Posts made by Shaista Begum

I believe that toxic people play an important role in our lives, even though we often consider them a source of pain and negativity. They test our patience, challenge our limits, and push us to grow in ways we might never have imagined. Instead of hating them, we should be thankful because they teach us lessons that no friend or well-wisher can.

It is through toxic people that we realize our own strength. They help us discover endurance, resilience, and the art of staying calm in difficult situations. They awaken us to realities we might ignore otherwise, and sometimes, they even guide us towards self-improvement by showing us what we should never become.

Gratitude towards toxic people does not mean accepting their negativity—it means recognizing the value of the lessons hidden in those difficult experiences. Life becomes more meaningful when we turn every hardship into growth, every negativity into strength, and every toxic encounter into an opportunity to rise higher.

Stress is not created by circumstances themselves, but by the way we hold on to them. When I cling to regrets of the past, fears of the future, or expectations from others, life feels heavier. The only way to release this weight is through letting go.

Letting go does not mean giving up; it means accepting what I cannot change and choosing peace over resistance. When I stop struggling with what is beyond my control, I discover clarity and calm.

This theory rests on three simple truths:

1. Acceptance – I accept reality as it is.

2. Detachment – I release what is not in my power.

3. Focus – I direct my energy toward what truly matters.

By practicing these principles, I learn to live lighter, calmer, and with purpose. Letting go is not weakness—it is strength that frees me from stress and gives me space to grow.

@Mariya-Rajpar AI tools can support teachers in planning, differentiated instruction, and providing instant feedback.

@Mariya-Rajpar AI can adapt to individual student needs, providing tailored content and pacing to optimize their learning journey.

@Mariya-Rajpar Set aside specific times, like a family reading hour or weekend reading days, to make reading a regular habit.

@Mariya-Rajpar Designate cozy reading corners with soft pillows, good lighting, and accessible bookshelves to make reading an inviting activity.

@Mariya-Rajpar Show children the joy of reading by letting them see adults read instead of using screens.

@Mariya-Rajpar Use apps and devices with text-to-speech features to support struggling readers and digital writing tools to foster creativity.

@Mariya-Rajpar Embrace e-books, interactive platforms, and online reading communities to appeal to digital natives and provide access to a vast library of materials.

@Sanaa Support student groups or clubs focused on sustainability, such as those organizing recycling or composting programs.

@Sanaa Opt for products with less packaging and favor items packaged in recyclable or biodegradable materials.

@Sanaa Prioritize sourcing food from local, sustainable, and ethically responsible suppliers to support biodiversity and regenerative farming.

@Sanaa Implement strategies to minimize food waste in cafeterias, such as composting food sc**ps and serving appropriate portion sizes.

@Sanaa Promote Plant-Rich Diets:
Emphasize plant-based foods in meal programs, which generally have a lower environmental impact than animal-based diets.

Journey in the UNESCO Competition 3.0

The journey of UNESCO Competition 3.0 has been nothing less than inspiring. Starting in May and concluding on August 31st, it has been a unique experience filled with learning, exchange of ideas, and meaningful discussions that I will always remember.

Throughout these months, I actively participated by sharing my own posts, reading the contributions of others, and engaging in thoughtful dialogue. The forum truly became a learning hub where educators and participants from different corners of the world came together with one purpose: to learn, to share, and to grow.

I found myself not only presenting my own ideas but also reflecting deeply on the valuable suggestions given by fellow participants. Each post carried a new perspective, and every suggestion sparked fresh thinking. It was a collective effort in which everyone’s voice mattered, and that made the experience both enriching and fulfilling.

For me, this competition was more than just an activity—it was a journey of self-discovery and professional growth. It opened doors to future opportunities and gave me confidence that global collaboration can bring positive change. Psychologically, intellectually, and professionally, I feel stronger and more motivated.

What made this journey even more remarkable was the diversity of participants. Reading the experiences of people from around the world allowed me to see teaching and learning through a wider lens. We targeted various educational topics, shared our insights, and learned from one another in ways that went beyond borders and cultures.

In the end, I can say that UNESCO Competition 3.0 was not just a competition, but a global classroom—a place where teaching met creativity, where learning was mutual, and where future possibilities were born. I am grateful for the opportunity to be a part of this initiative, and I look forward to the doors it will continue to open for visionary journey ahead.

Creative Backward Questioning in Teaching

Introduction

In classroom teaching, it is common for teachers to start a lesson from the basics and gradually move to advanced concepts. This forward sequence ensures that students build understanding step by step. However, when questioning students, a teacher can adopt a reverse sequence: starting from the advanced idea and moving backward toward the basics.

If these reverse questions are framed in a creative, logical, and simplified way, students feel motivated to think, connect ideas, and express knowledge confidently.

Teaching Sequence: Forward (Beginning → End)

The teacher explains concepts in the natural order:

1. Start from daily-life observation (e.g., "The leaf is green").

2. Connect to reasoning (e.g., "It is green because of chlorophyll").

3. Introduce the basic concept (e.g., "The leaf makes food").

4. Move to the scientific process (e.g., "This process is photosynthesis").

5. End with detailed scientific explanation (raw materials, products, and equations).

This sequence ensures clarity and strong foundations.

Questioning Sequence: Reverse (End → Beginning)

When questioning, the teacher starts from higher-level concepts. But instead of asking in a rigid scientific way, the questions are made creative and logical. For example:

1. Creative critical question (end level):

"Imagine plants stop making food through photosynthesis—what will happen to humans and animals?"

2. Logical step-down:

"Which materials are necessary for plants to prepare their food?"

3. Simple connection:

"Where in the leaf does this process take place?"

4. Easiest observation:

"Why do you think a leaf looks green?"

5. Daily-life talk (beginning level):

"What do you notice about leaves when you see a tree in sunlight?"

This way, the questioning moves from higher-order to simpler order, while still encouraging logical thinking and creativity.

Educational Value

Creativity: Students imagine situations beyond the textbook.

Logic: Questions lead them to justify and reason out answers.

Simplicity: Even the weakest learner can answer the last step.

Critical thinking: Students connect advanced knowledge with daily-life experiences.

By teaching from beginning to end and questioning from end to beginning in a creative and logical way, the teacher achieves a complete learning cycle. Students not only receive knowledge but also practice reasoning, imagination, and explanation. This method changes ordinary recall into meaningful understanding.

@Samia-mhad18 Students become better at constructing meaning from texts by observing and internalizing the teacher's thought process.

@Samia-mhad18 Think-alouds offer a direct view into a fluent reader's mind, complementing explicit instruction in comprehension strategies.

@Samia-mhad18 Making the Implicit Explicit:
Think-alouds reveal strategies and thinking patterns that are normally internal, allowing students to observe and learn from them.

@Samia-mhad18 ```