A Quest on Overdrive … :)

An eccentric rambler on life's lessons and mercies, found and lost… :)


Paradigm Shift

Pulled this one out of the drafts (lying there for the past six months or so).

I’m too close to this subject as well (as all those other rambles here :D) so I wonder if I shall do justice at all. Let’s just leave it at that. (These are the murmurings to self, so please take as disclaimer or simply ignore 🙂 ). That’s already two smileys I should not be using at all, given the weight of the gravity of the topic.

Shifting paradigms of education, especially this day, especially the innovations, the trends, the tacky problems they generate, and our readiness or lack of it, in confronting it. That is what I hope to given direction to, here. As a parent, a practitioner, professionally, as a keen participant in the unfolding scenario. My take.

Recently, on Facebook, I had come across this picture, on how paradigms are created. It has its own stark message, glaring out from the humour in the picture. You’ll understand when you see this. (Picture courtesy one Jai Murugan on FB who had uploaded this picture. All credit to whomsoever created it).

That is the first statement that is given when one is confronted with a change of pattern in operating stuff. Be it teaching, be it a new filing system. “Why change?” “This is the way things are done here!” No argument for change has ever been received with unstinted support even though one realizes that it is beneficial. Because that is the way things have always been done.

It’s not just about the comfort zone one has to move out from. It’s the thought of unlearning, and learning again; the ‘why bother…’;  the “Oh it’s not better definitely, so why try?’; and innumerable arguments.

I’d like to specifically talk of the shift in the Education Methodology, of actually translating it into workable solutions at ground level and also the level of acceptability it has received, from all the “stakeholders” (new terminology to boot!) here – the parent, the teacher, the institution, the learner. Specifically, I’m talking of Mr Kapil Sibal’s baby, the CCE (Continuous and Comprehensive Education), in the CBSE stream (part of the MHRD initiative).

The bare bones of it all, first. CCE was first introduced in the Primary School level way back in 2004 (strictly to be adhered then). As its name suggests, it had to be continuous, and comprehensive assessment of the learner- both academic and co curricular. Now there were no checks on whether it was being done, and schools adopted it to different degrees, in different manners. Ideally there should have been no examinations or formal testing (as in Unit Tests), and assessment had to cover a range of the child’s potential and abilities. Tough. Especially for the teacher. Now you know why it never came through successfully.

Though the history of its implementation and the work behind it, attributed to recommendations by different committees and groups, and especially the NCF, National Curriculum Framework, at different points in time, is extended backwards to a good many years, it was the NCF 2005 that finally brought in a measure of seriousness. When CBSE took note that the implementation at Primary Level left much to be desired, it went into action, and went for the Jugular (great! I’ve actually got a natural context to use this word, unlike here :D). They introduced CCE in Class 9, during October 2009. Imagine the chaos! Suddenly CBSE was dictating terms as to how assessment was to be done, in Class 9 which would impact performance, standards, outcomes, in terms of results, and bring about a sea change, in perception, planning and practice. Many of the fraternity are still drowning in that sea, almost 2 years hence.

In its present form CCE has been implemented fully in CBSE schools right from Class 1 to Class 10. Quite successfully, even if under protest. There is a paradigm shift here, one that, I feel, has been good, especially for the learner group. That, finally, is what matters. So what does it entail? Please bear with me, while I climb on my hobby horse and give you the structuring of the concept.

Assessment is the key word. And that comes from both teacher and student. Peer group and self assessment are also very very important. The whole year is split into two terms. Each term into two blocks of Formative Assessment -FA-(internal assessment, as many are fond of calling it – it actually is the assessment that is there for, and of learning, in small bits), and Summative Assessment, the end of term assessment by way of a pen and paper examination. In FA, there should not be more than 1 pen and paper class test. A variety of other tools and techniques have been provided in the Teachers’ Manual – some of which include presentations, charts, seminars, projects, speech, recitation, interviews, creating MCQs (Multiple Choice Questions) on lessons done, offering opinions, debates, group discussions… The SA includes all the content of that term alone. Only grades are given and no marks ar e entered in the Report Card (which is now an exhaustive document of the child’s personality)

A very important part of the change was the emphasis given to Co-Scholastic Areas of Life Skills, Attitudes and Values, Activities and Skills, Physical and Health parameters. These were to be graded, and a suitable descriptive indicator had to be written down. That is a sort of remark on that area of the child’s personality. CBSE went one step further and upgraded the Scholastic Grades of those who had very good Co-Scholastic Grades, up one level. Such is the importance given to that.

So why has it been met with so much resistance? Some of you who have young children still in school, esp. a CBSE school might want to protest and request that the entire system be reverted back to when examinations ruled. One Board Exam at the end of 10th to decide. That is one of the main reasons that CCE was implemented. To guard against the unreal outcome of such an exercise where the child who remembers, understands, can expostulate and write, emerges the undisputed winner. In the new system, you make it happen for most of the children. It’s the argument about standardised testing, and about different individuals being just that … different… in their abilities, so should that not also be taken into account? Multiple Intelligences (Howard Gardner – unfortunately in the time I did B.Ed., this was not disucussed- now this is a key point in Pedagogy, rightfully so.) – such as Logical, Linguistic, Aural, Visual, Bodily-Kinesthetic, Spatial, Intrapersonal… to name a few, matter, this day and age, because each of us is able to absorb information in different ways. What once was accepted as the rigid way of study, no longer holds true. Take a look at this:

Pic from FB.

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Albert Einstein


The above is a link to a part of a textbook in Class X. This is a new and improved version  of one of the text books in Class X, where the cartoon above  clearly illustrates the theme for the  Lesson called “Inclusive Education”, in the second Unit- Education. The breadth of the theme is beautifully enunciated, and the entire book, though too exhaustive for an average learner, is an eyeopener for the learner group, as well as the teacher herself/himself. Do read that lovely little lesson, on Page 56, Unit 2, Lesson C. Inclusive Education. 

The points raised by many of the parents I know who have a difficulty accepting CCE runs thus:

  • Children will forget how to write exams, and their life, after school is going to be dictated by it
  • FA, esp. the assessment in class, how can we be sure the teacher is objective?
  • The subjectivity of the teacher in awarding grades in Co-Scholastic areas, esp. if the child is always flattering the teacher, or irritating him/her no end!
  • Projects; kids dont do it, others do!
  • Assignments, which they copy from each other
  • Kids dont have a social life now; each day there is assessment, so the brighter ones refuse to go out, meet or visit with family friends, attend functions!
  • All the teachers give tests, assignments at the same time. Sigh.
  • This is just like DPEP (District Primary Education Programme), the initiative by the Kerala Government, among the first to introduce a form of CCE in its schools, very systematically. Unfortunately DPEP has been read as Dridra Pillerr Enganengilum Padichotte– meaning Let the Poor Children somehow study (Poor as in poor.)
  • How do you assess co-scholastic areas, especially when you have a class of 50 or thereabouts? (Very valid point there!)
  • Always activity, always activity… give them a break!
  • In English, where can they get the speeches from?
  • They take everything from the internet, so what are they being original and creative about?
  • I dont have a computer, and I have to spend so much on taking my child to the Internet Cafes, and for the printouts of pictures, weblinks.
  • Yada yada yada…. 🙂 (I do not mean any disrespect here, but most of the other points are the ones above, reworded- sometimes people find nothing positive about change and that depresses me!)

I don’t want  to counter each point there,  but I would like to put forth my rationale, on why I think it works for me, and the way I see it.

  • While earlier only a child’s ability to perform in a test was taken as the measure of that child, now it is way different! He/she may have other skills even in academic areas which are given due consideration and weightage!
  • Yes there is the problem of class strength, but if we are going to keep postponing change till we achieve the ideal number in class status, we might never start. Sometimes we need to take that leap of faith.
  • Projects? Well, from the ones that used to be given as home assignment, now they do it in groups, in class, during class time. So who does it? Individual reports on it are taken from members to assess their learning, and their contributions 🙂
  • Teachers are still learning along with the students, and here I must add that CBSE has yet to take greater initiative in teacher inservice courses to help us better. (The Kerala Education system has done some wonderful work on this front)
  • Teacher objectivity will always be in question, no matter how respected that teacher is. But in the case of Co-scholastic grades, awarded, a team of teachers decides, and it is always in favour of the child concerned. We do that. Really.
  • Yes, it is exhausting for the teacher, just as much as you imagine it is for the child. Though for the child I do think a bit of organizing by the family and the teachers in school, can ease the strain. As a teacher, I do understand so much more now, the value of planning, and the lack of our efforts in that direction. Sorry truth, that is.
  • The children and their parents need to know how to use the internet, and if they do get information from there, well, good job! It is how they use this, even in their speeches, without taking it in verbatim that we are going to assess. And it tells when they simply spout without know what! I love flushing out those who do that :D! Poor kids!
  • Yes, there is much to be improved, and it is still evolving, but I think a world of good has been done to more than majority with the easing out of marks, and entry of Grades; how they feel less threatened by the report card, which has much by way of detail of the persona of the child as against only the academic achievement that once used to rule the roost.
  • Slowly, but surely, a lot of parents are working towards accepting it, or at least seeking to be informed about it so that they may better help the focal point of all this, the child.

I do hope the CBSE will work with greater interest towards easing the burden upon the teacher now, who has to plan and execute most of the learning and assessment, not to mention the Report Card work by issuing more guidelines, giving in service courses, right through the country, instead of just the North and the Central areas. Much work needs to be done by them to bring the effort to a better standard both in performance and in achievement of the said objectives.

  • Maintain schedules for study uniformly instead of allowing each school to set their own timeframe. Sometimes a uniformity, at least in the time frame (instead of just saying April to September, I Term, October to March, II Term), goes a long way in ensuring greater stability
  • Give a uniform schedule of the SA to be conducted (now each school can decide their own timetable and their own question paper from the Question Bank sent by CBSE – which incidentally is not very secure, it being sent in CDs to the school, where anyone who has access to it can take and leak papers– or create their own)
  • For the SA, again, give the timetable to be followed by each school. Exceptions may be made to rural schools or those in far flung areas that need special consideration – but make sure you identify them
  • There is an exhaustive amount of suggested activity/ exercises in some texts, in Class 9 and 10. Most schools have a policy that all.. ALL.. the exercises MUST be done, which makes it difficult, esp. for the learner. When text books are designed, it is always better to ensure the right amount, for the average learner, and maybe a couple of things more for the brighter ones, isn’t it?
  • Books, on time please! The CBSE publications’ books Interact in English Series this year was delayed by more than 4 months and therefore photostat copies had to be taken, then books bought when finally it was available… It was utterly beyond excuse!
  • But, most importantly, the schedules.

Here is how a sample report card looks, in the new CCE pattern. I’d have loved my kids to have one like this. At the end of Class 10, a printed report card, summarizing all these details from Class 9 and 10 are given. A thoroughly detailed picture of the child!

(Image, courtesy, Google Images)

I’ve saved the best for last. Three videos on creativity, education systems and the need to change our thinking.

Sir Ken Robinson, Educator, Creativity Expert, had given a series of talks on Tedtalks on the Educational System and Creativity, and the need to bring on learning revolution. I’ve shared these on Facebook, having first heard of them from Jennifer Robertson, a very creative and accomplished poet.  Each of these links below is worth watching, when you have time. The first one below, a MUST. It is an animation of a speech he gave on the same topic – a 20 minute speech condensed beautifully into half that time, and aptly.

1. Changing Educational Paradigms (Animated by RSA)


 Animation of Sir Ken Robinson’s talk on the same topic

2. Bring on the learning revolution


3. Do schools kill creativity


31 October, 2011

Link worth exploring: CBSE’s CCE home page, which has all the information about it, and esp. Circulars, the Manuals, and books.

Sigh. Word count 2500+.

And thus I dismount from my hobby horse, and quit shouting atop my soapbox! Very liberating, having no one to breathe down your neck and utter dire threats about wrecking your spine, sitting at the computer, and dishing out those 2600+ words, almost in one session! Very liberating. But I leave now, satisfied. Another rant freed. 😀

P.S. There is much left to say on finer points of the whole new way. Would be glad to add, if needed, by way of replies to comments. Thank you for your patience, if you read up till here!


Job Description: Teacher. What’s that, you say?

It’s Teachers’ Day today. 5 September. The Birth Anniversary of Dr. Sarvapalli Radhakrishnan, eminent Statesman and Educationist. Educationist. (I have a red squiggly line under this word, as MS Word refuses to accept such a term. Grammatical or spelling error! And I wonder why, because even online dictionaries do seem to recognize this spelling!)

While the nation, especially the younger folk go ga ga over wishing teachers all over, I wonder at the diminishing relevance of setting the day aside to acknowledge the community of teachers. Given the job description of a teacher, what does it entail? Once upon a time, the Guru was placed on a pedestal, and Indian tradition still does that, in very many minds and schools. What has it come to now? With a more discerning student body, more openness in discussions on teacher profiles, more multiplicity of perspectives on roles teachers need to adopt, and finally, the need for a qualified teacher to recognize that he/she is not the end or even the means, but merely a tool of learning, how do we perceive the “job” of a teacher?

The line, I find, is very thin between being teacher and learner. For, if you cannot be still learning, you cannot teach. Richard Bach whose quotes from “Illusions” are here, speaks wonderfully about teaching 🙂 I remember referring to this page, when I first started writing in this blog space, on A Quest Spills Over. This is what he says about learning and teaching and doing.

Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers.

I simply cannot let this day go by without sharing with you something a lot of you would have already read before, something that I find is more and more relevant these days, for teachers. It is supposedly a letter that Abraham Lincoln wrote to his son’s Headmaster. Here it is.

Abraham Lincoln’s letter to his son’s Head Master

Respected Teacher,

My son will have to learn I know that all men are not just, all men are not true. But teach him also that for ever scoundrel there is a hero; that for every selfish politician, there is a dedicated leader. Teach him that for every enemy there is a friend.
It will take time, I know; but teach him, if you can, that a dollar earned is far more valuable than five found.
Teach him to learn to lose and also to enjoy winning.
Steer him away from envy, if you can.
Teach him the secret of quite laughter. Let him learn early that the bullies are the easiest to tick.
Teach him, if you can, the wonder of books.. but also give him quiet time to ponder over the eternal mystery of birds in the sky, bees in the sun, and flowers on a green hill –side.
In school teach him it is far more honourable to fail than to cheat.
Teach him to have faith in his own ideas, even if every one tells him they are wrong.
Teach him to be gentle with gentle people and tough with the tough.
Try to give my son the strength not to follow the crowd when every one is getting on the bandwagon.
Teach him to listen to all men but teach him also to filter all he hears on a screen of truth and take only the good that comes through.
Teach him, if you can, how to laugh when he is sad. Teach him there is no shame in tears. Teach him to scoff at cynics and to beware of too much sweetness.
Teach him to sell his brawn and brain to the highest bidders; but never to put a price tag on his heart and soul.
Teach him to close his ears to a howling mob… and to stand and fight if he thinks he’s right.
Treat him gently; but do not cuddle him because only the test of fire makes fine steel.
Let him have the courage to be impatient, let him have the patience to be brave. Teach him always to have sublime faith in himself because then he will always have sublime faith in mankind.
This is a big order; but see what you can do. He is such a fine little fellow, my son.

Abraham Lincoln.

(You can google it and see many versions of the same text, as verse, and as a prose text, in the form of a letter too. I picked this out from one of those many sites.)

For me, it is a visitation to my inner self. Like any other day. 🙂 Many say teaching is a thankless job. I wonder at that. I have found the most fulfilling of moments in the connection a child makes to what you say in class, even in the disagreement a learner has, with what you say. In sharing something that connects instantly with them. In the sly looks they share sometimes, when they think you aren’t looking. In the notes they pass to each other, which takes me back to my own times sitting on the back bench. In just being with them, tedious though it can be, at times. In the sudden sorrow too, when I realize that I am unapproachable to some, because of my rather standoffish attitude at times; in the firm, strict “teacher”, the dragon that I am too! While, at the same time, I take heart when some of them come back after leaving school, and tell me it was fun being in my class, no matter that they could not play the fool :D! That is the best of all. When they remember you, years on, and just come up, smile and talk to you. Not thankless. Not for me 🙂 🙂

Something else to share. Something I concur with entirely. Read for yourself 🙂 This is from an email I received ages ago, the source of which I simply cannot trace. That account got deleted so I cannot even figure out who sent it 🙂 Luckily I had written it down.

A succesful teacher must have (it goes..)

The education of a College President (A Dean)
The executive quality of a financier
The craftiness of a Politician (!!!!!)
The humility of a Deacon
The discipline of a Demon
The adaptation of a Chameleon
The hope of an Optimist
The courage of a Hero
The wisdom of a Serpent (!!!!!)
The gentleness of a Dove
The patience of Job
The Grace of God
The Persistence of the Devil!

The last line says it all actually. Only with a certain amount of persistence, gentleness, humility, craftiness and patience can you be a teacher, for sure 🙂 🙂

And finally, let me leave you with this video of Taylor Mali, speaking about “What Teachers’ Make”. The idea may be a bit outdated, but there is some truth and some meaning in what he shares 🙂 Happy Teachers’ day to all the Teachers, Mothers, Fathers, Mentors, Instructors and everyone who, by their own lives and their actions, teach another something. Anything.

God Bless.

Taylor Mali, on “What Teachers Make”

5 September, 2010


Whither to…?

A few years ago, the paddy fields in front of my parent’s fields were as green as this wonderful shade 🙂

Now, labour is hard to come by, people have not time or inclination to work the fields, the owners cannot commit themselves to keeping their fields fertile and sowing paddy, so they have switched crop- banana does not need much attention, is way bigger than paddy grain, and easier to manage. So the landscape changes:

(Click on the pic. above, to enlarge, and magnify to see the tiny banana saplings, on the opposite side)

Both these pictures are taken from the front of my parents’ house, one inside the gate, the first one, and one at the gate, looking outward,  in what used to be a lush village, now turning into a semi city, with a whole lot of “gelf” money pouring in. And it just isn’t the fact that the season is a little different, it is the change in the landscape that this is going to effect! In fact many of the fields have been converted into plots for houses as well. I only wonder as to how long, before even this bit of greenery vanishes.

More comparisons:

I was walking home from a little temple on a hillside, close by, and clicked this one… on the right you can see the banana saplings already growing.

From the opposite side, a couple of years ago,  the same said temple, the fields looked like this 🙂 The pic below is taken from the opposite side of the same “varambu” ie, the little path between fields.

The problems  with the banana crop are a few. First of all, water is not retained in the fields as it is with paddy. So the general ground water level is likely to come down. Next, the fertilizer used for the banana also includes manure, from chicken (does one call it manure? LOL! But chickensh**, seemed rather unparliamentary, so… :D! ) This in turn helps a sort of pest, named “cotarma” in malayalam, flourish, and it comes in swarms, sticks to the walls and ceilings and generally is a well… pest. Can cause certain kinds of rashes too. And cannot be wiped out with insect repellant or anything else 😦 It is rather hateful. So yet again, is this worth it?

Those fields are turning into killing fields for the environment, for sure.

Whither to, our race…? Pun entirely intended.

27 April, 2010


For My Little One :)

Disclaimer : All the research for this post is certainly non emperical, and based purely on personal observation and bias. Lol. Given that, please go on and read at your own risk. There is a sort of guarantee that you might fall asleep half way (being a rather looong ramble) so please have a cushion ready at the keyboard, where you are likely to topple as you gently fall forward, eyes glazed over. Now that is out of the way, do please continue 🙂

Tag time again, and this one is a special one, for a special person, on a special occasion. The second born of course, after the first one got his place in the virtual sun, here and here 🙂 IHM [again :)] had tagged me on how different the second born has been, and has he wiped the smugness off his parents’ faces 😛! Going back to her post, to revise and review, I came across my comment, part of which I’d like to quote, as a sort of introduction, to me too, a second born, the middle one of three, the ham of the sandwich, as I am so fond of saying!

Aeons ago I had this to write on IHM’s post:

Now that I know, and have been tagged :D , this is going to be interesting! I am a second born, and I am going to write about how my second born is so very much like me :D :D ! A stirrer and shake-up-er! Certainly wiped the smug proud parent look off the parents’ faces :P !

I know that IHM, Shail, recently, and others, Indygurl and Solilo have all done one or other version of the tag, both before and after IHM’s post, and each of them have been beautifully done. Being a second born myself, I have felt the heat, felt different, and weird, and all that jazz, and have often wondered, of late, if the little one too perhaps did. Now I don’t. I know  😀 !

They say first born are…

  • way more angelic… ??? 😀
  • way more responsible 🙂
  • seem to mature faster (they ought to, don’t you think, seeing that they need to make space for the second one in line :P)
  • more accomodating, adaptive..??
  • can be easier to engage, in activities…
  • perhaps better readers, too

These I have garnered from snippets shared on different posts with the same thread.

Going by my own history and what I see being made of my offspring (Gosh! what a thought!) I think these are the observations that I deem noteworthy 🙂

  • First borns are indeed angelic ( go on and gloat, all you FBs..Lol!), though naughtier 😛
  • They’re very friendly and engaging
  • Very easy to care for
  • Not in the least fussy, which however, these days (at home, with my FB) is getting me rather impatient! I do wish my big ‘un would at least change clothes, freshen up when he needs to go out, even if it is with me or his friends :D!
  • They’re voracious readers. He can wade his way through a tome quicker than you can snap his fingers 🙂 I think that has to do with the fact that he had so many story tellers as a child. He was the first grandchild for all his grandparents, and the first baby in the house, for his aunts and uncles too 🙂
  • He’s mature and responsible, yes, but forgetful too 🙂

That is the big ‘un. But then this is about the second born, who has been biding his time; and all that while after the April 12 write for the elder one, I have been waiting to do this for the little one. Though there is this verse, of sorts, intended purely for him, you know one needs to balance well, esp with the kids :)!

So, from Kunju, the elder, and me, this is for you Kunjunni, my little one 🙂

Being a second born myself, I find ever so many commonalities in temperament and thought, that it is sometimes amazing. (At the same time I now sympathize and empathize with my own mother :P)And perhaps because of that we mirror so much of each others’ thoughts, and therefore end up having these absolutely grand arguments and fights, dramatically reacting and over reacting, silent sulks and verbal wars. Not to forget, of course, the fantastic wavelength we are on most times, speaking out each others’ thoughts Too!!

Where do I begin to tell you of him?

An angelic baby (who should have been a daughter, I have said ever so often!) he soon proved to be  truly angelic, determined and single minded when it came to routine, people and activities.

It had been so easy to handle the elder one. He’d go along with anyone and everyone… grandparents, aunts, cousins, neighbours 🙂 and could be kept so easily entertained. Well behaved too, if you dont take into account his fondness for throwing onions and potatoes, and on occasion, the heavy iron out of my parents’ 4th floor apt. in Mumbai :D! Stories fascinated him, and still do 🙂

But, the little one? Oh no Siree! Only his Amma for him, thank you. Everyone else was to keep safe distance, and not even THINK of looking at him, let alone TALK. The very thought! Dear God! His lower lip would jut out, curl downwards, and he’d being with a small wail that grew in volume and intensity! To gloss over… travelling with both of them, on my own, which I had to do often, was no cakewalk :D! Exhausting? Way beyond all that!

It took all of four years for him to permit others to befriend him; till then no other than his immediate family, parents and brother, and maternal grandma were allowed into his hallowed space.

The same little one has a circle of friends too many to count, and all of them from a variety of classes and colleges, and places 🙂

Perhaps, because, with the passing of time, he grew with a charm that seemed to knock people off their perch, while he maintained his space 🙂 I have never figured out how he managed to do that 🙂

He has been a quiet Lion. (Ok he is a Leo too :)) not the loud, and roaring variety; in his pre teens. All of which changed when he finished his Std X. The cub transformed then. Quietly there assumed a young lion whose leadership skills were as astonishing, as they were competent. Other colleagues at my school (where both of them studied, poor things :D) began to wonder at the “smiling baby” who seemed, all of a sudden to have grown up!

Do second borns transform suddenly? I’ve wondered. Growing up in the shadow of a more accomplished sibling (the elder one was a prefect and all that… :)), when they find the sun peeking out at them , after the shadow shifts, do they then bloom?

It seems to have been somewhat similar in my case.  With an extra intelligent, talented, athletic elder brother, who always topped his class, played in the U-19 state cricket team, who was Captain of the NDA cricket team later, it was hard to live up to expectations, though none were voiced 🙂 Once he moved out of home, I guess I changed a lot 🙂 First off, I changed courses at college without my parents knowing. From BSc to BA, later informed my folks, who accepted quite gracefully :D! And then got into every possible activity in school, and freaked out. Literally.

But back to my little one 🙂

Once he began his engineering studies, the change became more pronounced. He came across as more confident, the diffidence of his early years having quite been obliterated 🙂 Right up until yesterday, at the close of day, a succesful day of competitions at their inter branch internal competitions at college, he received so many messages of congratulations on his leadership and for his co ordination.

I wonder again. Do the second borns suddenly change with time, and …. I think so. 🙂 🙂 I did. Mine did.

Second borns… yes

  • They have a mind of their own, and are rather unlikely to change it for anything 🙂
  • They experiment more… avidly; and daringly – hair colours, peircing ears, testing the limits of a parent’s patience 🙂
  • I think they are more creative??
  • Are more emotionally insecure, most times?
  • Seem to always feel the need to prove themselves… 🙂

And this young Lion of mine, I always tell him he is a class apart. He swells with pride. Either way, positive or negative that “class apart” may be, he’s happy not belonging to the herd 😛

He jumps in with both feet, into anything and everything

He also puts both feet in where they should not be, his mouth, a lot 😀 😀 :D!

And then the “sorry” game begins… more to soothe, than to repent 😀

And finally his classic line… all his, though he did appropriate it from “Kabhi Khushi Kabhi Ghum”

Parampara, Mom, Parampara

takes the cake!

Lol. It would seem that the kid has suddenly discovered his heritage, which he discovered similarities with the other second born at home. His mother 🙂

And why, you wonder, am I telling you all this today? This lion, hot on the heels of another young Lioness is celebrating his birthday on 3 August.

Happy Birthday

Happy Birthday Kunjunni 🙂

Mr President you rock! (ref. to earlier post, to know why President..Lol!)

With fond wishes, and all our Love

The First Amma

The First Brother

The First Dogs – Chinnu, Kuttan, Appu and Paru


The First Cat – Malu


May you be blessed abundantly. Always.

You certainly are your favourite thought personified.

Leadership is about Action, not Position