MOVE AHEAD AND MAKE A MARK
Dear Children,

You are:-

The messengers of the Almighty
The happiness and hope of your homes
The next generation of the nation &
The driving force of your dear ones
You can:-

Create history by hard work
Change the destiny of the world
Sow the seeds of lasting peace &
Harvest the heaven of happiness
You must:-

Believe in God and bloom in life
Be global citizens with great Indian values
Move ahead with modesty and humility &
Make a mark, not just be one in many

“Everyday belongs to you, as everyone loves you”

Best wishes on Children’s Day.

M.V.Narayanan
13-11-2010
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SEX EDUCATION IN SCHOOLS

Sex education is mandatory at the secondary school level. Government has been debating and banning sex education in schools and their ignorance is not bliss. People have a prejudice regarding sex education and feels that sex education is a way of enticing or encouraging young children in to having a sexual relationship. In fact it is the necessary for young children aged 11 and above should know about the biological aspect of sex and understand the human physiological body. They also should be educated on all sexually transmitted disease including HIV, pregnancy and discretion over use of contraception like condoms to prevent the above can be imparted to more mature students who have just passed the puberty phase rather than kids who have not attained puberty.

The Sex education should be contexed like this.
Human Physiology with sex difference in male in females
Onset of puberty with hormonal changes in the human male and female body impacting the physical change in the human body like change in voice, face and in the pubic area.

Explanation of the need for sexual union: The sexual hormones in Humans are the cause for the physical pleasure and physical pleasure is the required for humans to reproduce and survival of the species. If Physical pleasure is taken way humans will not feel the need to reproduce and humans would have become extinct. The sexual hormones and the pleasure are hard wired in human body and emerge during adolescent after onset of puberty and due to this Adolescent children can get carried away by the sudden hormonal drive and tendency to react to the act of sex.

Advice to be given on Sexual absistance: Adolescent children are susceptible to quickly act on the physical sexual drive and get carried away. One has to mature and understand the consequence of having sex just for the fun. It involves physical, emotional entanglement. If at all sex is experimented proper care has to be taken using contraception like condoms which are safe and prevent pregnancy and sexual transmitted diseases.


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GIFTED CHILDREN

What Can Parents Do About Asynchronous Development?Nothing can be done to change the way children develop, so asynchronous development can't be corrected or altered. However, life in a home with an asynchronous child can be made easier when parents understand that development. Here are some quick tips:
Recognize that a gifted child's emotional and social development will not always match his or her intellectual development. Before responding to your child's emotional outburst or concluding that your child is socially or emotionally immature, stop a moment to remind yourself of your child's chronological age.
Understand that asynchronous development creates special needs. For example, gifted children need emotional support as do all children, but they also need advanced intellectual stimulation. A gifted four-year-old who can discuss black holes still needs comforting hugs.
Recognize that gifted children may not get their emotional, social, and intellectual needs met by the same peers. This means that they may be able to socialize to a degree with children their own age, but may also need opportunities to interact with other gifted children, older children, or even adults. Parents should make every effort to provide these opportunities. More Gifted Children Quick Tips

INDIGO CHILDREN

What Is an Indigo Child?
What is an Indigo Child? And why do we call them Indigo? First, the definition: an Indigo Child is one who displays a new and unusual set of psychological attributes and shows a pattern of behavior generally undocumented before. This pattern has common unique factors that suggest that those who interact with them (parents, in particular) change their treatment and upbringing of them in order to achieve balance. To ignore these new patterns is to potentially create imbalance and frustration in the mind of this precious new life. The subject of this chapter is to identify, qualify, and validate the attributes of an Indigo Child. There seem to be several kinds of Indigos, and we will describe them later in this chapter, but in the following list we can give you some of the most common behavioral patterns. Do these fit anyone you know? Here are ten of the most common traits of Indigo Children:
1. They come into the world with a feeling of royalty (and often act like it).
2. They have a feeling of "deserving to be here," and are surprised when others don't share that.
3. Self-worth is not a big issue. They often tell the parents "who they are."
4. They have difficulty with absolute authority (authority without explanation or choice).
5. They simply will not do certain things; for example, waiting in line is difficult for them.
6. They get frustrated with systems that are ritual-oriented and don't require creative thought.
7. They often see better ways of doing things, both at home and in school, which makes them seem like "system busters" (nonconforming to any system).
8. They seem antisocial unless they are with their own kind. If there are no others of like consciousness around them, they often turn inward, feeling like no other human understands them. School is often extremely difficult for them socially.
9. They will not respond to "guilt" discipline ("Wait till your father gets home and finds out what you did").
10. They are not shy in letting you know what they need.We will examine some of these traits later in a closer way, but next we wish to let you know why these children are called Indigo. Throughout the history of psychology, there have been systems of grouping human behavior. Indeed, often we all seem to fall into "clumps" of behavior patterns, sometimes fun to read about and identify. These groupings try to identify and correlate human actions in many different ways--undoubtedly searching for someformula that neatly fits everyone into a slot of some kind, helping those who deal with the study of the human mind. Some of these systems are ancient; some are very new. For those who think that classifying humans according to color groupings is weird and only for those interested in metaphysics, we would like to let you know about a brand new book called The Color Code: A New Way to See Yourself, Your Relationships, and Life by Hartman Taylor, Ph.D.3 This book has nothing whatsoeverto do with the Indigo Children. We only mention it here to show you that the association of colors with human attributes is not just for the spooky group! Hartman's book deals with the Hippocratic or medieval model for typing personalities--sanguine, melancholy, phlegmatic, and choleric--and assigns colors to them: red, blue, white, and yellow. As we mentioned, Nancy Tappe's color groupings are intuitive, but are also very accurate, based on practical observation. One of the color groups in her work is--you guessed it--Indigo. This color classification reveals the new type of child very accurately . . . and did so 17 years ago! (At least someone was paying attention.) We think Nancy is owed kudos for her insight and awareness of humannature. If you are interested in such things as prophecy, chapter 3 will reveal a television personality who actually predicted the new "dark blue" children!

Gandhi said, "Our ability to reach unity in diversity will be the beauty and test of our civilization."

HOW TO CONTROL ANGER

Many of us at times have been upset. Being upset is a part of life. Not all things will go the way you want them to go. When this upset turns to anger we must be careful how we handle ourselves.
Here are 4 steps to control your anger and have it vent in proper ways.
1. Count to 10 when you are getting upset. This is a normal way that we have all heard. We have heard it because it works if you practice it. Count to 10 and you may solve many of your outbursts before they happen.
2. Do something that is physically exerting. Instead of punching a wall or a person, go run around the house, or mow the yard. Go for a walk, swim, bikeride, or shoot some hoops. This can provide a physical outlet for your emotions.
3. Find something that is calming. Try deep breathing from your diaphragm. Take 10 deep calming breaths. This can be very soothing for most people. Combine this with step 1 and count to 10 slowly while breathing.
4. Use “I” statements instead of “you” statements. I am frustrated because you didn’t help with the housework, instead of You didn’t help me with the housework. This helps in multiple ways one is your way of thinking is a bit better and you also do not upset the other person so that both parties are angry. Which of course is not a good outcome for anyone.
You can combine multiple steps above to help alleviate anger. Don’t hold it in, but don’t blow up. Calm yourself down and talk about it by using step number 4 above. Go for a swim or a nice shower, and you can alleviate the stresses that cause unhealthy anger.

A TEACHER'S SENSE OF HUMOUR

When asked to list qualities they want in a teacher, students tend to give high ratings to a sense of humor and fairness—but they typically find it difficult to define these qualities. It seems a matter of recognizing something when we experience it without being able to precisely define it.
My May 2000 column (The Purpose and Nature of Language) discussed the concept of fuzzy categories, such as chair and vegetable, that seem to defy precise definition—and my March 2001 column (Our Continuous Search for Fairness) discussed the concept of fairness, which is often differentially viewed by the competing folks in a dispute. Humor is another important complex concept with a fuzzy definition. Let's explore just one key element of this broad concept.
A sense of humor in a teacher involves more than simply telling jokes. Rather, it seems to deal more with a teacher's ability to pleasantly communicate that current behavior is approaching the edge of what's considered normal and/or acceptable.
We're a social species, functioning principally within a normal range of biologically possible and culturally appropriate behavior. It makes sense. The biological cost/benefit ratio would be too high for a lifespan and behavioral capabilities that go well beyond our current normal ranges. Similarly, a social species must behave within an appropriate cultural range if it's to successfully collaborate on survival and reproductive tasks.
Young people frequently push at the edges of what's possible and appropriate, since they'll never truly understand normality if they don't discover where it ends (the Olympics being our periodic formal search for selected physical limits). And since young people often lack the experience and maturity of self-assessment, they expect others to help let them know when they've gone too far—albeit with a sense of humor.
Think of a behavioral continuum that ranges from abnormally negative to normal to abnormally positive. We all need to know how others view our behavior along this continuum. As our behavior moves towards and into the abnormally negative, others typically let us know with an escalating sequence of responses from simple frowns to outbursts of anger, disgust, and alarm. At the positive end, the sequence shifts from smiles and gentle encouragement to effuse joy and praise.
As suggested above, we could thus view an important much-appreciated element of a teacher's sense of humor as a pleasant non-threatening technique for letting students know that they're moving towards the edge. The teacher inserts an appreciated non-critical smile prior to a frown—intonation and body language communicating that everything's OK for now, but I'm watching you. This gives the student a chance to consider whether or not to proceed.
Students also appreciate the verbal and body language that communicates the teacher's early awareness of behavior that's just beginning to move towards the positive edge of the continuum. It's initial but escalating encouragement to go further, beyond the normal range. It communicates, ?I know you can do it, go for it!'
The term kidding is often positively associated with a teacher's sense of humor. Sarcasm isn't. To be effective, the indirect language and intonation of kidding must imply a genuine love of and respect for the person being kidded, even though the actual words may suggest negative connotations.
Young children often can't correctly interpret kidding. Our right frontal lobes appear to process the verbal and affective discrepancies that play an important role in humor (and thus in kidding). The immature frontal lobes of young children can't process subtle categorical discrepancies (such as in the puns and word play of kidding). They tend rather to enjoy the humor of broad discrepancies (such as in slapstick humor). Adults thus tend to be direct when advising young children and more indirect with adolescents.
Humor often results in laughter, an ill-understood instinctive contagious emotional outburst that can both bond and humiliate people. Dr. Robert Provine has researched the biological and social underpinnings of laughter, and published his findings in a fascinating informative book, Laughter: A Scientific Investigation (2000, Viking).
Since positive laughter has the potential to enhance the health of individual students and group cohesion (communicating to each other, in effect, ?we all understand what's occurring and it's at the edge'), it's not surprising that students intuitively appreciate teachers with the sense of humor that creates a joyful non-threatening classroom. The students perhaps can't precisely define the concept, but they certainly do appreciate its ability to reduce anxiety.