The current state of knowledge is a moment in History changing just as rapidly as the state of knowledge&rsquo; J.Petty. Learning is a continuous, active phenomenon wherein learners engage by observing their surroundings, manipulating various objects around them and form mental models based on self-enquiry, experiences, and conversations, comparing them with previous knowledge. (Dewey, 1938; Vygotsky, 1986).
&lsquo;The Neuron Doctrine&rsquo; put forth by the biologist Cajal, along with efficient works by Golgi, tells me that, neurons, axons, and dendrites in the Human Brain are involved in cognitive learning. The intricate &lsquo;wiring&rsquo; formed by the neurons and axons through synapses form neural connections that transfer content in working memory to long term memory. Only hands-on activities, experiments, demonstrations, and audio-visual media lead to a constant revisiting of one&rsquo;s learning which in turn helps in this transference. When learners involve in the activities, they analyse and synthesise hence establishing functional neural interconnections that lead to long term memory. (Eric Kandel, 2000) Learning is the only thing the mind never exhausts, never fears, and never regrets. &lsquo;Leonardo Da Vinci.&rsquo; It is inevitable that our learners constantly invent, discover and construct their information. Constructivism is that theory of observation and scientific skill that encourages learners to constantly question themselves and assess every activity they perform helping them to understand how to learn, thereby transforming every student into an "expert learner" (Piaget 1936). By following the Experiential Learning Cycle as suggested by Kolb in the classroom to help learners synthesise and construct their own knowledge, in their respective spaces in the learning environment, educators can become the &lsquo;Brain Changer&rsquo; as envisaged by David A. Sousa.
Amongst many constructivist theories, Howard Gardener&rsquo;s &lsquo;Multiple Intelligence Theory&rsquo; that focuses on nine prime bits of intelligence, I understand can empower learners through their own bio-physiological potential to assimilate and process information to apply it in their surroundings. I believe that the &lsquo;traditional pedagogy of treating students like empty vessels to be filled with knowledge&rsquo; (Paulo Friere, Pedagogy of the oppressed), has to be replaced by integrating technological tools with interesting activities like role-playing, mad-ads etc. to reach out to all learners. When creative tools in the form of mind-maps, videos and experiments are designed and implemented, they can provide an ideal classroom where all learners find a platform to learn.
Discovery learning, an inquiry-based, method would be a fantastic tool for science students. Jerome Bruner&rsquo;s belief that learners should be capacitated to solve their own problems has motivated me to employ the Enquiry Based Learning cemented on the 5Es in the classroom through group experiments. These act as a means to encourage cognitive development through social interactions as visualised by Vygotsky. As an educator, I have implemented the methodology with a good rate of success and as a leader, I have been able to translate that knowledge to my teachers who have experimented with it in multiple scenarios. Flipped classes and Experimentation methods are vital for students to draw relationships between present and old learning experiences (Dewey, 1938). Learners do a good job of knowledge construction when they interact with each other in group learning by exploring their surroundings to solve problems (Vygotsky, 1924).

The current state of knowledge is a moment in History

New Age Learning

The effectiveness of online classes has been a controversial topic during the coronavirus pandemic. With offline schooling suspended for the safety of staff and students, schools have been forced to continue online.
I have been studying in GSSE ever since I was in 1st grade, but everything changed when I was promoted to 8th. The COVID-19 pandemic had forced classes to take place online.
My experience online started with confusion as we switched from one portal to another. Everyone was still new to online schooling, so both the faculty and students worked hard to keep up with the portions. At first, the thought of classes from home seemed boring and unattractive; we all missed the experience of offline classes. Students missed their friends and lost their concentration, and teachers found it hard to interact with students properly. Though it all seemed bleak, hope was not lost. Our school strived to improve the quality of online classes for us.
We started using the Microsoft Teams portal for our classes. We would have classes in the form of meetings on Teams, and homework in the form of Assignments. Even though the classes took place online, teachers tried to make classes more interesting and interactive. Students were given individual attention and were free to express their doubts and queries. New activities such as pallets, word walls and many more were introduced to us. Group activities and projects allowed students to connect with each other online. Our school did not fall behind in the completion of the syllabus either.
Classes now became fun and exciting. I looked forward to the frequent online activities and quizzes. The introduction of breakout rooms allowed me and my peers to discuss, cooperate and contribute to the learning of the class. My curiosity to attain more knowledge and information was constantly fed by the new and innovative ways of teaching through online methods. Everything that was going downhill was now going smoothly.
Online classes do have cons, like lack of interaction, stress, eye strain, and others that we all know about, but the advantages outweigh the disadvantages. Online classes are very convenient and can be accessed from almost anywhere; students can join from the comfort of their own homes. Students will not have to miss out on school due to travelling or other reasons, and thus there is an increase in student attendance. Teachers can share online videos or activities to make learning more interesting. Massive amounts of information such as books, images, videos etc. are available at our fingertips.
Slowly everything became possible online. Tests and Exams could now be conducted online. Competitions and Events could also take place through the online portal. Homework, Classwork and other regular school activities can all be implemented online. The effort of the student is also required to make learning online effective, after all these classes are for the benefit of the student. With the advancement in technology, the quality of online schooling has also increased. Teachers and Students have also learnt a lot about technology and how it can be used to enhance the learning process online. We learn so many new things every day about technology that we would not have known if we had never begun online classes. Knowing about technology is important, as the future would most likely be based on high tech automation and robotics. The introduction of online schooling begins a new era in education. Who would have ever imagined that one day we would be conducting school online? If online classes were not introduced, education would have just stood still. There would be no progress in learning as students and teachers would be isolated at home due to the pandemic. If schools would have just given up, the academic progress and future of the students would be affected greatly as school plays an important role in a person&amp;#39;s life. School staff would have also lost their jobs and methods of income. If not for online classes, we would have all still been in the dark during the pandemic.
With the development in online education comes the introduction of Hybrid Learning; where offline and online classes are balanced. Offline and online education are both advantageous; so hybrid learning allows these advantages to be combined and used for the development of the student. Hybrid learning helps students to understand the concepts more quickly and in a short period of time. These kinds of classes can aid the all-around mental and physical advancement of the student. In the future, with greater development, we may see Hybrid Learning increasingly implemented in schools.
In my opinion, online classes are a good chance. Education is always changing and adapting for the better. We should appreciate the fact that education is still flourishing, no matter what the obstacles may be. Even in front of a great mountain, rather than sitting silently in shock due to its extensive size, we should be able to get up, move forward and climb to its topmost peak.

The effectiveness of online classes has been a controversial topic during the pandemic

Journey of Education

Access to quality education in India has always been a challenge. Many factors determine the future of a student. In India, these factors are doubled due to the culture of education and social barriers. In the 21st century, Indian students have come far, trying to break the patterns of traditional learning. But, the pandemic has changed the course of education for students, teachers and parents across the world. In India, the struggle is far more consequential. The Covid-19 pandemic is a fragmented problem; one that has far more disadvantages that work at different dimensions than what seems to the eye.&nbsp;
The pandemic has put one major problem on the centre stage - inequality. Policies around education have shown that the pandemic does not grant equal access to learning. As we move on to the online way of learning, a new world for teachers, parents and students, it poses a situation where socioeconomic strata determine whether a child has the privilege of being in an online classroom. A 2019 government survey reveals that only 24% of households have internet connectivity in India. A recent study by Quacquarelli Symonds (QS) points us in a direction that is both eye-opening yet disturbing. The Indian internet infrastructure is underprepared to handle the shift to online education. This inequality in learning, in a country that thrives on many differences built up from the ground culturally, has resulted in a situation that guarantees that India&rsquo;s students will be emotionally and academically behind.&nbsp;
The online form of teaching requires a teacher to innovate every day. Teachers in today&rsquo;s world are in a consistent challenge where the rubrics for evaluation of performance cannot be judged. In such a scenario, learning becomes a rigid process with only one advantage - digital innovations in learning. These innovations have a fabulous impact on students. It&rsquo;s interactive, fun and most likely, the only way in which students and teachers bond. The focus shifts from providing quality education to making the online classroom a lively experience, that we forget to factor in the students who do not fit into the conventional standards we assign to understand academic performance. The online portal of learning is a developing system that leaves out the students who need differentiated instruction, the ones who need a slower pace of learning, the ones who don&rsquo;t fit into the tight boxes we have designed to assess academic goals. Additionally, the online form of learning also creates a problematic mental headspace for students. Behind the screens of students who resist turning their cameras on are individuals who identify with the differences that the system labels them with. The varying backgrounds and the social inequalities that result in diverse lifestyles has a strange way of impacting a child&rsquo;s mind. Students deal with shame, worrying over whether the insides of their crowded homes will shed judgemental opinions. This not only affects the student&rsquo;s mental health but widens the learning gap further. Spending crucial years in one&rsquo;s life behind a screen, where learning is twice removed, is a problem gaping at us. The inequities that Covid-19 brought out is a larger pandemic that we have all been unprepared for.&nbsp;
The Indian reality is that offline school poses a morbid situation in the post-covid world. Once we arrive at a situation where vaccinations are accelerated and herd immunity is an achievable goal, education will still have miles to cover. At the end of this all, teachers, parents and students will have to collectively work towards undoing the tragedy that the pandemic has brought upon the education system. But yet, the sun sets on every dark phase. As a community, we will work towards rebuilding the system. We will ensure our students unlearn the comfort zone and the &ldquo;new normal&rdquo; that online schooling has done for them, and learn from scratch what it is like to be in a tangible classroom. The online mode of learning has benefits that we fail to notice. At a time like this, the only other options students were left with was a world with no learning. We now have a portion of our population fighting against the odds towards building a future despite the limitations we have to deal with. This form of learning is not inclusive, but it is a safety net that keeps our students on the same book, if not always on the same page.&nbsp;
&nbsp;

Access to quality education in India

Education in the time of the Covid-19 Pandemic : A View into the Inequities of Learning

&ldquo;The worst speech you&rsquo;ll&nbsp;ever&nbsp;give, will be far better than the one you never&nbsp;give!&rdquo;
-Fred E. Miller
Rightly quoted, speaking skills are an integral part of our life. It helps us develop the ability to speak to spectators fluently and help them gain knowledge and guide them. Having speaking skills not only helps us to communicate with others, but also helps us establish a medium to articulate our emotions and thoughts. However, these are not the only advantages of developing speaking skills.
A speaker&rsquo;s confidence can be stimulated through developing speaking skills as the person is obliged to share his/her viewpoints to multiple people. By giving frequent speeches and communicating with a variety of people, one will not be concerned of the nature of the audience. This can eliminate stage fright and nervousness, helping the individual to gain courage. Moreover, the speaker also benefits, as it will improve his/her vocabulary, communication skills and knowledge on a topic to make the conversation captivating to the listeners. The speakers must precisely and politely explain their perspective on a topic, to support the opinion. The words chosen must be effective to express the main idea. During the conversation, the speaker may also be intrigued by the subject.
In addition to these advantages, the speakers will develop their personality due to the wide exposure to people from various backgrounds. One can imbibe the positive qualities of several people by conversing with them.
On developing speaking skills, the speaker can give public speeches which can establish leadership skills in the speaker and increase his/her social ties. By stating one&rsquo;s viewpoints and providing relevant information, the person stands up for his/her judgement. This influences the listeners&rsquo; opinions and the person shows courage to put forward their thoughts. People sharing similar opinions will approach the speaker, increasing his/her social connections.
Through public speaking, an orator can influence the audience. The speaker can motivate the listeners by enhancing their nature to a rather powerful and inspiring one. This can bring hope into many people&rsquo;s lives.
Although developing speaking skills provides several advantages, one can face challenges on the journey. The speakers must be willing to extend their vocabulary to express his/her thoughts vividly and briefly. The statements must make an impact on the listener. Moreover, a speaker must also be motivated to speak fluently. Friends, family, and well-wishers must encourage the individual and prevent him/her from overworking or giving up. Supporting the person makes him/her optimistic and self-confident.
Another downside is psychological fear of making mistakes. This is seen extensively because the person fears being mocked at after making errors during a conversation. To eliminate this fear, one can politely correct the person and suggest some alternative approaches to the overcome the same.
Furthermore, the individual can fear conversing with a person outside their close-knit circle. To overcome this, one must prolong conversations with acquaintances and bring up fascinating topics to speak about. This can also interest the listener, making the conversation easier to establish.
Through constant effort and determination, one can definitely conquer these problems.
Speaking skills have a large impact on the speaker and listeners which can improve the outcome of a situation. Overall, through effective utilization of speaking skills, one can reach high standards of life, making the individual successful. Therefore, one must develop speaking skills, especially in their early years of growing, in order to become an outstanding communicator. Moreover, what&rsquo;s better than having a nice long conversation with someone?

“The worst speech you’ll ever give, will be far better than the one you never give!”

Art of Public Speaking

Once, Chanakya said, "We must not be a miser in telling sweet good words to our near and dear ones." And you all will agree with me that in the case of small children, sweet and encouraging words boost confidence, self-respect and motivation in them, which in turn results in creative imagination and positive thinking.
Why is it important to appreciate your child?
Children always like to be appreciated and acknowledged for their efforts that they show in their curricular and extra curricular activities. Their mind is like a piece of white paper; whatever we write will be imbibed and applied in their life. Our behaviour towards our children casts a lot of influence in their character building. It is often found that a child who never receives any appreciation tends to suffer from low self-esteem and confidence. Psychologists say that a person who often finds faults in others may never have received any appreciation or acknowledgement in his/her childhood. Another group of psychologists opine that if a child does unnecessarily misbehave with elders just to draw their attention, it signifies that the child rarely gets appreciation from his/her parents in front of all.
Things to be kept in mind when dealing with your child
Children always feel happy and valued if we say some positive encouraging words to them for their good deeds. As parents we have to keep in mind two things and those are:
Appreciation is a must: we must appreciate their performance, virtues and efforts without demeaning the credits of his/her friends and classmates without forming any comparisons. There should be a clear explanation from our side behind our appreciative words, otherwise,&nbsp; our children may develop a sense of over confidence or self-satisfaction. They should not get an impression that acknowledgement and appreciation can be easily achieved. So, we have to say, "l admire your honesty" or "lt was a great attempt from your side" rather than "You are a good boy/girl".
Emphasis on your child: We have to make them understand that as parents we are happy for what they are. Give emphasis on their moral virtues rather than academic achievements. Try to give them an impression that our lives are really colourless without them. We have to make them feel special to us. In this way, they will learn the goodness of appreciation and acknowledgement. They will also develop a sense of thankfulness and gratitude for others.
&nbsp;20 Positive Things:
&nbsp;1)You make us proud: Say this to your child, if they show any moral virtue like compassion, love etc to others.&nbsp;
2) Your words are meaningful to us: If your child expresses his/her personal opinion about any topic to you; do not forget to say it.
3)Your opinion matters to us: Ask the opinion of your child regarding some household job like the suitable colour for the walls of the drawing room etc.
4) You are very precious to us: Small children also suffer from anxieties and insecurities. Cheer up your little one with this warm sentence.
5) It is an interesting question: It may be an embarrassing question asked by your child...but never scold or ignore him/her. Start your explanation with this sentence.
6) We learn new things from you everyday: Small children like to play the role of a teacher at home, copying their school teachers. They like to share new knowledge with their parents. Express your delight to your little teacher with this sentence.
6) We believe in you: These words are very important. If you think your child is lying to you, pretend as though you couldn't catch anything. It will develop a feeling of remorse in your child's mind, stopping him/her from telling a lie to you in future.
7) We love your creativity: Small children like to experience various materials by giving them a shape and size, like a photo frame made of a discarded CD etc. It may not be a very impressive attempt, but appreciate him/her for their creativity.
8) Nobody is perfect: If your child expresses his/her sorrow for not performing well in a particular sport or exam, you can comfort them by saying this.
9) We will try it again tomorrow: Most children are unable to accept their failures. They become upset if things don't come in shape according to their expectations. It may be a drawing or a musical composition. Encourage them with this supportive sentence.
10) We are so glad that you are here: Many of us instruct our children not to enter into a room where adults are talking about or discussing an issue. We must not do so. First of all, express your gladness to your child for his/her presence then politely ask him/her to excuse all of you for sometime.
11) Being your parents is our favourite job: Express your happiness and delight at being your little one's parent with this wonderful sentence.
12) We can't wait to hear about it from you: When your child would like to describe his/her new experience about anything or how he/she spent the whole day in school ; utter this sentence. It will encourage your child to give you a detailed experience of him/her for that day to you.
13) That was really brave of you: If your child tells you that he/she escorted his/her friend to the infirmary when the latter met with an accident in the school, appreciate and acknowledge your child&rsquo;s sense of responsibility by saying this sentence.
14) We forgave you: We all make mistakes. So, we must not drag a situation too long when our little one has made a mistake or misbehaved.
15) That was a really good choice: Ask your child to choose his/her own things like socks, toys, activity books etc. Appreciate his/her choice. It will develop a sense of responsibility and self-esteem.
16) You are helpful: Small children like to take an active part in easy household work like arranging things, making beds etc. Acknowledge their efforts and endeavour. Give them an impression that it had been a mammoth task for you that was done by your children.
17) We are listening to you: When your child is telling you something he/she may not feel that you are not paying attention to him/her as you are busy with some household job. Assure your child with this sentence.&nbsp;
18) Seeing you happy makes us happy: This sentence will help you tell your child how much their happiness matters to you resulting in a better bonding and emotional attachment between you and your children.
19) We all make mistakes: If your child is sorry for their performance in academics or if he/she is expressing their mistakes in judging something or someone, we have to guide them by disclosing the fact that we adults also make mistakes like small children.
20) It is good to be curious: Small children like to ask lots of questions to us as curiosity is one of the key characteristics of this age. We shouldn't express our apathy or disgust to answer these questions. Support their curiosity; it will help them to enhance their knowledge.
&nbsp;We should try to say at least one of these sentences once a day. Small children like to copy their parents; if we value their curiosity and efforts, consider them as individuals and show importance of their opinions and questions. We can be sure that they will return back to us all of these above-mentioned qualities without any fail.

Why is it important to appreciate your child?

20 positive things that we must tell our children

Introduction The ability to understand from another&rsquo;s perspective is how the Oxford dictionary defines empathy. The broader aspect of it looks at it as a demonstration of compassion and a likelihood to help and care for others, humans, or animals, alike. Empathy is also visualized as being able to feel what others are experiencing like one were doing it himself/herself (Hodges and Myers, 2008). Scientists also evidence the role of &rsquo;mirror neurons&rsquo; that normally express during the repetition of an experience in the expression of empathy as well, stating that it may be the &lsquo;theory of the mind&rsquo; as opposed to &lsquo;the simulation theory&rsquo; (Lopez, 2010). It is a vital tool in education for it helps children build &lsquo;prosocial skills&rsquo; (Amico, 2020), guiding them to create those bonds which build emotional and social learning. Developing empathy through tools of education is an aspect under research for a long time even in science. It is believed to bear its roots in evolution, no wonder we hear heartening stories of dogs caring for their owners.
Drama Based Pedagogy The pedagogy of learning is born out of the US, implemented in classrooms with varying size and learners. The pedagogy is structured on the belief that the teacher is the artist working with individual learners, each of them having distinct personality traits owing to their diverse&nbsp;experiences that in turn are dependent on their social and cultural backgrounds. (Dawson and Lee, 2014). The essence of this style of learning is respect to the diversity which by itself contributes to &lsquo;new&rsquo; learning as explained by Kolb (Kolb, 1998). It also defines learners as &lsquo;individual&rsquo; as well as &lsquo;collective&rsquo; learners that form a system of learning along with the teacher forming its core. The pedagogy is built over the framework of students being able to make dialogic meaning with the learning by incorporating all aspects of drama like stage presentation, props, characterization and of course costume and make-up. Drama is considered an action-prioritized pedagogy (Pestalozzi, 1951), that substantiates the concept of learning by doing as explained by Piaget (Piaget, 1962). Students are constantly involved in a planning process coupled with reflective practice as they need to model to the requirements of the learning task.&nbsp;
DBP and Empathy &ldquo;Ma&rsquo;am, I am sorry. I should not have stood there, for Oxygen cannot form a double bond with Hydrogen&rdquo; said student A. &ldquo;No worries, no one noticed it clearly, because I got into the next formation very quickly, sensing your wrong positioning&rdquo; said student B. This is a small example of the dialogue after the presentation of learning in the form of a skit in front of an audience-a simple yet beautiful display of empathy. DBP owing to the nature of learner involvement is in line with the social constructivist model as suggested by Vygotsky (Edmiston, 2013). The process of learning would revolve around inviting the social and cultural understanding of the learner to influence their interpretations of the process or phenomena, each one becoming the &lsquo;More Knowledgeable Other&rsquo; (Vygotsky, 1978) in the social constructivist model. In the process, each one of the students are bound to interact empathetically to build a good concept of learning. The teacher is very much part of the whole set-up scaffolding his/her students&rsquo; learning through building on familiar ideas to relate to larger concepts. In this way, the learners would be encouraged into multiple interpretations of the mentioned object such that the students&rsquo; individual and collective understandings of the concept may be broadened, challenged, and/or confirmed (Piaget, 1962). All these interactions support collective learning although the onus of the learning lies on every single child, his/her interests, letting them think critically using deductive reasoning (Ausubel, 1963). The teacher in such an environment takes charge of creating that space where each of them is allowed to explore the learning using their inherent skill sets, also developing new ones while learning. Demonstration of empathy through Drama in learning of Chemistry I had the joy to experiment with the pedagogy in teaching concepts in Chemistry for middle school students. I let students explore the concept of &lsquo;Water&rsquo; through drama and saw a lovely display of empathy all through the learning. Being motivated by John Dewey&rsquo;s belief that the child should be the centre of gravity in a learning process, around which all appliances of education should revolve, (J.Dewey, 1934), I decided to adopt the Pedagogy of Drama to establish a student-centric, constructivist learning model. The most important aspects of the pedagogy I wished to explore were its active and dramatic approach, aesthetic and affective learning and Dialogic meaning-making through a Describe-Analyse-Relate (DAR) reflection process (Dawson and Lee, 2014). Science through drama has intrigued me ever since I read the dissertation by Kirk Dorion on &lsquo;An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11&ndash;15-year-old Science students&rsquo;. The fact that the various strategies suggested in the use of drama-based pedagogy have been proven to have positive effects on achievement, motivation, and attitude towards others propelled me to employ them in my practice, empathy just being the &lsquo;hidden&rsquo; aspect of the learning and the curriculum. Understanding the inbuilt nature of the pedagogy to be inclusive (Bramwell, 1990), I as a facilitator employed multiple cooperative strategies like &ndash; Dumb charades, &lsquo;Bippity bippity bop&rsquo;- a fun game of image representation, mute dramatization, being aware of the nature of learners as well as the style of learning they enjoyed. The whole-class jigsaw puzzle was an activity that called for coordination and dialogue through socio-cultural interactions to communicate the requirements of the task as stated in the pedagogy (Mercer &amp; Littleton, 2007). Students not only made connect, but also helped each other in the task to achieve the group goal of &lsquo;learning&rsquo; by completing the puzzle. I chose a variety of group tasks to be able to see the expression of learning explained by the pedagogists. The group activity of &lsquo;Case studies analysis&rsquo; or the &lsquo;scripting&rsquo; or &lsquo;Creating mind-maps&rsquo; reiterated the ideology of learning using preferred skill set to cause group development as evidenced by Tuckmann (2013). This also allowed the learners to self-regulate in the learning environment (Kanfer, 1990). I observed students &lsquo;co- creating&rsquo; (Sullivan, 2011) in each of the group tasks, deriving motivation from the newness of the task thereby displaying a high self-esteem. The collaborative learning environment plays a major role in how learners learn especially in the pedagogy of drama where learners can assume role-taking abilities and hence empathize and assume alternative perspectives as explained by Wagner (Wagner, 1999). Drama being an unequivocally child-centred pedagogy (Neelands, 1984), range of collaborative skills strengthen the learning experience in pedagogy-based learning (Labinowicz, 1980). Learners were found to help each other in understanding, assimilation, and execution of tasks, contributing to the group learning itself. The response of the students to the lessons was very stimulating for me as a facilitator as it did not tire me to have my class in rapt attention to the tasks of the day. Each of the activities I had planned was something I had never tried and hence I expected my learners to also be daunted by the tasks, but the pure newness in the dumb-charades, or case study or story writing or stage presentation or games kept all my learners not only involved but also ready to help their friends, thereby developing skills of being co-constructive while they agree to disagree on perspectives, opening up to others and engage in Dialogue with Teacher and other learners in a creative process of idea evaluation to maximize group creative outcome (Mercer &amp; Littleton, 2007). The role of the More Knowledgeable Other as stated by Vygotsky (Vygotsky, 1978) was clearly visible in the &lsquo;Snowball&rsquo; strategy when in every stage, although there was an MKO, finally, one student ended up steering the class to achieve the task by becoming the whole class MKO, rising to the need of the learning. Each of the collaborative learning groups built a great level of understanding between learners through social interactions (Vygotsky, 1962) which had a spiraling effect on learning.&nbsp;
Conclusion Drama as a medium of learning in science is relatively new which may have been the main reason for it to evoke empathy in my learners during the learning process. However, I believe that it has an innate ability to bridge gaps in student communication and create an opportunity for dialogue and interaction between students while they turn into learners in the classroom. DBP has been proven to lead to benefits in learning and learning-related outcomes as it aligns with the motivation theory related to Self-determination (SDT) to satisfy psychological needs as evidenced by Deci and Ryan (Deci &amp; Ryan, 2008). Motivation and empathy are twin aspects associated with the pedagogy, giving the teacher the free hand to construct student learning. In the words of Edminston, &lsquo;This approach allows teachers to find in their practice, what brought them to this work, which is being in front of children and doing good teaching&rsquo; (Edminston,&nbsp; 2013).

BLOGS

New Age Learning

Journey of Education

Education in the time of the Covid-19 Pandemic : A View into the Inequities of Learning

Art of Public Speaking

20 positive things that we must tell our children

Empathy in Education- Drama Based Pedagogy