Child’s behavior…… a challenge, a frustration…. or a delight?

One day I met a parent in the school who asked me “how do you manage discipline and children’s behavior in the class?” Her question made me think – as an individual am I disciplining children or even my own little daughter who is less than 2 years…… Often I get upset with her “behavior”. As I thought about my little one, I felt like I am sinking in the sea of gallons of thoughts and emotions. But here are some points that kept floating to the surface my mind. They are sort of in a logical order, but also all inter-related. The origin may be the kind of parenting I received, the schools I attended, reading and research and of course, experience.

I am not in love with the terms “management” and “behavior”. In this context; both have connotations that make me uncomfortable. (The usage of vocab – right words, right context and right time- this seems like another post, for another day) I feel that these words are too heavy for the little ones who are still in the process of exploring themselves and their surroundings. And probably that’s THE reason they end up doing something that’s annoying for so called “ADULTS”.

What is a “problem behavior.?” A behavior is ONLY a problem if it interferes with a child’s safety and learning or the safety and learning of others. Period! A behavior that is annoying to me cannot automatically become a problem. Hey… just think on that for a minute. How often have you reprimanded or disciplined a child for doing something that was annoying you? I’m embarrassed to say how often I have done just that even with my little one (let’s be clear – I am far from perfect in all this….). However, with this definition, a whole bunch of things will STOP being problems — wiggling, slouching in a chair; looking at the ceiling during a story, sitting on their knees instead of their bottoms; — these all cannot be problems unless and until it becomes obvious that these things are dangerous or detrimental to learning.

Manage children as individuals, not as a group. Some of my observations as a class teachers – Jayant concentrates better sitting on a chair than on the floor; so why not allow a chair for him at story time. Others have no problem on the floor. Maya struggles to keep her hands to herself. She can choose a fidget toy during whole group instruction. When you really get to know your students, you know that EVERY child has “special needs.” When the children understand what “fair” means, you can meet those needs without worrying about accusations of favoritism. (Although, sometimes, you have to teach parents and colleagues what “fair” means, too.)

Just as students ask for help with their school work, they need to know it is okay to ask for help with their behavior too.  If the child feels that he will do better in line by walking with me, he can. If another one can’t stop chatting with neighbor, I will help her find a place to work alone. Holding my hand, sitting alone, are NOT punishments: I don’t present them as punishments, and I work hard to change the kids’ perception of punishment. These are choices and tools that help children be their best selves.

Look for patterns. If I am constantly correcting the same behavior from the same child at the same time in the same spot : is there a way to break the pattern? If there is pushing in the lineup to wash hands EVERY DAY, how can I change the lineup routine? Can I give them more space? Send some to the bathroom? Make the line go faster? Give them something to do while they wait? Sometimes, changing the pattern means changing what I think I know about something.

Don’t have “systems.”, have relationships. As I re-read these now, it is that simple. There cannot be a single system or routine that can be universally applied to every child at all times in all situations. What works for one does not work for another and makes things even worse for a third.

I know few readers may think that it is so simple to put all this on paper but implementing this will be so very difficult. I don’t have an answer for those people. For me, these truths simply work. I don’t know if they will work for you, too. I would, however, challenge you to try just one of them. Re-define problematic behavior. Find and change a pattern. Focus on your relationship with a challenging child. And then, please, come back here and let me know how it went.

Ms. Gouri Samant


“Being Friendly with Students”

When I took up the job as an English teacher at Treamis World School, my father – a retired teacher, offered me lots of advice including “be friendly but not friends with your students.” I did not understand it anything beyond the wordplay. I now live on campus in quarters adjacent to the students’ dormitory. This means, I hear knock on the door at odd hours. Often they come to complain about something or to share their troubles or to ask for help with studies. Frequently, I even have to play their study partner which involves me asking the questions from their notes and hearing them answer. Although my experiences as a student were not quite like that, there is nothing out of the ordinary in these. But what really surprised me is, often students come to me just for a casual chat. They talk about their family, friends, school and everything that fancies them at the time. But, they don’t specifically ask me for any inputs on those matters. They just want me to listen like a good friend. Being a teacher is more than an instructor. On a typical day, I don the roles of a facilitator, a comforter, a guide, a parent and a friend. Or, perhaps a good friendship should embody all these. I don’t mind being their good sounding board. But often they get carried away and try to gossip about their classmates and teachers. And that is where I draw the line and remind them that I am not their friend. Now my dad’s advice makes sense to me.

Ms.Pavithra Satheeshkumar


I am an enthusiastic mom who loves to involve myself in my child’s learning process. Before my daughter could start her schooling, there used to be relevant questions and dilemma in my mind such as, ‘ What makes a classroom more active- a smart board or a smart mentor? How should a Gen Z classroom look like’, where I understand that the modern schools are expected to use digital tools in active ways.’ I reflected on the thought that is the new generation pattern of learning digressing from the ‘gurukul learning environment’ which I experienced.

Today, I am happy to share with this generation parents, that I am no more confused. I cherish the way my daughter is learning in her school, which is a true international and child-centric place with respect to its learning environment with the same Midas touch of the gurukul system.

I’ve seen that the lingo ‘digital classroom’, many a times, is wrongly perceived as ‘a student can learn better with a tablet in hand than pen-paper’. What it actually should signify is how proactively technology can be integrated in the learning process so as to complement the hands-on tools. No technological device has brains to comprehend and analyse my child’s specific needs. The device needs a master to program it so well that it can be rightly used at the right point of time to give the apt exposure to children, according to their subjective needs. And..the master is none but the mentor. Coming to a very common scenario now-a- days… children are reluctant to learn spellings, write on paper to express their thoughts but rather type in word pad where there is a spell check option. Students should introspect that the automated script for this option is also programmed by the human brains.

I believe that it is the smart mentor whose enthusiastic presence, involvement and attachment with the class adds life to the lessons and help students have a long lasting knowledge. Smart use of smart boards facilitate the process just like a tool as peer group learning, experiential hands on and so on. Each student is unique and magical in his/her own way. It is the expertise of the mentor to move the wand in the right direction to get the magic out of the child!

Ms. Sukanya Pal

Shoots and Sprouts 2 – Harvest Time

Shoots and Sprouts – 1 – Published on December 1, 2014

‘As you sow, so shall you reap’, this commonly heard proverb in the literal sense held very true to the students of Grade 5. On the February 16th, the students got to harvest the fruits of the seeds they had planted. They could not contain their excitement and amazement on seeing what their love, effort, hard work and dedication to this project had got them.  The

students got corn cobs, potatoes, tomato, chilly, avrekalu, green gram, mustard seeds, wheat, spinach, coriander, onions, radish, carrots and sesame seeds.  In addition to students, the school gardener Chinnappa put in a lot of effort by helping the students right from sowing to watering the plants.

The journey till the harvest day has been a wonderful experience for these students. Some of the vegetables were consumed by the construction workers on the campus.  The students were happy to see that their work helped few people to have good food.  Though the parents were amazed as to how the students could squeeze some time to work on this activity, they were happy that the children learnt how to make the environment greener.

House Cup 2014-15

Winning the house cup is a big achievement – and big achievements require teamwork, perseverance and an all-round personality. That’s what the Phoenix house students showed, whether it was in building the quickest human pyramid, having the courage to run 1600 meters or acting out a humorous play. At the same time, the House mentors, Ms. Bindu and Ms. Ankitha, helped me greatly to manage and organise the team in every event that we participated in. So, it was because of every student and teacher’s involvement that we won the Overall trophy.

By Chimaya Adithya, Captain – Phoenix House

 1  32    5a 2a96a 74 8   11


  1. The constitution of India came into a legal circulation at 10:18 AM on the 26th of January, 1950 replacing the Government of India Act (1935) as the governing document of India.
  2. India, which was a British dominion since independence (August 15, 1947) transformed into Republic of India on January 26, 1950.
  3. Even though the constitution was adopted on Nov. 26, 1949, the date of January 26 was selected to commemorate Purna Swaraj, a declaration of Independence of India promulgated by the Indian National Congress on January 26, 1930 for complete self-rule (Home rule) independent of British Empire.
  4. The Constituent Assembly met in sessions open to the public, for 166 days, spread over a period of 2 years, 11 months and 18 days making 2000 amendments to the Draft prepared by the committee headed by Dr. B. R. Ambedkar before adopting the Constitution
  5. The 308 members of the Assembly signed two copies of the document (one each in Hindi and English) on 24 January 1950. The official cost estimate for developing constitution was Rs. one crore.
  6. India has the longest written constitution of any sovereign country in the world, containing 448 articles in 25 parts, 12 schedules, 5 appendices and 98 amendments (out of 120 Constitution Amendment Bills).
  7. The original Constitution of India is hand-written with beautiful calligraphy, each page beautified and decorated by artists from Shantiniketan including Beohar Rammanohar Sinha and Nandalal Bose.
  8. The original hand-written copies of the constitution are kept in helium-filled cases in the Library of Parliament House.
  9. The Lion Capital of Ashoka dating back to 250 BC with the inscription of the motto ”Satyameva Jayate” was adopted as national emblem on Jan 26, 1950. The motto (translation: Truth Alone Triumphs), a mantra from the ancient Indian scripture Mundaka Upanishad, was popularized by Pundit Madan Mohan Malaviya
  10. Rabindranath Tagore wroteJana Gana Mana in Bengali first. It was translated by Abid Ali into Hindi, in 1911, and officially adopted as the Indian National Anthem on January 24, 1950. It takes 52 seconds to sing the complete National Anthem.
  11. Rajendra Prasad took oath as India’s first President on January 26, 1950.
  12. Wreaths are placed on republic day by the Prime Minister of India and Chiefs of Armed Forces at ‘Amar Jawan Jyoti’ or the flame of the immortal soldier, a structure with reversed rifle capped by war helmet bound by four earns erected under the India Gate, New Delhi.
  13. On Republic Day, a 21-gun salute, the firing of cannons or firearms as military honor, is given to the National Flag and the President, during the Flag Hoisting Ceremony.
  14. India’s major national awards (such as Bharat Ratna, Padma Bhushan, Chakra – Veer, Shaurya, Ashoka) are awarded during this ceremony.
  15. The Republic Day Celebrations happen over 3 days and it ends on January 29.
  16. The ‘Beating Retreat’, a fanfare sounded by the trumpeters along with pipes, buglers and drum bands, is conducted on the evening of January 29, by the bands of three wings of military at Rajsina Hills and Vijay Chowk in the presence of the chief guest, the president of India. The Christian hymn ‘Abide with me’ is played in this event.

The five-finger rule: How parents can partner better with schools

All round development, success and a happy life ahead – this is what we truly desire for our children at Treamis. We aim for a great schooling experience – not just through good grades, but also through independent thinking.

Featured image

Checking on your child’s progress can be turned into a collaborative effort for your child’s development.

Turning the bright minds we meet at school into success stories is no easy task. It requires constant teamwork and support from our larger pool of talented minds – the parents, who are the best support network that a school can hope for. And now we come to you, asking for your help in turning these formative years into the best possible foundation for your child.

How? It’s not just notes to the teacher to check his / her progress or appreciative messages to the school. This is the 5 finger rule that you can follow to help us deliver the best learning experience for your child.

1. Respect diversity, encourage independent thinking:

The Treamis approach is about encouraging your child to be independent, yet welcome towards diversity. We ask you to encourage the same at home. Welcome and celebrate diversity in opinion at home. Find space to cherish your values and connect them with the broader perspective.

2. Be the role model you wish for your child to follow:

Children are always watching and listening, be it for the red light you might have missed or a rude word from your mouth. How you balance your work, handle stress and take time out for them are all lessons in practice.

3. Let us know:

If your child has special needs or there has been an emergency at home, let us know. If your child may miss his / her assessment or may be required at home during school timings, let us know. Most importantly, we must know about any and every change at home which significantly affects them.

4. Maintain respect:

Remember, children learn by example. We therefore request you to maintain the hierarchical order while contacting any of us, keep discussions over your child’s progress to arranged meetings and when required, seek a meeting instead of looking at communication on mail or phone. Often the last two forms of communication cannot fully address areas regarding a child’s progress as a physical-parent teacher meeting.

5. Allow your child to make mistakes:

In today’s fast-paced competitive world, all of us scared at the prospect of our children being left behind by not being absolute all-rounders. Let it go – it is mistakes that help us learn the most and your child’s mistakes today would help them deal with tomorrow better than our constant efforts at steering them in the right direction.

To know more, we would like you to go through an exhaustive, 30-point list that has been put together by Ann V Klotz for parents at the Laurel School, where she talks from her experience in dealing with young students.

Math Day

Math day epitomised Treamis’s talent, enthusiasm and devotion to the subject -Math. The day started off with an assembly filled with puzzles, a quiz and a plethora of information from the high school students. Grade 9 organised two plays. Both of them were excellent because they perfectly explained the importance of currency and how exchange rates work. Just when everyone thought the collection of math related acts were over, it was time for the the math parody. From the popular song by Nicki Minaj- Super Bass, came a math parody that was the magnificent cherry on the math day assembly.

Students from grades 1-7 were not idle. During the morning half, each class held their own exhibition of math related projects, activities and games. The 7th grade even set up stalls to sell snacks and play games. The afternoon session saw a quiz competition organised for the primary school, while the high school listened to a talk by guest lecturer Prof. KN Srinivasa Murthy.

Abhinav Mahesh, AS Level

Waste Management – Kindergarten Activities

The four R’s at Treamis are Reading, Writing, Rithmetic – and Recycling! Kindergarten students learnt the value of making the best out of the waste and protecting our resources with three activities – recycling, wet waste composting and waste segregation.

For the recycling activity, they shaped their waste stationery products into useful items such as hand puppets, pencil stands and drums. They then learnt the colour codes important for waste segregation. Later, they visited the school garden, where the gardener showed them how to use the compost pit and the value of earthworms in the garden.

The youngest students had fun and took away some important lessons about their environment at the same time.

Shoots and Sprouts

Shoots and Sprouts 2

“Okay, listen up children”, said the teachers “We are going to have a garden of our own here at Treamis”. “Ma’am can we bring green gram?” said one student, another student wanted to bring brinjal sapling, another some red lentils and so on. The enthusiasm of the students was so evident. They could not wait to start on this project. The main objective or purpose of this project is waste management, where wastage of food along with fruit and vegetable peels are used to make manure in a compost pit that has been dug up in a corner of the fruit and vegetable patch adjacent to the playground. Also, it serves as a good means to teach children about healthy eating and also instil a sense of responsibility in the students towards their environment and become responsible for their own self and their belongings.

The students of Grades 5, are undertaking the responsibility of maintaining the fruit and vegetable patch. The students of grades 5, 6 and 7 have to collect the food waste from the cafeteria and make a layer of this along with a layer of leaves and mud. Our school gardener Chinappa procured worms from a nearby field and left them into the compost pit.

Pots were arranged in rows and columns ready for the students to sow their seeds. Also square patches in between the pots served proper to plant onion, potato, corn, wheat and green gram sprouts. Ragi millets were spread in small pots bordering the entire patch. Apart from these, spinach seeds, green chilli, turnip, raddish were also planted. The students were advised by the gardener to water the patch and pots every alternate day. Some stem cut outs of flowering plants were also planted in medium size pots by students of grade 6.

Students of grade 7 will be planting fruit trees such as papaya, pomegranate, guava, curry leaves etc.