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It is necessary to improve self-awareness and personal development among individuals when they are in a group. The 'Johari' window model is a convenient method used to achieve this task of understanding and enhancing communication between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955. The idea was derived as the upshot of the group dynamics in University of California and was later improved by Joseph Luft. The name 'Johari' came from joining their first two names. This model is also denoted as feedback/disclosure model of self-awareness.
Introduction
The Johari window model is used to enhance the individual's perception on others. This model is based on two ideas- trust can be acquired by revealing information about you to others and learning yourselves from their feedbacks. Each person is represented by the Johari model through four quadrants or window pane. Each four window panes signifies personal information, feelings, motivation and whether that information is known or unknown to oneself or others in four viewpoints.
The Johari Window Model

The method of conveying and accepting feedback is interpreted in this model. A Johari is represented as a common window with four panes. Two of these panes represent self and the other two represent the part unknown to self but to others. The information transfers from one pane to the other as the result of mutual trust which can be achieved through socializing and the feedback got from other members of the group.

1. Open/self-area or arena - Here the information about the person his attitudes, behaviour, emotions, feelings, skills and views will be known by the person as well as by others. This is mainly the area where all the communications occur and the larger the arena becomes the more effectual and dynamic the relationship will be. 'Feedback solicitation' is a process which occurs by understanding and listening to the feedback from another person. Through this way the open area can be increased horizontally decreasing the blind spot. The size of the arena can also be increased downwards and thus by reducing the hidden and unknown areas through revealing one's feelings to other person.

2. Blind self or blind spot - Information about yourselves that others know in a group but you will be unaware of it. Others may interpret yourselves differently than you expect. The blind spot is reduced for an efficient communication through seeking feedback from others.

3. Hidden area or façade - Information that is known to you but will be kept unknown from others. This can be any personal information which you feel reluctant to reveal. This includes feelings, past experiences, fears, secrets etc. we keep some of our feelings and information as private as it affects the relationships and thus the hidden area must be reduced by moving the information to the open areas.

4. Unknown area - The Information which are unaware to yourselves as well as others. This includes the information, feelings, capabilities, talents etc. This can be due to traumatic past experiences or events which can be unknown for a lifetime. The person will be unaware till he discovers his hidden qualities and capabilities or through observation of others. Open communication is also an effective way to decrease the unknown area and thus to communicate effectively.
Example
Linda got a job in an organization. Her co-workers knew a little about her and in this context the unknown and hidden areas will be larger and the open area will be small. As the others don't know much about her the blind spot also will be smaller and the model will be as shown in Figure 1.

Linda spent most of her free time sketching in the office which was her preferred pastime and her co-workers found her very shy and elusive. With that evaluation she got the idea how she was and tried to be more talkative and interacted more with other co-workers. This helped her to increase her open area and thus making the hidden and unknown areas smaller. (Figure 2)

Through the feedback Linda got from her co-workers she could perform well in the office and her real capacity could be obtained as a result of an effective interaction among the colleagues.

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History It is necessary to improve self-awareness and personal development among individuals when they are in a group. The 'Johari' window model is a convenient method used to achieve this task of understanding and enhancing communication between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955.

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In one word, how do you feel about your journey as an impactful educator last academic year?

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In one word, how do you feel about your journey as an impactful educator last academic year?

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I am passionate about teaching and committed to creating engaging, inclusive learning experiences. I care deeply about my students’ overall growth and strive to stay knowledgeable and current with my subject and educational practices. I value ethical behavior, respect diverse viewpoints, and aim to make thoughtful decisions that positively impact the school community.

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I am a motivator

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Compassionate

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Positive

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Trustworthy

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interest creator

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Gratitude

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Passionate

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As an IB educator, I am calm, collaborative and reflective and aim to become more compassionate and observant.

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As an IB educator, I am ethical and resilient. I aspire to be inspiring and inclusive. I envision a learning space where students feel safe and self.

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As an IB educator, I lead with confidence and a future-focused mindset. I envision a classroom where curiosity and reflection thrive, and I aim to be a source of inspiration for my students throughout this academic year.

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As an IB educator, I lead with confidence and a future-focused mindset. I envision a classroom where curiosity and reflection thrive, and I aim to be a source of inspiration for my students throughout this academic year.

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As an IB educator, I am caring and creative, committed to nurturing meaningful learning. I now strive to be more decisive in my choices, brave in taking risks, and articulate in expressing ideas. These qualities will help me create a learning space where students feel empowered to think critically, act boldly, and communicate confidently.

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As a compassionate and reflective IB educator ,I aspire to provide safe and positive learning space to every learner where they nurture their curiosity and grow confidently .

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As an IB educator i am humble and collaborative making my peers and students feel comfortable around me. I aim to be more intuitive and reflective of my learnings, improving my self everyday.

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As an IB educator, I am joyful and approachable.Iaspire to be articulate and I dependant. I envision a learning space where students are kind,respectful and supportive.

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As an educator, I am focused & organised, and I aspire to demonstrate mastery in subject areas and pedagogy. I envision a learning space where everyone honours the opinions, roles and identities of all.

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As an IB educator, I am a passionate and forward-thinking practitioner who aspires to be courageous and open to possibilities. I strive to nurture intuitive learners who grow each day through meaningful experiences. My goal is to cultivate lifelong learners by creating learning environments rooted in inquiry, compassion, and collaboration.

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As an IB educator, I stay focused and lead with curiosity. I envision a space where learners feel safe to create, reflect and grow. I am to nurture citizens who are passionate, curious to learn and build innovative designs.

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As an adaptable, knowledgeable, and passionate IB educator, I am dedicated to fostering a collaborative and authentic learning environment. My vision is to grow into a more calm, and balanced educator who inspires students to become lifelong learners. I strive to model what it means to be a global citizen and to empower students to think critically, challenge assumptions, and take thoughtful action in their communities and the world.

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As an IB educator, I lead with creativity and resilience, I aspire to plan with purpose which sparks curiosity, passion and agency in learners. I aim to encourage ethical practices inculcated among students.

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As an IB educator, I envision creating an inclusive and dynamic learning environment where every student feels valued, heard, and inspired. I aspire to be consistent in being approachable and kind, building meaningful relationships rooted in trust and empathy. With an adaptive mindset, I would continuously evolve my teaching to meet diverse student needs, embracing change and innovation with resilience. I uphold a sense of balance fostering academic rigor while nurturing well-being leading towards holistic development.

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As an IB educator, I am knowledgeable and focussed. I aspire to be intuitive.

I envision a learning space where team is supportive and approachable to each others.

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As an IB educator, I am kind and compassionate. I aspire to be an inspiration for my students and create a meaningful experience them.

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As an IB educator, I lead with empathy, integrity, and encouragement. I strive to create a supportive and forward-thinking environment where students and teachers are inspired to grow, think deeply, and uphold a shared commitment to continuous improvement.

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Imagine if you were in the place of the father? What would you have done in this scenario?

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Write the challenges you, as an educator, face in your class?

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LD OnLine | All About Learning Disabilities and ADHD

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LD OnLine seeks to help children and adults reach their full potential by providing accurate information, advise, and shared personal experiences about learning disabilities and ADHD.

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Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. Whether you are biting into a hamburger, riding a bicycle, or reading a book, your successful completion of the activity requires processing sensation or "sensory integration."

Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory signals don't get organized into appropriate responses. Pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological "traffic jam" that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly.

A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems, anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively.

One study (Ahn, Miller, Milberger, McIntosh, 2004) shows that at least 1 in 20 children's daily life is affected by SPD. Another research study by the Sensory Processing Disorder Scientific Work Group (Ben-Sasson, Carter, Briggs-Gowen, 2009) suggests that 1 in every 6 children experiences sensory symptoms that may be significant enough to affect aspects of everyday life functions.

Symptoms of Sensory Processing Disorder, like those of most disorders, occur within a broad spectrum of severity. While most of us have occasional difficulties processing sensory information, for children and adults with SPD, these difficulties are chronic, and they disrupt everyday life.

What Sensory Processing Disorder looks like
The exact cause of Sensory Processing Disorder-like the causes of ADHD and so many other neurodevelopmental disorders-has not yet been identified. However, preliminary studies and research suggest some leading contenders.
- from Sensational Kids: Hope and Help for Children With Sensory Processing Disorder by Lucy Jane Miller, PhD, OTR

Sensory Processing Disorder can affect people in only one sense-for example, just touch or just sight or just movement-or in multiple senses. One person with SPD may over-respond to sensation and find clothing, physical contact, light, sound, food, or other sensory input to be unbearable. Another might under-respond and show little or no reaction to stimulation, even pain or extreme hot and cold.

In children whose sensory processing of messages from the muscles and joints is impaired, posture and motor skills can be affected. These are the "floppy babies" who worry about new parents and the kids who get called "klutz" and "spaz" on the playground. Still, other children exhibit an appetite for sensation that is in perpetual overdrive. These kids often are misdiagnosed - and inappropriately medicated - for ADHD.

Sensory Processing Disorder is most commonly diagnosed in children, but people who reach adulthood without treatment also experience symptoms and continue to be affected by their inability to accurately and appropriately interpret sensory messages.

These "sensational adults" may have difficulty performing routines and activities involved in work, close relationships, and recreation. Because adults with SPD have struggled for most of their lives, they may also experience depression, underachievement, social isolation, and/or other secondary effects.

Sadly, misdiagnosis is common because many healthcare professionals are not trained to recognize sensory issues. The Sensory Processing Disorder Foundation is dedicated to researching these issues, educating the public and professionals about their symptoms and treatment, and advocating for those who live with Sensory Processing Disorder and sensory challenges associated with other conditions.

The causes of Sensory Processing Disorder

What causes Sensory Processing Disorder is a pressing question for every parent of a child with SPD. Many worries that they are somehow to blame for their child's sensory issues.

"Is it something I did?" parents want to know.

The causes of SPD are among the subjects that researchers at Sensory Processing Disorder Foundation and their collaborators elsewhere have been studying. Preliminary research suggests that SPD is often inherited. If so, the causes of SPD are coded into the child's genetic material. Prenatal and birth complications have also been implicated, and environmental factors may be involved.

Of course, as with any developmental and/or behavioral disorder, the causes of SPD are likely to be the result of factors that are both genetic and environmental. Only with more research will it be possible to identify the role of each.

A summary of research into causation and prevalence is contained in Sensational Kids: Hope and Help for Children With Sensory Processing Disorder (New York: Perigee, 2006).

Emotional and other impacts of Sensory Processing Disorder

Children with Sensory Processing Disorder often have problems with motor skills and other abilities needed for school success and childhood accomplishments. As a result, they often become socially isolated and suffer from low self-esteem and other social/emotional issues.

These difficulties put children with SPD at high risk for many emotional, social, and educational problems, including the inability to make friends or be a part of a group, poor self-concept, academic failure, and being labeled clumsy, uncooperative, belligerent, disruptive, or "out of control." Anxiety, depression, aggression, or other behavior problems can follow. Parents may be blamed for their children's behavior by people who are unaware of the child's "hidden handicap."

Effective treatment for Sensory Processing Disorder is available, but far too many children with sensory symptoms are misdiagnosed and not properly treated. Untreated SPD that persists into adulthood can affect an individual's ability to succeed in marriage, work, and social environments.

How Sensory Processing Disorder is treated

Most children with Sensory Processing Disorder (SPD) are just as intelligent as their peers. Many are intellectually gifted. Their brains are simply wired differently. They need to be taught in ways that are adapted to how they process information, and they need leisure activities that suit their own sensory processing needs.

Once children with Sensory Processing Disorder have been accurately diagnosed, they benefit from a treatment program of occupational therapy (OT) with sensory integration (SI) approach. When appropriate and applied by a well-trained clinician, listening therapy (such as Integrated Listening Systems) or other complementary therapies may be combined effectively with OT-SI.

Occupational therapy with a sensory integration approach typically takes place in a sensory-rich environment sometimes called the "OT gym." During OT sessions, the therapist guides the child through fun activities that are subtly structured so the child is constantly challenged but always successful.

The goal of Occupational Therapy is to foster appropriate responses to sensation in an active, meaningful, and fun way so the child is able to behave in a more functional manner. Over time, the appropriate responses generalize to the environment beyond the clinic including home, school, and the larger community. Effective occupational therapy thus enables children with SPD to take part in the normal activities of childhood, such as playing with friends, enjoying school, eating, dressing, and sleeping.

Ideally, occupational therapy for SPD is family-centered. Parents are involved and work with the therapist to learn more about their child's sensory challenges and methods for engaging in therapeutic activities (sometimes called a " sensory diet ") at home and elsewhere. The child's therapist may provide ideas to teachers and others outside the family who interact regularly with the child. Families have the opportunity to communicate their own priorities for treatment.

Treatment for Sensory Processing Disorder helps parents and others who live and work with sensational children to understand that Sensory Processing Disorder is real, even though it is "hidden." With this assurance, they become better advocates for their children at school and within the community.

For detailed information about treatment for Sensory Processing Disorder, find out about the STAR Center, co-located with the SPD Foundation.

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Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. Whether you are biting into a hamburger, riding a bicycle, or reading a book, your successful completion of the activity requires processing sensation or "sensory integration."

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Academy of Orton-Gillingham Practitioners and Educators | Upholding Excellence in Professional Practice

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What is the Orton-Gillingham Approach? | Academy of Orton-Gillingham Practitioners and Educators

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Orton-Gillingham is an instructional approach intended primarily for use with individuals who have difficulty with reading, spelling, and writing of the sort associated with dyslexia.

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Put away your flashcards and workbooks and log on to see the new way to master educational skills! Top educators worked exclusively with Turtle Diary to create game after game with superior content and maximum fun for every child.

The concepts reviewed parallel those taught in the everyday classroom for grades K4 through 5th grade. Students focus on mastering the concept on their own with consistent and repetitive review. They won't even realize they're reviewing thanks to incredibly fun graphics, sounds, and interactive games.

These games will keep your kids coming back for more day after day. You can rest easy knowing they're working towards their future.

With skills backed by top educators, parents know that Turtle Diary is giving their kids the best they have to offer. The games help to solidify the necessary skills needed for their specific grade levels.

Turtle Diary's games are not only educational, but incredibly fun. They can even be a bit competitive at times when you choose a multiplayer option.

Students can also link up with kids in their classes and play games specifically recommended by their teacher. This helps them master the exact concepts they are working on in their classroom. The possibilities are endless, and the fun is never-ending.

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Educational Games | Educational Games For Kids | Turtle Diary

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1000+ Free Educational Games for kids in Grade K to 5. Play Online and learn math, science, language arts, geography & much more only with our award winning educational website.

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Social stories are a learning tool that helps communicate information to children with disabilities, including autism, learning disabilities, and intellectual disabilities. These stories are most often used with autistic children to help them learn how to approach and act in situations like fire drills, exchanges with peers, or how to handle emotions. It's important to have social stories for kids that you can personalize, and we've got you covered with a free printable bundle of 10 social stories!

Get your free printable social stories bundle by filling out our quick form.

Jump to:

What are social stories?

The idea is that autistic children or children with intellectual disabilities need explicit instruction in what to do in social situations because they may not read social cues. So, stories about how to introduce themselves or share can teach these skills that other kids learn more intuitively. And social stories that tell kids how to handle routines, like fire drills, can help them anticipate what's coming up so they can respond appropriately.

Social stories need to clearly show:

The setting or event

Things that typically happen in that setting or event

Actions or behaviors that are expected in that setting or event

Then, the student can explain what will happen and follow the steps during the real-world event.

How do I use a social story?

The key to using social stories is to present them just before the situation arises. For example, a child will review a social story about how to talk with a peer in the cafeteria before they go to the cafeteria. Then, they can apply the steps they learned, including phrases to use to start a conversation, when they go into the cafeteria.

Tips for using a social story

Personalized, relevant, and applicable social stories work best.

Create the story with the student, using images the student can understand and photos where appropriate.

Read the story just before the event that they describe.

Remind the student of the story's key points. Talk about: What does the story tell us to do?

As the student learns the skill, you can phase out the story or create a more advanced story to tackle the next skill.

What's included in the Social Stories for Kids bundle?

We've developed a bundle of 10 social stories that you can personalize and print to help students:

Give personal space

Stay safe during fire drills

Keep hands and feet to self

Manage anger

Be a friend

Join in an activity

Take turns (share)

Tell the truth

Ask for help

Wait their turn

Grab your free printable Social Stories for Kids bundle

Download all the stories, and personalize them for your students by taking photos or using our images to show students what's expected. Then, it's time to teach!

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Samantha Cleaver, PhD, Special Ed & Reading Intervention

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10 Free Printable Social Stories for Kids

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Social stories teach kids how to handle anger, fire drills, and more. Use these free printable social stories to teach important life skills.

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Beyond High IQ: Why Giftedness Is Not Just a Number

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Is a high IQ the only measure of brilliance? Exploring the multifaceted world of giftedness, high IQ, and neurodiversity.

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IB Homeroom Heroes Leading with Heart and Purpose Empowering Students Through Presence, Partnership, and Perspective

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The Future of Work: Will Our Children Be Prepared?

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Scenario 1: The Forgotten Message

Situation:
HRA1 was informed in the morning by the school counselor that a student (Samaira) will be pulled out during Period 3 for a wellbeing check.
HRA2, unaware of this, marks her absent and informs the subject teacher and parent group about her absence.

Role Play Focus:

Importance of timely communication and notes

Internal HRA handover strategies

Handling parent miscommunication tactfully

Debrief Prompt:
How could the information have been better relayed? What systems can the HRAs put in place for smoother transitions?

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Scenario 2: Advisory Time Mix-Up

Situation:
HRA1 and HRA2 both planned an advisory session for the same slot without checking with each other. HRA1 prepared a mindfulness activity, while HRA2 was ready with a learner profile journal reflection.

Role Play Focus:

Joint planning versus working in silos

Conflict resolution and collaborative spirit

Aligning session objectives for maximum impact

Debrief Prompt:
What collaborative planning routines could prevent such overlaps?

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Scenario 3: An Emotional Outburst

Situation:
During advisory, a student (Raghav) breaks down over a group project gone wrong. HRA1 is engaged with a small student support group at the time. HRA2 is conducting attendance and prepping for the next activity.

Role Play Focus:

Delegation of real-time responsibilities

Who handles the student? Who continues the group session?

Emotional safety + instructional continuity

Debrief Prompt:
How can HRA1 and HRA2 share roles fluidly without confusion in such moments?

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Scenario 4: Parent Meeting Debrief

Situation:
HRA1 attended a one-on-one meeting with a parent concerned about their child’s withdrawn behavior. HRA2 wasn’t present and now has to manage that student in class with no insight into the discussion or follow-up plan.

Role Play Focus:

Internal HRA-to-HRA debriefing (verbal or written)

Sharing action points, strategies, and context

Documenting communication

Debrief Prompt:
What is the responsibility of HRA1 post-meeting? How can HRA2 support proactively?

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Scenario 5: The Unplanned Fire Drill

Situation:
A surprise fire drill takes place during snack break. HRA1 is on break duty while HRA2 is helping another teacher with event prep. The students are scattered in different locations.

Role Play Focus:

Quick coordination under unexpected events

Knowing roles during drills or emergencies

Who gathers which group? How do they reconnect?

Debrief Prompt:
How important is clarity in emergency roles? What worked or could be improved?