Teachers Corner

This page is meant to be a forum where teachers communicate with students and parents about matters concerning the subjects they are teaching.Teachers must first register as users. Registered Teachers may post or email the Principal about matters concerning their teaching or any aspect of the subjects they are teaching. Such matters after due moderation by the School will be posted on this page. The teachers and principal or management or other parents could respond to the posts on this page. We believe that this process will enable better inter-communication between the teachers and students, and between teachers and parents.


Learnmile Teacher Development Workshop at IIM, Kozhikode

One of our teachers, Mr Guru Prasad, attended a Teacher Development programme at the Indian Institute of Management, Kozhikode called Learnmile Teacher Development Crucible Programme.

There were many takeaways from the programme that he would like to share with other teachers:

Ways in which learning takes place:

  • By reflection - which is noblest
  • By imitation - which is easiest
  • By experience - which is bitterest

The Thought process in learning.

Thinking about a concept, method or problem is a vital part of learning. Children should be groomed to think. They should be encouraged to use ‘Out-of-the-box’ thinking. Ensuring that all dimensions of a problem are thought through without any limiting assumptions is ‘Out-of-the-box’ thinking.


Encourage children to see different methods of solving a problem, whether in mathematics or science. This aids in making children to think. Some problems may be made more interesting by adding a twist to it or providing a subtle clue.

Problem types: There are two types of problems they are: 1. Simplistic deterministic and 2. Random indeterminate.
In Simplistic Deterministic problems the facts predominate in solving it, whereas in Random and Indeterminate problems, the role of facts decreases and role of judgement increases. Simplistic and Deterministic problems may be said to be data-oriented using fixed formulae resulting in a single solution, whereas in Random indeterminate problems there could be multiple outcomes.


Most human beings solve problems subconsciously or intuitively. Logical thinking or rational thinking may not always be appropriate in problem solving, e.g., in day-to-day situations. Both logic and intuition are necessary for decision making or problem solving. Intuition can often be more powerful than rational thinking in some problems.

Better Communication between teacher and student

The value of good communication between teacher and student cannot be over emphasized. The value of errors as a stepping-stone in learning must be brought home by a teacher in his/her communication with students.
Stressing the positive traits of a student is a good motivating factor in teacher-student interactions. Conversely, not being critical of errors but ensuring that the student sees where he needs to correct himself is also motivating.

The two levels of thinking: Rational and Intuitive should be encouraged. Each of these strengthens the other.

Strategies of Influence


Leverage the power of rules. Make rules so that students follow them


Leverage the power of Stereotypes. Positive stereotypes can be achieved by establishing creditability that means by helping the students. Negative stereotypes can be overcome by appreciating good work and for those students that help others.


Leverage the power of aversion. Some negative incentives will make the students to perform well in the class.


Leverage the principle of contrast. Learning happens quickly and permanently if we bring contrast in the teaching process. This principle states that if the second item is fairly different from the first, we tend to see it as more different than it actually is


Leverage the power of social proof.


Leverage the power of appropriate questions. By asking the right questions children are motivated to think and therefore learn?


Leverage the power of knowledge. Great teachers influence the students by the clarity of knowledge in their subjects. In fact 70 percent teachers are successful because of their confidence in what they know.


Leverage the power of reciprocation. Enhance trust in the teacher. When a teacher is trusted, better reciprocation happens. Reciprocation always exists in the minds of children. The more that the teacher gives, the more he gets. Reciprocity is a part of our basic human nature … we only need to discover ourselves.

Learnmile Teacher Development Workshop at IIM, Kozhikode

I hope the tips and insight given in the workshop report will be found useful by AVK teachers. It would be nice to see discussion on how Mr. Guru Prasad and other teachers have used the tips given. This would be useful to all teachers.

My poem on our school teachers

I'm happy that you're my teacher;
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.

With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.

You help me fulfill my potential;
I'm thankful for all that you've done.
I admire you each day, and I just want to say,
As a teacher, you're number one!

Poem for teachers

A good poem Rounak

Your poem

Very well written poem Rounak. Please show it to your teachers.

The Practice of Mindfulness


6 Mindfulness Exercises You Can Try Today

In this busy world of ours, the mind gets pulled from one place to the next, scattering thoughts everywhere and leaving us stressed, highly-strung and often anxious. Most of us don’t have five minutes to sit down and relax, let alone 30 minutes or more for a session of meditation!  But it’s essential for our wellbeing to take a few minutes each day to cultivate mental spaciousness and a positive mind-body balance.

So if you feel you are busy throughout the day, try using these simple, practical mindfulness exercises to empty your mind and find some much-needed stress relief and calm, present awareness amidst the madness of your hectic day.

1. One Minute Breathing

This exercise can be done anywhere at any time, standing up or sitting down. All you have to do is focus on your breath for just one minute. Start by breathing in and out slowly, holding your breath for a count of six once you’ve inhaled. Then breathe out slowly, letting the breath flow effortlessly out back into the atmosphere.

Naturally your mind will try and wander amidst the valleys of its thoughts, but simply notice these thoughts, let them be for what they are and return to watching your breath.

Literally watch your breath with your senses as it enters your body and fills you with life, and then watch it work its way up and out of your body as the energy dissipates into the universe.

If you’re someone who thought they’d never be able to meditate, guess what? You’re half way there already! If you enjoyed one minute of this mind-calming exercise, why not try two?

2. Mindful Observation

This exercise is simple but incredibly powerful. It is designed to connect us with the beauty of the natural environment, which is easily missed when we’re rushing around…

Pick a natural organism within your immediate environment and focus on watching it for a minute or two. This could be a flower or an insect, the clouds or the moon.

Don’t do anything except notice the thing you are looking at. But really notice it. Look at it as if you are seeing it for the first time.

Visually explore veery aspect of this glorious organism of the natural world. Allow yourself to be consumed by its presence and possibilities. Allow your spirit to connect with its role and purpose in the world. Allow yourself just to notice and ‘be’.

3. Touch Points

This exercise is designed to make us appreciate our lives by slowing the pace down, coming into purer awareness and resting in the moment for a while.

Think of something that happens every day more than once, something you take for granted, like opening a door for example. At the very moment you touch the door knob to open the door, allow yourself to be completely mindful of where you are, how you feel and what you are doing. Similarly, the moment you open your computer to start work, take a moment to appreciate the hands that let you do this, and the brain that will help you use the computer.

The cues don’t have to be physical ones. It could be that every time you think something negative you take a mindful moment to release the negative thought, or it could be that every time you smell food you take a mindful moment to rest in the appreciation of having food to eat.

Choose a touch point that resonates with you today. Instead of going through the motions on auto-pilot, stop and stay in the moment for a while and rest in the awareness of this blessed daily activity.

4. Mindful Listening

This exercise is designed to open your ears to sound in a non-judgemental way. So much of what we see and hear on a daily basis is influenced by thoughts of past experiences. Mindful listening helps us leave the past where it is and come into a neutral, present awareness.

Select a new piece of music from your music collection, something you’ve never heard before but makes you wonder what it might sound like.

Close your eyes and use headphones if you can. Don’t think about the genre or the artist. Instead, allow yourself to get lost in the journey of sound for the duration of the song. Allow yourself to explore the intricacies of the music. Let your awareness climb inside the track and play among the sound waves.

The idea is to just listen and allow yourself to become fully entwined with what is being played/sung, without preconception or judgement of the genre, artist, lyrics, instrumentation or its origin.

If you don’t have any music to hand that you’ve never listened to before, turn on the radio and turn the dial until something catches your interest.

If you don’t have a radio then take a moment to simply listen to the sounds in your environment. Don’t try and determine the origin or type of sounds you hear, just listen and absorb the experience of their texture and resonance with your being. If you recognise the sound then label it with what you know it to be and move on, allowing your ears to catch new sounds.

5. Fully Experiencing a Regular Routine

The intention of this exercise is to cultivate contentedness in the moment, rather than finding yourself caught up in that familiar feeling of wanting something to end so that you can get on to doing something else. It might even make you enjoy some of those boring daily chores too!

Take a regular routine that you find yourself “just doing” without really noticing your actions. For example, when cleaning your house, pay attention to every detail of the activity.

Rather than a routine job or chore, create an entirely new experience by noticing every aspect of your actions.  Feel and become the motion of sweeping the floor, notice the muscles you use when scrubbing the dishes, observe the formation of dirt on the windows and see if you can create a more efficient way of removing it.

Don’t labour through thinking about the finish line, be aware of every step and enjoy your progress. Take the activity beyond a routine by merging with it physically and mentally.

6. A Game of Fives

In this mindfulness exercise, all you have to do is notice five things in your day that usually go unnoticed and unappreciated. These could be things you hear, smell, feel or see.

For example, might see the walls of your front room, hear the birds in the tree outside in the morning, feel your clothes on your skin as you walk to work, or smell the flowers in the park, but are you truly aware of these things and the connections they have with the world?

– Are you aware of how these things really benefit your life and the lives of others?

– Do you really know what these look and sound like?

– Have you ever noticed their finer, more intricate details?

– Have you thought about what life might be without these things?

– Have you thought about how amazing these things are?

Let your creative mind explore the wonder, impact and possibilities these usually unnoticed things have on your life. Allow yourself to fall awake into the world and fully experience the environment.

By becoming mindful of who we are, where we are, what we are doing and the purpose, if any at all, and how everything else in our environment interacts with our being, we cultivate a truer awareness of being.

This helps us learn to identify and reduce stress and anxiety and difficult, painful and perhaps frightening thoughts, feelings and sensations.

Mindfulness exercises help centre the mind and restore balance to our lives, tempering that “monkey mind” that persistently leaps from branch to branch. Rather than being led by thoughts and feelings, often influenced by past experiences and fears of future occurrences, we are able to live with full attention and purpose in the moment.

Sanskrit in German Schools

Given below is a Press Trust of India (PTI) report on the great demand for Sanskrit learning in Germany.

AVK Teachers, Parents and Students please read the report. I hope this will encourage AVK students to continue learning, reading and writing in Sanskrit.

Sanskrit fever grips Germany: 14 universities teaching India's ancient language struggle to meet demand as students clamour for courses. Will Germans be the eventual custodians of Sanskrit, its rich heritage and culture? If the demand for Sanskrit and Indology courses in Germany is any indication, that’s what the future looks like. Unable to cope with the flood of applications from around the world, the South Asia Institute, University of Heidelberg, had to start a summer school in spoken Sanskrit in Switzerland, Italy and - believe it or not - India too.

“When we started it 15 years ago, we were almost ready to shut it after a couple of years. Instead, we had to increase strength and take the course to other European countries,” said Professor Dr. Axel Michaels, head of classical Indology at the university. The summer school in spoken Sanskrit at the South Asia Institute, University of Heidelberg, is attended by students from all over the world.

In Germany, 14 of the top universities teach Sanskrit, classical and modern Indology compared to just four in the UK. The summer school spans a month in August every year and draws applications from across the globe. “So far, 254 students from 34 countries have participated in this course. Every year we have to reject many applications,” said Dr. Michaels.

Apart from Germany, the majority of students come from the US, Italy, the UK and the rest of Europe. Professor Dr. Axel Michaels, Head of Classical Indology at the University of Heidelberg, says students from 34 countries have taken the course.

Even the core thoughts of Buddhism were in the Sanskrit language. To better understand the genesis of oriental philosophy, history, languages, sciences and culture, it’s essential to read the original Sanskrit texts as these are some of the earliest thoughts and discoveries,” he added.

Francesca Lunari, a medical student who has been studying Sanskrit at Heidelberg University, agreed. “I am interested in psychoanalysis and must know how human thoughts originated through texts, cultures and societies. I will learn Bangla also to decipher the seminal works of Girindra Sekhar Bose, a pioneer of oriental psychiatry who has hardly been studied – even in India. Learning Sanskrit is the first step,” she said.

Languages such as Bangla, in which Bose had written his theories challenging Freud, might face a crisis similar to Sanskrit because of the onslaught of English if these languages aren’t preserved within households, felt Dr Hans Harder, head of the department of modern South Asian languages and literatures (modern Indology), Heidelberg University.

“A significant part of the global cultural heritage will become extinct if major languages like Hindi and Bangla fall prey to Indian English which, in the process, has only got poorer,” he added. An expert in Bangla, Hindi and Urdu apart from European languages, Harder cautioned against such a disaster as more upwardly mobile families stop teaching their own language to their children. Studying ethno-Indology helps contextualise and link subjects to ancient texts. “One can better understand evolution of politics and economics by studying Arthashastra by Chanakya,” said Dr. Michaels.

So this semester the institute is offering a course on ‘human physiology and psychology in the early Upanishads’ by Anand Mishra, an IIT mathematics graduate who took up the study of Sanskrit for his research on evolving a more grammatically suitable computing language. “Working on Panini’s Sanskrit grammar, I realised it could be a great tool in computing language,” said Mishra.

Dr. Michaels feels that instead of indulging in a political and religious debate, Indians should try to preserve their heritage. “Don’t we conserve a rare, old painting or sculpture? This is a live language…and rich cultural heritage which might become the casualty of neglect just as great civilisations like Hampi, the art of Ajanta and temples of Konark got buried in oblivion. It was up to the British to discover them later. Sanskrit, along with its culture, philosophy and science might become similarly extinct,” he claimed, adding: “On the other hand, there is so much yet to discover through Sanskrit…details of Indus Valley civilisation, for example.”

Germany has already been a storehouse of Sanskrit scholars to the world. “The majority of Sanskrit scholars, including those at Harvard, California Berkeley and the UK, are Germans,” he said.

But why? “Probably because we never colonised India and maintained a romantic view about it,” quipped Dr. Michaels.

'Language cannot shake secularism'

India's secularism is not so weak that it will be shaken just because of a language, Prime Minister Narendra Modi has said in the backdrop of a row over Sanskrit replacing German in government-run schools in India. Addressing a reception for the Indian community on Monday, Modi referred to a time decades ago, when German radio had a news bulletin in Sanskrit. “In India, there was no news bulletin in Sanskrit at that time because perhaps it was thought that secularism would be endangered,” the prime minister said. Modi said India’s secularism is not so weak that it will be shaken just because of a language. One should have self-confidence. Self-confidence should not be shaken, he added. The prime minister did not elaborate, but his veiled comments assume significance as these came months after a row over replacing of German as third language in government-run Kendirya Vidyalaya schools with Sanskrit. (PTI)

Sanskrit Song Competition photo

Thank you Jayaran Sir for the encouragement

from poornima g c

We thank our school

We thank our school management and Sarojini ma'am for providing us an opportunity to participate in Sanskrit day celebrations at Manasarowar Pushkarini Vidyashrama school on July 10th. It was a nice experience.

What If Everything You Knew About Disciplining Kids Was Wrong?

The post below throws new light on the negative consequences of using the usual methods of dealing with difficult children: Timeouts, punishment. The writer argues quite convincingly with proof from psychological studies that a new approach really works.

The author, Katherine Reynolds Lewis writing in the July/August 2015 Issue of the magazine Mother Jones, says: "Teachers who aim to control students' behavior—rather than helping them control it themselves—undermine the very elements that are essential for motivation: autonomy, a sense of competence, and a capacity to relate to others."

In a 2011 study that tracked nearly 1 million school children over six years, researchers at Texas A&M University found that kids suspended or expelled for minor offenses—from small-time scuffles to using phones or making out—were three times as likely as their peers to have contact with the juvenile justice system within a year of the punishment. (Black kids were 31 percent more likely than white or Latino kids to be punished for similar rule violations.) Kids with diagnosed behavior problems such as oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder (ADHD), and reactive attachment disorder—in which very young children, often as a result of trauma, are unable to relate appropriately to others—were the most likely to be disciplined"

"Which begs the question: Does it make sense to impose the harshest treatments on the most challenging kids? And are we treating chronically misbehaving children as though they don't want to behave, when in many cases they simply can't?"

The above question is actually at the core of some remarkable research that is starting to revolutionize discipline from juvenile jails to elementary schools. Psychologist Ross Greene, who has taught at Harvard and Virginia Tech, has developed a near cult following among parents and educators who deal with challenging children. What Richard Ferber's sleep-training method meant to parents desperate for an easy bedtime, Greene's disciplinary method has been for parents of kids with behavior problems, who often pass around copies of his books, The Explosive Child and Lost at School, as though they were holy writ.

Greene's model was honed in children's psychiatric clinics and battle-tested in state juvenile facilities, and in 2006 it formally made its way into a smattering of public and private schools. The results thus far have been dramatic, with schools reporting drops as great as 80 percent in disciplinary referrals, suspensions, and incidents of peer aggression. "We know if we keep doing what isn't working for those kids, we lose them," Greene told me. "Eventually there's this whole population of kids we refer to as over corrected, overdirected, and overpunished. Anyone who works with kids who are behaviorally challenging knows these kids: They've habituated to punishment."

Under Greene's philosophy, you'd no more punish a child for yelling out in class or jumping out of his seat repeatedly than you would if he bombed a spelling test. You'd talk with the kid to figure out the reasons for the outburst (was he worried he would forget what he wanted to say?), then brainstorm alternative strategies for the next time he felt that way. The goal is to get to the root of the problem, not to discipline a kid for the way his brain is wired.

I think this post in full, linked below should be read by all teachers and parents of children in AVK. This post was pointed out to me by the Principal, B T Sarojini.


What is the best religion?

Here is a piece of wisdom coming from a living legend, the Dalai Lama. Please read it and think about what he says. You can comment on this post

In a round table discussion about religion and freedom in which the Brazilian theologist Leonardo Boff and the Dalai Lama were participating, Boff at the interval maliciously, asked the Dalai Lama: 

“Your holiness, what is the best religion?”

Boff thought he would say: “The Tibetan Buddhism” or “The oriental religions, much older than Christianity. Instead, The Dalai Lama paused, smiled and looked at Boff in the eyes, ignoring the malice contained in the question and answered:
 “The best religion is the one that gets you closest to God. It is the one that makes you a better person.”

Boff then asked: “What is it that makes me better?”

He responded: “Whatever makes you more compassionate, more sensible, more detached, more loving, more humanitarian, more responsible, more ethical.”

“The religion that will do that for you is the best religion”

Boff was silent for a moment, marveling and even today thinking of his wise and irrefutable response: “I am not interested, my friend, about your religion or if you are religious or not. “What really is important to me is your behavior in front of your peers, family, work, community, and in front of the world."

“Remember, the universe is the echo of our actions and our thoughts. “The law of action and reaction is not exclusively for physics. It is also of human relations. 
If I act with goodness, I will receive goodness. 
If I act with evil, I will get evil. What our grandparents told us is the pure truth. You will always have what you desire for others. Being happy is not a matter of destiny. It is a matter of options.”

Finally he said: “Take care of your Thoughts because they become Words;

Take care of your Words because they will become Actions;

Take care of your Actions because they will become Habits;

Take care of your Habits because they will form your Character;

Take care of your Character because it will form your Destiny,

and your Destiny will be your Life.

… and …
“There is no religion higher than the Truth.”

Scientific verification of Vedic Knowledge

An interesting study is presented in the video linked below. The study uses scientific analysis to verify what is said in the ancient Vedic scriptures. It also presents information on the Saraswati River’s existence by satellite imagery, carbon dating of the 5,000 year old Kurukshetra battlefield, analysis of the Harappan linguistics, dating of Vedic texts, Dwaraka Island marine archaeology, the early nature of Vedic Mathematics, Vedic cosmology, the myth of the Aryan Invasion, the use of Vedic Mantras, and much more.

Unfortunately most textbooks followed in schools in India still perpetuate the myth of an Aryan invasion leading to the Vedic culture. This myth created by western Indologists has been debunked by the study. I suggest that teachers should show this video and let students know that the Aryan invasion theory should no longer be taken as fact but as misinterpretation based either on a biased, Euro-centric vision or inadequate understanding of the Vedic texts.


Ramayana is NOT a Work of Fiction

A most interesting news item in the Pioneer newspaper of 15th June 2015 was reported. The report says: "Ramsevak Kol, a tribe from the Sidhi district of Madhya Pradesh, stands head and shoulders above other Indians. Genetic studies prove that he is one of the descendants of King Guha of Ramayana. An international team of researchers consisting of geneticists, anthropologists, archaeologists and historians have found that Ramayana, written 10,000 years ago, is a chronicle of events and characters recorded by Sage Valmiki and not a work of fiction."

The news report continues: The mystery behind the characters in Ramayana has been solved by a team led by Dr Gyaneshwer Chaubey, ace genetic scientist of the Estonian Biocentre in Estonia. A three-year long research by Dr Chaubey and his team drawn out from Centre for Cellular and Molecular Biology, Hyderabad, Delhi University, Indian Institute of Technology-Kharagpur and Institute of Scientific Research on Vedas has found that the Bhils, Gonds and the Kols, categorised as Scheduled Castes and Tribes by the modern day administrators of India are the true descendants of characters featured in Ramayana. The peer reviewed scientific paper authored by the team has been published by PLOS ONE, a respected scientific portal."

Some of you who may interested in this news, please visit the site, http://mail.dailypioneer.com/todays-newspaper/ramayana-not-a-work-of-fic...

Brahmanic Vignettes

Thank you Dayananda. I strongly recommend the book to all our parents, students and teachers.

Brāhmanic Vignettes: Diplomat's Nostalgia

Our Thatha, he has been devoting all his time and effort to bring forth the Brahmanic Vignettes book. Now Kindle and paper back are available online!.

Amazon: http://www.amazon.com/Brahmanic-Vignettes-Diplomats-Nostalgia-Siddhartha...

Even Google books launched online E-book for reader, Please go through this link

Google Books : https://books.google.co.in/books?id=m-RFAgAAQBAJ&pg=PA249&lpg=PA249&dq=b...

Function loading in Java

Hi Suchetana and Students of Class X. Here is a link to a tutorial on Method Overloading or Function Overloading in Java. The tutorial has some examples. Please let me know if this was helpful. If so, register as users on the AVK web site and post your comments.

The link is: http://www.java-samples.com/showtutorial.php?tutorialid=284

Function Overloading

Class X students are leaning function overloading in java . Please establish a link on the same.

Thank you ,

Can Reading Make you Happier

Teachers and students may find the article linked here interesting. It describes how the author as a young girl was prescribed Bibliotherapy. This is a very broad term for the ancient practice of encouraging reading for therapeutic effect. The author initially resisted the therapy but began to read the recommended books.

As a grown up she now writes about her experience: "I worked my way through the books on the list over the next couple of years, at my own pace—interspersed with my own “discoveries”—and while I am fortunate enough to have my ability to withstand terrible grief untested, thus far, some of the insights I gleaned from these books helped me through something entirely different, when, over several months, I endured acute physical pain. The insights themselves are still nebulous, as learning gained through reading fiction often is—but therein lies its power. In a secular age, I suspect that reading fiction is one of the few remaining paths to transcendence, that elusive state in which the distance between the self and the universe shrinks. Reading fiction makes me lose all sense of self, but at the same time makes me feel most uniquely myself. As Woolf, the most fervent of readers, wrote, a book “splits us into two parts as we read,” for “the state of reading consists in the complete elimination of the ego,” while promising “perpetual union” with another mind."

Further she writes: "For all avid readers who have been self-medicating with great books their entire lives, it comes as no surprise that reading books can be good for your mental health and your relationships with others, but exactly why and how is now becoming clearer, thanks to new research on reading’s effects on the brain. Since the discovery, in the mid-nineties, of “mirror neurons”—neurons that fire in our brains both when we perform an action ourselves and when we see an action performed by someone else—the neuroscience of empathy has become clearer. A 2011 study published in the Annual Review of Psychology, based on analysis of fMRI brain scans of participants, showed that, when people read about an experience, they display stimulation within the same neurological regions as when they go through that experience themselves. We draw on the same brain networks when we’re reading stories and when we’re trying to guess at another person’s feelings. Other studies published in 2006 and 2009 showed something similar—that people who read a lot of fiction tend to be better at empathizing with others (even after the researchers had accounted for the potential bias that people with greater empathetic tendencies may prefer to read novels)."

I recommend that teachers and students and parents should visit this site and read the experiences of the author and her plea for reading as a great way to treat yourself. The link is given below.



Yes, Rosevelt's quote is worth giving a thought to. This is something I shared with the junior school as part of Teachers' Assembly Talk.


If we take care to observe the elements of nature we have a lot of lessons to learn from all creatures. Even the tiny ant.
Observing a colony of ants at work, we can gather the following traits:

  1. Discipline
  2. Tireless Perseverance
  3. Team Work
  4. Unselfish Sharing
  5. Organisation

I do hope children will spare some time to enjoy and learn lessons from the silent teacher, Nature

Online Learning Resources

All of us live in a society where learning does not stop with the acquisition of a degree and a career. Many of us would like to extend and update our knowledge and/or learn something new to increase our competence on the job. This is probably truer in the teaching profession than other professions. Online learning has become an option that, world-wide, is being used by millions of people.

The link below is the link to a Guide to online schools. I hope AVK teachers and others who subscribe to the web site might be interested. Please take a look. http://www.accreditedschoolsonline.org/online-schools-guidebook/

Environment Day

It is good to note that AVK regularly celebrates Environment Day. Let's take a pledge that all of us are equally responsible to help create a healthy environment within our own small worlds.

Here is a quote from Theodore Roosevelt, a former President of the US.

“Here is your country. Cherish these natural wonders, cherish the natural resources, cherish the history and romance as a sacred heritage, for your children and your children's children. Do not let selfish men or greedy interests skin your country of its beauty, its riches or its romance.”


Hello Students of Class IX and X

You may find this tutorial on BLueJ useful. Please go to the link below and download it. If you like it, please let your teacher know.


Computer Applications

Dear Students of class IX,
Computer Applications - a subject at class IX and X helps students to understand the concept of object oriented programming. An user friendly interface called Bluej is used to learn JAVA programming concept both in classes IX and X. Though it is an abstract subject in the beginning, once the concepts are clear and logic is built it is a joyful subject.. So gear up .. LET US LEARN AND ENJOY JAVA TOGETHER ... WISH YOU ALL A HAPPY LEARNING..


Environment Day

Dear Students and Teachers of AVK,

Tomorrow, June 5th is world Environment Day.
Let us practise the concept of refuse, reuse , reduce and recycle on the campus, in keeping with this year's UNEP theme "CONSUME WITH CARE"

Teachers and students please Register as Users

Teachers and students of AVK, please register yourselves as users. Put your User Name, and email on the Create New Account link on the home page and click Submit. You will then receive an acknowledgement on becoming a registered user. You may then begin to benefit from the postings on this forum and also contribute to it.


It is disappointing to note that AVK teachers neither contribute nor comment on the posts that are put on their page.



It is disappointing to note that AVK teachers and parents neither contribute to this forum nor comment on the posts on the forum.

Please see the linked TED talk by Salman Khan, the founder of Khan Academy which has produced thousands of school videos now being used quite extensively. Ideas talked of by him are worth considering seriously by AVK teachers. I would appreciate comments by teachers after they have viewed the TED tak,



The need for educating children on the importance and value of Vedic literature

The country has witnessed a lot of debate on tolerance to different opinions in the last few weeks. Allowing people the responsibe freedom of speech and expression is a fundamental right and the importance of this can be imbibed right from childhood.  This requires that children are exposed to literature and cultural values. In India for instance, childfen are not exposed to the enduring literature and values of our great culture and history. Most schools do not expose children, fo instance, to the Vedas and other Vedic literature. The post below is relevant and hopefully will allow teachers of AVK to see how this can be made avaiable to our students.

In a recent post on India Oprines, Purushottam Kumar writes as follows:

Right to education is a fundamental right and it is the duty of the society and the government to make sure that each and every child is educated without any discrimination.  But what if there is discrimination in what knowledge is imparted to the students.   What if the ideologically driven educationalists do not allow the students to be exposed to various fields of knowledge but instead force them to study only those subject matters which agree with their way of thinking and believing.

This would be considered a gross misuse of power and position. But this policy of knowledge filtration has been going on for ages in India. The British during their rein had made sure that the Indians remain deprived of their rich knowledge and culture.  They strategically trained scholars who were although Indians but had disregard for Indian culture, society, customs, traditions and holy books. These scholars were given the responsibility of slowly and steadily making Indians believe that their culture, history and knowledge are inferior to that of the west. The purpose was to make sure that the Indians lose faith in the Vedas. British policy continued even after India achieved independence.  The scholars who were trained to demean Vedic books continued nurturing other sets of scholars who would not allow the knowledge of these scriptures to be made available to all Indians.

They starting concocting and misrepresenting these books and came up with doctrines like

  • Vedic literature are unscientific and it promotes superstitious beliefs.

  • Ramayana and Mahabharata are mythology.

  • These books divide society and discriminate against women.

  • Knowledge imparted by these books is not relevant anymore.

Vedic literatures are the oldest literature of the world.  And it was not written by some unintelligent, illiterate and primitive nomadic people.

Let us gauge the vastness of Vedic literature:

  • The 4 Vedas – Rig-veda, Yajur-veda, Sama-veda, and the Atharva-veda -in total had 21, 109, 1000 and 50 branches respectively  consisting of over 100, 000 verses. Many of them got lost and today we find around 20, 023 (or according to some 20, 379) verses in all the 4 Vedas.

  • There are 18 Puranas and in total they have 400, 000 verses.

  • Mahabharata is the world’s largest epic consisting of 110, 000 couplets.

  • Ramayan another great epic contains 24, 000 verses.

  • And the list isn’t complete; there are many more literary masterpieces such as Brahmanas, Aranyakas , Upanisads, Upa – Vedas and Vedangas etc.

A person with a tinge of intelligence would accept the fact that such voluminous works cannot be the handiwork of some nomadic and semi – literate people.

The philosophy espoused by these literature has the potential to change the way we look towards the world and towards other living beings. These holy books talk about isvara (God), jiva (the living beings), prakriti (wolrd), karma (actions) and kala (time). It teaches us about the importance of cultivation of spiritual knowledge; charity; self-control; austerity; simplicity; nonviolence; truthfulness; freedom from anger; renunciation; tranquillity; aversion to faultfinding; compassion for all living entities; freedom from covetousness; gentleness; modesty; steady determination; vigor; forgiveness; fortitude; cleanliness; and freedom from envy and from the passion for honor (Bg 16.1-3).

It informs us that all the living entities in this world are part and parcel of God and so we should see them all with equal vision and should not discriminate against any. (Bhagavad Gita 5.18)

But an Indian does not get the opportunity to study these books in schools and colleges and if someone desires to study them then they are derided. So much is the disdain for the Indian traditional culture, language and custom that in India instead of Sanskrit, which is a native Indian language, in the educational institutions German was being taught. And when the government tried to include Sanskrit in the educational curriculum then there were fierce opposition from the anti-Vedic brigade who masquerade as liberals in India.  Today Sanskrit as a language has survived because of the mercy of foreign universities.

Isn’t is surprising as well as shocking?

Indians in general have deep longing to know about their culture, tradition, language and literature.  And so many Indians have continued to learn about their culture and philosophy from their elders or have tried their best to study on their own. Many religious and cultural organizations such as ISKCON organize classes on Bhagavad Gita, Srimad Bhagavatam and other Vedic literatures ensuring that not just Indians but people all over the world know the message of these sacred books.

The tyranny of ideologically driven left liberal academicians should be stopped. As an Indian I should have the right to choose what I want to study and I should not be deprived of that opportunity.  Educational institution in India should not discriminate against Vedic school of thoughts and allow the younger brains to get exposed to these vast bodies of knowledge.




We are very happy to know about Our divine language Sanskrit has got very much importance in the Europian countries like Germany and France. But at the same time we are feeling sad because in our own place parents and children are loosing their interest and they think that state language is more important.                                                                                                                                                                                       Sanskrit Department AVK
                                                                                       (Anuradha Mohan, Sujatha.S, Ramamani.S)

Thanks to the Sanskrit Dept. for their comments. It would be useful to let parents know of the value of learning Sanskrit for parents of AVK. May be you can think of a half-a-day's seminar for interested parents.