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Valuing teachers means supporting their growth
Full text linkTeachers grow by watching each other teach. Structured peer observations—where colleagues visit each other's classrooms to focus on specific practices—can be transformative. Debriefing afterwards helps both the observer and the observed to refine their methods
When do “floating” and “sinking” surprise us?
Full text linkIn much of school science, we rush from ‘seeing’ to ‘explaining,’ and sometimes skip the ‘seeing’ part altogether. For example, Chapter 7 (‘How Things Work’) of the Grade IV EVS textbook (NCERT, 2025-2026) suggests an investigation into
floating and sinking.1 Yet stories, textbooks, and everyday experience often seem to have already settled the matter: stones sink, leaves float; adding sinking objects raises the water level.2, 3 By the time we reach the classroom, these ideas can feel so obvious that we may not feel the need to test
them. Here is a puzzle that invites you to slow down, look closely, and notice what really happens when familiar objects interact with liqui
Activity Sheet: Be an indicator jasoos!
Full text linkWhat can an exciting exercise of ‘revealing’ invisible messages using natural indicators help students learn about acids and bases? Can this also build their ability to carry out simple investigations and strengthen their reasoning skills
Activity Sheet I: Explore life on a wall
Full text linkCan encouraging students to ‘look’ for plants and animals in the walls of their home and school help them ‘discover’ that life is everywhere
Student Morale and Learning I A Teacherʼs Perspective
Full text linkIn school, we occasionally see children who are quiet and solitary, different from the rest. As teachers, when we come across such students, the question that comes to our minds is whether they have been like this since their childhood. If not, what could be the possible reasons for such a change in their personality? This is an account of one such student
