Doing some chemical reactions with few concentrated chemicals (inflammable/corrosive) can be better shown in the form of virtual videos where one can discuss color change, evolution of gas, toxicity in food , toxic metal in water etc. concepts and other detailed knowledge about it and make it successful in learning. Putting challenges in front of students in those practical's and one can achieve new outcome and ideas from learner Giving some Numerical with a number (not permissible in practical) and can discuss the hazards due to that. E.g. Metal ions in water permissible limits etc. Like this one can design many. sky is the limit to make one student imaginative in his thinking. thereby enlightening the creativity to come out of them..

As a parent AND as a literacy coach, my constant concern is teacher intention. Teacher efficacy--and classroom outcomes--are heavily tied to the intention behind the instruction. I want to know what they intend (learning targets, for example), and how they mean to assess growth or achievement. And, in the case of whether a student succeeds or falls short, what will they do? While coaching, one of the most-frequented topics of discussion is *what will we do with this data*? Data collected but unused is empty-calorie information. It's worthless and a waste of time. Data intentionally called into action can be a powerful tool for focusing, refining, and even reducing instruction, with the aim of emphasizing what your--or my--child needs.

Es algo que ya he vivido, hay padres que se piensan que si no hay un libro y deberes, los niños no aprenden. Ha costado que lo viesen. Me decanté por la comunicación estrecha y su colaboración con los proyectos que realizábamos y esto ha hecho posible que vean en primera persona los resultados. Cuándo han visto a los niños felices y motivados por aprender, han ido cambiando poco a poco sus esquemas.

Embracing change in education is crucial. Innovative methods, focusing on collaboration, technology integration, and personalized learning, prepare students for a world that values creativity and problem-solving. Recognizing that education must evolve to stay relevant can help ease concerns and foster a deeper understanding and application of knowledge

Traditional models are giving way to innovative approaches that focus on tinkering, creativity, and entrepreneurial thinking. Tinkering allows students to explore, experiment, and learn through hands-on experiences, cultivating problem-solving skills that are crucial for the future. Innovation drives us to rethink how we teach, embracing personalised learning and technology integration to prepare students for the challenges ahead. Entrepreneurship in education empowers young minds to take ownership of their ideas, fostering a mindset that turns problems into opportunities.

A escola, enquanto instituição social, tem a responsabilidade de promover a formação integral dos estudantes, preparando-os para a vida em sociedade. No entanto, essa tarefa não pode ser realizada isoladamente. É preciso contar com a colaboração da família, de outros educadores e da comunidade em geral. Ao envolver todos os atores nesse processo, a escola se torna um espaço mais democrático e humanizador. A participação da comunidade na escola pode ocorrer de diversas formas, como: Participação em conselhos escolares, projetos em parceria, eventos culturais e sociais, e programas de voluntariado que envolvam toda a comunidade educativa.

Open communication between educators and parents is key to successful implementation of new teaching strategies. Parents should feel empowered to ask questions and express concerns, while schools should provide clear explanations and evidence of effectiveness, fostering a better understanding of the educational journey and alleviating worries about innovative practices

Ao olharmos para as necessidades globais e individuais de nossos alunos, tornamos o aprendizado mais significativo e palpável. Como disse Paulo Freire, 'a educação não é a preparação para a vida, a educação é a própria vida'.

One of the most frightening things we must embrace is that when we teach children to think, we must allow for them to disagree with us. Disagreement doesn't make one wrong, or bad, or evil. Disagreement is a process that should be studied to understand how two minds with (perhaps) similar information derive different outcomes. True understanding--not of what's true, for that is infinitely debatable--but of one another, blooms out of an awareness of why we disagree. Therein lies true thinking, empathy, and the golden stuff. The other thing we must do is model for them graceful navigation of disagreement, for their sake and our own. Disagreement is healthy, and resolution thereof the proof that diversity can make us stronger.