Design yourself to be happy in 2022 | Part 5: Happiness lessons from the pandemic

On this World Happiness Day, it is only in the fitness of the thing that the secret to the most precious treasure called ‘happiness’ is opened up for everyone irrespective of who they are, where they come from and more importantly wherever on the earth they live. On the other side of the coin, the pandemic has done exactly the opposite for everyone, distributed miseries all across. However, the receding pandemic has also left behind a few underlying lessons, if counted on, can enhance happiness in our life forever.

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Design yourself to be happy in 2022 | Part 3: Create Purpose, Purposefully

Life pursuits and purpose are key to happiness. Making our existence meaningful requires concerted and conscious thoughts. Facing the question – what can I do to help others, may contribute immensely in making our life happy. When you get up in the morning, and if your mind is cool about the fact that the day stands largely sorted out with tasks already lined up, you have achieved a lot in terms of happiness.

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Design yourself to be happy in 2022 | Part 1: Chemicals have solutions!

New Year brings in the season of giving and taking greetings and good wishes. The most common of them is ‘Happy New Year to You!’. Does it really ensure or enhance happiness in our life? No guarantee, but our understanding of happiness enhancing factors and facets can help reclaim our health and happiness for a better life. Here is a series to focus on what all we need to know.

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Assessing the Assessments

How we assess students in our course is diligently linked to how we teach the course. Assessment is a testimony to our teaching. Any assessment devoid of its link with ‘what to assess’, is likely to go haywire. Then comes the question of ‘how to assess.’ Our ability to link it with how we teach determines ‘assessment-of-learning’ vis-à-vis ‘assessment-for-learning.’ 

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Stockholm Syndrome in ‘forced’ online learning during COVID-19 | The hate and love story of HEIs

COVID-19 pandemic forced teaching and learning to go online in a big way. Teachers and students both embarked upon a journey into several unchartered territories of online world. It all started with difficulties and subtle sense of negation. Then started the phase of explorations, experimentations and adaptation. Finally, as it got extended further, there started a third phase wherein both teachers and students admitted their love for online teaching and learning. This empirical story of exploration through the three phases of negation, adaptation and falling in love with the online teaching and learning reveals perfect demonstration of ‘Stockholm Syndrome’.

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Feedback opens the gateway of learning

Feedback is a magic wand which can open several gates of learning for students. However, the efficacy of feedback as a tool of learning would largely depend upon the manner in which feedback is given as well as the time when feedback is executed. As a faculty we must also learn the art and science of taking and giving feedback, of course both formal and informal.

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