(Affiliated to the Council for the Indian School Certificate Examinations, New Delhi)

At - Dakshin Gopinathpur, P. O. - Contai Super Market, P. S. - Junput Coastal Distt- Purba Medinipur :: West Bengal :: India-721 402

EMAIL - cps953@gmail.com :: CONTACT NO - 03220-258953/254441


e-Magazine facilitates students' creative potentials. Articles are invited from students, Patrons, Teachers & Parents to express their views and selections are made by the Editorial Board. We encourage the students to write throughout the year as per their conveniences. Selected articles may be sent to different newspapers and magazines.

 Patrons' Column 


Gaining Compliance & Helping Children to Develop Self Management of Their Behaviour –Teachers often find it an overwhelming task to look for positive and respectful ways to lead students into displaying appropriate behaviours. We want to improve our relationships with our students, hoping to teach our kids to make good behaviour choices, even when we are not around.We need to work on rephrasing classroom instructions before going to penalties for non-compliance and misbehavior.  While these strategies may be initially ineffective with some of your "tough" kids, they gain effectiveness quickly.  If you still find yourself having to go to your penalties, the youngsters come to understand that the nice interventions are their "warnings".  They begin to respond to these strategies in order to avoid the penalties.  And now, because you are treating them respectfully, they come to like you better and return the respectful treatment. These strategies build inner control over behaviour.  Kids have to take the limited amount of information that you provide to them and figure out why you said it to them.  They try to discern what the problem must be and what they should do about it.  They become self disciplined "thinkers" instead of "stinkers".These strategies are "Psychoeducational” because they:

  • Promote the development of positive personal relationships 
  • Help the youngster to change his/her thought patterns and perceptions
  • Involve the student in his/her own behaviour change

Rephrasing Our Comments: How we word and deliver our comments to others determines the outcome. Our delivery of the message will have an enormous impact on our effectiveness, our relationships with our students, the self image of the other, and happiness with ourselves as teacher/parent.The "4 No No's" (see below) hurt others, blame, accuse, and create hard feelings...even if you get compliance.  They are used by teachers functioning inadequately in the area of behavior management, and the many teachers who are dysfunctioning in their bullying, coercive, emotionally toxic manner.  The latter group may gain compliance from most kids, but defiant and "difficult" kids are likely to strike back.  They may then be seen as heroes/heroines by your other students who resent being treated poorly.  Oppressed people eventually rise up against their tyrants.  Avoid sowing the seeds of discontent.  Make your classroom the kind of place you envisioned when you were training to be a teacher. 

When we address misbehaviour, it's important to delete four things from our commentary. 
1. "Why Questions" 
2. The word "YOU" 
3. The words "NO" and "DON'T" 
4. Lecturing/Nagging/Humiliating

  1. “Why? Questions” (that "Why Question" was it really seeking information and was said respectfully?)These place blame rather than seek solutions.  They make matters worse rather than better. Let's look at each of the types of phrasing that we want to avoid: 

"Why Questions" – "Why are your books not out?", ”Why is the board not rubbed?" …Do you ever find yourself asking kids "Why did you...?"  Were you really looking for the reason behind the behavior, or were you starting your series of lectures, reminders, and put-downs?  Think about those accusatory "why" questions.  They are "wolves in sheep's' clothing".  They appear to be seeking information (You may think - " I just asked him why!  I don't know why he got so upset.").   The real message is clear however.  Asking "Why are you doing that?" really means "I Caught You!"  Kids, realizing they are facing impending penalties, then lie, deceive, make excuses, or otherwise try to escape the inevitable punishment/criticism.  Our approach forces them into more undesirable behaviour.  Then we lose the focus, having to deal with the new excuses/misbehaviours that emerge instead of the original one. The word "Why" should only be used when a nice, concerned tone of voice is attached by someone who has true concern about the student's behaviour. Examples: “Why are you crying Neha, is something the matter?” “Why did I not see you in school for the last few days? Is everything alright?”
 2. "YOU" Messages – Delete this word from your vocabulary when dealing with misbehavior.  It attacks and hurts.  It is condescending and controlling.  It fails to solve the problem. So what should we use in instead?What can you say in place of "YOU" when talking with your students? A particularly good way to prevent escalation of arguments and avoid putting children on the defensive is to state feelings or directions in the form of an "I message".  An "I message" involves stating what you would like to see done, how you feel, or what you need.  Examples: "I need quiet in this room right now." (As opposed to "Why are you talking?"), "I'm disappointed in what I saw out on the playground.  I don't expect to see that sort of thing now that we're in 3rd grade.  I expect to see better in the future." (Instead of "You all acted like idiots out there.")   We can also bond and connect with our pupils by using the plural form... the "We message"  combined with 3rd person references ("all of us", "my students") in place of  "YOU".  So, instead of saying "You're being too noisy.", try "We all need to be quiet so that we can hear our classmate's report."Notice how the word "YOU" was eliminated from the statements found below, replacing that word with "I", "us", "we", and "our".

  • "You weren't listening.  You're will fail the test."  becomes "I want my students to listen closely so that they can learn important things that will help them do well in the test."
  • "If you use your garbage mouth one more time, you're staying in class during break." becomes "I need to hear only appropriate words for the rest of the period.  That way break will still be on the schedule."
  • "You're a mean boy." becomes "I feel bad when my students speak in a mean way.  Please tell me what you want in a polite way...that's the only way you'll ever get it." 

Notice how the utterances become less confrontational and condescending.  Chances of getting compliance and cooperation increase.  Let's all give a conscious effort toward improving our verbal directions to kids. (Did you notice how I avoided saying that "You need to improve your verbal commands."?)  

  • Takes away accusations & finger pointing (by teacher & students) 
  • Reduces student defensiveness and excuses   
  • Diminishes the need to apologize later
  • Helps everyone focus on what needs to be done
  • Builds inner control over behavior
  1. Avoiding Saying "NO" and "Don't" - When you tell a kid what s/he shouldn't be doing ("No yelling.", "Don't run."), you fail to give the student direction in what s/he OUGHT to be doing.  There are a number of drawbacks to using these negatives: 
  • It doesn't tell kids what behavior you want to see.  Therefore, it won't happen. 
  • Even if the youngster can tell you what s/he should be doing, has s/he displayed the behavior on a regular basis?  Being able to describe the behaviour verbally is much different from possessing the behaviour in one's frame of reference and being able to use it at the correct moment. if you want to a student to display a behaviour, teach it to him/her. Behaviour is like academic material...kids learn it by being taught.  if they've never been taught, they don't know it yet.
  • Kids hear the action word in your statement.  Telling a kid "Don't run." will guarantee that s/he and all other kids with him/her will immediate break into a run. 
  • Adults often use the behaviour they tell a kid to stop: "STOP YELLING!!""No hitting!" (as the adult hits the child).  Expect the wrong message to be heard by the youngster.  Yelling at kids CREATES yellers. Hitting kids teaches them to hit weaker others.
  1. Lecturing/Nagging/ Humiliating –Nowadays, as adults, we don't like it when someone is lecturing or nagging us.  We didn't like it when we were students either.  We felt as if the speakers were condescending toward us, and often ignored those people or rebelled against them. Other times, we felt small and felt bad about ourselves (instead of our actions).   Lectures are either ineffective, incendiary, or hurtful.  Keep corrective messages short and simple.For example: "Jai, you've walked out of the door again without your bag.  Where's your head at.  You're so busy gossiping with all your friends you're not even thinking about what you're supposed to do.  Sometimes I think you'd lose your head if it weren't tied to your neck.  (Here's what Jai actually heard: "Jai, you've blah, blah, blah, blah, blah, blah...")

Instead use – "Jai. Your schoolbag." 
This technique avoids:

  • Nagging
  • Causing
  • Embarrassment
  • negative self image
  • retaliation from defiant youngsters

Short statements motivate youngsters to: 
     -think about the limited information 
     -identify the problem 
     -devise a solution 
     -exercise their own initiative & resolve the problem 

Building Effective Instructions

  1. GIVING INFORMATION – In "giving information", we utter golden nuggets of knowledge, but don't tell the student what to do about it.  The youngster has to figure out why the teacher said that utterance to him/her and devise a positive plan of action.  Make the statements short and non-judgmental.  Use them as nice "reminders" before you use more directive measures. "Lilly, if you hit others, they won't want to be your friend." …"David, gel pen dries up unless the cover is put back on the nib…"Karan, records (CDs) warp if they're near heat."…"Protractors are for measuring angles, not frisbee catch."…"Geometric compasses are for drawing circles, not javelin practice." 
      READ the two variations of teacher statements below, noting how the second utterance is a more effective way to gain compliance.  Which one would you like to hear if you were a student?

1a. "No, you can't paint without an apron." 
1b. "I know you feel uncomfortable in an apron, but it keeps paint from ruining your nice clothes."

2a. "Don't touch that!" 
2b. "I'm glad you noticed the new plant.  Plants are for looking at.  Touching the leaves can hurt them."

  1. DESCRIBE THE PROBLEM – Mention the problem that needs to be addressed without assigning blame or mentioning the student's role in the situation.  We all make mistakes.  Describing the problem is more advanced than the "Giving information" strategy.  The child has no provided knowledge to use.  It requires a higher level of thought from the youngster.  S/he has to figure out how to resolve the identified problem.  Give your kids a chance to learn from experiences.  Non-emotionally and non-judgmentally lead kids to proper actions by pointing out the problem that has developed.  Give hints and cues if necessary to help him/her through the thought process (even when you want to SCREAM!). EXAMPLES: "Raj, the paint spilled. What  needs to be done now?" (If he fails to react, you might give cues like "We have paper towels over the sink."  Notice that you didn't tell him what to do with the towels.  You merely hinted that they were somehow involved in the solution of the problem.)“It's near dismissal and the books aren’t in their place."… "Class, lots of papers and items are lying around the room.  We need order, and I'd appreciate your help." …"The room is messy.  I expect it to be different in 30 seconds." …"I hear answers, but I don't see hands."
  2. SEND A NOTE – Notes are a great way to prevent misbehavior, nip it in the bud, or address issues.  They are also good ways to communicate to a youngster who is frustrated or angry... times when they are less able to process verbal communication.  The permanent and novel (at least between teachers and kids) form of communication often makes a more dramatic impact upon the behavior and emotional state of our students.  (remember that it is more difficult to convey emotion in writing...add a smiley face to the note or to your face as you deliver the document).Pre-emptive/Preventive Notes (Present these to the student(s) before the activity/event):
    "Saurav, remember to raise your hand to offer an answer or comment." 
    "Group 2: Bring your work to a close soon.  Have your projects put away by 2:10pm."After-The-Fact (Present these to address a behavior/event after it has occurred) 
    "I was saddened to hear of your family's loss.  If you want to talk, I'm available." 
    "Nikhil: Good answers in class today.  Thanks for contributing." 
    "Divyesh, thanks for helping me yesterday.  It's greatly appreciated.” 
    "Prashant, I let your rude remarks pass today.  Please don't let it happen again tomorrow."
  3. FINAL THOUGHTS – If we overpower students, what have we taught them?  Essentially, they'll learn: 
        -"Don't think, just obey." (if you can't avoid or trick them) 
        -"I've got to get some power so that I'm the one who gives orders and bosses people around."

When possible, we should seek cooperation in our classroom, especially because: 
  -we don't have much left nowadays that can coerce kids 

-it creates a positive classroom climate 

 -it teaches kids how to behave appropriately 

-it brings joy to our teaching and their learning 

         Always emphasize and express: 
     -mutual respect 
     -recognition of the inherent dignity of others 
     -maintenance of the honor of others 
     -belief in the student's ability to improve 







You get what you give, so give good things.

Salony Priya, Director UMMEED Counselling & Consulting Services

 Counseling Psychologist, HR Trainer & Education Consultant

Students' Column

What is the most selfish English letter? "I", isn't it? Everything revolves around the letter "I". What does "I" stand for? "I" stands for 'Expectations' such as "I should be treated like this," "I should be loved like this," "I should be dealt with like this," "I should be respected like this" and "I should not be given this".
We lead life with superb high expectations. It is beacause everything revolves around the "I" centric "My," "Me," "Mine" like words demanding "My desires", My likes", My dislikes"- "I love this", and "I don't want this". "I", "I", "I", "I", "I", only I. Thus the supremacy of "I" can only satisfy an individual personally. Really one becomes very happy when "I" revolves around one.
          From our child hood, we have grown up like this. We have learnt to take everything filled with our likings. Everything requires to be done in accordance with my expectations -"I want this", I don't want this", and so on. Thus "I" travels over all of our expectations. How does it move? When people come to God in Mosque, in Church or in Temple, they only say,"Give me what I want". No one comes to say, "God, I love you, and I want to give you this." They only pray for matereal benefits. When the president of USA, John F. Kennedy came to the stage for his first presidential speech, his words rumbled over his address when he said:
"Ask not what the country can do for you,
  ask what you can do for the country."
            So don't ask what God can do for you, instead ask what you can do for God. But no one asks that because the "I" is so big.  "I" is so powerful that even when I am in Mosque, Church or Temple, I only ask for myself.
            Now how to avoid this? Be realistic in your expectations. Expections are not problems but try to realise that everything and everyone will not be upto your expections, secondly, avoid this "I" by serving others when you want to be served.You depend on people and they may not serve you. But when you want to serve, who can stop you?  When you want respect, people may not respect you. But when you want to give respect, who can stop you? When you want to be loved, you  may not be loved, but when you want  to give love,  who can stop you ? When you want charity, people may not favour you, but when you want to provide charity, who will stop you?
Try to change yourself from "I" to "you." Thus gradually, the more want for yourself will be reduced. You will be a good man then.   
So, avoid 'I'. How can you avoid this? Be realistic in your expectations. Cherishing expectation is not a prblem, but not a single one can fulfill anybody's expectations. Secondly, the letter "I" requires to be avoided by trying to serve others because when you want to be served, you be dependent on people who may not serve you in the long run.
- Shriyans Rout, Class XI
I picked up a flower
It'll also remain hot, if there be heavy rainfall.
and put it in a vase
In the monsoon, if it continues to rain,
that withered after a few days.
It can't but make me sad again.
I aasked my mother, 'why'?
When in autumn, trees without leaves will look dry,
She said, "you can't force a flower
I will enjoy, but won't cry.
 to thrive somewhere; 
In winter, when for picnic, all will run,
you don't belong to."
I will have a lot of fun under the sun.
Now I have realized - 
Spring is known for its festival of "Holi",
People are like that too.
My heart leaps to enjoy it joyfully.
                      Srijini Roy,Class - VI 
All the seasons are very charming to us,
They'll be harmful; if harmony lurks.
                         Ahana Bhattacharya, Class-VI
Mothers' Day
                It is commonly said : "Bhagwan har waqt har jaigah madat k liye nehi pouch sakte, Ishiliye unhone Ma banaya hai.”
It's an admitted truth that every day in every work I need my mom.Without her, I feel helpless. She feeds me,washes and combs my hair, helps me in my studies,plays with me and so on.  Actually she is my mother, my teacher, my playmate, my make-up artist, a fashion designer, the cook and specially the best friend of mine. Now a days we celebrate Mothers' Day with chocolates,flowers,small gifts and by taking photographs with them  for posting on social media. But if we descend deep, we find most of us are not careful for them.  Just for a show we do all these. On my part, if my mom stays outside for a single day, I feel, as if, I have been blind. Before leaving for school and after returning I want to see my mom first. I can’t sleep without her. So I can't make out why is the Mothers' Day celebrated once a year, which needs to be celebrated everyday! I feel  agar Ma na hoti, to bachho ka kya hota?
               I say this because each  child has a never failing bond with his/her mother and there is none to hold her place in the world.                                                                             Sagnika Nanda, Class - VII 
Swachh Bharat Abhiyan
Swachh Bharat Abhiyan is a nationwide cleanliness campaign run by the Government of India and recommended by our hon'ble Prime Minister,Mr. Narendra Damodardas Modi on 2nd October,  2014 on the occasion of  the 145th birth anniversary of Mahatma Gandhi with the target to reach its goal by 2019 on his 150th birth anniversary. Gandhiji always put emphasis on  cleanliness as cleanliness leads to healthy and diseaseless life. 
People across the nation should take an enterprise to clean up villages, towns, cities,  railway staions,  markets and  institutions and be confined to the pledge to keep their surroundings clean and green. We want plastic free India. The Goverment has already requested the common people to involve in this event. The students from all parts of the country and people from all sections already participated in India's largest cleanliness drive where from they were requested to maintain cleanliness to make India a clean country. 
So we have to stop open defecation, stop littering public places,stop  contaminating drinking water and after all keeping everywere neat and clean. Therefore to make India a 'swachh' country each and every Indian shall have  to take an active part. If we want to see the Father of the Nation in his  living incarnation,we have to carry on this healthy, patriotic and scientific programme with a view to paying homage  to this human god to prove the signifance of the proverb,"Cleanliness is next to godliness". 
     Shreyam Mishra, Class - IV  
The Sun
The sun is one of the millions of stars in the universe. It is not the biggest or the smallest one, but for us, it is very special. Without the sun, there would be no life on earth. During ancient  times, men believed that the sun was moving round the earth. However, they realized later that the sun was at the center, around which all other planets, including our earth are revolving.
Every celestial body that revolves round the sun is held in its position by the sun’s gravity. The sun creates an invisible bubble, called the heliosphere, which protects the planets from cosmic radiations. The sun is a ball of burning gases composed of 74.9 percent Hydrogen, 23.8 Percent Helium and the rest, other gases. The sun’s core is composed of hydrogen gas. However, when it undergoes immense pressure, hydrogen transforms into helium. This phenomenon is known as nuclear fusion. There is immense energy generated in this process which creates light and heat. This destructive heat is essential when it reaches the earth’s surface. George Gamow, an American physicist had once calculated that if a pinhead could be brought to the same temperature, it would set fire to everything for 100 K.M. around. The sun contains 99.6 percent of the mass of the entire solar system. The sun contains different layers with varying temperatures; corona, radiative zone, techocline convective zone, photosphere and so on. The sun’s surface temperature is almost 5505 degree Celsius. Its core measures 15 million degree celcius. The average distance between the sun and the earth is 149 .6 million kilometers. The second nearest star to our planet, Proxima Centauri, takes over 4 years to reach the surface of the earth whereas, the sun’s rays need only eight minutes and twenty seconds to reach us.
The sun is predominately made up of gases, so its body is divided into different layers, each moving at various speeds. On average, the sun rotates on its axis once every 27 days. However, its equator spins the fastest and takes about 24 days to rotate while the poles take more than 30 days. Galileo Galilei, in the year 1612 had first noticed to rotate the sun on its axis. Our solar system orbits the centre of the Milky Way/ Galaxy at an average velocity of 828000 kilometers per hour. However, it still takes 230 million years for the solar system to travel around the Milky Way once. Scientists have calculated that the solar system has travelled 23 times around the galaxy in the last 5 billion years.  The scientific name of the sun is the Sun with the first letter capitalized. Stars are categorized based on their temperature and sizes. On temperature, they are classified into O, B, A, F, G, K and M. Stars in the O category are the hottest and stars in the M category are the coolest. Each group is divided into 10 classes Ia, Ib,II, III, IV and V. Our sun is a G2V and a second – generation star. About 5.5 million tonnes of mass is lost each second, due to nuclear fusion. This means the star gets a loss of 174 trillion tonnes of mass every year. But we do not have to worry because the sun will keep shinning for around 5 billion years more. The sun has few spots on it, called sunspots. They are little pockets slightly cooler than the surface. They may last for several days or for several weeks. The largest sunspots can hold about 30 Earths inside them.
  A solar flare is a sudden flash of brightness observed over the sun’s surface. It mostly ejects energetic protons, electrons and ions. If the fire is very intense, it can disrupt radio and TV signals and also cause disruptions in the electric systems of the plane, if the plane flies near the poles of the earth.  A solar prominence is massive eruptions of flame. They are enormous, extending thousands of kilometers. It can be destructive as their flames can reach the earth. They rise up to the sun’s surface in the photosphere, and extend outwards into the corona. Some prominences erupt and break apart, giving rise to Coronal Mass Ejections(CME). Some prominences can be viewed against the bright background of the sun itself. They are called solar filaments. National Aeronautics and Space  Administration (NASA) was the first to design satellites to observe the sun. Parker Solar Probe, named after astrophysicist, Eugene Parker flew the closest to the sun, breaking the previous record set by Helios 2 spacecraft in the year 1976. It is sending important data about the sun to NASA. The Indian Space Research Organisation (ISRO) has scheduled the launch of satellite named Aditya – L1, for studying the dynamics of the solar system.
Anubrata Mondal, Class - IX