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link to the peer review is attached.

Conducting this peer review helped me understand the importance of structure, clarity, and evidence in completing academic tasks effectively. While reviewing the activities, I realized that many submissions had good content and effort, but some lacked proper formatting, specific examples, or supporting evidence such as photographs and visuals. This made me more aware of how essential it is to follow guidelines carefully and present work in a structured manner.

Through this process, I also developed my critical thinking and analytical skills, as I had to evaluate whether each activity truly met the required criteria. It encouraged me to look beyond surface-level content and assess depth, reflection quality, and relevance to the subject. Overall, this peer review experience strengthened my ability to give constructive feedback and helped me reflect on how I can improve the quality and presentation of my own work.

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PFA document.

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As part of our Personal and Professional Skills (PPS) activity, we participated in a doodling session aimed at encouraging creativity, mindfulness, and self-expression. During this activity, I created a travel-themed doodle that included elements such as airplanes, mountains, roads, landmarks, and suitcases.

This activity helped me understand how creativity can reflect our inner aspirations and personality. My travel doodle represented my curiosity, ambition, and desire to explore new opportunities in life. Travel, for me, symbolizes growth, exposure to diverse cultures, adaptability, and stepping out of one’s comfort zone. Through simple sketches, I was able to express goals and dreams that I may not always articulate in words.

The doodling process was calming and meditative. It required focus and allowed me to disconnect from academic stress, helping me stay present in the moment. I realized that creative expression is not only about artistic skill but about communicating thoughts and emotions visually.

This activity connected strongly with PPS themes such as personal development and self-awareness. It reminded me that creativity plays an important role in problem-solving and innovation, which are essential professional skills. Overall, the doodling session was an engaging and reflective experience that helped me better understand myself and the direction I aspire to move toward in life.

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PFA.

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CRS Conclave (3rd and 4th Jan 2026) Reflection

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CRS Conclave (3rd and 4th Jan 2026) Reflection

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PFA.

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PFA.

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Plan Of Action:

The chill in the air and fragrance of winter blooms makes us crave for some hot, spicy chilly bhajiyas and an interesting book to read. So, let’s revive the undying love for books once again this Christmas. The IBCP Udgam Book Santas wish to spread the Christmas cheer through the warmth of books through our Book Santa Program of open library.
Today we start a new tradition of gifting books and spread the cheer of books. Joining hands the Class XII Udgam IBCP Book Santas will install open libraries at various floors of the school.  The concept is Take One Book, Leave One.
We are eager to keep books of all kinds- fiction, non-fiction, self-help, children's books, regional literature, etc. New or pre-loved. Anyone can take a book and exchange it for a new one thereby imbibing the habit of reuse and revisit the library and revive the love for reading . This will help those who don’t want to spend on books or are too lazy to visit a library. These open libraries will inspire to take a book on the way back home and exchange with the one next day.
Let’s initiate our IBCP Book Santas programme for this great cause by being a part of Take one , Leave one concept!

This assignment will be a part of your chapter based on Sustainability.

Reflection on Plan Of Action:

The Book Santas initiative was designed as a sustainable, student-led action to promote both literacy and responsible consumption within our school community. Our plan of action began with identifying a simple yet impactful model — Take One, Leave One — to encourage book circulation without financial barriers. We coordinated collection drives for new and pre-loved books, categorized them by genre, and strategically installed open libraries across different floors to ensure accessibility.

By linking the initiative to sustainability, we promoted the principles of reuse, sharing economy, and resource optimization. The structured placement, clear guidelines, and peer-led promotion ensured accountability and long-term viability. This experience strengthened my planning, coordination, and awareness of how small, community-based systems can create sustainable behavioral change.

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Hi! I'm Nikhil Trivedi a 17 yr old IBCP student specializing in Business Administration with strong analytical, research, and strategic thinking skills. Experienced in evaluating real-world business cases, financial crises, marketing campaigns, and ethical dilemmas through structured academic projects and presentations. Demonstrates strengths in critical thinking, public speaking, and leadership analysis, with a keen interest in business strategy, finance, and governance. Proactive, disciplined, and growth-oriented, with a strong commitment to continuous personal and professional development.

PFA the introductory video

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Reflection Report

Activity: AMC Visit – Government School Outreach (Teacher’s Day Initiative)

Date: 5th September

As part of our PPS experiential learning component, we visited a government school under the AMC outreach initiative on the occasion of Teacher’s Day. The purpose of the visit was to express gratitude toward educators while fostering empathy, communication skills, and social responsibility among ourselves as learners.

Our group prepared six “Gratitude Jars,” each representing a different emotion: happiness, motivation, appreciation, hope, strength, and kindness. Inside each jar, we placed six thoughtfully written quotes, making a total of thirty-six quotes. Each quote was crafted to resonate emotionally and symbolically with teachers, acknowledging their impact beyond academics. The conceptual design of linking emotions to gratitude allowed us to think deeply about emotional intelligence and the psychological role teachers play in shaping students’ identities.

During the visit, we presented the jars to the teachers and explained the intention behind each emotion. Observing their reactions helped me understand the power of recognition and how small gestures can create meaningful impact. In addition, we distributed namkeen packets to the students, which created a joyful and inclusive atmosphere. While the distribution itself was simple, it reinforced the importance of community engagement and social equity.

From a PPS perspective, this experience strengthened my interpersonal skills, particularly communication and empathy.

Interacting with students from a different socio-economic background enhanced my intercultural understanding and awareness of educational disparities. It also developed my collaboration skills, as preparing the jars required teamwork, planning, creativity, and time management.

Most importantly, the activity deepened my understanding of gratitude as a leadership trait. Effective leaders recognize and appreciate contributions. This initiative demonstrated that appreciation does not require large resources; it requires sincerity and intention.

Overall, the AMC visit was not merely a celebration of Teacher’s Day but a practical learning experience that enhanced my emotional intelligence, teamwork, and sense of civic responsibility—key components of Personal and Professional Skills development.

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PFA document.

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Creating and understanding this child labor flow chart helped me recognize how deeply interconnected social and economic factors are. It clearly shows how poverty, lack of education, and family pressure push children into early work, trapping them in a continuous cycle of exploitation and limited opportunities. This reflection reinforced the importance of education, policy intervention, and social responsibility in breaking this cycle. It also made me more aware of my role, as a student and global citizen, in advocating for ethical practices and inclusive development.

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Sustainability Startup: Youth For Jal Shakti Program 

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Sustainability Startup: Youth For Jal Shakti Program 

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My involvement in the Youth for Jal Shakti initiative was a deeply meaningful experience that strengthened my understanding of civic responsibility, sustainability, and leadership. Over the course of the programme, I engaged in discussions and actions centered on responsible water stewardship and long-term ecological balance, including a valuable interaction with C. R. Patil, which highlighted how youth-led initiatives can influence national conversations on sustainability.

This experience strongly aligned with the IBCP Personal and Professional Skills (PPS) core, particularly in the areas of ethical thinking, communication, and intercultural understanding. It encouraged me to think critically about real-world environmental challenges and the ethical responsibility individuals and communities hold toward natural resources. Collaborating with peers enhanced my teamwork and communication skills, while representing youth perspectives helped me develop confidence, professionalism, and leadership.

Overall, Youth for Jal Shakti reinforced the importance of translating learning into action—an essential PPS outcome—and motivated me to remain actively engaged in initiatives that create sustainable and socially responsible impact.

Website: https://youthforjalshakti.org/

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Reflection: Learning, Perspective, and Growth

Creating our short cinematic film inspired by Eyes Wide Shut was not just a creative exercise but a meaningful learning experience that challenged us intellectually, emotionally, and collaboratively. Through this project, I gained a deeper understanding of how storytelling, symbolism, and perspective can be used to communicate complex ideas such as power, control, absurdity, and moral conflict.

Learning and Perspective

One of the most important learnings from this project was understanding how narratives influence perception. By portraying a secret society that rejects order while claiming to uphold it, we explored the irony and absurdity of blind obedience. Observing the cult through the eyes of the defier helped me realize how easily individuals can become complicit in unethical systems when authority goes unquestioned. This directly connects to real-world issues such as propaganda, extremism, and misuse of power.

I also developed a stronger appreciation for multiple perspectives. While the cult members believed their actions were justified, the investigators and the defier represented moral resistance and critical thinking. This contrast helped me understand that ethical dilemmas are rarely black and white, a concept that is central to the IBCP curriculum.

Connection to PPS Skills

This project strongly reflected the core aims of Personal and Professional Skills (PPS):

Critical Thinking: We had to analyze abstract themes like absurdity and control and translate them into meaningful scenes and dialogues. Questioning “why” characters behave the way they do mirrors how PPS encourages us to challenge assumptions rather than accept surface-level explanations.

Communication Skills: Writing professional dialogue, coordinating scenes, and performing required clarity, tone control, and non-verbal communication. This helped improve my ability to convey complex ideas effectively, a key PPS outcome.

Collaboration and Teamwork: The project required coordination between actors, writers, directors, and editors. Managing differing opinions and working toward a shared vision reflected real professional environments, aligning with PPS’s focus on teamwork and adaptability.

Self-awareness and Reflection: Playing or observing morally conflicted characters forced me to reflect on my own values and decision-making processes. PPS emphasizes reflection as a tool for personal growth, and this project made that concept tangible.

What I Would Do Better Next Time

If given the opportunity to do this project again, I would focus more on pre-production planning. While our ideas were strong, better time management, clearer role distribution, and more rehearsals would have improved execution. I would also work on refining transitions between scenes to make the narrative flow smoother and more impactful.

Additionally, I would explore deeper character backstories, especially for the defier and the leader, to add emotional depth. This would make the moral conflict more intense and the audience more engaged.

Conclusion

Overall, this project helped me grow not only as a student but as a thinker and collaborator. It demonstrated how creative expression can intersect with ethical inquiry, communication, and self-reflection—key pillars of the IBCP PPS course. The experience has made me more confident in expressing ideas, questioning authority, and understanding the power of perspective, lessons that will remain valuable beyond the classroom.

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delve into my blog of the manali trip in june 2025.

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Four Boys, Ten Days & One Wild Himalayan Story 🏔️🎒

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Four Boys, Ten Days & One Wild Himalayan Story 🏔️🎒 (A Blog By Nikhil Trivedi)

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June 2025. Four boys. One plan that barely stayed a plan. What followed was a ten-day rollercoaster of trains, temples, treks, turbulence, p…

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How cultural Diversity makes or breaks a deal: Business Customs Activity (3-12-25)

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How cultural Diversity makes or breaks a deal: Business Customs Activity (3-12-25)

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Studying how cultural diversity creates communication barriers in international business helped me realise that misunderstandings often come from differences in values and communication styles rather than language alone. By examining Japan, Germany, and India, I understood how indirectness, directness, hierarchy, and time orientation shape how messages are interpreted. This activity also showed me that these barriers can either become new norms when teams adapt to each other or break existing norms when diverse perspectives challenge traditional ways of working.

Overall, the task made me more aware of the importance of cultural sensitivity and interdependence in global economics, and it encouraged me to reflect on my own communication style when interacting with people from different backgrounds.

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Working on this task helped me deepen my understanding of sustainability and how different actors contribute to the global Sustainable Development Goals (SDGs). By studying Nzambi Matee’s innovation in Kenya, I learned how individual creativity and entrepreneurship can directly address environmental challenges like plastic waste while also creating economic opportunities. At the same time, exploring India’s Mission LiFE showed me how large-scale behavioural change, supported by government policy, can mobilise millions of people toward sustainable living.

This task made me realise that sustainability requires both bottom-up innovation and top-down initiatives. It also highlighted the important role of youth in driving awareness, adopting eco-friendly habits, and supporting long-term change. Overall, the task broadened my perspective on how diverse solutions—technological, social, and behavioural—are all necessary to achieve the SDGs by 2030.

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pfa.

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Reflection On Leadership Programme Activity (15-10-25)

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Reflection On Leadership Programme Activity (15-10-25)

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Reflection – Leadership Programme Activity: Persuasive Speech on “Why Students Should Come to Udgam School”

As part of our leadership programme today, we were asked to deliver a persuasive speech on why students should come to Udgam School. This activity helped me develop confidence, communication skills, and the ability to think critically about how to represent my school positively and authentically. Preparing the speech required me to identify Udgam’s unique strengths—such as its balanced academic and co-curricular environment, the IBCP program’s global relevance, and the school’s focus on leadership and holistic growth.

Through this experience, I learned the importance of tailoring messages to an audience, using persuasive techniques effectively, and speaking with conviction. I also realized that leadership involves not only influencing others but also being able to articulate shared values and inspire a sense of belonging. Overall, this activity strengthened my public speaking and leadership abilities, while deepening my appreciation for Udgam’s educational philosophy and its role in shaping confident, well-rounded student

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As part of our PPS assignment we were supposed to read and write a book review on Atomic Habits.

Attached above is the document with my book review.

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Atomic Habits Book Review by Nikhil Trivedi (1)

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My Reflection on the activity:

Reflection on ATL Skills Poster

Using ATL Skills to create the poster on The Metamorphosis of the Butterfly was a creative and significant experience. The transformation of the butterfly from a caterpillar to a stunning, free-flying being is a fantastic metaphor for the development of our ATL abilities. The butterfly goes through phases of change, and so do we as students as we develop our research, thinking, communication, social, and self-management abilities.

We were able to illustrate how various ATL abilities relate to each step of the butterfly's life cycle while creating the poster. The early stages of learning, when curiosity and foundational abilities are established, were symbolised by the caterpillar stage. The chrysalis represented introspection, fortitude, and perseverance—qualities that we as students strive to cultivate. Lastly, the butterfly represented the self-assured and self-sufficient student who can use ATL abilities in both personal and academic contexts. I learnt from this creative project that learning is about becoming a more well-rounded and competent person as well as acquiring knowledge.

Acknowledgements

I want to sincerely thank Udgam School for Children for pushing us to express our ideas artistically and for giving us opportunity to learn outside of textbooks. I am deelply grateful to Ms. Mala Bhatia, our PPS teacher, for her leadership, inspiration, and assistance during this exercise. We were able to present ATL skills in an interesting way and view them from a new angle because to her support. I was able to think back on my personal development as a student in addition to improving my comprehension of ATL abilities.

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Task: Write a letter to yourself in which you address 3 questions of how you procrastinated a certain task, the consequences, the distractions you faced and how you finally overcame it.

Dear Mala ma’am.

The task that I procrastinated was practicing sums for my maths board exams during grade 10. This was one of the biggest challenges I faced, as I kept procrastinating doing maths sums for months. My maths teacher kept continuing with the syllabus as time went by but I didn’t practice the sums, and I didn’t understand a lot of the things that were taught too. This piled up on me in the last 1.5 months when my board exam was upcoming and I had very less time to practice and prepare, during this time some of the major distractions I had were social media like instagram, youtube, whatsapp, going out, playing with my friends and playing games, etc. I pretended that I’ll do this work later, but then in the end it got excessively stressful and pressurizing for me as I was clueless and was almost hopeless about my exam performance (the consequence of my procrastination). This is where I had to take a decision, me and my mother got in contact with a maths teacher and I immediately started my tuitions. From this moment onwards, things felt a little better as I gradually started understanding concepts, I practiced 3-4 hours daily and even though this time period was very tiring and exhausting, I’m grateful that I worked hard. In the end, I was finally significantly more confident about my maths exam’s performance than before, and I scored very well. Earlier when I kept procrastinating my maths practice and asking doubts I performed poorly in my maths tests, especially in the mock exams but after finally taking action and doing the work that was necessary I performed significantly better in the final maths exams.

According to me, procrastination as a whole is not bad in itself, but excessive procrastination and procrastination in specific contexts is bad for you.

Moreover, you can also sync your distraction, specifically if it is listening to music into an action that syncs with your work. You can convert that distraction into an action or activity that actually helps you remain focused and determined, a perfect example of this is the mathematician Michel Talagrand who converted his distraction and addictive habit or listening to music into something that helped him study and teach mathematics effectively.

In order to fully overcome procrastination you must fix and set your mind and mindset in such a way that you forget all distractions and remain focused and determined. If you’ve already been procrastinating for a long time, it is time that you realize the consequences and take corrective action.

Nikhil Trivedi.

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ATL Skills Analysis

Strengths:

1. Research Skills
Example: I am able to efficiently find, evaluate, and synthesize information from various sources while working on projects or assignments. For instance, during my Reflective Project or MUN preparation, I could critically analyze sources and gather relevant data to build strong arguments.
How to Accentuate: I will continue using tools like citation managers, databases, and advanced search strategies. I’ll also support peers by sharing credible sources and research tips, thus reinforcing my own skill through teaching.

2. Thinking Skills
Example: I am skilled at analyzing and interpreting information, making connections between ideas, and applying critical thinking to solve problems. I demonstrated this while analyzing ethical dilemmas in business for my RP, where I balanced multiple perspectives to form well-structured arguments.
How to Accentuate: I will take on tasks that involve problem-solving and creative thinking, such as debates, strategy games, or designing innovative solutions in group tasks, which challenge and sharpen my cognitive flexibility.

3. Social Skills
Example: I collaborate effectively with peers, resolve conflicts diplomatically, and show empathy in group settings. In interviews or team projects, I actively contribute while respecting diverse opinions.
How to Accentuate: I will continue to take leadership or coordination roles in group tasks or events, while mentoring others to enhance team performance. This will also indirectly support my communication development.

Skills to Improve:

1. Communication Skills
Challenge: I sometimes struggle to clearly articulate my thoughts, especially in spontaneous discussions or formal speeches.
Improvement Plan:

Practice public speaking through school events, debates, or video journaling.

Join speaking clubs or participate more in class discussions.

Use tools like recording myself, watching it, and identifying areas of improvement.

Read more diverse literature to improve vocabulary and expression.

2. Self-Management Skills
Challenge: I occasionally procrastinate or find it difficult to balance multiple deadlines and maintain consistency in my work routine.
Improvement Plan:

Use planners and digital reminders (Google Calendar, Notion) to track tasks.

Break big tasks into smaller, achievable goals.

Set specific daily/weekly goals and reward completion.

Practice mindfulness and reflection to stay focused and reduce stress.

Balancing Strengths and Weaknesses

To accentuate my strengths while improving weaker areas, I will:

Use my research and thinking skills to build strong content for speeches and presentations, which will support my communication growth.

Apply social skills to seek feedback from peers or mentors about my communication style and self-management habits.

Engage in peer collaboration where I can take on roles that challenge me to communicate more, while using my strengths to support the team.

Set personal growth goals linked to communication and self-management, track them, and reflect regularly using my critical thinking ability.

By leveraging my strengths as tools to address my challenges, I can become a more well-rounded learner, prepared for academic and professional success.

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Today, we explored an overview of the syllabus that we will be covering throughout the academic year. Our teacher also assigned us the task of creating a website to document all our PPS (Personal and Professional Skills) work, along with other IBCP core components such as Community Engagement and Language Development.

Additionally, we discussed the various ATL (Approaches to Learning) skills and their corresponding subskills. Based on this learning, we collaboratively created a mind map to visually organize and understand the different ATL skill categories and their related subskills.

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Reflection on Our PPS Play on Bullying

As part of our Personal and Professional Skills (PPS) activity, we performed a 10-minute play on bullying to spread awareness about this critical issue. The experience was not just a theatrical performance but a meaningful initiative to highlight the emotional and psychological impact of bullying while encouraging discussions on empathy, respect, and inclusivity.

The Experience

The play depicted various forms of bullying, including verbal, physical, and cyberbullying, through different scenarios that resonated with students. We portrayed the perspectives of the victim, the bully, and the bystanders, showcasing the consequences of each role. The narrative was structured to create an emotional connection with the audience, making them reflect on their actions and responsibilities in fostering a supportive environment.

Learnings and Personal Growth

Through this performance, I gained a deeper understanding of how bullying affects individuals differently. Playing a role required stepping into the shoes of someone experiencing or witnessing bullying, which heightened my empathy toward real-life situations. Additionally, I realized how body language, tone, and dialogue delivery can influence storytelling and impact an audience emotionally.

From a teamwork perspective, rehearsing and performing the play strengthened my communication, collaboration, and problem-solving skills. We encountered challenges such as stage coordination and time constraints, but overcoming them taught us the importance of adaptability and cooperation—essential skills in both personal and professional settings.

Connections to PPS

Our play aligned closely with the themes of Personal and Professional Skills (PPS) in multiple ways:

1. Interpersonal and Communication Skills – The performance required us to communicate effectively, both within the team and with the audience, to ensure our message was clear and impactful.

2. Critical Thinking and Problem-Solving – Crafting a script that accurately depicted bullying scenarios while ensuring engagement demanded thoughtful planning and creativity.

3. Personal Development – The play encouraged self-reflection, helping us recognize our biases, behaviors, and responsibilities in preventing bullying.

4. Ethical Responsibility – Addressing bullying reinforced the importance of integrity, respect, and ethical decision-making in both academic and professional environments.

Impact and Future Implications

The audience’s reaction to our play indicated that it successfully conveyed its intended message. Some students shared personal experiences, while others expressed a commitment to standing up against bullying. This reassured us that raising awareness through creative expression can be an effective tool for social change.

Moving forward, I aim to apply the learnings from this experience to real-life situations by promoting inclusivity, speaking up against injustice, and fostering a safe environment in any professional or personal setting. The play was not just an activity—it was a reminder of our collective responsibility to create a culture of kindness and respect.

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Reflection on Rebuttal Debate Activity: Is Globalization a Positive Force? (27-2-25)

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Reflection on Rebuttal Debate Activity: Is Globalization a Positive Force? (27-2-25)

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Participating in the rebuttal debate on globalization as part of our PPS activity was an enriching experience that helped us develop critical thinking, communication, and teamwork skills. Since our team argued against globalization, we had to analyze its negative aspects, such as economic inequality, cultural erosion, and environmental harm. This required us to conduct in-depth research, evaluate multiple perspectives, and construct logical arguments.

One of the most valuable aspects of this activity was improving our ability to think on our feet. Rebuttals challenged us to respond to counterarguments quickly and effectively, strengthening our analytical and problem-solving skills. The debate format also enhanced our public speaking abilities, as we had to present our points clearly and confidently while maintaining a persuasive tone.

Additionally, this activity fostered collaboration and strategic planning. Dividing the arguments among team members and ensuring a cohesive flow between our introduction, main points, and closing statement required effective coordination. By working together, we learned how to build a strong collective argument while respecting and integrating diverse viewpoints.

Overall, this debate activity reinforced essential skills such as research, argumentation, and adaptability. It also deepened our understanding of globalization by exploring its complexities beyond common narratives. This experience will be valuable in both academic and professional settings, where critical thinking and effective communication are crucial.

Link to the points that we prepared for the rebuttal debate + more evidence of the activity:

https://docs.google.com/document/d/1JmYrumNhBZKUWoX5UttiMAqwFWC_BR9ENJGLayIfDDs/edit?usp=sharing

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Speech on Sarojini Naidu: The Changing Face Of Indian Women (11-2-25)

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Speech on Sarojini Naidu: The Changing Face Of Indian Women (11-2-25)

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Introduction

The speech on The Changing Face of Indian Women reflects the themes of personal growth, ethical reasoning, and social responsibility, all of which are central to the Personal and Professional Skills (PPS) course in the IB Career-related Programme (IBCP). By highlighting Sarojini Naidu’s contributions, the speech encourages reflection on individual and collective empowerment, making it a relevant learning experience within PPS.

Connection to PPS Themes

Personal development is a key aspect of the speech, as it emphasizes self-awareness, leadership, and resilience. Sarojini Naidu’s journey serves as an example of determination and confidence, inspiring students to assess their own strengths and aspirations. The speech encourages taking responsibility for personal and societal growth, aligning with the PPS focus on building confidence and independent thinking.

Intercultural understanding is another important connection. Sarojini Naidu challenged cultural norms and social barriers, advocating for women’s equality in India and beyond. The speech highlights gender roles from both historical and modern perspectives, promoting a global outlook on diversity and inclusion. Through this, students develop critical thinking skills to analyze societal structures and question biases.

Ethical thinking and social responsibility are reflected in the speech’s focus on gender discrimination and equal opportunities. By discussing social justice issues, the speech aligns with PPS’s emphasis on ethical reasoning and global citizenship. The principles of fairness, equity, and empowerment encourage students to reflect on their own role in promoting positive change.

Communication and critical thinking are essential skills reinforced by the speech. Structuring arguments, presenting ideas clearly, and engaging with real-world issues develop a student’s ability to express their thoughts effectively. Researching and understanding historical figures like Sarojini Naidu strengthens analytical skills, which are crucial for professional and personal development.

Conclusion

The speech effectively integrates PPS concepts by fostering self-awareness, ethical reasoning, intercultural understanding, and effective communication. Sarojini Naidu’s legacy serves as a powerful example of leadership and social transformation, aligning with PPS’s goal of preparing students to be reflective, responsible, and globally conscious individuals.

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The Substantial Criticality Of Communication: How Communication played a crucial role in our ELL showcase "Ampersand" (4-3-25)

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The Substantial Criticality Of Communication: How Communication played a crucial role in our ELL showcase "Ampersand" (4-3-25)

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Effective communication and presentation were the cornerstones of our ELL showcase, Ampersand, allowing us to bring powerful ideas to life through various creative mediums. Each segment of the showcase required strong collaboration, clarity, and impactful storytelling, making communication not just a tool but a driving force behind our success.

One of the major components of Ampersand was our film, "The Truth Lies." From the initial stages of pre-production, we had to work cohesively—developing a compelling script, crafting meaningful dialogues, and meticulously planning every aspect of the film. This required seamless coordination to ensure that each team member contributed effectively. During production, communication became even more critical. Every scene had to be executed with precision, requiring us to enact dialogues naturally, align our expressions with the storyline, and manage our limited time efficiently. We had to adapt quickly, making instant decisions and ensuring that each shot met the creative vision we had set out to achieve. Post-production was equally demanding, as we collectively edited the film, offering constructive feedback and refining our work to create a polished final product. When it was time to present our film and share our insights after the screening, we once again relied on effective communication to express our perspectives and reflections, making sure our audience connected with the themes and emotions embedded in our work.

Another striking element of Ampersand was the "Syntax Error: System Damaged" performance, which tackled the lasting impact of bullying. This performance required us to visually and verbally convey the psychological scars left by bullying. The act of placing paint-covered handprints on the shirt of the bullied individual served as a powerful metaphor—illustrating the way hurtful words and actions leave deep and lasting marks. Through this symbolic representation, we were able to communicate an emotional and thought-provoking message without words, relying instead on visual storytelling to make a lasting impact on our audience.

Additionally, our "Motherhood Interviews" were a profound exercise in empathetic communication. We engaged in deeply personal conversations with our mothers, exploring their journeys, challenges, and cherished moments of motherhood. This required thoughtful questioning, active listening, and a genuine effort to understand their emotions and experiences. The interviews not only allowed us to gain a deeper appreciation for their resilience but also provided a platform for their voices to be heard and their experiences to be acknowledged.

Through each of these activities, Ampersand reinforced the significance of communication as a means of storytelling, connection, and change. Whether through film, performance, or personal interviews, we learned that true expression goes beyond words—it is about collaboration, emotion, and the ability to leave a lasting impact.

Lastly, a link to PPS: This experience significantly enhanced both our personal and professional skills, particularly in communication, teamwork, and critical thinking. On a personal level, we developed empathy and adaptability, learning to express ideas effectively while also understanding different perspectives. Professionally, the showcase refined our presentation skills, problem-solving abilities, and collaboration techniques, all of which are crucial in any career. The structured planning, quick decision-making, and ability to articulate thoughts clearly during interviews, filmmaking, and performances prepared us for real-world challenges, where effective communication and teamwork are essential for success.

Link to evidence:

https://drive.google.com/drive/folders/187vPHUrkU8pjS6iZrXA_hj3PqbQwgnox?usp=sharing

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Straight From The Classroom: Learning Styles (Interview with Advocates) (14-2-25)

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Straight From The Classroom: Learning Styles (Interview with Advocates) (14-2-25)

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Below is the detailed questions and responses from the interview.

https://docs.google.com/document/d/1y-4reWQe04Yd7Mu1G4VTyQ_nrXsUBTyhZ3iYImCZQ8Q/edit?usp=sharing

HERE'S MY REPORT:

Introduction

As part of our interview activity, we spoke with two High Court advocates from Ahmedabad, Hardik Soni and Payal Vyas, to understand the learning styles and challenges in the legal profession. The objective was to explore how they developed their expertise, the role of different learning methods in their careers, and the obstacles they faced in becoming successful advocates.

Learning Styles and Skill Development

Both advocates emphasized that hands-on experience and mentorship played a far greater role in their skill development than formal legal education. Hardik Soni shared that his learning was primarily driven by practical courtroom exposure, where he observed senior advocates, studied case precedents, and gradually gained confidence in handling cases. Similarly, Payal Vyas highlighted the importance of on-the-job experience, stating that real legal knowledge comes from applying concepts to actual cases rather than memorizing laws from textbooks.

When asked about the most effective learning methods in their profession, both agreed that researching case laws, participating in legal discussions, and analyzing judgments were the best ways to build legal expertise. Mr. Soni preferred reading legal reports and analyzing case precedents, while Ms. Vyas found group discussions and debates helpful in refining her arguments.

Technology has also changed how they learn. Legal databases, AI-based research tools, and online case repositories have made legal research more efficient, allowing advocates to access precedents and legal updates instantly. However, both advocates believed that technology should complement, not replace, human reasoning and legal analysis.

Challenges in the Legal Profession

Both professionals shared the difficulties

they faced in establishing themselves as advocates. Hardik Soni spoke about the challenge of building credibility and earning the trust of clients in the initial years of his career. He explained that advocacy requires both technical legal knowledge and strong interpersonal skills to gain clients’ confidence.

Payal Vyas highlighted the pressure of handling high-stakes cases, where a single mistake could affect a client’s future. She explained that advocacy requires quick decision-making, strong analytical skills, and adaptability because every case is different, and no single legal strategy works for all situations.

Both lawyers agreed that mentorship from senior advocates was a crucial factor in overcoming early career struggles. They advised young legal professionals to seek guidance, observe court proceedings, and actively engage in case discussions to sharpen their skills.

Conclusion: The interview revealed that practical experience, mentorship, and continuous learning are the most effective ways to develop expertise in the legal field. While formal legal education provides foundational knowledge, real growth comes from applying legal principles in real-world cases.

Both advocates emphasized that learning in the legal profession is an ongoing process, requiring adaptability to new laws, legal trends, and technological advancements. The insights from this interview highlight that success in law depends not just on knowledge, but on experience, strategic thinking, and strong advocacy skills.

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Straight From The Classroom: Learning Styles (Parent Interview) (2-3-25)

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Straight From The Classroom: Learning Styles (Parent Interview) (2-3-25)

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Introduction

Learning is a deeply personal process, shaped by experiences, environment, and individual preferences. To gain insights into how learning styles influence both professional and academic development, I conducted an interview with my parent. The discussion revolved around their preferred learning methods in their career and their observations about the most effective ways their child (me) learns. The responses provided valuable reflections on how different learning styles impact skill acquisition and engagement.

Parental Learning Preferences in Their Career

How They Learn Best:

When asked about their preferred learning method in their professional life, my parent selected watching instructional videos or presentations. This suggests a strong inclination towards visual learning, where information is best absorbed through images, demonstrations, and structured video content. Visual learners often find it easier to retain knowledge when concepts are presented through diagrams, animations, or well-organized slides rather than dense textual material.

Most Effective Learning for Professional Growth:

For job-related skill development, my parent emphasized the importance of on-the-job experience and mentorship. This preference indicates that formal training and theoretical knowledge, while valuable, are not as effective for their professional growth as practical, hands-on learning. Experience-based learning allows for direct application of knowledge in real-world scenarios, reinforcing understanding through practice. Mentorship further enhances this by providing guidance, constructive feedback, and shared wisdom from experienced individuals.

How Their Work Environment Supports Learning:

In response to how their workplace fosters learning, my parent identified individual research and independent projects as the primary method. This suggests that self-directed learning plays a significant role in their professional development. Having the freedom to explore new concepts independently, conduct research, and apply findings to their work allows for deeper engagement with the subject matter. This approach aligns with autonomous learning, where individuals take charge of their own educational journey rather than relying solely on structured training programs.

Parental Observations on Their Child’s Learning

Most Effective Learning Method for Their Child:

When reflecting on how I learn best, my parent noted that hands-on activities, experiments, or projects are the most effective. This indicates a strong kinesthetic learning preference, where physical interaction with the material enhances comprehension. Kinesthetic learners benefit from actively engaging with concepts, whether through experiments in science, real-world applications of mathematical principles, or project-based learning. Passive learning, such as reading or listening alone, may not be as effective in retaining information as actively "doing" something related to the topic.

Optimal Learning Environment:

Interestingly, despite favoring hands-on activities, my parent believes that I learn best in a quiet, structured setting with written materials. This response suggests that while I engage well with interactive learning methods, I also benefit from structured study time, where information is organized in a clear, distraction-free environment. It reflects a balanced learning style—where both independent, focused study and interactive learning experiences play a role in academic success.

Most Engaging Educational Content:

When asked about what type of content captures my attention the most, my parent identified hands-on projects, experiments, and real-world tasks as the most engaging. This aligns with their earlier response about my learning preference, reinforcing the idea that practical application leads to better retention and interest in the subject matter. It also suggests that traditional methods like reading textbooks or passive listening may not be as effective in keeping me engaged compared to experiential learning opportunities.

Reflection and Insights:

This interview highlighted the diverse ways in which individuals learn, both in professional and academic settings. My parent, as a working professional, relies heavily on visual learning, experience-based growth, and self-directed exploration. Their preference for videos and hands-on experience aligns with a career that demands continuous adaptation and problem-solving.

In contrast, their observations of my learning style suggest that while structured study is beneficial, active engagement through hands-on activities is crucial for deep understanding. This aligns with modern educational research, which emphasizes the importance of experiential learning—where students actively apply concepts rather than passively absorb them.

Another key takeaway is that learning is not one-size-fits-all. Even within the same household, different approaches work best for different individuals. My parent’s ability to reflect on both their own learning style and mine shows the importance of adaptability in education. As students, professionals, and lifelong learners, understanding our strengths and preferences can help us make more effective learning choices.

Conclusion:

This interview reinforced the idea that learning is a dynamic and personal experience. Whether in a professional setting or an academic environment, individuals thrive when they are given the opportunity to learn in ways that align with their natural preferences. The responses from my parent provided valuable insights into how learning styles shape both workplace efficiency and academic success. By recognizing and embracing these differences, we can create more effective learning environments tailored to individual needs.

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Straight From The Classroom: Learning Styles (Teacher Interview) (6-2-25)

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Straight From The Classroom: Learning Styles (Teacher Interview) (6-2-25)

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Introduction

Understanding learning styles is crucial for effective teaching and student engagement. To explore how educators perceive learning and teaching methods, we interviewed teachers about their personal learning styles, preferred teaching approaches, and strategies for supporting students with different needs. Their responses provided valuable insights into how teaching methods can be adapted to enhance learning experiences.

Teachers’ Personal Learning Preferences

How Teachers Learn Best

When asked about their preferred learning method, the responses varied, but a common trend emerged. Some teachers preferred reading books, research papers, or reports, indicating a strong inclination toward text-based learning and independent study. Others favored watching demonstrations or educational videos, reflecting a visual learning style that relies on images, motion, and step-by-step explanations.

Interestingly, a few teachers emphasized the importance of hands-on activities and practical experiences, highlighting experiential learning as a way to retain information more effectively. This diversity in responses underscores the idea that teachers, like students, have unique learning styles that shape their approach to education.

Teaching Preferences and Classroom Engagement

Most Engaging Educational Content to Teach

Teachers were asked which type of content they found most engaging when teaching students. The responses indicated a strong preference for interactive activities, experiments, and role-play, followed closely by visual aids like charts, slides, and videos. This suggests that teachers recognize the importance of making lessons dynamic and visually stimulating to keep students engaged.

Although written materials and lectures remain important for structured learning, they are often supplemented with visual and interactive elements to enhance comprehension and participation.

Effectiveness of Professional Development

When asked whether professional development seminars and workshops help them improve as educators, most teachers agreed that these sessions provide valuable insights and teaching strategies. However, a significant number also noted that hands-on classroom experience is often a more effective way to refine teaching skills.

This suggests that while formal training is useful, practical exposure and real-world classroom interactions play a crucial role in professional growth. Some teachers preferred self-paced learning and independent research, highlighting the need for a balance between structured professional development and self-directed improvement.

Teaching Styles and Student-Centered Approaches

Teaching Style Least Aligned with Personal Learning Preferences

Teachers were asked to identify a teaching style that contrasts with how they personally learn best. Responses varied, with some teachers finding research-based independent learning (self-study) the most challenging, while others struggled with audio-based learning like podcasts or lecture-heavy teaching methods.

This indicates that while educators may naturally gravitate toward certain teaching styles based on their own learning preferences, they must adapt to accommodate students with diverse needs. Effective teaching often requires stepping outside personal comfort zones to ensure all students benefit.

Preferred Classroom Teaching Methods

The responses to the question on most enjoyable teaching styles revealed a strong preference for interactive discussions and debates, followed by hands-on activities and group projects. This suggests that teachers value student participation and engagement over passive learning. Traditional lectures with visual aids were also considered effective, particularly for conveying structured knowledge.

Best Teaching Approach for Shy or New Students

When discussing the best teaching style for a new or shy student, most teachers recommended small group discussions or one-on-one mentoring. These methods allow students to gradually build confidence in a supportive environment.

Other educators suggested hands-on activities, which enable students to participate without needing to speak too much initially. Interestingly, lecture-based learning was considered the least effective for shy students, as it does not actively encourage engagement.

Recommended Learning Styles for Students

When asked which learning style they recommend for students, responses varied based on different educational needs:

Project-based learning was favored for its focus on real-world skills and application.

Inquiry-based learning was seen as valuable for fostering curiosity and independent thinking.

Collaborative learning was highlighted for improving teamwork and communication skills.

Lecture-based learning was preferred for structured knowledge acquisition, though it was generally supplemented with interactive elements.

Self-paced learning was recommended for students who need flexibility and individualized growth.

This diversity in recommendations underscores the importance of blended learning approaches, where multiple strategies are combined to suit different learning styles and subject requirements.

Reflections and Insights

This interview provided valuable insights into how teachers perceive learning and teaching. Several key themes emerged:

1. Teachers, like students, have diverse learning styles – Some prefer visual aids, while others learn best through reading or hands-on experience.

2. Engagement is key – Educators find interactive and visual teaching methods the most effective for maintaining student interest.

3. Learning is an evolving process – Teachers value professional development but recognize that real classroom experience is often the best teacher.

4. Adaptability is essential – Educators must sometimes teach in ways that differ from how they personally learn best to accommodate diverse student needs.

5. A student-centered approach is necessary – For shy or new students, supportive, hands-on, and discussion-based methods work better than passive learning styles.

Conclusion

This interview reinforced the importance of varied teaching methods to support different learning styles. While educators may have personal preferences, the best teachers adapt their approach to fit their students’ needs. By incorporating a mix of visual, interactive, and discussion-based strategies, educators can create a dynamic learning environment that fosters engagement and deeper understanding.

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Straight from the Classroom: Learning Styles (Student Interview) (23-1-25)

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Straight from the Classroom: Learning Styles (Student Interview) (23-1-25)

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As part of our IBCP Personal and Professional Skills (PPS) subject, we conducted an interactive activity to explore the most prevalent learning styles among Grade 9 students. Understanding different learning preferences is essential in developing self-awareness and adaptability—key skills emphasized in the PPS curriculum. To achieve this, we worked in pairs to interview students and analyze their preferred learning styles.

The five learning styles we investigated were solo learning, pair learning, trio learning, small group learning, and large group learning. We prepared a structured questionnaire to guide our interviews and carefully recorded the responses to identify common patterns and draw meaningful conclusions. Our findings revealed that most students preferred learning in pairs, as they felt it provided a balance between independent thinking and collaborative discussion. However, personally, I prefer learning solo, as it allows me to focus and process information at my own pace.

Despite these preferences, we also identified certain limitations associated with different learning styles. Many students who favored large group learning struggled with maintaining focus, while those who preferred solo learning sometimes found it difficult to stay motivated without peer interaction. Similarly, pair and trio learning, while beneficial for idea exchange, occasionally led to distractions or dependence on peers for understanding concepts.

This activity not only helped us gain insights into diverse learning approaches but also reinforced the importance of adapting to different learning environments—an essential skill for both academic and professional growth.

Some of the questions we asked:

1. Out of 5 styles (solo, in pairs, trios, small grps, large grps), which is ur preferred way of learning

2. How does it benefit you

3. Describe a learning experience you found particularly effective, what made it work for you?

4. If you could design an ideal learning environment, what would it include?

How do u typically like to learn new info (a- reading about it, b-watching demonstrations, c- listening to someone explain the concept, d- trying it urself)

5. What type of environment helps you focus on learning best? (a- acquired space with written material, b- a dynamic space with hands-on activities, c- a group discussion setting, d- listening to an expert)

6. How do you process the new info effectively (a- by reviewing it, b- by visualizing the concepts through diagrams and videos, c- by hearing explanations or discussions, d- by engaging in hands on activities)

Furthermore, we also investigated the most common learning style amongst the students through the interviews, and we found out that learning in pairs was the most common. This is because learning in pairs is a perfect balance between individual and group studies, learning with more than 2 people causes excessive ideas and viewpoints to be exchanged which can disturb the focus and productivity however learning in pairs allows the people to focus as well as exchange the perfect number of ideas.

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Mind is everything. What you think, you become.

Today we had a brief discussion on the importance of mindfulness and how to not procrastinate.

We also discussed on the below points.

-          You are doing the best you can

-          You are worthy and loveable

-          It is okay to ask for help

-          You are capable of amazing things

-          Your boundaries are important

-          Your feelings are valid

-          It Is okay to start over and again

-          You are allowed to say no

We also made a poster on mindfulness/procrastination.

Reflection on today's session:

Today's discussion was a reminder of the power of the mind and the profound impact our thoughts have on our lives.

Reflecting on the quote, “Mind is everything. What you think, you become,” I realize that every thought shapes my actions and ultimately my reality. The session emphasized the importance of mindfulness as a tool to focus, clear mental clutter, and manage procrastination. It was empowering to learn that the key to overcoming procrastination lies in understanding and accepting ourselves first.

The points discussed were a gentle yet powerful affirmation of our worth and abilities. Recognizing that we are already doing our best, that we are deserving of love, and that it's okay to ask for help brings a sense of peace. It was reassuring to know that starting over is a valid option and that we are allowed to say no to things that don’t serve us.

The poster on mindfulness and procrastination was a creative and fun way to solidify what we learned. It helped me visualize how mindfulness can help me take control of my thoughts, set healthy boundaries, and be kinder to myself.

Overall, today’s reflection helped me realize the importance of self-compassion and the power of a positive mindset in overcoming challenges.

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Today we did an activity on procrastination where we wrote a letter on a situation where we procrastinated, its consequences and how we overcame it.

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Collaborating with Grade 12 for the CRS Conclave was an enriching experience, and I had the privilege of serving as the host for the event. The conclave centered around an AI exhibition, showcasing innovative projects and products created by students, each reflecting their understanding and creativity in the realm of artificial intelligence.

As the host, my role was pivotal in setting the tone for the event, ensuring seamless transitions, and engaging the audience with enthusiasm. I began by welcoming everyone, outlining the purpose of the exhibition, and emphasizing the importance of AI in shaping the future. This allowed me to practice my public speaking skills and adapt to the dynamic flow of the event.

The exhibition itself was a testament to the ingenuity and dedication of the students. Each product on display demonstrated a unique application of AI, from practical solutions addressing real-world problems to creative explorations of AI's potential. Interacting with the participants provided valuable insights into the thought processes and teamwork behind their creations.

This collaborative effort fostered a sense of community and mutual learning between grades, as we worked together to make the event a success. It was inspiring to witness how innovation thrives when young minds are given the platform to explore and express their ideas. Hosting this conclave not only honed my leadership and organizational skills but also deepened my appreciation for the transformative power of technology and teamwork.

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Personal Reflection: Sincere Talks Declamation Event

Date: 26th December 2024
Venue: VNC Auditorium, Udgam School

The Sincere Talks declamation event on the 26th of December was an unforgettable experience for me. As part of this creatively charged and intellectually stimulating event, I had the opportunity to share my thoughts on the intriguing topic: "New York thin crust vs Chicago deep dish." This moment not only allowed me to express my passion for culinary debates but also helped me grow in confidence and public speaking.

My Experience: When the event was first announced, I was both excited and nervous. The theme of "Sincere Talks," with its meaningful exploration of flaws and perfection, inspired me to approach my topic with a mix of humor and analysis. Choosing "New York thin crust vs Chicago deep dish" felt natural because it was a subject I could passionately discuss, blending facts, personal preferences, and a pinch of humor.

Preparation and Practice: Preparing for the declamation required deep thought and commitment. I spent hours researching the history and characteristics of both styles of pizza, ensuring that my speech was not only informative but also engaging. Balancing my arguments to highlight the merits of each style while subtly conveying my preference was a challenge I embraced wholeheartedly. Practicing in front of friends and family helped me refine my delivery and build confidence.

The Event: Standing on stage at the VNC Auditorium was exhilarating. As I began my speech, I felt the audience’s curiosity and energy, which motivated me to give my best. I discussed the crisp, foldable charm of New York thin crust and contrasted it with the deep, hearty indulgence of Chicago’s iconic deep dish. Adding humor and anecdotes kept the audience engaged, and their smiles and laughter reassured me that my message was resonating.

Reflection: Participating in "Sincere Talks" was a deeply rewarding experience. It taught me the importance of preparation, the power of connecting with an audience, and the joy of sharing ideas. The diverse topics presented by other participants further enriched my perspective, and I felt honored to contribute to such a creative showcase.

Winning wasn’t the goal; rather, it was the journey of self-expression and growth that mattered the most. However, seeing the positive reactions from the audience and hearing their feedback was incredibly fulfilling. It reminded me that effective communication isn’t just about what you say but how you make others feel.

Conclusion: "Sincere Talks" helped me step out of my comfort zone and discover new aspects of myself. It was a platform to embrace my imperfections and strive for betterment, aligning perfectly with the event’s theme. This experience has inspired me to continue exploring opportunities for public speaking and creative expression, knowing that every step I take helps me grow personally and professionally.

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We continued the preparation, in this session we finalized upon the name of the event, we prepared the PPT and the invite and also presented our speeches.

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Declamation Dicussion and Preparation (10-12-24)

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Declamation Dicussion and Preparation (10-12-24)

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We prepared for our class declamation where we presented our speeches and ma'am gave us the suggestions.

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Today we worked on our decalamation speech and ma'am reviewed our progress and the speeches that we made. She also gave some suggestions that we took into consideration.

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In today's circle time activity, we delved deeply into the concept of compassion. Our teacher guided the session by sharing personal stories and experiences that highlighted the crucial role compassion plays in human interactions. Through her anecdotes, we saw compassion in action—whether in helping a friend in need, understanding a stranger’s challenges, or offering support in difficult times. These examples brought to light how compassion goes beyond mere sympathy; it involves a genuine desire to understand and alleviate the suffering of others.

We also explored scenarios where compassion can transform relationships and create a more supportive environment, such as showing patience when someone is struggling or lending a listening ear.

These discussions helped us recognize compassion's impact not just in friendships and family settings but in broader social and community contexts. The session emphasized that compassion is both an emotional strength and a tool for fostering unity, encouraging us to practice it actively in our daily lives.

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PPS Declamation Discussion and Presentation (22-10-24)

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PPS Declamation Discussion and Presentation (22-10-24)

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Today we heard the students who were left to present the declamation and also finalized the topics for the declamation after diwali.

The topic I chose was New York Thin Crust vs. Chicago Deep Dish: A Pizza Showdown for the Ages

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In today’s class, several students delivered presentations on Laapataa Ladies, focusing on the key themes and personal learnings derived from the film. For my speech, I chose to explore the topic “How Society Can Be Both Covert and Overt.”

In my presentation, I examined how the film illustrates the dual nature of societal behaviors and norms. On one hand, overt actions and attitudes are openly displayed, showcasing the visible expectations and rules that govern social interactions. On the other hand, covert aspects of society reveal underlying biases, unspoken rules, and subtle dynamics that often go unnoticed.

I used specific scenes from Laapataa Ladies to highlight these contrasts. For instance, the film portrays characters navigating societal pressures, where their overt behaviors are often shaped by the covert expectations of their communities.

This interplay illustrates how individuals might conform publicly while grappling with hidden struggles and truths behind closed doors.

I also shared my personal reflections on how this duality manifests in our own lives. The film encouraged me to think critically about the way we perceive societal norms and the importance of recognizing both overt and covert influences in shaping our identities and interactions.

After my presentation, the teacher provided constructive feedback, commending the depth of my analysis and the clarity of my examples. She encouraged my peers to reflect on their own learnings and consider how Laapataa Ladies challenges us to question the complexities of societal behavior.

Overall, the session fostered a meaningful discussion among us, enriching our understanding of the film and its relevance to our daily lives.

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Introduction to PPS Syllabus and Upcoming Activities (16-10-24)

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Introduction to PPS Syllabus and Upcoming Activities (16-10-24)

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Today’s class was an exciting introduction to our Personal and Professional Skills (PPS) syllabus, as we met our new PPS teacher. She began by introducing herself, outlining her teaching approach, and sharing an overview of the activities and topics we’ll be engaging with in the coming days. This set the tone for what promises to be an engaging and insightful term.

A significant portion of the class was dedicated to discussing the movie Lapataa Ladies, which provided a foundation for exploring various important themes and ideas. Together, we delved into concepts such as organic farming, the strength of sisterhood, women’s emancipation, the importance of education, and specifically female education. These themes offered a window into the societal pressures and triumphs depicted in the film, sparking thoughtful conversation.

Another intriguing theme we discussed was identity — how it can be shaped, suppressed, or reclaimed. This led to a lively discussion about the wale (veil) in the movie, debating whether it represents a mark of respect or, conversely, an erasure of identity. This tied in closely with the broader idea of how society operates overtly and covertly to enforce certain norms and expectations, a concept that was central to the film’s narrative.

To wrap up the session, Ma'am assigned us a task to prepare a 3-minute speech on one of these topics, which we will be presenting in the next class. This assignment encourages us to reflect deeply on the themes and how they relate to both the film and broader societal contexts.

Overall, today's introduction to the PPS syllabus was thought-provoking and set the stage for exciting activities ahead.

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Today we were given different case studies related to applied ethics and in groups we selected a topic, understood it and answered the questions regarding the the case study.

My team selected a case study regarding Workplace discrimination by Sarah Noble.

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Today we did an auctioning activity where we were divided into groups and then we were presented some morals and values on auction and each team had a specific amount of money thus they would be only able to buy a limited amount of values. Morals such as Courage, Teamwork, Self-discipline, Innovation, Loyalty And Honesty were presented. My team bought Courage and Teamwork.

This activity enhanced our understanding of the morals and its critical importance. It also helped us identify which values we personally valued more over the others and if our purchases were good or not.

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Today we did a task related to EQ (emotional quotient). This was a HW since the class could not be conducted. Ma'am gave us certain questions to answer and reflect upon. The above attached document is my response to the questions.

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Today in the initial time period we had a brief discussion on complexity and then we had presentations by other students on their respective topics.

Through one of the presentations we had a discussion on how literature has complexity, how a text can be interpreted in multiple ways and how the parts of the text interact and engage with one another to create an impact on the reader and collectively lead to a literary novel or book.

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Today we did a presentation on a task regarding complexity, we were given tasks and we were supposed to select one of them and the present on it.

Me and my classmate chose the topic where we had to pick an IBCP subject or concept and then connect the types of complexities with it.

We took the topic of PPS itself and we connected the 5 types of complexities with the subject. We tried to cover all the types of complexities along with the examples in the time limit of 5 minutes.

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In today's PPS lesson we had a discussion on a group task that was given to us regarding the book: Jonathan Livingston Seagull.

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Working on the learner portfolio (9-8-24)

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Working on the learner portfolio (9-8-24)

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today we worked on our learner portfolios.

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Today some of the other students presented their own lessons. Some of the topics were Budgeting, Financial literacy, etc. these lessons gave me knowledge about the topics being discussed and helped me expand my knowledge base in the realm of finance.

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Today I presented a mini lesson on insurance and estate planning in under 7 minutes.

It was a great activity as I improved my social and communication skills and gained a lot of knowledge in he process itself.

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Mini lesson Insurance and Estate Planning

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preparation for mini lesson presentation (1-8-24)

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preparation for mini lesson presentation (1-8-24)

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we prepared for our mini lesson presentation on finance management and financial literacy.

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Discussion on learnings of PPS till now (30-7-24)

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Discussion on learnings of PPS till now (30-7-24)

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We had a discussion on leadership styles, communication (verbal and non-verbal).

We also discussed how verbal and non-verbal communication is important in professional career, what are the aspects in communication.

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Preparing a presentation on Smooth Sailing: Exploring Insurance and Estate Planning

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Preparing a presentation on Smooth Sailing: Exploring Insurance and Estate Planning

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Today, we had to select a topic and prepare a 15 minute presentation on the topic. I have chosen the above topic.

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Today we saw a video on Liza Donnelly who is a famous cartoonist and expresses her thoughts and life through her own cartoons.

In addition she also advocated for rational and revolutionary ideas about gender roles, etc.

Some of the key points from the video are:

she talked about gender roles especially regarding women that are present from ages.

She addressed female stereotypes and showed some of her cartoons that represented them.

She talked about Humor + Women= Change, she said that by using these cartoons based on humor she has made change.

She talked about bringing change and her love for cartooning and how she's collaborated with international cartoonists all around the world.

In the end she ended with a call to action, pressing on the concept of becoming a change agent.

3-2-1 Activity for this:

3 things I learned:

There are a variety of cartoons present and each one has an underlying, innate and deep meaning and purpose.

Political cartoons or cartoons based on social ideas usually aim to promote an idea, try to create change, influence the reader or address a pressing topic.

It is important to bring change.

2 things I found interesting:

I found the artist's cartoons quite interesting and unique.

I found the concept of being a change agent quite fascinating.

1 question I still have:

What are the impacts such kind of cartoons have made in the society?

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Liza Donnelly: Drawing upon humor for change

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We had a brief discussion on the concept of self-identity and gender identity. We also delved into various other subtopics like: patriarchy and feminism in the society.

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Today ma'am explained the PPS curriculum to us to give us a brief understanding of what are the topics and subtopics we will be covering and what we will be learning throughout the year.

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Doing the Psychology Test (HW) (21-7-24)

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Doing the Psychology Test (HW) (21-7-24)

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Ma'am gave us an homework where we had to do a psychology test, it was a test with a wide variety of MCQs.

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Discussion of Importance of PPS Portfolio (11-7-24)

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Discussion of Importance of PPS Portfolio (11-7-24)

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Today was just a light discussion on why maintaining a PPS portfolio is highly important. Above are some of the points I noted down from the session.

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Self-awareness whilst may seem as a niche term, is becoming increasingly prevalent and pivotal in the modern world, today a lot of people know what self-awareness means but are not truly self-aware. Being self-aware not only means understanding your own self, your behaviours, actions and thoughts. But also adapting, identifying and processing our environment and surroundings.

As said by Thomas Browne: "All the wonders you seek are within yourself."

Self-awareness is key to discovering your full potential and talents as well as understanding the world as a whole, if you don't understand yourself, how will you understand the world?

So, now coming back to my learning.

Today's session was centered upon the topic of Self-Awareness. We learned about what all aspects does self awareness encompass.

Additionally, we also understood about the IB Learner Profiles and then we described ourself using top 5 best learner profiles that best described us. It fostered creative thinking and critical thinking skills in us.

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Above is my journal of emotions where I tracked down my emotions and why I felt them. 

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The Journal Of Emotions (From 26 June to 1 July)

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The Journal Of Emotions (From 26 June to 1 July)

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This lengthy yet exciting task into my overall emotional states throughout the hours, days and the week. It allowed me to become self-aware of causes of emotions and the variety of emotions that I experienced.

As said by the APA (American Psychological Association), Emotions are conscious mental reactions (such as anger or fear) subjectively experienced as strong feelings usually directed toward a specific object and typically accompanied by physiological and behavioural changes in the body.

It is crucial to understand our own emotions before we try to judge or interpret others, comprehending our emotions is an long journey towards discovering our psychological behaviour and health and it's especially critical in the contemporary world where we are constantly exposed to pressurizing and influential environments that affect our emotions largely.

Overall this activity was helpful in enhancing my self-awareness and self-understanding. After this activity I was able to clearly summarize my usual emotional states and identify and work on causes that cause negative emotions to occur in me.

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In this PPS lecture, we delved into emotions.

We differentiated positive and negative emotions and then we were given an activity where we had to maintain an "emotions journal", which would involve penning down our emotions at 5 different times in a day for a week. This was an exciting task as we would track down our emotions and understand and enhance our self-awareness.

Overall this was an "emotional session".

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Above is my reflection and learnings from the lecture.

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In our first PPS lecture ma'am gave us insights into the intricacies of communication. After an informative and insightful discussion we did an activity where we had to write 5 points about When and Why do you need to communicate? Then we had to write about the situation where communication failed and when communication was successful along with justifications. We all gave diverse experiences and I was able to become knowledgeable in the concept of communication. I realized how even though communication is simple and exists everywhere, why it's so critical and how there is depth to it as a concept itself.

I developed communication & social skills as I communicated, engaged in a discussion, understood and processed other's perspectives as well as shared mine.

I used thinking skills during the activity that we did as I had to critically and creatively think about unique scenarios where communication was successful and where it failed along with "Why".

Overall this was a great 1st PPS session as we blasted off with one of the fundamental pillars of personal and professional skills which is communication itself.

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Discussion On Leadership styles (19-7-24)

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Discussion On Leadership styles (19-7-24)

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Today we discussed our learnings about the 6 leadership styles and shared our own perspectives. We gave real life examples and explained each of the style to the teacher.

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Reflection on The Leadership Article (18-7-24)

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Reflection on The Leadership Article (18-7-24)

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By reading the article sharing intricate insights into 6 main types of leadership styles I was able to gain a wide range of knowledge into the concept of leadership.

I have clear understanding into the 6 main types of leadership.

1. Coercive Leadership Style:
This authoritarian style, characterized by "do what I say," is generally the least effective. It relies on command and control, hindering two-way communication essential for healthy relationships and a positive environment. However, it is suitable for emergencies, situations requiring immediate decisions, and scenarios where a clear chain of command is crucial.

2. Authoritative Leadership Style:
Unlike the authoritarian style, authoritative leadership involves setting clear organizational goals and motivating team members towards them. This style enhances team engagement, productivity, and job satisfaction by providing guidance and motivation. It is particularly effective during times of change or uncertainty, keeping the team focused and goal-oriented.

3. Pacesetting Leadership Style:
This style sets high standards and expectations, pushing for excellence. However, it can be counterproductive if it emphasizes failure over success or sets unrealistic goals, creating a pressurized environment. It works best with highly motivated and skilled employees, but maintaining balance is crucial for sustained progress and efficiency.

4. Affiliative Leadership Style:
Focusing on building strong emotional bonds and a supportive workplace, this style fosters camaraderie, idea sharing, and feedback. It is particularly effective when combined with authoritative leadership, enhancing its benefits.

5. Democratic Leadership Style:
Characterized by team empowerment and collaborative decision-making, this style values team members' opinions and suggestions, fostering ownership and responsibility. It is effective for generating ideas and encouraging creativity but less suitable if team members lack experience or knowledge.

6. Coaching Leadership Style:
Centered on individual growth, this style involves dedicating time to team members' goals and aspirations through interactive communication. It keeps team members motivated and valued, promoting personal and professional development.

Overall the careful and effective amalgamation of these leadership styles is what makes up a robust and substantially good leader. It is important to swiftly switch towards different styles as well as fusing multiple styles based on the situations. By doing this you can adapt and establish organisational dynamics, stay attuned to your environment and to your members as well seamlessly ensure coordinated efforts towards achieving goals.

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This is my performance. According to the report I'm quite good in communicating vision, I'm confident, I'm a visionary and effective overall.

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Some of the responses I have filled in the form. 

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As part of the PPS task, the teacher assigned us to do a form regarding leadership based on the pre-discussion and understanding that we had regarding 6 main types of leadership and the critical importance of leadership.

Attaching the link to the test here.

https://psychologytoday.tests.psychtests.com/bin/transfer

Below is my performance.

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Apprehension of 6 types of Leadership Styles (18-7-24)

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Apprehension of 6 types of Leadership Styles (18-7-24)

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We read an article about 6 different types of leadership.

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Research suggests that the most effective leaders adapt their style to different circumstances - be it a change in setting, a shift in organizational dynamics, or a turn in the business cycle. But what if you feel like you're not equipped to take on a new and different leadership style - let alone more than one? In this article, the author outlines the six leadership styles Daniel Goleman first introduced in his 2000 HBR article, "Leadership That Gets Results," and explains when to use each one. The good news is that personality is not destiny. Even if you're naturally introverted or you tend to be driven by data and analysis rather than emotion, you can still learn how to adapt different leadership styles to organize, motivate, and direct your team.

Much has been written about common leadership styles and how to identify the right style for you, whether it's transactional or transformational, bureaucratic or laissez-faire. But according to Daniel Goleman, a psychologist best known for his work on emotional intelligence, "Being a great leader means recognizing that different circumstances may call for different approaches."

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6 Common Leadership Styles - and How to Decide Which to Use When

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Research suggests that the most effective leaders adapt their style to different circumstances - be it a change in setting, a shift in organizational dynamics, or a turn in the business cycle. But what if you feel like you're not equipped to take on a new and different leadership style - let alone more than one?

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Scheduling our Academic + Non-academic life (16-7-24)

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Scheduling our Academic + Non-academic life (16-7-24)

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We discussed the importance of having a schedule and we noted down our short-term and long-term goals. Ma'am also shared some key insights into exam preparation and how many hours would be needed in a day to ace our exams.