Shafali Kothari Portfolio

PORTFOLIO Shafali Kothari “My greatest learning: teaching!”

<<<<< index _01 About Me 03 _02 My Resume 05 _03 My Personal Journey 09 _04 My Education Philosophy 14 _05 Me as an Observer 18 _06 Me as a Teacher 20 24 a) Math 26 b) Language 31 c) Unit of Inquiry 41 _07 Me as a Learner Shafali Kothari

_01 About Me Shafali Kothari

>>> SHAFALI KOTHARI Teacher, Educator & Choreographer Phone: +91 981 950 6082 ; Email: [email protected] from As a practicing professional where choreographer, I have had 12 it all years of experience working began with students from three and to where it takes me. to twenty years of age. In these 12 years, I realized that not only dance but teaching and engaging with young minds was something I was passionate about and education was the field I was instantly drawn to. I aim to leverage my experience as a full-time teacher consciously providing a creative, engaging environment for learning. - 04 -

_02 My Resume Shafali Kothari

>>> WORK EXPERIENCE Trainee Teacher | Grade Five | 2022 - Present Bombay International School | Mumbai Ÿ Showcased knowledge of constructing and implementing experiential lesson plans to enhance student learning. Ÿ Demonstrated strong communication skills and proficiency in classroom management. Ÿ Cultivated skills to collaborate with colleagues and professional teams. Ÿ Enhanced proficiency in usage of educational tech tools and internet learning platforms. Nritya Fusion Academy of Dance | 2014 - Present Founder and Creative Director Ÿ Exploring creative integration of Literature, Drama and Mythology into various dance forms. Ÿ Founded and built the NrityaFusion Academy Of Dance that has grown in strength from 10-200 students Ÿ Running the academy with a team of six instructors to build a community of committed and confident dancers Student Choreographer 2009 - 2019 Queen Mary High School, St Anne's High School & Kids Quest Academy Ÿ Worked with the above-mentioned schools through the years to conceptualize and choreograph annual day functions, cultural events and various Inter school events. - 06 -

<<<<< Dance Co-Ordinator 2016 - 2019 Bright Start Fellowship International School Ÿ Planned and delivered lessons to 200+ students from 1st to 9th grade. Ÿ Closely supervised students' growth and helped them improve skills and confidence. EDUCATION Postgraduate Diploma in Learning and Teaching 2022 - 2023 I Am A Teacher Masters in Art (English) 2018 - 2020 University of Mumbai Postgraduate Diploma in Sales and Marketing 1999 - 2000 National Institute of Sales Bachelors in Banking Management 1998 - 2000 University of Madras ACHIEVEMENTS Ÿ Podium finishers ten years in a row at 'We are the World' (Inter School Event organized by Rotaract Club of HR club) representing Queen Mary School (2011-2019). Ÿ Winners for various dance events at both Primary and Secondary school level at 'Immaculata' organized by St Mary High School for five years in a row. Ÿ Winners at dance events held at prominent schools in Mumbai representing Queen Mary School. Shafali Kothari

>>> Ÿ Member of the Organizing Committee that conducted two National Scale Talent shows - Mandar Music World, for the community that we belong to. Ÿ Choreographed a show for 100 patients and a team of doctors at Tata Memorial Cancer Hospital. SKILLS Ÿ Adept at MS Office and Google Suite. Ÿ Certified Scuba Diver | PADI Advanced Open Diver Course -2018 | PADI Rescue Diver Course -2017. Ÿ Trained Bharatnatyam Dancer with over 20 years of practice. Ÿ Fluent in English/Hindi/Gujarati/Marwari/Tamil. Ÿ Avid Reader | Favorite authors- Ayn Rand, Haruki Murakami, Amitav Ghosh, Richard Bach, and Yann Martel. *** References Available On Request*** - 08 -

_03 My Personal Journey Shafali Kothari

>>> “I think the wild is a bit like life- frightening sometimes but beautiful.”- Charlie Mackesy,The Boy,the Mole,the Fox and the Horse. “Not all those who wander are lost.” J.R.R.Tolkien, \"The Riddle of Strider\" from The Fellowship of the Ring. The ocean is a place I'm always drawn to. The tranquility beneath the turbulence fascinates me and to add to that I have always been a wanderer drawn to new experiences. I followed my heart and my parents stood by. pursued everything I wanted to explore ever since I was a Equipped with these teenager and I was fortunate experiences and conditioning enough to be born to parents and also with a lot of over who fuelled all my dreams confidence I embarked on a and desires. Pursuing new journey- marriage. Bharatanatyam training, learning international dance This was a turning point in my styles (such as hip-hop, life. Adapting to a totally merengue and bachata), different perspective opened being able to work in a bank my eyes to things beyond my and also choreograph for comprehension. There was a cultural clubs and take hunger to fit in but also the fear tuitions to make more pocket of losing my identity. money were decisions that - 10 -

>>> Things worked differently in my new family. Careers for women were not a priority, the daughter in law was the head of the household and stepping out of the house to pursue a career was not an option. After ten years of marriage and two daughters and a lot of internal turmoil, I finally gathered the courage to stand up for my beliefs and my dream. My first ever professional endeavour was in 2010 when I was approached to choreograph the annual day of Queen Mary High School. I worked with around 300 students over a span of one month to conceptualize, choreograph and present a show that thankfully exceeded expectations. This crucial platform enabled me to embark on my professional journey and NrityaFusion Academy of Dance came into being four years later. It grew in strength and we had the good fortune to train hundreds of students. The academy began with just me as the instructor as well as the administrator and over the years our team now has six instructors each specializing in different forms of dance. Shafali Kothari

>>> These twelve years have been an amazing journey that has taught me humility, resilience, courage and empathy. Inspite of enjoying these joyous moments a part of me remained restless. There was still something amiss. I knew teaching and learning were something I was extremely passionate about and I also knew that students regardless of their age brought out the desire in me to unleash their potential and in return rediscover mine as well. Inspite of knowing this there still was an emptiness that troubled me. My husband, my best friend and critic asked me to take a solo trip , to do something I've always wanted to do- explore the ocean. I did my Scuba Diving Certification Course at Pondicherry and the time that I got to be with myself gave me the opportunity to introspect and reflect. I came back knowing that there were a lot more challenges I had to face and experiences that I had to live, it was time to get out of my comfort zone. I completed my Masters in Literature in 2020, pursuing a subject that I loved but did not study. The degree gave me a sense of accomplishment but the hunger remained. I stumbled upon the IAAT PGDLT program accidentally!! I found the answer or atleast one of the solutions to my restlessness. I had to delve deeper into education. - 12 -

I joined the course impulsively, but soon realized that this was exactly what I'd been looking for! Learning to teach and teaching to learn was the most exciting journey that I had embarked upon unknowingly . The course was super challenging, intense, fun, enlightening, provocative, educational, frustrating and exhilarating than I imagined. It has been an accidental journey filled with wrong turns and misguided ideas and also a lot of unlearning in search of something simultaneously ephemeral and tangible. It is quite a challenge to be in an environment that actively, deliberately, consciously pushes you out of your comfort zone, dares you to question. It was also an environment that introduced me to amazing and inspiring educators. The approach and methodology of delving into teaching and learning fascinated me. It was a journey I wanted to continue on, as a learner, discoverer, adventurer and facilitator. Shafali Kothari

_04 My Educational Philosophy

“Nature is a tool to get children to experience not just the world but themselves.” This sentence covers the gist of what I feel education must include- connectedness to nature and self awareness. Does education prepare children for life? Can we think critically and creatively under stress? What about focus, collaborative learning, resilience and enthusiasm? How do we navigate the youth, mentors and the environment? I feel that- the way out is in. Mind, the most powerful organ in the human body, comes into play. Is it possible to educate ourselves and our students to take charge of the mind, and begin a mindful journey from within. Being self-aware is an important initial step in taking control of your life, producing what you want, and becoming proficient in your future. Where you will end up in life will be determined by where you will choose to concentrate your energies, feelings, personality, and more. Essentially, just like our body needs air, water, food, and other elements to thrive, a human brain too, thrives on knowledge and the right mindset to acquire knowledge. Shafali Kothari

As important as it is to be self aware I also feel education should aim to connect the self to the world. The purpose of education is to prepare students for life. In the information age, our knowledge sharing economy is driven by the power of connectivity – changing the very nature of learning as education and technology go hand in hand, creating new opportunities for students to collaborate, network and spread ideas. To optimise the learning experience, lesson planning should inspire creativity, imagination and the pursuit of knowledge. By connecting classrooms to the real world, teachers can demonstrate the relevance of subjects and give students a vision of what's possible – providing a meaningful framework for both academic and personal development. “To raise a nature-bonded child is to raise a rebel, a dreamer, an innovator… someone who will walk their own verdant, winding path.” ~Nicolette Sowder As important as technology is to connect to the real world, the real world also comprises what the Earth has generously provided us with- Nature. The intuition that nature is good for children is widely held, yet as educators are we consciously integrating nature into our curriculum? Inculcating nature in our classrooms, in our education system and in our infrastructure is not as impossible as it seems. Incorporating nature in the classroom is a great way to create a positive learning environment for students, as it helps to stimulate their senses and promotes a sense of calmness and well-being. Here are some ways to inculcate nature in your classroom: 1. Bring plants into the classroom: Plants are a great way to introduce nature into the classroom. They not only improve the air quality, but also create a calming atmosphere. 2. Use natural materials: Try to incorporate natural materials such as wood, stones, and shells in your classroom decor. These materials can be used for various activities, such as building and sorting. - 16 -

>>> 3. Organize outdoor activities: Take your students outside for activities such as nature walks, field trips, and outdoor games. This will help students to appreciate the beauty of nature and learn about the environment. 4. Use nature-based art projects: Encourage students to create art projects using natural materials such as leaves, flowers, and rocks. This will help to develop their creativity and appreciation for nature. 5. Read books about nature: Read books that are related to nature and the environment. This will help to create awareness about the importance of taking care of the environment. 6. Use nature as a theme for lessons: Introduce nature as a theme for lessons such as science, math, and social studies. This will help students to connect with nature and learn about the environment. Overall, incorporating nature in the classroom is a great way to promote a positive learning environment and help students to appreciate the beauty of nature. “Encourage your kids to look for nature everywhere you go. It's the weed breaking through the pavement, It's the leaves forming small clumps along the side of the road. It's the sky at any given time of the day or night. It's the wind doing what it Likes to your hair. Look around, it won't take long to find it.” ~Penny Whitehouse Shafali Kothari

_05 Me as an Observer

Observation has been used by scientists since at least as early as ancient Greece. Observation is not limited to scientists. It is also one of the primary ways in which humans and animals learn how to interact in their respective environments. Observation is when something is noticed and is then recognized as being important. We spend much of our day consciously and unconsciously observing people, activities, elements of the environment and countless other things. Human beings are inherently social creatures and it is not in our nature to simply sit back and observe. I have never been more challenged than when I had to consciously just observe and suspend all judgment and inference- making.It gives me an immense sense of accomplishment to share that over the last ten months with constant reminders to be self-aware and mindful, to be conscious of one's own flaws and triggers helped me to become a more mindful observer. I have learnt to sieve the observations from the need to label and to not connect the observations to past experiences and biases. For example, when I first began observing my classes, the parent in me was constantly comparing what was happening in the class- room to what I imagined my child may be subjected to in her own class. I also wondered about what I had just begun to learn and believe as being the right way to teach versus the reality of what was happening .I know now that I was being unfairly rash in my judgments and basing my conclusions on snippets and glimpses rather than a realistic picture of what was actually happening. I now know that observation is a skill to be mastered. Shafali Kothari

_06 Me as a Teacher My Approach to Subjects

>>> A THOUSAND TEACHERS, A THOUSAND METHODS. ~Chinese Proverb I truly believe that the role of a teacher is to guide the learner to discover things for himself or herself. The teacher facilitates the learner to be engaged in the learning process with her guidance. CHILD-CENTRIC APPROACH I believe in a child-centric approach to teaching that places the child at the notional center of the learning process in which he/she is an active participant. I believe in giving children choices of learning activities, with the teacher acting as facilitator of learning. INTERACTIVE Children engage the most when teaching happens interactively and they have scope to participate in the classroom. Allowing children to be part of the lesson instead of being passive observers enhances their capability to learn. Interesting and mindful activities like role-plays, debates, group discussions, games, etc enable children to interact and express their thoughts freely. Shafali Kothari

<<<<< CONSTRUCTIVE I believe that it is very important that the teacher knows what her students already know about the topic being taught in the class. They may have some misconceptions which may need to be addressed appropriately during the lesson. Relevant contexts need to be set which enable children to associate with the topic. Also, it is important to give children an experience to understand the concept instead of just teaching the concept on the blackboard. It helps them construct their knowledge themselves which stays with them for life. INTEGRATED APPROACH An integrated approach to teaching supports that when themes or projects are combined, students are able to make meaningful and relevant connections between the different disciplines. In addition to creating a more profound understanding of the material, repetition between the subjects decreases. Student experience is essential for meaningful learning to occur. - 22 -

>>> COLLABORATIVE APPROACH I believe that collaborative approach in teaching is very important as it enables many aspects of development in a child. He not only gets the subject knowledge but also gets an opportunity to develop communication and social skills. Group tasks, team work, paired reading, etc enhance these skills in children. PROJECT BASED LEARNING This is an excellent approach of teaching in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Shafali Kothari

_06a My Approach to Maths

>>> Rule of Math: If it seems easy, you're doing it wrong. PROJECT BASED LEARNING The above saying sums up in general the impression most people and students tend to carry in their minds about Maths. This could be because the concepts were taught without linking them with the real world. Hence Maths ended up being an abstract concept which came to be feared by most. Understanding of mathematics is very essential for sustained interest and this helps in moving from the concrete to the abstract. In essence, my understanding is: mathematics is not just about developing 'useful' capabilities, relating to numeracy- numbers, measurements, decimals, algebra, geometry etc. The main goal is developing children's abilities for mathematisation. It is to develop the child's resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction. It includes a way of doing things, and the ability and attitude to formulate and solve problems. It should also be coherent and integrated with a variety of methods and skills, to address problems from other domains such as science and social science. The children should feel the need to solve such problems and find it worth their time, efforts and energy. Teachers should be able to engage every child in class with the conviction that everyone can learn it. Children should be able to see mathematics as something to talk about, to communicate through, to discuss among themselves , to work together on. Shafali Kothari

_06b My Approach to Language

>>> For language: Language abilities are needed to meet natural human urges to connect and to express. The purpose of language is to enable one to think, feel and react to things. Language also helps in learning other subject areas. Thus we may say language plays a central role for emotional, social and cognitive development of a child. Language acts as a subtle but a very powerful force in shaping the child s perception of the world around him. This is because the nature of language is about either feelings or opinions. My journey at IAAT has brought me in agreement with Chomsky's theory that a child constructs language. Thus as a language teacher my role becomes to provide enough age appropriate experiences that too, in varied interesting and engaging ways where the child gets enough opportunities to listen, speak, read and write the language. Function of language at primary development should be limited to the development of interaction of child with other children and adults around him. Reading and writing should be discouraged in the beginning stage of language learning. Storytelling, playing games where language may be appropriately involved, recitation of rhymes etc. can be interesting ways Shafali Kothari

>>> to begin with a language. Trips and excursions, role playing, picture reading etc can further help a child to build up his vocabulary. Gradually, reading can be used as a powerful medium to have command of the language. It not only helps the child to have an emotional bond with language by providing him pleasure, but also helps the child in the improvement of pronunciation, spellings and building up of vocabulary. As a teacher I would like to maintain a reading corner in my classroom and encourage children and parents to build up one at home. Story reading can encourage a child to develop his ability for creative self expression. I would like to give enough opportunities to children in my class to interact with their peers to share certain experiences, feelings or to talk about their visits with parents during early years. In later years of language learning, children can be encouraged to share their own opinions and get into discussions and debates about current issues, movies etc or about their view on a book. This would be my rule to create an emotionally safe environment where the child may freely express his opinion about any book, movie, incident or a social issue which he comes across in his environment. Worksheets with beautiful illustrations, use of graphic designer will generate love for writing on paper. Relevant classroom boards can be developed creatively making good use of space and pictures. Opportunities can be provided on the display board, to interact and work with the display. Children can be encouraged to develop boards themselves. While the nature of verbal language is either about feelings or opinions, mathematics aims at discovery. One of its important functions is to familiarize a child with a mode of thought which helps him in drawing right conclusions and inferences. - 28 -

>>> LESSON PLAN Lesson name/number: Similes and Metaphors Grade: 5 | Subject area/s: ELA | Date: 4/10/22 Learning Objectives/Outcomes/Targets Students will be able to write descriptive passages using similes and metaphors. Rationale Usage of figurative language helps students use their imagination and creativity whilst writing descriptive passages. It also helps to create clear visual imagery for the reader. Prior Knowledge The students have prior knowledge of what similes and metaphors are. They also have learnt how to write descriptive passages using sensory adjectives. Shafali Kothari

Time / Duration Flow of Lesson Strategies Resources 40 minutes Classroom Dynamics Introduction/Hook activity: pick a volunteer and ask Strategies -laptop them to write a quality that best describes them -powerpoint and then ask the others to compare it to something- Classroom -writing sheets make a simile or metaphor. discussions,video For ex K says im fast clip individual The class can compare him to a cheetah etc… activity, Main Lesson: Classroom Similes and metaphors and their usage in writing dynamics passages. Whole The lesson will begin with a recap of the simile and class,individual metaphor definitions. listening and -we will then talk about how to distinguish between writing activity a simile and a metaphor -use a ppt to reinstate the differences and definitions --then i plan to use a video clip to ask them to identify whether the popular songs have similes or metaphors. Simile or metaphor? -self correction of this sheet - show an example of a descriptive passage with and without the use of similes on a ppt and - then I will give the students printed sheets of a picture and ask them to write a descriptive passage using similes and metaphors and also remind them about the use of adjectives to enhance their descriptive writing Closure: Write a passage using figures of speech- similes and metaphors Differentiated Group discussions, visual aid and peer interaction Learning (Extension & Assessing by classroom interaction and Reinforcement) discussions, by self correction of sheets and the last activity of using figurative language in their Assessment passages Home Make at least 3 of their own similes/metaphors. Assignment - 30 -

_06c Unit Of Inquiry Shafali Kothari

>>> LESSON PLAN Lesson name/number: Resources and types of resources Grade: 5 | Subject area/s: UOI | Date: 9/11/22 Learning Objectives/Outcomes/Targets Students will be able to identify resources and the 3 broad classifications of resources. Rationale Students learn the importance of resources in daily life and the impact development has on natural resources thus enabling them to understand what sharing the planet means. - 32 -

Time / Duration Flow of Lesson Strategies Resources 40 minutes Classroom Worksheets Dynamics Introduction/Hook activity: What is the difference between a product and a resource Main Lesson: 1. Handing out a reading sheet on resources and types of resources and asking them to read it and underline the key points. Individual reading Worksheets Classroom discussion Peer correction Shafali Kothari

2. Discuss what the text what was about by asking questions- What were the kinds of resources that theyread about Based on the text what do you think are natural capital and human resources Jot down the three different kinds of resources in different colors on 3 separate white boards. Elicit examples from the students and keep noting them down After the reading and discussion of the same, introduce the activity to be done on the worksheet and explain the same to the students. -Ask them to categorize the resources mentioned in the box into columns in the T-chart. After the activity, ask them to pass the sheets to their peers and then correct the sheets. Discuss if any questions about categorizing come up while correcting the sheets. . Name That Resource Ask the students to create a quiz Jot down 3 products and ask what resource it comes from Jot down a resource and ask 2 products that can be made from it, you can use cues from the worksheet provided or think of your own products. Closure: exit ticket - what according to you is the most essential resource? Differentiated Learning (Extension & Reinforcement) Assessment Assess through classroom discussion Peer correction Home Worksheet Assignment quiz Exit ticket - 34 -

LESSON PLAN Lesson name/number: Water Grade: 5 | Subject area/s: UOI | Date: 9/2/23 Learning Objectives/Outcomes/Targets 1. 1.SWBAT appreciate that clean drinking water is required for survival. 2. SWBATrespect the need for sanitation, distribution and conservation of water. 3. SWBAT identify the risks related to water Rationale Water sustains life. As children grow and comprehend the world around them, it is important they learn just how vital water is to their bodies and our environment. Children are our future, and they should be given a full understanding of water, why it is important, and how they can protect it. Prior Knowledge Students are aware of child rights and the importance of water

Time / Duration Flow of Lesson Strategies Resources (in (Discussion, bullets or Think Pair Share, numbered list) Jigsaw etc) Classroom dynamics (Whole class/Small Group/Pair/Indivi dual) Introduction/Hook activity:reflection /feelings small group 1.ppt - based on a pe activity of trying to fill water with a discussion 2.laptop dropper how did you feel worksheet 3.ela sheets can u relate this experience to something that whole class you've observed discussion 'Water doesnt come from a tap I UNICEF Main Lesson: What happened in the video? water is essential- it is a basic human right- what do you think are the must haves as far as water is concerned-in an ideal world water would be…. Ÿ Water must be available: this means in sufficient quantity for all personal and domestic uses. The United Nations estimate that each person needs 20-50 litres of drinking water per day. Ÿ Water must be accessible: water, facilities and adequate services must be accessible within or near homes. Water, facilities and services must be available at a cost that is affordable for all. Ÿ Water must be of high quality: water must be clean, drinkable, and free from all health risks. Ÿ Water must be stable and reliable: clean water must be available and accessible under all circumstances (drought, flooding that pollutes water, etc.). Ÿ DIGNITY (edutour) Ÿ Water also plays a major role in maintaining people's dignity. It allows children to benefit from the hygiene that is needed to remain in good health but also to ensure that their body and they as a person are respected. Ÿ Many people around the world do not have access to sufficient water to wash themselves and enjoy a dignified life. - 36 - Shafali Kothari

Ÿ In addition, an inadequate sanitation system results not only in the spread of diseases and infections but also deprives people of part of their human dignity. The absence of simple toilets obliges children to relieve themselves in the Ÿ open air, exposing them to the dirtiness of an environment that has already been soiled by urine and faeces from hundreds if not thousands of other people. Ÿ The right to water also helps to achieve the right to health and to education Ÿ Water helps to protect children's health and ensure their development Ÿ Water is essential in children's development process. It is thanks to food and water that a child can grow up healthy. Ÿ Proportionately, nursing infants and young children have much higher water requirements than adults. Ÿ Dehydration – and excessive lack of water – in children can cause irreversible harm to their physical and mental development. Ÿ EDUCATION Ÿ Having clean water and adequate sanitation facilities in educational establishments plays a significant role in making the right to education a reality. Ÿ A child's learning can be significantly impeded if the school they attend does not have drinking water and clean toilets. Children who drink dirty water and who use dirty and broken sanitation facilities are at great risk of falling ill and, as a result, leaving school. Ÿ In addition, in developing countries, many girls do not attend school because of the lack of appropriate female-only toilets. Ÿ Better hygiene in schools has an impact on a major scale: as a result of better hygiene, children have less risk of becoming ill. This means that they (and particularly girls) will attend school more, which leads to greater social development and, ultimately, increased economic development in the country.

QUALITY When we talk about poor water quality and the resulting diseases, we most often think of so-called “developing” countries in which deaths occur after drinking untreated water. However, while tap water is in general free from pathogens, there are nonetheless multiple contamination risks. Agricultural run-off and infiltration represent the biggest sources of pollution .The fertilizers, pesticides and herbicides used in industrial agriculture can contaminate underground water resources and watercourses Water Contamination For many developing communities around the world, the same water source that's used to collect household water for drinking and cooking is also used as a dumping ground for human and animal waste. Often, these water sources are also plagued with bacteria and contaminants. Climate change is disrupting weather patterns, leading to extreme weather events, unpredictable water availability, exacerbating water scarcity and contaminating water supplies. Such impacts can drastically affect the quantity and quality of water that children need to survive. Today, a change in climate is felt primarily through a change in water. Millions of children are at risk. 1.Extreme weather events and changes in water cycle patterns are making it more difficult to access safe drinking water, especially for the most vulnerable children. 2.Around 74 per cent of natural disasters between 2001 and 2018 were water-related, including droughts and floods. The frequency and intensity of such events are only expected to increase with climate change. 3.Around 450 million children live in areas of high or extremely high water vulnerability. This means they do not have enough water to meet their everyday needs. 4.When disasters hit, they can destroy or contaminate entire water supplies, increasing the risk of diseases like cholera and typhoid to which children are particularly vulnerable. - 38 - Shafali Kothari

5.Rising temperatures can lead to deadly pathogens in freshwater sources, making the water dangerous for people to drink. 6.Contaminated water poses a huge threat to children's lives. Water and sanitation related diseases are one of the leading causes of death in children under 5 years old. 7.Every day, over 700 children under 5 die from diarrhea linked to inadequate water, sanitation and hygiene. 8.Climate change exacerbates water stress – areas of extremely limited water resources – leading to increased competition for water, even conflict. 9.By 2040, almost 1 in 4 children will live in areas of extremely high water stress. 10.Rising sea levels are causing fresh water to become salty, compromising the water resources millions of people rely on. Stop attacks on water and sanitation infrastructure and personnel. Deliberate and indiscriminate attacks on water and sanitation – and power supplies required for them to function – can be a violation of international humanitarian law. So, too, is the intentional denial of services. . urban areas water tankers water mafia Differentiated CLOSURE Learning water (Extension & ‘Water doesnt come from a tap I UNICEF Reinforcement) class participation Assessment pair and share Home Assignment

_07 Me as a Learner Shafali Kothari

>>> Learning is central to all living organisms. Research shows that right from single celled microorganisms, to more complex organisms such as fungi, plants and animals show learning in some form or other. I believe that we are always learning something throughout our life. What we learn throughout our life might not always be the best thing for us. Life and people we interact with might teach us to be afraid, to not try to do our best, or to not experiment with our potential instead of all the great things. This belief has only strengthened after joining I Am A Teacher. In this journey of learning to be a teacher, I have had some revelations. The first revelation for me has been learning that to be an exceptional teacher, one needs to be an exceptional person first. The course on Mindful Personal Leadership has prodded me to think about things that I have never thought of thinking about. I have learned the importance of understanding my personal values and thinking about how it affects the way I interact with people. I am currently working on choosing to respond in situations instead of giving a reaction. I went

through a mental process before selecting this as a personal value to work upon. I first had to understand that reaction happens instantly upon seeing some action, similar to Newton's third law which says that every action has an equal and opposite reaction. This understanding led me to think about the way I feel when I react and when someone else reacts. I then thought about what responding would look and feel like. This thought process led me to appreciate the value of calmly responding to situations after thinking from both sides. I still have to work a lot on achieving the ability to respond in all situations. But I can definitely see the positive effects of practicing this value, both in my interactions with family/friends and in the classroom. I feel much calmer and I am able to appreciate the situation of the other person before saying anything. Another aspect that I am working on is to not get comfortable with things and take risks from time to time. Thinking about myself and getting feedback from others has made me pursue this value. Taking risks, for instance something as simple as changing my seat, gives me a different perspective of the classroom and even myself that I had no access to earlier. A recent example of risk-taking for me was to sit in the front row during the mid-semester review session with faculty and classmates. Even the thought of sitting in the front row sets butterflies flying about in my stomach; but support from my classmates gave me the courage to go on this adventure. Throughout the time I was sitting there, my posture was rigid and I was holding on to my laptop as if for dear life. My heart was pounding and I panicked at the idea of speaking my views about the course. But I trudged on, came through the adventure successfully and even managed to joke about it in the end with the entire group. This event brought me face to face with my fears and upon reflection, I thought about how to help children in such situations by creating a supporting environment. I think that the biggest learning for me from experiences like this is the confidence in myself, subsequent reflections on my course of action and thinking about how this helps me - 42 - Shafali Kothari

become a better teacher. I realize that I am on my path to be an >>> exceptional person. My second revelation is that to be a teacher, one must first be a learner. A teacher can only teach what he/she has learnt. I am learning about the different philosophies of education put forward by great thinkers in an environment which is nurturing me and practicing in its own way some of these philosophies that I am learning about. I am learning how to use different classroom strategies by seeing it in practice in my theory classes. Experiencing practices that I learn about in the theory classes has opened my eyes to the impact of experiences on learning. I think that this not only applies to students, but also to teachers. If I want children to draw, then by drawing first and experiencing it will enable me to reflect on the process and understand children's work better. As a learner, I am amazed at the importance of observing people. I have always tried to stay in a bubble of my own. But now, not only am I learning from observing myself, but by observing people around me, especially children in my classroom, I learn more about them. Finally, to be a teacher, one needs to know how to teach. By learning about myself and by being a learner, I am learning how to be a teacher. I hope to become the best teacher that I can and fully realize my potential.

PORTFOLIO Shafali Kothari ©