Integrity is choosing your thoughts and actions based on values rather than personal gain.

Academic Integrity is the commitment to honesty, trust, respect and responsibility. It means if you are given an assignment, a project, you will do it with honesty. You will not cheat or plagiarize the assigned work. It is the fairness to the learning environment. Academic integrity reflects your hard work and effort that you put in accomplishing the task that is given.


Learning echoes as growth in school. The more you learn, explore and research, the more you become aware of self and the world around. Academic honesty is the foundation stone for learning process.

If you are academically dishonest and cheat, you are depriving and cheating yourself of the opportunities to learn and grow. It erodes the values and principles ultimately leaving you with no shame or self-respect.


You as a student can avoid academic dishonesty by:

  • Planning ahead and using the time wisely.
  • Taking guidance from teachers.
  • By learning beforehand.
  • By testing yourself.
  • By keeping track of your progress.


Your brain is a  library that can hold on to lots of information than you can think of. The stored information is always there, but it is in a form of messy pile, which makes it harder to remember if you need some information from your brain. Concentration requires you to direct your efforts towards the activity or subject at hand. Once things are stored in the memory it can be accessed easily, however, we might have difficulty in recalling it.

Always use your imagination and association when you are learning. Make links of new material with the previous material learned earlier or the information that you know already.  

Imagine, draw a mental map, a sketch in your mind for the topic that you reading or learning.

Associating things will help in developing the mental map and strengthen the link between the similar topics for you to comprehend clearly.

Question yourself about the topic and think up of answers. You will notice when you are using these two techniques; imagining and associating, the information comes back to you quickly.

Revise the information or topic that you learnt at least four to five times after different intervals, to store the information in the long term memory.

  • Begin with the revision right after you learnt.
  • A day after you learnt the topic.
  • Revise again a week after.
  • After a month revise the topic again.

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If you forget something while doing a test.


Take your mind back and think where you learnt it? How teacher taught you in class? Which book it was? Which chapter it was? How you were revising at home? Were you sitting or lying down?

Mind loves to navigate and it is very likely that you will start remembering the topic.


Mind loves to navigate and it is very likely that you will start remembering the topic.


Moving up in higher grades each year demands a time for you to settle down. Transitions are smooth and easy for some students while for others they are stressful and way to demanding.

As we all know transition keeps on going, where we pass through numerous biological, social, environmental and psychological changes. Each stage has its own demand, where we seek opportunities to master and demonstrate new skills, where we want to make independent decisions, form social relationships with our peers and the people around. Transition brings with it more peer pressure, developmental differences, added responsibilities and much more.

We have to deal with new responsibilities, think of school achievement and success. The factors that help are motivation, self-concept, the readiness to take up new challenges, dealing with problems effectively, being innovative in our thought, and rigorous in our approach. And it would certainly not hurt us to get help from an adult.

Children earn status in school depending on their performance. They also experience failure and frustration, especially if they are less skilled than their peers. (The Development of Children Ages 6 to 14. Jacquelynne S. Eccles).




Never let yourself down, be discouraged, or frustrated, rather keep on trying, and do your best, and that too in order to achieve and excel.


While thinking what to write for my upcoming Counselling Newsletter for my school students, RESPONSIBILITY popped in my mind. And I thought that really this is missing these days in students, who are more carefree and tend to blame others. So here is what I wrote, enjoy reading.

Responsibility is basic to learning environment. Students who are well disciplined take responsibility for their own actions, behaviors and academics. They behave well, do better in academics, as they are self-motivated, and self-directed, having set goals that they have to achieve. Such students don’t make excuses for not completing their work, preparing for tests, and they don’t blame others for their own mistakes. Analyze your actions:

• Do you realize how precious time is for your academics? And you are not wasting it!
• You have set goals & are working towards achieving them.
• You have a study plan and keep track of your assignments.
• You do not wait for the last moment to start the preparation for tests.
• You follow teacher’s instruction.
• You are fair in your dealings and do not blame others for your follies. You know that you are responsible for your actions.
• You have faith in your abilities, and don’t become defensive when you make a mistake.

If all answers are in affirmative,
We are proud of you. You are really responsible!

“Peak performance begins with your taking complete responsibility for your life and everything that happens to you.”- Brian Tracy.



Social and Emotional Learning



What is Social & Emotional Learning?

What it means?

Self awareness: Recognizing one’s emotions and values as well as one’s strengths and limitations.

Responsible decision making: Making ethical, constructive choices about personal and social behavior.

Relationship skills: Forming positive relationships, working in teams, dealing effectively with conflict.

Social awareness: Showing understanding and empathy for others.

Self Management: Managing emotions and behaviors to achieve one’s goals.


  • Communication.
  • Self-regulation.
  • Risk assessment.
  • Consequential thinking (if-then).
  • Assertiveness.
  • Empathy.
  • Perspective taking.
  • Emotion knowledge.
  • Attention regulation.
  • Goal setting.
  • Conflict resolution.
  • Problem solving.
  • Emotion management.
  • Friendship.



  • Emotions affect how and what we learn.
  • Schools are social places – relationships provide foundation for learning.
  • Reduces barriers to learning such as stress.
  • Increases school connectedness and essential skills.
  • Aligns with the academic agenda of schools.
  • Critical to success in school and life.


  • Global literacy- basic, visual, scientific, information, economic.
  • Problem solving.
  • Communication.
  • Creativity.
  • Innovation & change.
  • Teach students basic literacy skills and SEL skills along with technology.
  • Train students how to use technology effectively to enhance their performance.
  • Design lessons to create environments that are flexible.



Our social interactions play a role in reshaping our brain, through “neuroplasticity”, which means that repeated experiences sculpt the shape, size, and number of neurons and their synaptic connection.

By repeatedly driving our brain into a given register, our key relationships can gradually mold certain neural circuitry.  In effect, being chronically hurt and angered, or being emotionally nourished by someone we spend time with daily over the course of years can refashion the brain.”

Daniel Goleman

  • Positive Learning Environments
  • Challenging and engaging.
  • Safe, supportive learning community with respectful relationships and trust.
  • Evidence-based.
  • Engaging students actively and experientially in the learning process.
  • Opportunities for participation, collaboration, and service.
  • Involvement of families.



What Does Research Say?

Improvement in:

  • Attitudes (motivation, commitment).
  • Behaviors (participation, study habits).
  • Performance (grades, subject matter).


What Does Research Say?

  • Stronger sense of community.
  • Higher academic motivation and educational aspirations.
  • Better understanding of consequences of behavior.
  • Better ability to cope with school stressors.
  • Increased positive attitudes toward school and learning.


What Does Research Say?

  • Participate in class more.
  • Demonstrate more pro-social behavior.
  • Have fewer absences and improved attendance.
  • Show reductions in aggression and disruptions
  • Are on track to graduate and are less likely to drop out.
  • Are more likely to work out their own way of    learning.

What Does Research Say?
School Performance

  • Improved studies skills.
  • Higher achievement test scores and grades.
  • Improved learning-to-learn skills.
  • Better problem solving and planning ability.
  • Use of higher level reasoning strategies.
  • Improvements in reading comprehension.