor language &memory skills.
- Needs constant repetition
- Poor social skills.
- Weak self-esteem.
- Frustration.
- Aggression.
B) Reasons
- Parental discord
- Family problem.
- Bullying.
- Hyper activity.
- Attention deficit.
- Eyesight problem.
- Poor nutrition.
- Lack of sleep.
- Genetics.
- Environment.
C)How to help him
- Be patient.
- Avoid comparison.
- Don’t expect high from him.
- Discussion with a specialist.
- Repeat grade.
- Enlist teacher’s help.
- Encourage his interests.
- Place faith in him.
- Take time to understand his potential.
- May be an Edison is hiding in your child.
- Be a sculptor who sees a sculpture in a block of stone.
- Slow and steady wins the race.
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BETWEEN Concentration and Meditation, there is a border area which covers both and that is the area of Contemplation. To be in that area of Contemplation is to free yourself of worldly attachments. If you break away all the worldly attachments – all the routine attachments in the World – then you enter the region of Contemplation. When you have completely broken away all your attachments, you break through this area of Contemplation and you get into the area of Meditation. – Bhagawan Sri Sathya Sai Baba
