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Never Assume You Know Enough: What a Senior Montessori Teacher Taught Us

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When we opened our school in 2017, I already had experience teaching children. What I didn’t have — what none of us had — was experience running a playschool. Those turned out to be two very different things. We had been assuming a lot. And it took opening the school to teach us the lesson that twenty years in education should have already taught us: you can never assume you know everything. There is always more to learn, and the moment you stop learning is the moment your curriculum stops serving the children in front of you.  We Tried to Learn It From Books First Once we recognized the gap, we did what most people would do — we went looking for information. We collected the right books. We searched the internet for Montessori material, downloaded PDFs, bought whatever resources we could find. It wasn’t enough. Reading about Montessori materials and methods gave us information, but not the judgment that comes from actually having used them with real children.  The Real Breakthrough: Learning From Someone Who Had Lived It Eventually, my team and I found a very senior Montessori teacher and asked if we could meet with her — two hours, two or three times a week — for a fast-tracked, hands-on education. She gave us assignments. She walked us through what she had learned over years of working directly with children. I took those classes for three months. It was a complete game-changer.   What she gave us wasn’t available in any book: the small, specific insights that only come from years in a classroom. What gross motor and fine motor skills actually look like in practice. How to teach phonics and alphabets to a young child in a way that actually lands. What works with little children and what simply doesn’t. What needs to be built first, before anything else can be taught. That single relationship — those few months of direct, hands-on mentorship — became the   foundation for how we built our curriculum. It’s part of what you see in our classrooms today, and it’s the same knowledge we now pass on to every teacher who joins us.  Breaking Activities Down to Their Simplest Form One of the most valuable things this experience taught us was how to break every activity down into its simplest possible form — a skill that, we came to realize, can really only be taught by someone who has spent years actually sitting with children in a classroom. It’s not something you can fully learn from a manual. It has to be shown to you, practiced, and corrected in real time. The Lesson We Still Carry Don’t ever underestimate the power of learning, and don’t assume that what you know is everything. There is always time to learn — and the best learning often comes from people who have quietly put in the years you haven’t. As teachers, and as founders, we try to learn something every day — not only from experienced educators, but from the children themselves, from parents, and from the experiences of others in the field. And when something in that learning suggests we should change, we change the curriculum to match it. That willingness to keep learning, and to never assume the work is finished, is what has taken us to where we are today.

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Training Doesn’t Change Teaching Habits — Here’s What Does

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By the time we started our school in 2017, I had already been in the education business for seventeen years. Since 2000, I had worked with teachers — but they were part-time, coming in for a couple of hours at a time, mostly for UCMAS and our other centres. So when we set up the school, we assumed teacher training would be more or less the same story: bring teachers in, tell them what to do, train them beautifully, and they would follow the curriculum. We were wrong. The Training Worked. The Retention Didn’t. We hired teachers, trained them, and walked out of those sessions confident. A month later, we walked into the classroom — and they didn’t remember a word of what we’d said. They had gone right back to teaching the way they always had. This wasn’t a one-time gap we could fix with a better session. We ran eight-hour trainings, twice a year, year after year. Back to back. And still, the same pattern repeated itself. The teachers weren’t being defiant — but the way they had learned to teach was so deeply ingrained that it was extraordinarily difficult to unlearn, no matter how well-designed our curriculum was. The clearest sign of the problem: if a teacher had never actually run hands-on activities in their own teaching life, they simply wouldn’t run them in our classrooms either — no matter how clearly the curriculum called for it. You cannot hand someone a plan for an experience they’ve never had themselves. The Turning Point: Stop Training Content, Start Training Practice Eventually, we took a hard decision. We stopped relying on sending over a written curriculum and expecting it to be followed. Instead, we shifted almost entirely to hands-on training. We taught teachers how to read and plan a curriculum, not just handed them one. We ran workshops on how to actually write planners themselves — because a teacher who can build a plan understands the reasoning behind it, not just the instructions.   We also began training from the child’s point of view. What does a child feel when taught the way these teachers had always taught? And how might that child feel differently when given hands-on, activity-led learning instead? Making that contrast tangible — letting teachers feel the difference, not just hear about it — was what training on paper could never do. From there, the training expanded into practical, experiential territory: introducing Montessori materials properly, using movement and dance as teaching tools, building independence in children, and creating classroom discipline through engaging activities rather than instruction and control.   What This Means for Building Reliable Teachers Looking back, the biggest shift wasn’t in what we taught — it was in how. A few things stood out as the real levers of change:   Telling doesn’t transfer. A curriculum document, however well-written, cannot override years of ingrained teaching habits.   Teachers need to experience the method, not just hear about it. Hands-on training — where they do the activity themselves, and feel what a child feels — creates change that lecture-style training cannot.   Teach teachers to plan, not just to follow. A teacher who can write a planner understands the “why” behind an activity, which makes them far more likely to actually run it in class.   Change takes years, not sessions. Ours took repeated, consistent training over several years before it truly stuck. For any school or education business investing in teacher training, this is the real lesson: content-heavy training sessions, however thorough, rarely change what happens behind a closed classroom door. What changes it is putting teachers through the same hands-on, experiential process you want them to give their students.  

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When Our Curriculum Fell Apart on Day One (And What It Taught Us)

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Before UC Kindies ever opened its doors, we thought we had it figured out. We sat in our offices for months, building monthly planners for Playgroup, Nursery, Junior KG, and Senior KG — mapping every activity to the curriculum we had so carefully designed. On paper, it was thorough. It was structured. It was, we believed, ready. Then came the first of November. The children walked in. And the entire curriculum fell flat on its face. The First Lesson: Children Cry We had expected the kids to walk in and be quiet, composed, responsible from day one. Instead, they walked in crying. What we hadn’t accounted for was the most basic truth of early childhood: children need time to regulate themselves. It takes fifteen days to a month for a child to settle — to control their emotions, to feel safe, to begin becoming self-independent. No planner had prepared us for that. It was only when we sat with this reality that we realized how much of our “curriculum” had been designed for an imaginary, already-adjusted child, not the real one standing in front of us on day one. That changed everything. The Second Lesson: Skills Don’t Start Where You Think They Do Once the curriculum was underway, another gap surfaced. We had built activities without ever mapping what skills the children already had — or didn’t have. Some skills simply had to be built from scratch. This forced a deeper realization: every activity has to be designed around the current status of the child — their existing abilities, their capacity to learn, and specifically their fine motor development. Where those skills weren’t there yet, it was on the teachers to build them, sometimes downgrading an activity to meet the child exactly where they were. That’s when we understood that a curriculum can’t be a flat, single-level plan. It needs stages. Every activity needs stages — a progression that moves a child grade by grade, step by step, until they reach the level of understanding we were aiming for. This single shift reshaped how we thought about curriculum design going forward. The Third Lesson: Independence Comes Before Everything Else The most humbling realization was around behavior and self-regulation. The children weren’t self-regulated. Many didn’t know how to use the toilet on their own. They didn’t know how to pull down their own clothes, open their own water bottles, or eat their tiffin independently. It became clear that teaching a child to “shell peas” or “peel potatoes” — the kind of fine-motor, practical-life activities we’d proudly built into the curriculum — meant nothing if the child couldn’t yet manage the toilet, dress themselves, or feed themselves. Independence in daily living had to come first. Everything else was built on top of it. So we restructured the course. Self-help and independence skills moved to the foundation, ahead of the more elaborate activities we’d originally planned to lead with. What It Taught Us Looking back, that first month wasn’t a failure of planning — it was the education we needed before we could actually educate anyone. The curriculum we started with was built in a room, based on books and theory. The curriculum we ended up with was built by watching real children struggle, cry, adjust, and grow. That’s the version that actually worked. And in many ways, it’s still the foundation everything at UC Kindies is built on today.

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How to use Multiple Intelligence framework for your primary school?

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Howard Gardner in 1983 proposed the idea of multiple Intelligences. He worked on the mandate that no two children are the same. Everyone has a dominant sense that they use for learning. Some children learn by singing or with rhythm, some require movement, some need to touch and see to understand, some need to visualize, some need to interact, ask questions for clarity, some learn by imitating, some need a quiet space to learn new concepts- to put things in perspective, some need clear instructions to how to get the work done, someone’s brain is more logical, while somebody’s might be more creative and visual. It is every teacher’s responsibility to tackle this with a well-planned out class. Over the years we found that what worked for one batch doesn’t work for another. Some classes were more interactive, some batches refused to interact and preferred instructional learning. Some loved colors, some loved games, and some developed on free play. So, the teacher needs to understand the batch first. The first month of any primary /pre-primary class needs to be something that helps the teacher to understand the kids and vice-versa. Without assumptions- start with behavioral regulation. Taking about expected behavior in class, with peers, in groups, outside, inside as stories or role play. What constitutes respectful or disrespectful behavior? Set the boundaries early, not later. Observe what the problem areas are, talk about those- bathroom training, food, independence, peer to peer interaction, kindness, sharing…. Now after a month when it comes down to curriculum use Howard Gardener’s multiple intelligence approach. How? Let see. Any concept that is given as a worksheet should be converted into an activity. Not on the board, but as a kinesthetic, movement related activity. For example if we have to teach alternative patterns, the worksheet shows blue, pink, blue, pink? – What comes next? The most inefficient way would be to open the book and myme it out aloud. The child listens, the teacher guides and also gives the answer. (You won’t believe the number of classrooms I have seen this happening in) The other method: Place pom-poms or any object in two colors in the same sequence b-p-b-p-? And ask them what comes next. Works but the child still hasn’t developed the learning. The next method: First-check if the colors (pink, blue) are known Second- can they differentiate and sort colors (shows true understanding) Third- if I show them a pattern and explain how it works (pink comes after blue, and then we place blue again, and then pink, now look at the series created. Blue-then pink, and then again its blue and then again pink, now can you continue this sequence….. And see if the child can continue (give them 10 pieces of each color- build patience and resilience). Fourth- Give them another set of 2 colors and let them create their own. Or give them any 2 -3 articles in groups of 3 or 4 and ask them to create their own sequence and explain how it works for them. That would be a more creative, logical, kinesthetic approach to learning where you would accept that each child has their individual differences and we celebrate that. Fifth- Make an obstacle path (they are familiar with) and have pom-poms/blocks in 4 colors placed on the table. Make 5 cards of alternating color patterns. Keep the card ready for the child. Once he crosses the path, he comes to the table and continues the pattern on the card or copies it (depending on level of understanding). Have a teacher at the table for kids who still haven’t got it yet (but only as a facilitator who helps them to think). Every learning in a class needs to be imbibed through fun, play and creativity. A let’s bring it into our classrooms every day. I wrap up this blog here and will come back with more insights into Primary learning.

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Body Shaming: The Silent Bully We All Must Fight

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Body Shaming! What is Body Shaming? Body shaming occurs when someone criticizes or mocks another person’s appearance based on their weight, shape, size, or other physical characteristics. This can involve name-calling, teasing, or making negative comments. It’s different from light teasing or joking around with friends. It’s hurtful and often meant to shame someone for their appearance Body shaming is a form of bullying, and it has become increasingly common among school children, both online and in person. Body shaming is everywhere. It shows up on social media, in conversations, and even in the way people are treated. It manifests in various ways, such as: Insults: Directly insulting someone by calling them “fat,” “short,” or comparing them to animals. Even nonverbal actions such as staring, ignoring, or making rude gestures communicate disapproval without words. Commenting on Eating Habits: Judging someone for eating more, less, or differently than others. Joking About Weight: Making jokes or embarrassing remarks that single out the victim, making them feel like an outsider or a target of ridicule. Referencing Skin color: Different climate and parents’ genes are factors that are not in a child’s control, but being too dark-skinned or too fair is often targeted for bullying.  The impact of body shaming can be profound and long-lasting, particularly for young children. Early experiences of body scrutiny in school may lead to feelings of shame, anxiety, guilt, or even depression. This harmful behaviour can deeply upset someone’s mental health, crush their confidence, and make their social life difficult. Body shaming isn’t just about words; it leaves scars that last. Addressing this issue is essential for creating a world where everyone feels safe and accepted. Why is Body Shaming increasing among School Children? Body shaming often stems from societal pressures, particularly the idealized beauty standards pushed by media & advertising. These ever-changing standards are only promoting the beauty industry and their interests, presenting a narrow definition of beauty that isn’t realistic. Certain cultural norms add to this. Whether it’s body weight, complexion, or height, there is a perceived notion of the ideal body image, which many are chasing. It leads to many children feeling vulnerable to bullying as they think less of themselves. Children who are deemed “too short” or “too tall” can become targets of body shaming, regardless of where they fall on the spectrum. Everyone is a victim of body shaming in one way or another. Body shaming has a Direct impact on Academic Performance. Children may skip school to avoid teasing or lack the confidence to engage in class, creating a cycle that stunts their overall growth. Teaching people early about body diversity is key. Schools can include lessons about self-esteem and acceptance.  Body shaming has Psychological and Emotional Effects on Children Self-Esteem and Body Image – Body shaming shakes children’s confidence, leading them to view themselves negatively. This damaged self-worth can foster feelings of shame or worthlessness. Anxiety, Depression, and Other Mental Health Concerns – Frequent teasing can lead to persistent worry, sadness, or anxiety. In some cases, children may develop depression or other mental health challenges as a result of ongoing body shaming. Long-Term Psychological Impact The effects of body shaming can persist into adulthood. Some children may develop eating disorders, such as anorexia or bulimia, as a response to body shame. The Normalization of Body Shaming Body shaming is increasingly prevalent in schools, reflecting a broader lack of empathy among young people. This insensitivity risks raising a generation of individuals who are less compassionate and understanding. What is Empathy, and Why is it Important? Empathy is the ability to understand and share another person’s feelings. Teaching children empathy creates stronger relationships, better conflict resolution, and a deeper understanding of the world. Empathetic children are more likely to treat others with kindness and respect, reducing behaviors like body shaming. A Note to Parents Children learn by observing the adults around them. Comments like, “You’ve lost weight! Aren’t you eating?” or “Your child looks plump—you should feed them less” are often seen as casual conversation starters. However, these remarks normalize commenting on others’ appearances, inadvertently teaching children that such behaviour is acceptable. Parents must model empathy and avoid making uninvited comments about others’ bodies. The Role of Parental Involvement Parents play a critical role in countering body shaming. Open discussions about body image and reinforcing positive messages at home can help children build resilience and confidence. Encouraging self-acceptance and celebrating individuality equips children to navigate societal pressures. Help your child promote a positive body image by:  Together, let’s create a culture of Kindness Every child deserves to be valued for who they are. Let’s work together to make this a reality in every school community.  We all have a role in fighting this behaviour. By raising awareness, promoting kindness, and speaking out, we can make a difference. Let’s commit to accepting everybody and creating a world where everyone can feel confident and loved. Reducing body shaming leads to more kindness, respect, and a better society for all.

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Creating Independent Thinkers from an Early Age

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One of the greatest gifts we can offer our children isn’t just knowledge — it’s the confidence to think, question, and explore independently. At UC Kindies, we strongly believe that learning should not be limited to memorizing facts or following instructions. Instead, our classrooms are vibrant spaces where children are encouraged to wonder “why,” experiment with “what if,” and express “how” they see the world around them. Independent thinking doesn’t mean doing everything alone — it means nurturing the courage to make decisions, solve problems creatively, and speak up for what they believe in, even at a young age. Whether a child chooses how to build a block tower, picks a colour to paint their sky, or shares a new idea during circle time — these are all signs of growing independence. As educators and parents, it’s our shared responsibility to listen more, guide gently, and allow room for trial and error. When children feel heard and trusted, they naturally become more confident in their abilities. This session, let’s embrace opportunities that build independence — let them help around the house, make small choices, or even face a few challenges. After all, today’s tiny thinkers are tomorrow’s leaders. Director Seema Gadiya UC Kindies Clerk Colony, Indore

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Tips to Prepare Your Child for Their  First Day at  UC Kindies International Preschool.

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Tips to Prepare Your Child for Their  First Day at  UC Kindies International Preschool.  Bye-Bye Tears, Hello Cheers! Starting preschool is a big milestone for both little ones and their parents. It marks the beginning of a new journey full of laughter, learning, friendships, and growth. At UC Kindies International Preschool, we understand how special and emotional – this transition can be. Here are 10 easy and effective tips to help your child feel confident, safe, and excited about their first day of school. 1. Talk About School Positively Speak about school as an exciting adventure! Use phrases like: “You’ll get to make new friends!” or “There will be toys, games, stories, and fun.” Children mirror your emotions—so if you’re excited, they will be too.  2. Read School-Themed Books Together Books like “Llama Llama Misses Mama” or “The Kissing Hand” can help children relate to characters going through the same first-day feelings. 3. Establish a Routine Early Begin the school routine a week in advance—wake up time, breakfast, getting dressed. This helps reduce anxiety on the actual day.  4. Let Them Choose Their School Bag or Bottle Giving your child a choice, even in small things like their backpack or lunchbox, builds excitement and a sense of ownership. 5. Practice Short Separations Start with short periods apart to help your child learn that when you leave—you always come back. This makes school-time transitions smoother.  6. Visit the School (if possible) A quick school tour or meet-and-greet with teachers helps children feel familiar and safe in their new environment. UC Kindies often organizes orientation days—don’t miss them! 7. Use Songs or Rhymes About School Preschoolers love songs! Use rhymes like: “This is the way we go to school…” to make it fun and memorable. 8. Listen to Their Feelings Let your child express their fears or excitement. Respond calmly and assure them that it’s okay to feel a little nervous. 9. Label Everything Label bags, bottles, and lunchboxes with their name and a small sticker/icon. It gives them a sense of familiarity and helps teachers, too!  10. Keep Goodbyes Short and Sweet Don’t linger during drop-off. A warm hug, a big smile, and a confident goodbye can go a long way in building trust.  Final Thought The first day of school is just the beginning of a beautiful journey. At UC Kindies, we ensure every child feels welcomed, loved, and encouraged to learn through fun. With your support at home and our nurturing environment at school, your little one is all set to shine!Here’s to new beginnings, joyful mornings, and confident little explorers! at  UC Kindies International Preschool.

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The Joy of Sharing

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At UC KINDIES INTERNATIONAL PRESCHOOL, we believe that kindness starts with little hands and big hearts. One of the most important values we teach our little learners is “Sharing”—not just sharing gifts, but sharing love, time, help, and smiles! How does the action of Sharing have an impact on a Pre-schooler? For our pre-schoolers, Sharing is more than just sharing toys. It’s about: These small acts make a big difference in growing kind and caring hearts. Why is Sharing Important? Teaching children the joy of sharing helps them:                                         Sharing in Action at UC KINDIES Throughout the year, our classrooms include fun activities and projects that encourage sharing, such as: How Families Can Encourage Sharing at Home- At UC KINDIES, we believe that when children learn the joy of sharing early on, they grow into thoughtful, compassionate individuals. Every little act counts—and it all starts with a sharing heart.                              Let’s grow kindness, one small act at a time!

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We All Make Mistakes – And That’s Okay!

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At UC Kindies International Preschool, we believe every child is growing, learning, and becoming their very best self—one little step at a time! Part of that journey is learning how to make mistakes, and even more importantly, how to accept them. What is a Mistake? A mistake is something that happens when we try to do something, but it doesn’t go quite the way we planned. Maybe you spilled your paint, said the wrong word, or forgot to share your toy. Guess what? That’s okay! Everyone makes mistakes—yes, even grown-ups and teachers! Why mistakes help us to grow? Making mistakes helps us: When children are free to make mistakes, they feel safe and supported. That’s how real learning happens. Accepting our Flaws- Flaws are the little things that make us unique. Maybe you’re still learning to tie your shoes, or sometimes you get shy in front of others. That’s okay too! Everyone has something they’re working on. At UC Kindies, we celebrate our differences. We teach children that: How We Practice this at UC Kindies? We often say:  “Mistakes mean I’m learning!”  “I can do hard things!” What Parents Can Do at Home – At UCKindies, we’re proud to grow brave, kind and curious kids—one oopsie at a time! Limited seats available! Enroll your child today for a fun-filled, learning-packed summer at UCKindies. Our branches :- Indore | Satna| Neemuch | Chhindwara

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Why Festivals Matter in Preschool Education

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Festival celebrations in preschools, such as at UC Kindles International Preschool, play a vital role in early childhood development. These celebrations offer rich, multifaceted learning opportunities that shape young minds in various ways: Understanding Diversity and Inclusion By celebrating a variety of festivals, children learn to appreciate different cultures, fostering respect and inclusion. Exposure to diverse traditions helps build a more inclusive society. Promoting Social and Emotional Development Participating in festivals enhances social and emotional skills. Children learn to work together, express emotions, and develop empathy and kindness through acts of giving and sharing. Enhancing Cognitive and Creative Skills Festival-related activities like storytelling, arts and crafts, music, and dance stimulate cognitive and creative development. These activities make learning fun and help children remember cultural stories and meanings. Strengthening Family and Community Bonds Involving parents and families in celebrations creates a bridge between home and school, fostering a collaborative environment, Multicultural festival days allow the community to engage and learn from each other. Instilling Values and Traditions Children learn important cultural values and traditions, such as gratitude, generosity, and community spirit. These values become an integral part of their character. Festival celebrations in preschools enrich children’s lives by embracing cultural diversity, promoting social and emotional growth, enhancing cognitive and creative skills, strengthening family and community bonds, and instilling core values. These celebrations lay a strong foundation for lifelong learning and development, preparing children to become well-rounded, empathetic, and culturally aware individuals. Swati Yadav Director UC kindles Manoramaganj, Indore

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