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Good Morning Pakistan | Summer Vacations Special Show | Shermeen Ali | Dr. Tahira Bano | Syed Wajahat Ali | 11th July 2025 | ARY Digital

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Transcript
00:00:05This morning is coming to you
00:00:09Your face will shine
00:00:10Your face will shine
00:00:12Your face will shine
00:00:14The morning is coming to you
00:00:19This morning is coming to you
00:00:33This morning is coming to you
00:00:36This morning is coming to you
00:00:41This morning is coming to you
00:00:45This morning is coming to you
00:00:51This morning is coming to you
00:00:53This morning is coming to you
00:00:54This morning is coming to you
00:00:55This morning is coming to you
00:00:57This morning is coming to you
00:00:58This morning is coming to you
00:00:59I have
00:01:10Good morning, Pakistan
00:01:16Assalamualaikum
00:01:16How are you? Good morning, Pakistan
00:01:19How is your life going?
00:01:21It's a good time
00:01:22It's a good time
00:01:23It's a good time
00:01:24It's a good time
00:01:25So when it's a good time
00:01:51It's a good time
00:01:56It's a good time
00:01:57And if we compare it
00:02:01Our mother or my mother
00:02:03They were doing all the work
00:02:06So many children
00:02:08They managed to manage it
00:02:10But if you have 2 or 3 children in your house
00:02:13You think that
00:02:15How is the day finished?
00:02:18I don't know
00:02:47It's a good time
00:03:17It's a good time
00:03:28It's a good time
00:03:31It's a good time
00:03:34It's a good time
00:03:40It's a good time
00:03:54It's a good time
00:04:05It's a good time
00:04:37It's a good time
00:04:39It's a good time
00:04:41It's a good time
00:04:43It's a good time
00:04:46It's a good time
00:05:09and my brain has also changed with my brain so maybe I will present this show in a different way
00:05:17after a break, stay with us back to school. Before sending school, this show is necessary. Good morning.
00:05:31Welcome, welcome back. Good morning Pakistan. Back to school, this is today's topic.
00:05:37And under this umbrella there will be a lot of things that we will discover today.
00:05:44We will meet with others and also learn how to make our children's life better.
00:05:51I will say that we will try to improve our children's grades. We will try to improve our children's grades
00:05:57in sports.
00:05:59We will try to improve the number one. We will try to improve a child's health.
00:06:03We will try to improve our children's grades. We will try to improve our children's grades as a mother.
00:06:08Our goal is to improve our children's grades. But the right selection of our children's grades is basically today's topic.
00:06:15So let's start. My mother, Sharmin.
00:06:19Assalamu ์ƒˆkum. Assalamu laykuam, Kaisiya?
00:06:21All right.
00:06:22I went to school.
00:06:23So I became very stups.
00:06:27Let me ask you my next video, please.
00:06:29Like a week, I will take two and two months every week by 20 days kleiner and my baby can
00:06:32create some tips,
00:06:33so we are back to school, 1, back to routine.
00:06:37I mean, it's so true that the first two weeks are very difficult to adjust.
00:06:40Yeah.
00:06:41Okay.
00:06:41So, I have to help today with our experts, so that we can learn something.
00:06:46So, I have today Dr. Tahira Banu, who is a clinical psychologist.
00:06:51And she has to know about therapies and psychologists and psychiatrists.
00:06:58Assalamu alaikum.
00:06:59Assalamu alaikum.
00:06:59Thank you so much for having me.
00:07:01Thank you very much for having me.
00:07:03And then I have here Mr. Vajahat Ali, who is an educationist and CEO from the learning pitch.
00:07:12Assalamu alaikum.
00:07:13Assalamu alaikum.
00:07:13How are you?
00:07:14It's okay.
00:07:16People also know about it.
00:07:17I have explained it.
00:07:19Now, let me define yourself what your approach is.
00:07:23I just gave you a heading.
00:07:25Tell me about your name.
00:07:27I have about 25 years of background and experience.
00:07:30I am in the technology and education industry.
00:07:34Okay.
00:07:35And I have worked in Pakistan, Middle East and East African region.
00:07:40But what are you doing?
00:07:42That's what I hear.
00:07:42Basically, we help schools.
00:07:45Okay.
00:07:45In which government schools are also available.
00:07:48What kind of help?
00:07:49We help them better academics.
00:07:52For example, schools, different organizations adopt and run.
00:07:58Okay.
00:07:58And we are partners where we evaluate that academics are performing or not performing.
00:08:05We are majoring.
00:08:06Okay.
00:08:07And then there are different interventions to improve.
00:08:10I mean, you have to do changes.
00:08:12No.
00:08:12No.
00:08:12No.
00:08:13This course is not right.
00:08:14These kids are not able to pick up.
00:08:16This is true.
00:08:17This is true.
00:08:17This is true.
00:08:18This is true.
00:08:19This is true.
00:08:23This is true.
00:08:24This is true.
00:08:24This is true.
00:08:24From this, to this, we have worked with the government.
00:08:29In which the government has 5 TV channels and radio launched.
00:08:35that when all the education was held in the entire Pakistan and the world and all the schools
00:08:41were closed then the government initiative was to digitalize it and students can study online.
00:08:49So every school didn't have to do these things. So you have to do some technology.
00:08:55So we have to provide content that the government has a K-12 education which means from primary
00:09:01till grade 12. So you have to do all the education.
00:09:05Okay, so now you have all the facilities that are your talent that I will utilize in my
00:09:13program. If my child is reading, writing and learning, all these things are slow
00:09:22for the rest of the class. So I will ask you those techniques and ask your mother.
00:09:29Okay, so you have to admit your work. This is your job.
00:09:33So we will stay in that way and I will ask you that question.
00:09:36Sure.
00:09:37I will start with the first month. Okay, then we will go to your side.
00:09:41Sharmine, when your daughter is growing up, she is growing up.
00:09:46She was in the initial stage of her study.
00:09:48As a single mother, she had her whole body there.
00:09:52She was able to see it. So tell me,
00:09:56tell me what you managed there.
00:09:59First of all, my family is very competitive when it comes to studies.
00:10:05Okay.
00:10:05I was wondering, how many marks are you?
00:10:07Who is first? Why did not come to the second?
00:10:09Why did not come to the second?
00:10:09Oh, one mark from the second?
00:10:11So it was great.
00:10:13And I also faced this in my childhood.
00:10:15Because my mother was also very particular.
00:10:17I was wondering, how many grades are you?
00:10:18What percentage are you?
00:10:20Okay.
00:10:20Okay.
00:10:20So, first of all, I have worked on this rat race.
00:10:26I have told you that it is okay.
00:10:30It is okay.
00:10:31It is not that your child is first.
00:10:33Because in the class, your child is second, third, fourth.
00:10:37So it is not that your child is first.
00:10:40It is okay.
00:10:41There is no difference.
00:10:42There is no difference.
00:10:42There is no world that is lost.
00:10:43Because, look, every child's capabilities are different.
00:10:47And I have seen it at that time.
00:10:49I have not thought that she is the capability that she can first.
00:10:54I was able to do it.
00:10:55But I have to do it.
00:10:57I have to make it very hard to make it.
00:10:58And I have to make it very difficult.
00:11:03I have to make it very difficult.
00:11:04I will continue to do it.
00:11:06I will continue to do it.
00:11:07I will ask you Dr. Tahirah.
00:11:08If we are able to make it to our children,
00:11:12we can decorate a report card.
00:11:15Whether it is just the child's aftermath.
00:11:18What can it happen to her after effects?
00:11:21I will give you a example.
00:11:23If we are in our center,
00:11:25there are many people here who are very mindful of the people.
00:11:28But there is a very limited amount of money.
00:11:31They cannot empathize.
00:11:32Socialize.
00:11:33Communicate.
00:11:35But they are mindful of the books.
00:11:37They are mindful of their own books.
00:11:40The most important is that,
00:11:41is that when you learn this in childhood, you learn how to use your mind,
00:11:46you learn good numbers and good grades.
00:11:49The rest of the power of communication and empathy,
00:11:54which we call emotional intelligence,
00:11:56has been given the power of your mind.
00:11:59That is the result that in our environment,
00:12:02there are many people who are in our environment,
00:12:04but if you look at communication,
00:12:06if you look at emotional intelligence,
00:12:08you learn how to use your mind,
00:12:11you can't do it.
00:12:12You can't do it.
00:12:15You can't do it.
00:12:16You can't do it.
00:12:17We feel like the kids are first to top,
00:12:23and this is the only work of the life,
00:12:26but when we have a maturity,
00:12:29we have understood,
00:12:30that if we see a top-er of life,
00:12:34many people go well,
00:12:35we also go well.
00:12:36But the top-er of life is just in that race.
00:12:39The whole life will be criticised by you.
00:12:42Because in any corner,
00:12:43you can't be the best.
00:12:44No one can be the best.
00:12:45No one can be the best.
00:12:45No one can be the best,
00:12:46no one can be the best.
00:12:47So, the acceptance of people,
00:12:49that people can be better with you.
00:12:50It doesn't have a difference.
00:12:52And this doesn't have a difference.
00:12:54People always try to keep in competition,
00:12:56or try to get to the first,
00:12:58they have self-criticism.
00:13:00They don't have a problem.
00:13:01They don't have a problem.
00:13:02They don't have a problem.
00:13:03They think they can do more,
00:13:05and we can do more.
00:13:06So, what is the customer's problem?
00:13:07What will I ask?
00:13:09People always stayunni,
00:13:11normally they're still alone.
00:13:12They don't live alone.
00:13:13No one can't live alone.
00:13:14They don't have a problem.
00:13:15But they get to meet a top-er,
00:13:18or find a target that does come.
00:13:20After reaching this target,
00:13:22what is next?
00:13:23The goal is to take a level.
00:13:27So the goal is to get to the goal.
00:13:29The goal is to get to the goal.
00:13:33very much. It doesn't matter from yourself.
00:13:36If there is any failure or setback, if it comes to their life,
00:13:41then they keep moving. They don't cope with it.
00:13:44The coping mechanism has been destroyed.
00:13:47It doesn't happen. Exactly.
00:13:49I'm not going to lie. I'm on national television.
00:13:52In the beginning, I had this wrong with my daughter.
00:13:54Why didn't you get the highest marks? Why didn't you cut these two marks?
00:13:58Why didn't you get the careless mistake?
00:14:00I saw that her personality affected her.
00:14:03She was going into her shell.
00:14:05She was quiet. She was conscious.
00:14:08She was a little bit scared and semi-semi.
00:14:10She was running away from school.
00:14:12But I realized that it wasn't worth it.
00:14:14You crush the child's personality only so that you can tell me
00:14:19that my daughter's first time, it's too high a price to pay.
00:14:23But I said, no, she's an average student.
00:14:25There is no bad for being an average student.
00:14:27As far as, I can see that my child or my child
00:14:31is the best performance of their ability.
00:14:35That is what matters.
00:14:36So, I backed off.
00:14:37I gave her space.
00:14:39I didn't even know how much of her.
00:14:42I didn't feel good from her parents.
00:14:44I was sitting in the morning,
00:14:45so she was sitting in the night.
00:14:46No, because I remember my time.
00:14:47When I was sitting in the morning,
00:14:49I was sitting in the morning,
00:14:50I was sitting in the morning,
00:14:52and I was sitting in the morning.
00:14:54and I was sitting in the morning.
00:14:55Physically, it's not possible that you focus on
00:14:5810 hours.
00:14:59Your brain is not capable of that.
00:15:01So, I had to make sure that
00:15:04only 1,5 or 2 hours
00:15:05I was sitting in the morning,
00:15:06and then I removed her
00:15:07so that she was sitting in the morning,
00:15:08so that she was sitting in the morning,
00:15:09and she didn't feel burdened.
00:15:10You shouldn't have to be punished.
00:15:11You shouldn't have to be punished.
00:15:14After school,
00:15:14you told her to study again,
00:15:17I didn't have to do tuition.
00:15:18I didn't have to rely on the tuition system.
00:15:19I didn't have to rely on the tuition system.
00:15:20Until I realized that I didn't have to study.
00:15:26So I felt that I need help.
00:15:28So I had to do the same subject,
00:15:29and the other subject,
00:15:30I had to say that I did not have to do help.
00:15:32But what happened,
00:15:34when I got back off?
00:15:36I got that space.
00:15:38I got to do it myself.
00:15:40It got to be a show that,
00:15:43my friends are performing,
00:15:45their grades are good,
00:15:46their parents are good,
00:15:47so I can perform good.
00:15:49Now when she does,
00:15:50she does her shock.
00:15:51She knows that
00:15:52There is no problem at home, that if he is studying, he decides how many hours he has to study.
00:16:00So I gave him his liberties.
00:16:02I like one thing that takes a lot of courage to say,
00:16:04you have accepted that you are one of the mothers who wanted to top your child.
00:16:09Then you have changed yourself.
00:16:11It takes a lot of courage to accept that.
00:16:13You have to add one thing to this,
00:16:15that the child has to give confidence that you have unconditional love.
00:16:19It's very important.
00:16:20You have to top your child or fail.
00:16:23Your love doesn't affect you.
00:16:25Definitely, we all want to perform our child to the best so that their life is easy.
00:16:30But we don't want to give them a message.
00:16:32If he doesn't top, he is less loveable, less likeable.
00:16:36Today you don't love him because he has two numbers.
00:16:39So give confidence to the child that you have unconditional love is very important.
00:16:44And I will appreciate that you realize this.
00:16:46So tell me, I do unconditional love.
00:16:49They do.
00:16:51They do.
00:16:51They do.
00:16:51They do.
00:16:51They do.
00:16:51They do.
00:16:52They do.
00:16:53They do.
00:16:59They do.
00:17:29They do.
00:17:29They do.
00:17:29They do.
00:17:30They do.
00:17:30They do.
00:17:30who out of their love
00:17:32want to see their love
00:17:34if their child is suffering
00:17:36like we have done
00:17:37so they can do it
00:17:38but they can do it
00:17:41basically they can see their dreams
00:17:42and they can do it
00:17:44in their energy
00:17:45and they can do it
00:17:47and they can affect the child
00:17:49there we have as a parent
00:17:51this is very need to understand
00:17:53it's not that your ability
00:17:56is your child
00:17:57or your interest in your child.
00:17:59It may be that you have an interest in science,
00:18:01you have to become a doctor,
00:18:01but you can't become a doctor.
00:18:03Many parents do this,
00:18:05that they didn't become a doctor,
00:18:07they didn't have a style,
00:18:09so they say,
00:18:10we've worked hard,
00:18:12but if you become an artist,
00:18:16then how do you take a child
00:18:18inclined towards art,
00:18:20how do you take a science?
00:18:22Possibly not,
00:18:22he doesn't perform,
00:18:24he doesn't perform many days.
00:18:25So as parents, I think,
00:18:26we need to understand this.
00:18:31For example,
00:18:32this is an important question
00:18:34that I want to do with you.
00:18:36Many children are top 3,
00:18:38pass 3, average 3,
00:18:40but if children fail,
00:18:42what should the parents react?
00:18:45How should they tackle the parents?
00:18:47How should they tackle the parents?
00:18:48Because many parents don't handle that situation.
00:18:50How should they tackle the parents?
00:18:51Look, in life,
00:18:52it's very important to tackle everyone.
00:18:56Commonly,
00:18:57you know,
00:18:58you have to congratulate yourself,
00:19:00give a gift,
00:19:00give a party.
00:19:02It's very important to tackle the parents.
00:19:04And no one can claim it,
00:19:07that he's a good person,
00:19:08if he doesn't give a failure in life.
00:19:10The things you haven't seen,
00:19:12you don't know.
00:19:13So, exposure is very important.
00:19:14If your child fails,
00:19:15I don't want to celebrate it.
00:19:17Because obviously,
00:19:18you don't want to give a negative message.
00:19:20There was a celebration on the internet.
00:19:22There was a celebration on the internet.
00:19:25Yes, I've seen it.
00:19:26The extremes are very wrong.
00:19:28It's very strange.
00:19:29You have to live in life,
00:19:31and live in life.
00:19:33So, my honor is saying,
00:19:34that if your child failed,
00:19:36let's say,
00:19:37five subjects are failed.
00:19:38So, maybe you can identify,
00:19:39that they don't have interest in their two.
00:19:41Those two are difficult for them.
00:19:43You have to break down,
00:19:44because this is a big problem.
00:19:46One child has five subjects.
00:19:47He has to study Urdu, Sindhi,
00:19:49Punjabi,
00:19:50which he has to study.
00:19:52We have to choose liberty.
00:19:53So, you can work on that,
00:19:55what the issue is coming.
00:19:57And that issue will tell you,
00:19:59when you give so much attention,
00:20:01that you can discuss it with me.
00:20:02So, first of all,
00:20:03we have to study it.
00:20:04Exactly.
00:20:05We have to study it.
00:20:06Exactly.
00:20:07I've seen it in real life,
00:20:08that a lot of children
00:20:09don't take reports from home.
00:20:11They have to sign it.
00:20:12Exactly.
00:20:13Parents will know,
00:20:14they will kill someone,
00:20:15or they will be degraded,
00:20:16or they will compare them,
00:20:17or they will compare them,
00:20:18or other children.
00:20:18This is a very good thing,
00:20:20that our parents are,
00:20:22we are trying to learn
00:20:23what happened in our time,
00:20:25or what happened,
00:20:26or what happened,
00:20:26or what happened,
00:20:27we don't do it with our children.
00:20:29So, this is a very good thing.
00:20:30This is a very good platform.
00:20:31This is a very good platform,
00:20:31where we talk about parenting.
00:20:34And now,
00:20:34many parents are changing their strategies.
00:20:36Now, many parents,
00:20:38understand this,
00:20:39that your child is not good.
00:20:41It is not good.
00:20:42It can be English,
00:20:43or Maths.
00:20:43Maths is not good.
00:20:44Maths is not good.
00:20:45So,
00:20:46when your child has failed,
00:20:47break down,
00:20:48and most importantly,
00:20:49we have to judge them
00:20:51on one exam basis.
00:20:54It is very important,
00:20:55that the assessments,
00:20:57which are weekly tests,
00:20:58monthly tests,
00:20:59and monthly tests,
00:21:00you can judge them.
00:21:01And then,
00:21:01you can go to school,
00:21:02and negotiate them.
00:21:03Now,
00:21:04the school,
00:21:05the educational department,
00:21:07they are very receptive.
00:21:08They don't want to talk about this.
00:21:10They don't want to talk about
00:21:10your child's needs,
00:21:12what you can do,
00:21:13what you can do,
00:21:13how you can do it,
00:21:14Like,
00:21:15they said,
00:21:15if you have a week on one subject,
00:21:17you can keep tuition.
00:21:18So,
00:21:19this is very important,
00:21:20that your child has failed,
00:21:22you definitely work on it,
00:21:24and you have confidence
00:21:24that we can get it
00:21:25and sort out.
00:21:26Now,
00:21:27look,
00:21:27the results come from
00:21:29two months,
00:21:30and then,
00:21:31you have two months,
00:21:33two or half months.
00:21:35In that two or half months,
00:21:37you can try to work on it.
00:21:39Now,
00:21:40sorry,
00:21:42I would like to add,
00:21:43if someone's child is failing,
00:21:46then,
00:21:46you need to identify,
00:21:48why it's happening.
00:21:49You need to identify,
00:21:51why it's happening.
00:21:52Like,
00:21:52I said,
00:21:53I expect from the child,
00:21:54that they give their best performance.
00:21:57If their best performance
00:21:58doesn't mean that they can only pass,
00:22:03and God forbid,
00:22:04it fails,
00:22:05then,
00:22:05I have to see,
00:22:07why it's happening.
00:22:08Is there a problem in school,
00:22:09where they don't focus.
00:22:12Because,
00:22:12sometimes,
00:22:12there are such issues,
00:22:14which are very upset.
00:22:16It's bullying.
00:22:17Exactly.
00:22:18It's bullying.
00:22:18It's bullying.
00:22:19It's a teacher.
00:22:20It's not a learning disability.
00:22:23There are little reasons
00:22:24that your child doesn't perform
00:22:26or keep up.
00:22:28If you have a little disability,
00:22:31if you identify them,
00:22:33then,
00:22:34then,
00:22:34then,
00:22:34then,
00:22:35it's easy for you.
00:22:36So,
00:22:36it's easy for you.
00:22:38I have to identify them.
00:22:40I have to identify them.
00:22:42We don't know this thing.
00:22:44We don't know this thing.
00:22:45we have to identify them.
00:22:47God don't do anything in them.
00:22:48God don't do anything about reading or writing.
00:22:50There is no disability.
00:22:52Who has to take it?
00:22:53It's psychological assessment.
00:22:56There are many learning disabilities.
00:22:58Whether it is autism, ADHD,
00:22:59or dyslexia.
00:23:01After the assessment,
00:23:02you tell them that this is an issue with your child.
00:23:04And,
00:23:05how can you work with them?
00:23:07Inclusion concept of education is very common.
00:23:10In schools,
00:23:11I have a lot of autism spectrum.
00:23:15It's very common that you have a therapist.
00:23:18You have a school.
00:23:19You have a inclusive education.
00:23:20It's not like the other children.
00:23:23It's a weekly basis.
00:23:25It's monitored and observed.
00:23:26It's how the progress will be.
00:23:28After a break,
00:23:29I will come back.
00:23:30I will ask you.
00:23:32Before you go to break,
00:23:33you have to answer your question.
00:23:34If the children have no disability,
00:23:36but they are reading and writing.
00:23:38And,
00:23:38we have two months
00:23:40that we can prepare for them.
00:23:42We will have a little time.
00:23:44But,
00:23:44it's not too late.
00:23:45So,
00:23:46we will talk about that.
00:23:47Tell them about the techniques.
00:23:48For the parents.
00:23:50Good morning, Pakistan.
00:23:51After a break,
00:23:52back to school.
00:23:58Welcome.
00:23:59Welcome back.
00:24:00Good morning, Pakistan.
00:24:01Back to school.
00:24:02Children,
00:24:03go to school.
00:24:05We will go back.
00:24:06What do we do?
00:24:08What is the time we have.
00:24:09As a mother,
00:24:11how do we utilize it?
00:24:12How do we utilize it?
00:24:12How do we make our children better?
00:24:15To make their children better?
00:24:16They should keep their children closer to the age.
00:24:18Before we go to break,
00:24:20I asked you this question.
00:24:22How do your parents help me?
00:24:25For example,
00:24:26you have the last year,
00:24:28the teacher gave the report
00:24:29that report.
00:24:31It is early reading.
00:24:32in the class.
00:24:33They can't read it.
00:24:35They don't have to do it.
00:24:36They don't have to do it.
00:24:37They don't have to do it.
00:24:38A lot of teachers say, let's read this chapter and see it.
00:24:41If they have to do it in class, they have to do it.
00:24:44Then they have to do it.
00:24:47They have to do it.
00:24:51The first thing is that our reading culture has been affected by the past 10 years.
00:25:00If I said, all of them read books in their children,
00:25:07all of them said that they are reading books in their childhood.
00:25:10It would be our hobby.
00:25:12Of course, in our film, we don't read books in them.
00:25:19But, if we became aburdening people that...
00:25:24they don't read books in their childhood.
00:25:30So how is it possible that a child in the house will adopt a child?
00:25:35That means that our children don't see us read?
00:25:38Yes, yes. Because the thing is that you don't do that at home.
00:25:41So how is it possible that you are saying the child?
00:25:45And the child will do that. The child will do what she does to you.
00:25:49The child will not do what you are saying but not doing it.
00:25:53So first of all, I think that reading culture in our house,
00:25:57in our children, in our children, in our children,
00:25:59we need to read and read and read and read.
00:26:03And we think that reading is necessary for a good leader,
00:26:08a good person.
00:26:10But if our house doesn't have a place, it will not be possible.
00:26:13So first of all, I think that the first thing is that
00:26:18there will be a book to read before the book.
00:26:21So that it will be less and less and less,
00:26:23if it will look at the book,
00:26:24if it will look at the book,
00:26:27then the child will probably be able to read the book.
00:26:31Now, because the mother-in-law has more time in mobile,
00:26:35so definitely the child will go to the screen.
00:26:38The screen is a very big issue.
00:26:41The screen is an interest killer.
00:26:44The screen is an interest killer.
00:26:46The screen is an interest killer.
00:26:49You say that the reader is coming,
00:26:51let's talk about it.
00:26:52You will see that the children are avoiding.
00:26:54Then you will see what they say.
00:26:56You will see that the children will go independently.
00:27:00You will want to go to the swimming pool.
00:27:02You will not be shocked to go to the swimming pool.
00:27:04You will want to go outside and play.
00:27:06But the child will not play outside.
00:27:08So the screen is an interest in our lives.
00:27:12We don't know how it is in COVID.
00:27:13But the screen has been captured so much in our lives,
00:27:18that the screen is difficult for the children to read and writing.
00:27:22So the manager said that parents need to become a model learner.
00:27:28That means,
00:27:28when they don't do the same model,
00:27:30they won't be able to do it.
00:27:32That means that they won't be able to do it.
00:27:45Then they will to read the circumstances of their children and play it.
00:27:52So the social security has developed into the reality of their parents,
00:27:53and they will not read the children of their children.
00:27:54When the children do a story,
00:27:58So the teacher tells us,
00:28:03the children about their own stories.
00:28:04Well,
00:28:05now they will take care of their children
00:28:07to be able to read the story.
00:28:09So you have to develop this hunger.
00:28:13If you have to develop this hunger,
00:28:16then you will have to learn to learn the children's lesson.
00:28:21Because you have to learn the children's lesson.
00:28:23So the first step is to learn the children's lesson.
00:28:32The children will learn the children's lesson.
00:28:34They will develop their lesson.
00:28:40So you will learn the children's lesson.
00:28:41If you will learn how to learn.
00:28:42Porque the children of their son.
00:28:49Or you will learn how to learn how to sleep.
00:28:51So you will find that after a period of time,
00:28:53the child will develop their habits.
00:28:54That is the one easy way to learn.
00:29:01They are always saying that.
00:29:03We do not read it that we do not read the children's lesson.
00:29:04But we do not read it.
00:29:05We do not read them.
00:29:05We do not read the books.
00:29:05but first you can create an environment, a place to create an environment.
00:29:09So I think that first of all this is a way to do it.
00:29:12Now there is a process that you need to study the children's books.
00:29:18When they want, they can take a book easily and do it.
00:29:23It happens when you feel bad at home and you feel bad at home
00:29:26and you feel bad at home and you feel bad at home.
00:29:28So you need to learn a little bit from the mess.
00:29:31You need to learn a little bit from the mess.
00:29:34So when you keep the eight things from the mess,
00:29:38then you will learn a little bit from the mess.
00:29:39And in the beginning of the mess,
00:29:41my children are 18 years old,
00:29:46my children are 15 years old
00:29:49and my children are 8 years old.
00:29:52Now I have to read a book that I read a good book.
00:29:57And a good book which I have defined.
00:29:59I have to write a good book.
00:30:00I am talking about my age.
00:30:02So we need to develop the children's interests
00:30:05based on their books.
00:30:07The children will not read a better book.
00:30:12But you will have a very common book,
00:30:14a story or a fiction story,
00:30:16so that the children's interest will be developed.
00:30:18When they develop the interest,
00:30:20the children will go to their own.
00:30:22And they say,
00:30:23a good book is never expensive.
00:30:26I mean,
00:30:26a good book is never expensive.
00:30:29If we look at the culture of our homes,
00:30:31there are such many books.
00:30:33So I feel like it is a lot of books.
00:30:34I feel like it is a great book.
00:30:35And I feel like it is a great book.
00:30:35So when I go to the book book,
00:30:37I think it is a great book.
00:30:38But I often have access to a book.
00:30:43Even if you have a book,
00:30:45I feel like it is not a good book.
00:30:47You can like it.
00:30:52So, I had read a place where the books were thrown in the footpaths and the shops were thrown in
00:31:00the footpaths.
00:31:01So, what is our priority as a society?
00:31:09Because I was traveling abroad, I saw one thing in the UK and in the US.
00:31:14I saw that there is an extreme reading culture.
00:31:18You are traveling in a tube, going in a train, you are on a bus, you are on a bus,
00:31:22you are on a bus.
00:31:23Everyone is having a book.
00:31:25That means that they have read a book.
00:31:26So, I think that we can take these things in a way.
00:31:31The first thing I have said is that you should become a model reader and learner as well.
00:31:36When you look at it alone, the child will adopt it.
00:31:40The second thing is to start slow.
00:31:42It means that you will start slowly and develop habits.
00:31:45You will have to read a story before it.
00:31:48You will have to read a story before it.
00:31:50Then the child will work.
00:31:52The second thing is that I have seen that many parents in two months
00:31:59are trying to find the truth so that I do want to make the truth so that my son goes
00:32:09to school.
00:32:12This is not the truth.
00:32:13I am not the truth but then the truth.
00:32:19After a step, it is not the truth and the truth.
00:32:21There are a lot of stories and some other kids are working in the school But I am not the
00:32:27truth.
00:32:28I have done a conversation.
00:32:28I had to bore it to the school.
00:32:28the child is engaged in that time when you started two months, when you started the program
00:32:35you said that in these two months the mother has a good time to develop a good relationship
00:32:41with the child or any other person, you can do the treatment of the child with the child
00:32:49which is related to the child. I am doing a lot of good things, I am explaining to someone,
00:32:54but if it doesn't relate to me, then I will never impact on it. They say that connect before
00:33:00correct. So I think that in this time the very big issue came, as Madam Taira talked about
00:33:10parenting, this time the very big issue is that whenever I meet children, I ask that when
00:33:16you were the last time, when was the last time? How long did it go? So the most important thing
00:33:22that I have heard about it is a very transactional gift through, I mean the main thing of the
00:33:27situation is just the operational activity. It is a relationship between the children and the
00:33:34whole world of children. It is very disturbed. So I think that two months we need to
00:33:40change the relationship between the children and the children and the children and the children,
00:33:44if it is strong to us, then we will work on the child. I have told you about the failure
00:33:50of
00:33:51the child. I will tell you that we were doing a course on parenting, so one mother shared her
00:33:58but the story shared that her daughter was not good at the study.
00:34:03She had a lot of data and family compared to her.
00:34:08She didn't have confidence in her.
00:34:11She didn't have good marks in her 9th grade.
00:34:14She told her that her daughter had a little bit of a strategy.
00:34:19When she got a result, she failed at the same time.
00:34:25She said that she was going to be part of the party.
00:34:29She was going to be part of the party in which you have been part of the party.
00:34:32Today, we will celebrate her.
00:34:34I think that the child is doing it,
00:34:39she has to appreciate it more than she is doing it.
00:34:42She's not doing it, she has to criticize it.
00:34:46We usually remember that,
00:34:48we go to somewhere else.
00:34:50I'm talking about my own little bit.
00:34:51I was talking about my daughter in my childhood.
00:34:54As he had read it,
00:34:56I said that you didn't write a date.
00:34:58I said that my former society was built in a discipline order.
00:35:07This is the discipline of the community.
00:35:14If we have to work, we will appreciate the things we are doing.
00:35:19If we have to go on a date and we have to go on a date and we have to
00:35:25go on a date.
00:35:26I think that we need to talk to children and relax.
00:35:32I have to tell you that I have a manager in my office yesterday.
00:35:38He told me that you will be counseling for a girl.
00:35:42I said what is this?
00:35:44He said that he was an unwanted child.
00:35:50He is the only son.
00:35:53He has suicidal thoughts.
00:35:56I said that I am not a clinical psychologist.
00:36:00I am not a clinical psychologist.
00:36:00I have been counseling for the past 25 years.
00:36:03I have told him that you will send me.
00:36:06When I came to my girl and I did a good job,
00:36:10he said that my parents are very much comparing.
00:36:16I said that who are comparing me?
00:36:17My son is comparing me.
00:36:18I am not comparing me.
00:36:20When we are comparing me, I am comparing myself.
00:36:21We are comparing myself.
00:36:23We are comparing myself to one place.
00:36:25We were different from the sixth grade.
00:36:27We were different from the sixth grade.
00:36:27I studied well.
00:36:28But when they were comparing me,
00:36:31the ninth grade was not in my own marks.
00:36:33He said that he didn't come.
00:36:34He said how many things are going for me.
00:36:36He said that there are many different things.
00:36:38I said, why?
00:36:39He said, sir, I had two years before him to tell them all the things.
00:36:42But then the same thing happened to me again.
00:36:46Backfire.
00:36:47Backfire.
00:36:48So now I have left to talk more detail about them.
00:36:51Then I said, what do you go to the house?
00:36:54So he said, I go to the house and it's an important thing.
00:36:57And then I look at the mobile.
00:36:59So I said, what do you look at the mobile?
00:37:00He said, sir, I look at the Reels.
00:37:01And I think that the child is a small child.
00:37:02So I have to understand that today's child is a teenager.
00:37:09He is a little emotional and vulnerable.
00:37:12He has no idea.
00:37:14The reason for that is that when I asked my child,
00:37:19I asked my child, what do you want to do?
00:37:20I said, sir, I want to travel.
00:37:22I said, where do you want to travel?
00:37:23I said, sir, I want to go to Switzerland.
00:37:25I said, Switzerland, why do you want to go?
00:37:27He said, I want to go there.
00:37:31And I said, all the characters are great.
00:37:34And there have been great scenes.
00:37:35I can apply the best.
00:37:36And then I said, what's the shock?
00:37:37And then me, sir, I could come to the Ferrari.
00:37:39I said, I got to the car.
00:37:40I had to go to the car.
00:37:40I had to get a car.
00:37:42And I had to go to the Fortuneะธะฝัƒ.
00:37:43And that gives me the number of the Melissa.
00:37:44And I'd say, sir, I got to become the Trader.
00:37:46And I have to go to the Mubi.
00:37:47I mean, sir, I'll become the billionaire.
00:37:49What I want to become the billionaire?
00:37:51It's the one that I can become the man.
00:37:52It's the typical team today's and the adult.
00:37:56that this is the same sentence.
00:37:57If you get any child, he will talk about this.
00:37:59Why does he do this?
00:38:01When he sees the reels,
00:38:03he sees the success that he sees the success
00:38:07that he gets overnight.
00:38:09There is a influencer who tells me
00:38:12that I had taken this car.
00:38:15I said,
00:38:16if you compare your mother to your son,
00:38:20then you compare yourself to three hours
00:38:21in the whole world.
00:38:22You compare yourself to yourself.
00:38:24That thing didn't develop,
00:38:26the comparison.
00:38:28In that,
00:38:29I don't have it.
00:38:31Despite having all that experience
00:38:34working in Amherst and Microsoft
00:38:36and other organizations,
00:38:38when I browse LinkedIn,
00:38:39I feel that my friend got an employee of the month award,
00:38:42his company went there,
00:38:44and you see everyone's success.
00:38:46And that success,
00:38:48that's where you are left,
00:38:50you are left behind.
00:38:52You are left behind.
00:38:53You are left behind.
00:38:53You are left behind.
00:38:54I feel like that
00:38:56this was such a series
00:39:00on the top of the adult
00:39:02which has been shown
00:39:04in which a team
00:39:05managed to kill the murder.
00:39:10What an extreme thought process was.
00:39:12How good a child was.
00:39:14It was very good.
00:39:16He was a good child.
00:39:17He was a computer.
00:39:19But it was a thing that was the same thing that was feeding.
00:39:26So I just said that the child's brain,
00:39:29when you have 10 minutes in the story,
00:39:31you have to feed something.
00:39:34So you think that the child's brain 3-5 hours
00:39:37is what feeding is.
00:39:40And it's what kind of brain is coming out.
00:39:43When it comes back,
00:39:46We want to make the child's brain 3-5 hours.
00:39:53It's quite important that the child needs to be used.
00:39:56It's very natural.
00:39:56It's very natural.
00:39:57So I think it's something that you have to do.
00:39:57It's very natural to me.
00:40:02I'm going to say that you have to have a child.
00:40:04I keep the child's brain.
00:40:04And I really want to have a child's brain 3-5 hours.
00:40:06But today's mom is very difficult.
00:40:08that he is very busy and he is very busy and he is very busy.
00:40:12So, I think that the reason is that
00:40:14we have been so busy in these things
00:40:19and the family relations,
00:40:21we are more disconnected from the house
00:40:27and we are more disconnected from the outer world.
00:40:30Real life communication is behind.
00:40:33In simpler words, I will conclude that
00:40:37when the time is the time of our children's exposure,
00:40:42we have to limit the exposure to our children's social media.
00:40:45Because you can see me and my own.
00:40:47When we scroll on social media,
00:40:49we are looking at what we have done.
00:40:50We have not done this, we have not done this,
00:40:52we have not done this, we have not done this.
00:40:55So, children, that mindset,
00:40:57you know, in the frame of mind,
00:41:00that I am not good enough,
00:41:01I am not lucky enough,
00:41:02or I have not done this privilege.
00:41:03complex is difficult.
00:41:05So, you can see the screen as a child.
00:41:08It is not good for the child.
00:41:09The other thing,
00:41:10the material, the content available,
00:41:13it is very damaging.
00:41:15It is very damaging.
00:41:15A little break.
00:41:16After that, we will come back.
00:41:17So, you will be able to do this.
00:41:19You will be able to do this.
00:41:21You will be able to do this.
00:41:22You will be able to do this.
00:41:22Now, if there is a child in writing,
00:41:25then we will be able to help you in the next segment.
00:41:29Good morning Pakistan.
00:41:35Welcome.
00:41:36Welcome back.
00:41:36Good morning Pakistan.
00:41:37I told you,
00:41:39that we will talk about writing.
00:41:41But, I will give you my introduction.
00:41:44At this moment,
00:41:45Zamaad Shahab,
00:41:46who is the CEO of Robo Automator.
00:41:51So, I will tell you,
00:41:56I will tell you a little bit later.
00:41:58I will tell you a little bit later.
00:42:00In the last break,
00:42:02I asked you a question.
00:42:03If your child's writing,
00:42:05like my son,
00:42:06his writing is so bad,
00:42:08that I can't read it.
00:42:10And now, mashallah,
00:42:11he is in 6th class.
00:42:12He is very smart.
00:42:13He is very smart.
00:42:14But,
00:42:15that writing is so bad,
00:42:17that I don't know how to do it.
00:42:21Right.
00:42:21Okay.
00:42:22There are two things.
00:42:24And slow too.
00:42:25You can't read it.
00:42:26You can't read it.
00:42:27Okay.
00:42:27There are two things.
00:42:28One is the writing style.
00:42:30And one is the creativity of writing.
00:42:34That is the expression.
00:42:36These are two things.
00:42:37So, we need to separate these two things.
00:42:41And we can see a compromise.
00:42:44For example,
00:42:45if his writing style doesn't like the .
00:42:48But he thinks something good.
00:42:50So, why is this important?
00:42:51He thinks something good.
00:42:53Yes.
00:42:53He does.
00:42:54But I haven't understood.
00:42:55I can't read it.
00:42:56He does.
00:42:56He thinks it's smart.
00:42:59I am very smart.
00:43:00As you tell,
00:43:01as a case,
00:43:02when someone comes in the office,
00:43:04I ask someone to intervies.
00:43:04I ask someone to give a paper
00:43:07for an MBA.
00:43:08I ask them to do an MBA.
00:43:10You just explain yourself a little bit about what you want to do, what you want to do and what
00:43:16you want to do.
00:43:17You believe that 90% of people fail there.
00:43:21Because there are 2-3 things I get to know.
00:43:24One, I get to know that I can write something in a proper sentence.
00:43:30The other thing I get to know is what the thought process is.
00:43:33What is the thought process?
00:43:35We talked about that parents' role in reading and writing.
00:43:43We have to do that in the beginning,
00:43:48if we want to work on the writing of the child's thought process,
00:43:52we will say that he can write stories.
00:43:55When a child doesn't write stories in the beginning,
00:43:57we can say that you can read a story to me and I can write.
00:44:01Or I can write or I can write.
00:44:02And we start writing a story.
00:44:04And the story is the story.
00:44:06The story is the story.
00:44:07The story is the story.
00:44:08And we start writing it.
00:44:10When we do this,
00:44:12it's usually that children write a whole book.
00:44:15It's the actual idea.
00:44:17The actual idea.
00:44:18The author can also be able to write.
00:44:23So I think that the first thing we need to do is
00:44:26to help us with the child's help to bring it to that path.
00:44:31Okay?
00:44:32So we need to write it to the child's thought process.
00:44:34We need to write it to the child's thought.
00:44:36When we write it,
00:44:39then the child comes and comes and comes and comes and comes.
00:44:42When the hunger was developed,
00:44:44the reading was developed.
00:44:44So when he was writing and his own writing
00:44:49developed,
00:44:50the child can come.
00:44:51Well,
00:44:52in that regard,
00:44:53we had a writing style in my childhood.
00:44:56So I remember that my father wrote me
00:44:58a quick brown frog jumps over a lazy dog.
00:45:02Now,
00:45:03all the words from A to Z
00:45:04came to me.
00:45:05He wrote it to me.
00:45:06And then,
00:45:07I kept doing it.
00:45:08So,
00:45:09now,
00:45:10definitely,
00:45:11you find writing books that you can bring to your home.
00:45:16I just saw my son's 8 years old.
00:45:18I used to write it to me.
00:45:21I used to write it to me.
00:45:22I used to write it on a lot.
00:45:25I used to write it.
00:45:26But I used to write it.
00:45:27But when the book is there,
00:45:29it will come.
00:45:31If something happens.
00:45:32If it happens,
00:45:34we have to write it on a date.
00:45:38So,
00:45:38it doesn't come.
00:45:39So,
00:45:40it will come in.
00:45:41It will come in two things.
00:45:44One,
00:45:44we will keep writing books that will come.
00:45:48I used to write it and it will come.
00:45:49If you have to write it on a date,
00:45:51then we will write it on a date.
00:45:54free time.
00:45:55So,
00:45:56we will write it.
00:45:57Very good idea.
00:45:58And now,
00:45:59you see,
00:45:59the kids are crazy.
00:46:01I told you,
00:46:02I used to write it to my house.
00:46:04The news is,
00:46:04and there are news news.
00:46:05I used to write it on a week,
00:46:06and I used to write it on a date.
00:46:08And I used to write it on a date.
00:46:10And it was a date.
00:46:11And I used to write it on my date.
00:46:12So,
00:46:12I used to write it on the date.
00:46:13The mother told me that he wrote it.
00:46:14now we have sent it, we have sent it, and when it comes to the eye,
00:46:18then the child has a feeling that it is my writing.
00:46:24I've noticed that my father has a story of his own,
00:46:27and he said that he didn't have a good idea,
00:46:30and he didn't have a good idea.
00:46:32The problem is not, the problem is that the child's original piece is,
00:46:36it has its own.
00:46:37We can do better two ways.
00:46:39One is that we can start writing his behalf on his behalf,
00:46:46so we can start writing books.
00:46:47We can start writing books.
00:46:49Basically, when the child's grip is started,
00:46:54there is a lot of activity to school.
00:46:56The fine motor skills are very important,
00:47:00when it comes to writing and grip.
00:47:04When your child has a pencil,
00:47:07you can put a small ball here.
00:47:09So, it has a posture,
00:47:11it has a posture,
00:47:11it has a posture.
00:47:12So, many children have a pencil,
00:47:13and a crayons are different.
00:47:16So, the pencil is also wrong.
00:47:19The fine motor skills are very important.
00:47:22If you feel that you can do as a parent,
00:47:23it is best.
00:47:24We have a occupational therapist,
00:47:27which is proper therapy.
00:47:28The fine motor skills are better.
00:47:30Writing is one aspect.
00:47:33But, as it grows,
00:47:34the other challenges are starting to come.
00:47:36There is a spoon holding,
00:47:38fork holding.
00:47:39There are many things,
00:47:40the fine motor skills are also related to your hands.
00:47:43So, there is no need for you,
00:47:44that you can do occupational therapy.
00:47:46Okay.
00:47:47Now, writing, reading,
00:47:49the number,
00:47:50the top,
00:47:51all these things.
00:47:52One time,
00:47:53when you say,
00:47:53how many books are,
00:47:55the best books are the best.
00:47:56But, today it is not that.
00:47:59Today it is not that.
00:48:00Today it is good.
00:48:00Today it is good.
00:48:01This results are good.
00:48:03What are the skills?
00:48:04What do you have to do?
00:48:05you have to be skilled to have good work.
00:48:09Always be skilled to have a good job.
00:48:12If I say,
00:48:13but my skills are good,
00:48:15That's the skill I know.
00:48:17My profession is good.
00:48:19I am good.
00:48:20I am good.
00:48:20So my number came, what did I do, what did I do, everything was based on education, but in the
00:48:30end my skill was my skills and my life of my life.
00:48:35So this is why I feel like this skill is very important.
00:48:41I see.
00:48:41So that's why I will give you the introduction to me, my name is Zamat Shahab, CEO of Robo Automators.
00:48:51Yes, now I will talk about your skills.
00:48:55How do you start developing skills in the kids?
00:49:01Basically, we are doing programming coding, which is a need for today, AI programming coding.
00:49:07We are doing all these things, we are doing robotics training for students.
00:49:11And this is from school going students, we are doing all professionals.
00:49:15Basically, now we are going to summer camps, we have different courses.
00:49:19So these skills, as we are talking about the nature of the kids,
00:49:25we are also doing good research on students' psyche and studying.
00:49:31Students prefer playful activities.
00:49:33Students prefer them.
00:49:35I am learning that programming is a need for today.
00:49:38If you are in any field, you have to face robotics.
00:49:41You have to face robotics.
00:49:41You have to face robotics.
00:49:42You have to face programming, automation, these things you have to face.
00:49:45You have to go to medical sites, then there are robotic surgeries.
00:49:47Now there is a need.
00:49:48Now we are going to fulfill it.
00:49:49Now we are going to fulfill it.
00:49:50Now when we are going to fulfill it,
00:49:51I am going to teach students to teach the students,
00:49:52I am going to teach programming.
00:49:53This will be entirely dry for this.
00:49:54That will not be learned.
00:49:55That's why we are robot automators.
00:49:57We have to learn how to study the students,
00:50:03I am trying to develop the tools of the students,
00:50:05and to encourage the students to develop the course of them.
00:50:06We are going to need to teach the students.
00:50:07It is a practical course of course.
00:50:13Therefore, the students will be teaching the students
00:50:18and the students to teach the students.
00:50:21That is how to teach the students how to teach the students.
00:50:24robotics robotics and different programs
00:50:29mainly AI which is a need today
00:50:35this technology will be coming up 5-10 years
00:50:38another step-in was always there in all fields
00:50:41now people go to march and order in shopping
00:50:43now people order on-line
00:50:45now people constantly learn them
00:50:49If you put me in robotics and I want to learn it, then my brain will go.
00:50:53But if I put my 10-year-old in robotics, I will be surprised and impressed by it.
00:51:00I am impressed by my kids.
00:51:04I am impressed by my kids.
00:51:05One thing about robotics, we want to show students what they have done.
00:51:12And then I am going to go.
00:51:15Please.
00:51:17This is our 6-year-old student.
00:51:18He is just a 7-year-old student.
00:51:22And he has made a game.
00:51:25He is 7-year-old.
00:51:27And he is also learning AI machine learning.
00:51:29And he does not do it.
00:51:30So he is very strong in this thing.
00:51:32Mashallah, they have taken 4-4 months courses.
00:51:35If you show your game,
00:51:37they will beat them to beat them.
00:51:40And they will increase their score.
00:51:41He has made it himself.
00:51:42Can you show his programming?
00:51:43How did he make it?
00:51:44Oh my god.
00:51:47This is his programming.
00:51:48On the screen.
00:51:49My child, do it.
00:51:50Explain it a little.
00:51:51In programming, you have made a project.
00:51:53He is a little shy.
00:51:54No, let's go.
00:51:55Let's go.
00:51:56How many times have you learned this?
00:52:01Let's go.
00:52:03Let's go.
00:52:04Let's go.
00:52:05Let's go.
00:52:06Let's go.
00:52:08My name is Sayada Shandasalek.
00:52:10And I am from Bahadjusen School System.
00:52:11Okay.
00:52:12Tell us what you did.
00:52:14I made this blind stick.
00:52:16Okay.
00:52:17I have a demonstrator.
00:52:18Come on.
00:52:19I have a mic.
00:52:20I have a mic.
00:52:21Now tell us.
00:52:23No, there is a camera.
00:52:25You have to stay here.
00:52:26Switch on.
00:52:27It has a lot of motors.
00:52:30If I switch on it, you will see ultrasonic sensor.
00:52:34This sensor is specially made for blind persons.
00:52:38Okay.
00:52:40If a blind person is walking around,
00:52:42they will need help.
00:52:43So, he will see that there is an obstacle.
00:52:46So, this will vibrate.
00:52:48And make the buzzer to see.
00:52:49You can see it.
00:52:50There is a vibration.
00:52:51If you hold it,
00:52:53and put it on the obstacle.
00:52:53and put it on the obstacle.
00:52:56For blind persons.
00:52:57It has a vibration.
00:52:58It has a feel.
00:52:59It has a sound.
00:53:01It has a sound.
00:53:02It has a feel.
00:53:03It has a feeling.
00:53:05It has a feeling.
00:53:05My goodness.
00:53:07These are the ideas of children.
00:53:08They are saying,
00:53:09they are saying,
00:53:09they need a child's mother.
00:53:11How old are you?
00:53:12How old are you?
00:53:13I am 12 years old.
00:53:14So, how did you get this concept in your mind?
00:53:16What made you work on this?
00:53:18That there are many problems that people are facing.
00:53:21Now, we have a new invention for blind people.
00:53:24So, we made this for their easiness and their comfort.
00:53:27Wonderful.
00:53:28Very nice.
00:53:28Zabardas, please.
00:53:30Now, what did you do?
00:53:32It was a very good job.
00:53:33Zabardas, what did you do?
00:53:34I have made this smart water dispenser,
00:53:35which is controlled on the Arduino board.
00:53:38Smart water dispenser?
00:53:39Yes.
00:53:40And how does this happen?
00:53:41When we put a glass in here?
00:53:44Can we put a glass in here?
00:53:47Yes.
00:53:48When we put a glass in here,
00:53:48the sensor will detect that the glass is empty.
00:53:52It will be placed in the glass.
00:53:53It will start putting water in the glass.
00:53:55Until the glass will not burn.
00:53:57Okay.
00:53:58How do you demonstrate this?
00:53:59How do you demonstrate this?
00:54:00Look.
00:54:01The sensor has been detected.
00:54:03The sensor has been detected.
00:54:04The motor is on.
00:54:05The water is full.
00:54:06No button is not pressed.
00:54:07No button is pressed.
00:54:08The sensor has detected that the glass is filled.
00:54:10Yes.
00:54:10Now, water is filled.
00:54:12Now, the water is filled.
00:54:13The water is reached a certain level.
00:54:16The water is reached a certain level.
00:54:17Okay.
00:54:18Good work.
00:54:20Zabardas.
00:54:21Can you tell me age?
00:54:22I am 12 years old.
00:54:23You are 12 years old.
00:54:24Go ahead.
00:54:25You both are like brothers.
00:54:27Assalamualaikum.
00:54:28My name is Muhammad Duhmar.
00:54:29Okay.
00:54:30What have you done, son?
00:54:31This is a hand-folling robot.
00:54:32When our hand comes to the hand,
00:54:34we will follow our hand.
00:54:36Oh.
00:54:37Oh.
00:54:37My hand comes to the hand.
00:54:39Follow me.
00:54:40On.
00:54:40On.
00:54:42Okay.
00:54:42Where the hand comes to the hand.
00:54:43This is a tablet.
00:54:44This is a programming programming.
00:54:45It is connected.
00:54:46And when the hand comes to the hand,
00:54:47he will follow it.
00:54:48Okay.
00:54:48They have done programming.
00:54:49Now, this is a hand-folling robot.
00:54:52Which sensor has been installed?
00:54:53IA sensor.
00:54:54IA sensor.
00:55:06IA sensor.
00:55:10Okay.
00:55:11Okay.
00:55:16It is a concept.
00:55:18IA sensor.
00:55:19It's got a concept.
00:55:20Okay.
00:55:21IA sensor.
00:55:31IA sensor.
00:55:37IA sensor.
00:55:38Okay.
00:55:39IA sensor.
00:55:42IA sensor.
00:55:44IA sensor.
00:56:09IA sensor.
00:56:12Very good burs.
00:56:15We are going to talk about that.
00:56:16This is a skill with all the kids,
00:56:21where they are shocked and they can reach them.
00:56:23and I have some guidelines for mothers that we can add more skills to the children so that their personality
00:56:31will be better and they will develop confidence that we have created something and they will be in the work
00:56:39I will give you a little insight here. Look, children who go to A level or A level, go to
00:56:47university, they will learn math, physics, chemistry and many subjects that will not be used to further and they will
00:57:01not look at them in real life.
00:57:04But why do they study it?
00:57:06They study it so that they can learn how to learn, how to learn.
00:57:12In fact, the goal of education is to become themselves as self-learners.
00:57:17In fact, the goal of education is to become themselves as self-learners.
00:57:19In fact, we have seen that the children have done these things.
00:57:23They have solved some problems, some small problems.
00:57:27For example, when it rains, it will automatically go inside.
00:57:34So problem solving, the things that they develop?
00:57:37Yes.
00:57:38I think that in the old days, the parents of the parents used to age their children in their lives.
00:57:47They used to be a helper.
00:57:48They used to give their children.
00:57:50They used to give their children.
00:57:50They used to work and offer them to better help them.
00:57:53But parents used to say this.
00:57:56They used to study the children in their lives.
00:57:58When a child is making a problem a lot at home,
00:58:03then they use to become a problem solver.
00:58:06After the first thing, they call a problem solver.
00:58:09One is skillful and unskilled.
00:58:12and the child is unskilled and the child can solve this problem.
00:58:18So, I think that in nature, God has kept it.
00:58:23He has kept it that people can explore and solve the problem.
00:58:30But until we don't give them those things,
00:58:33then the child doesn't make it easy.
00:58:35You can say that the child's creativity is over.
00:58:37If you do not want to make it easy,
00:58:43there are skills for life skills.
00:58:46The clothes, the bag, the clothes, the clothes, the clothes, the clothes and the clothes.
00:58:50The cooking system.
00:58:51The cooking system comes out.
00:58:52The men who don't know.
00:58:54Your children is a very shocked person.
00:58:58Exactly.
00:59:02After the break, the food comes out.
00:59:05So after the break, my segment is basically back to school lunch boxes, which is a food, a girl, has
00:59:14a lot of meaning for the children's personality development.
00:59:19They are getting big or D-shape, they are being bullied, they are not doing their own work, they are
00:59:26feeling lethargic, all these things are related to their gut and their feet.
00:59:31So how do they have lunch box for that?
00:59:36Let's know about a little break. Good morning.
00:59:43Welcome back, good morning Pakistan.
00:59:46In the previous segment, I covered a lot of things.
00:59:48But there is an important thing, which we take a lot and give the children's money,
00:59:53we give them lunch box, get this lunch, it's not time for lunch,
00:59:59how will it become lunch box?
01:00:02The second thing, we don't even think about our children's good,
01:00:08so how much is it?
01:00:11In the house, we take it from our own purpose,
01:00:16but the lunch box,
01:00:18we probably take it from somewhere else.
01:00:22And where do we have to put it?
01:00:24Today, we will try,
01:00:26that the next year,
01:00:28the next year,
01:00:28the next year,
01:00:30let's go back to school.
01:00:31With me, Chef Samia Asim,
01:00:35who will give us the guidelines
01:00:37that the children's lunch box should be able to do.
01:00:40Assalamualaikum.
01:00:41Assalamualaikum.
01:00:41How are you?
01:00:42Alhamdulillah.
01:00:43Thank you for having me on the show.
01:00:45Nidra,
01:00:46this is a good thing,
01:00:47that here,
01:00:47we all give our children a lot of importance,
01:00:51that you have to eat this thing,
01:00:52that we keep watching this thing,
01:00:54and then,
01:00:55if there is no need for it,
01:00:56then,
01:00:56you also do this thing,
01:00:57that you have to do this thing,
01:00:59that you have to do this thing,
01:00:59that you have to do this thing,
01:01:01If you are a lunch box,
01:01:02the importance of our gigaurt is,
01:01:05because we have a rush hour,
01:01:08you have to send me to office,
01:01:10sometimes,
01:01:10you have to go to office,
01:01:11an awful lot of things and everything,
01:01:14so the time of connection,
01:01:17is that the things its point,
01:01:18that they sometimes get back,
01:01:20but the best thing is,
01:01:22and the other thing is,
01:01:22that you have to make their lunch box
01:01:25of creative style,
01:01:26and be an attractive style,
01:01:28helps deviate some of the things,
01:01:29they can become healthy and become very nutritious and there will be no compromise for the children.
01:01:39Because the children don't eat vegetables or healthy things, it's very difficult to eat.
01:01:45The most concern is that the child's whole snack box is as it is.
01:01:52In school, you have to keep them with ignore you and have to finish the last step.
01:01:57You have 5-6 hours, your child's eating, is hungry and is hungry.
01:02:01So in this way, think that all the food is hungry, that need to do something.
01:02:06This is what I had faced because when we do so many programs,
01:02:09we have many different things like colorful lunch boxes,
01:02:13I don't know where it came from, 4-5 food lunch boxes.
01:02:16After that, it was ready for the night.
01:02:19The gajar and the food were also ready for the night.
01:02:22It was a lot of effort.
01:02:24But it was full.
01:02:26It's a very easy thing.
01:02:27You just give it to me.
01:02:29It's okay, it's done quickly.
01:02:31Children will eat shots.
01:02:32In that way, you make some changes.
01:02:34You make nuggets in your house.
01:02:36Instead of adding chicken,
01:02:37instead of adding chicken,
01:02:38add a little cheese,
01:02:42add a little kaddoo kash,
01:02:44add finely chopped shimbala mirch,
01:02:46add gajar.
01:02:47What happens is that you have one of your nuggets.
01:02:50There is chicken, which is protein.
01:02:52There is cheese, which is dairy.
01:02:55There are different vegetables.
01:02:57The vegetables are so small and small,
01:02:59that you don't know.
01:03:01I'll add one thing here.
01:03:02If you don't know,
01:03:03you don't know if you don't know.
01:03:06But,
01:03:06when I have a meal,
01:03:08and I feel like,
01:03:09if this is your cheese,
01:03:11I'll stand alone and say,
01:03:12Kaddoo kash,
01:03:13do this.
01:03:14Do this.
01:03:15Do this.
01:03:16Do this.
01:03:16Do this.
01:03:17Do this.
01:03:18Do this.
01:03:18Do this.
01:03:19Do this.
01:03:20Do this.
01:03:20Do this.
01:03:20Do this.
01:03:21Do this.
01:03:27Do this.
01:03:29Do this.
01:03:30In the spring.
01:03:30Do this.
01:03:30Do this.
01:03:32Please do this.
01:03:33From it.
01:03:34I just know a lot of ingredients.
01:03:40So if you do tea,
01:03:41and you can match up in fresh,
01:03:42bring in dark boiling water.
01:03:43So what do these things,
01:03:45make it feel like they are hot.
01:03:45It will be fattening, it will grow up, but it is not.
01:03:48Children who go to Rosanna school and play pool.
01:03:51Their activity is a lot.
01:03:54So if you combine the wheat with activity,
01:03:56that's a very good energy source.
01:03:59So they translate it into strength.
01:04:02They make good fats and energy store.
01:04:06Then you freeze them,
01:04:09you make different shapes on the weekend.
01:04:11So they also have activity in the kitchen.
01:04:13They also have a skill that you have to learn.
01:04:17If you go to your age,
01:04:20you create a forcefully a chord.
01:04:23You don't have to use it.
01:04:26It should be a girl or a girl.
01:04:29They also develop their taste.
01:04:34If you prefer broccoli,
01:04:37you can use it.
01:04:39You make noodles,
01:04:40and then you use noodles.
01:04:41You use a store-bought sauce.
01:04:43You create a sauce and a sauce.
01:04:47You add the sauce into the pasta.
01:04:49And then you keep it in the sauce.
01:04:50You use it in the sauce.
01:04:51Then you use it in the sauce.
01:04:52So you have to boil it and prepare it.
01:04:54So you have to put some sauce in the sauce.
01:04:55And you have to make a healthy pasta.
01:04:59So you have to be prepared.
01:05:00that the noodles is my favorite and the palate is my favorite
01:05:03and that colorful cheese will be made so that children will also prefer that our lunch boxes are colorful
01:05:08so I have also put it in a different range
01:05:10so close time please
01:05:12my team is showing you
01:05:14keep your hand and tell us about which lunch box
01:05:17so in the lunch box we do this
01:05:19just add one thing to them
01:05:21small small things that you have easily available in your home
01:05:24you mix it
01:05:25for example we have made a sandwich here
01:05:28so we have put a fruit salad
01:05:30and some hot dogs
01:05:32we have put it as a different source of protein
01:05:34make sandwiches
01:05:35add chicken
01:05:38add cheese
01:05:39add beef
01:05:41add sandwich
01:05:44add steak sandwiches
01:05:46you can also make
01:05:47even if you have left over
01:05:49if you have made chicken
01:05:51or left over
01:05:53you have made fresh chicken
01:05:56you can also make a sandwich
01:05:58you can make a sandwich
01:05:59you can make a lot of things
01:06:01you can keep in the night
01:06:03and in the morning
01:06:03you have to make fresh things
01:06:05so you can make a little work
01:06:07because in the morning there is a lot of kiosk
01:06:09if you have any problem
01:06:13we can make our eggs
01:06:27We will add some to the filling and make a paratha paratha.
01:06:30We will cut it in a small part and cut it in a small triangle.
01:06:33It will fall and not fall.
01:06:34We will consume a little homemade patees.
01:06:38So, the things that we are giving you a paratha paratha paratha.
01:06:43But we have different presentations.
01:06:45We have different plating styles.
01:06:48Very good. Very good.
01:06:49Very good.
01:06:51And especially for new products,
01:06:53I don't understand what the problem is that I will do it.
01:06:57What you have said is that many things you can prepare before.
01:07:03I remember that as far as frying is not.
01:07:06Where you have to fry it, you have to fresh it.
01:07:08Because you have to do it one time.
01:07:09But when I used to make pita rolls or sandwiches,
01:07:15or noodles,
01:07:16I knew that I was very chaotic in the morning.
01:07:19I didn't do it one time before.
01:07:21Some people have made a lot of fun.
01:07:23Oh my god!
01:07:24We are ready in the last minute.
01:07:26You are ready to make it in the morning.
01:07:30You are staying in the fridge.
01:07:31It's not like you are leaving it outside.
01:07:33The food is bad.
01:07:34So you have to do your life.
01:07:36Because the preparation of the last minute is not good.
01:07:40I will add one thing.
01:07:44If you can afford it,
01:07:45you don't have to fry it.
01:07:48You don't have to fry it.
01:07:49But it is good for the kids in the morning.
01:07:51You have to cut them in the morning,
01:07:52you have to be ready for the fry.
01:07:52Get a timer that is good to go!
01:07:54Very good!
01:07:55You don't have to fry it on the frying pan.
01:07:57You're not ready to do that.
01:08:00You don't have to add a time for the kids' performance.
01:08:02Then it is good for their child's body.
01:08:03Because you put oil, spray it,
01:08:05you can do it.
01:08:07So look, as the technology is growing, why don't you take advantage of it?
01:08:12And these different cooking techniques should be used for children.
01:08:15So that they don't have different flavors so that they don't have different flavors.
01:08:18So that they don't have to cook in the air-fryers.
01:08:20If you can do it, you can do it.
01:08:21The idea of how the taste of grilled things can be developed,
01:08:25some baked things can be developed,
01:08:27some shallow-fried things, some deep-fried things,
01:08:29it means it's a different taste portfolio.
01:08:32I've also told you about it here.
01:08:34We have different condiments and fruits.
01:08:40The color fruits are very sweet and colorful.
01:08:43And the kids can easily eat it.
01:08:45The fruit is not a bad thing on the road.
01:08:47It's very hot.
01:08:50It's very hot.
01:08:50It's very hot.
01:08:51It's very hot.
01:08:51But the fruits are not a bad thing.
01:08:54For example.
01:08:56The apple is changing.
01:08:57The apple is changing.
01:08:58So it doesn't feel appealing to the kids.
01:09:00So what do you say?
01:09:01It's very hot.
01:09:03If you have a little water and lemon juice,
01:09:05it's very hot.
01:09:07I used to spray it.
01:09:10My son made a one that made it.
01:09:12It made it easy to me.
01:09:13It made it very easy.
01:09:14It made it not apple.
01:09:16It made it so that I didn't give it.
01:09:17It made it so that Apple didn't give it.
01:09:19It made it so that Apple didn't give it.
01:09:19It didn't fit me in the lunch box.
01:09:20I thought I'd keep it on the side.
01:09:23So, she was eating apple, so I stopped cutting the apple, because I had used it at home as well
01:09:29as I used to cutting the apple.
01:09:32When I used to eat it at home, she would have used it at school.
01:09:36Like the cherries, when the summer is cold, then there will be oranges and strawberries.
01:09:41So, it won't be bad, the summer is cold.
01:09:44It's very cold.
01:09:45Mangoes.
01:09:46Look, if you cut oranges or peel it off, it can be bad.
01:09:52So, if you practice your child, they have good motor skills.
01:09:55You can peel it off.
01:09:58And keep it in different containers.
01:10:00Don't do anything like fruits.
01:10:02You can keep it with a biscuit.
01:10:04Then it will be soft.
01:10:05Then it will be soggy.
01:10:08Whatever you can keep in your tin box, it will be cold.
01:10:11You can keep it in different boxes.
01:10:14But when you open it, it will be soft.
01:10:17You can keep it in different boxes.
01:10:24But eventually, you can keep it in the lunch box and give it to the kids.
01:10:28One thing is my observation.
01:10:31We usually want to prepare for lunch at home.
01:10:36So true.
01:10:37And if this is a diet.
01:10:38Then I saw that the kids exchange lunch with the kids.
01:10:42So true.
01:10:43Because they are taking junk food.
01:10:45Oh my god.
01:10:45Yes.
01:10:45Butter trade.
01:10:46Butter trade.
01:10:48So, it's often that parents are very concerned that you don't have junk food,
01:10:52you don't have to take, you don't have to take, you don't have to take, you don't have to take.
01:11:06But the balance is very important.
01:11:07Yes.
01:11:08It is the most important thing.
01:11:11That all the healthy people, in their own mind, the chips, the last day.
01:11:15It is a cheat day, right?
01:11:17That is a cheat day, right?
01:11:18It is a cheat day.
01:11:19That is a cheat day.
01:11:19That is a cheat day.
01:11:19If you don't have to take your lunch box.
01:11:22If you don't have to take your lunch box.
01:11:23If you don't expect this, that it's the best thing.
01:11:27That it is a good thing.
01:11:28If you don't have to take your child's sake.
01:11:33But you don't think you're a healthy person.
01:11:34Who is going to eat junk food?
01:11:35That you're so hungry.
01:11:37The problem of it is you have to take your lunch box,
01:11:40that you have to take your lunch box.
01:11:41Lunch box is a ะพั‡ะตะฝัŒ motivation for all of you.
01:11:43It depends on how you are offering it.
01:11:45You're going to have to have the cheat day.
01:11:47But you don't have to take your sugar,
01:11:49you can also take your lunch food.
01:11:51Just balance your lunch box.
01:11:54Because if you let it for a child,
01:11:56you can eat all the food in a meal.
01:11:59I have to tell you that my mother and son put it on the meal.
01:12:03I made healthy sandwiches and rolls.
01:12:04I went to school and I had a small finger chips package to exchange it.
01:12:09I said to my friends, you can eat it and I can eat it.
01:12:12Why would you like to share my experience?
01:12:15I had a friend who had a very healthy vegetables and he had a sandwich.
01:12:21We were talking about college.
01:12:23We were seven boys.
01:12:24He had a healthy snack with Slims.
01:12:28He was eating it.
01:12:29He was eating it.
01:12:31We were all watching it.
01:12:34We were all sharing it.
01:12:36It was a healthy thing.
01:12:37He also included it.
01:12:40I can't forget it until today.
01:12:43It was a healthy sandwich.
01:12:45It was a good thing.
01:12:49It would be a good thing.
01:12:52Balance is the key.
01:12:55It's not that you have to drink a day.
01:12:57You can drink a day.
01:12:57But the kids also have an incentive.
01:13:01I will finish my lunch box for 5 days.
01:13:03I will finish my lunch box for healthy food.
01:13:04Then I will get some junk items.
01:13:08That's very important.
01:13:08The most important thing is that you have a cheat days.
01:13:12If you have a healthy meal for 3 days, then you have a junk food.
01:13:15You have a balance.
01:13:17You have a healthy sandwich.
01:13:18You have some chips.
01:13:19You have a chocolate.
01:13:22You have a piece of chocolate.
01:13:25You have a healthy meal.
01:13:29You have a healthy meal.
01:13:30You have a healthy meal.
01:13:31You have a healthy meal.
01:13:32You have a healthy meal.
01:13:32I think the food pyramid.
01:13:35You have a school target.
01:13:37We have an incentive to give them.
01:13:38It's a shock to yourself.
01:13:41You have a healthy meal.
01:13:47You have a healthy meal.
01:13:47You have a healthy meal.
01:13:47You have a healthy meal.
01:13:47Money parenting is a skill.
01:13:52Again, it's a skill.
01:13:53You build skills.
01:13:55What to take away.
01:13:55What to buy.
01:13:58It's a skill.
01:14:00It's a skill.
01:14:00It's a skill.
01:14:00It's a skill.
01:14:01My child.
01:14:03What did I do?
01:14:08I didn't give him money.
01:14:10I gave him coupons.
01:14:14We have a healthy lunch at school.
01:14:19He had a healthy lunch.
01:14:21He had a healthy lunch.
01:14:21He had a healthy lunch.
01:14:21He had a proper lunch.
01:14:23He had a meal.
01:14:24He had a healthy lunch.
01:14:27He had a healthy lunch.
01:14:29He had a healthy lunch.
01:14:29I asked him,
01:14:31He told me his money.
01:14:32He said,
01:14:32Dad didn't give him.
01:14:34He said,
01:14:35Dad said,
01:14:35Dad gave him.
01:14:35Mom gave him.
01:14:36We have reached the end of the day.
01:14:38I said,
01:14:39I asked him,
01:14:40you gave the money.
01:14:41I asked him,
01:14:43He said,
01:14:44we have put it.
01:14:45We have put it.
01:14:46When we have spent money,
01:14:49we don't give it much.
01:14:50So,
01:14:51I know I will get to know.
01:14:53So the money that the teacher got for lunch, he was collecting money for him at school at 4 o
01:15:01'clock.
01:15:02Because I didn't do anything but I didn't do anything.
01:15:05This is my rule.
01:15:07So he was collecting money and he was collecting money in the hospital.
01:15:12Then my daughter told me, Mom, you give us money.
01:15:17Why don't you give us money?
01:15:18We have to decide the money from his purpose so that he can order the money from his purpose.
01:15:27He will handle it.
01:15:28Decision making power.
01:15:31Then I asked him to ask him to take a locker.
01:15:33He asked him to take a locker.
01:15:35He asked him to take a locker.
01:15:35He was a kid's locker.
01:15:36I give him a pocket money and he has a decision.
01:15:39And he has to pay for his money.
01:15:42So this is my parenting skill.
01:15:45My daughter taught me.
01:15:46He didn't have to tell him.
01:15:48I haven't come.
01:15:49I think I'm very naturally.
01:15:51The parenting instinct is often.
01:15:52We want to protect the child's children.
01:15:55We can't do it.
01:15:56We don't give exposure.
01:15:58We are naturally human beings.
01:16:00My heart is afraid that I don't bother my children.
01:16:03I don't want to lose them.
01:16:05But when the child shares the power and the decision share,
01:16:09they will learn.
01:16:10So it's very important.
01:16:11You need to do some things.
01:16:12they need to do their money
01:16:15they need to do their money
01:16:16they need to save their money
01:16:18they need to save their calculations
01:16:19they need to tell them
01:16:22in a moment
01:16:22after a break
01:16:23good morning Pakistan
01:16:31welcome back
01:16:32back to school
01:16:35now in some days
01:16:37you have so much time
01:16:39what we have discussed
01:16:41they can practically apply
01:16:44you can practically apply
01:16:45a very important question
01:16:47I want you to do it
01:16:49our practice is
01:16:51to bribe the kids
01:16:55either
01:16:56we say they are so good
01:16:57we will buy PS4
01:16:59or this will happen
01:17:01so this is a kind of respect
01:17:03we say that you will do this
01:17:05you will have eaten this
01:17:07if you have eaten
01:17:07I will give you chocolate
01:17:09so this is a kind of respect
01:17:11I don't understand
01:17:13what we are doing
01:17:14what we are doing
01:17:15what we are doing
01:17:16what we are doing
01:17:17what we are doing
01:17:27what we do
01:17:27this is how we do
01:17:28whose senses
01:17:30Every person have two kinds of chemicals
01:17:33in the brain
01:17:57Dopamine is a lot of disease. Dopamine is a problem that you feel very good and after that you come
01:18:04back to the state of that state.
01:18:05What is next?
01:18:06When you get a cigarette, you don't get another cigarette.
01:18:11When you get a cigarette, you have to get a cigarette for a longer time.
01:18:14It has a feeling of happiness.
01:18:18I would like to say that when Eidhi was going to school,
01:18:20they said that their mother gave them two drinks.
01:18:23They said that one is yours and another child to give it to someone else.
01:18:27They had a program like that when they were doing something for people,
01:18:32or they were doing something like that,
01:18:33which had more interest in people,
01:18:36so they would get a happy and happy.
01:18:39We are training our children.
01:18:41If you do this, then you will get this.
01:18:43Dopamine is so quick to release,
01:18:45which we were doing in the break,
01:18:47that they need gratification.
01:18:49If you don't get it,
01:18:51then you will get late in the PS4.
01:18:54Then you can't understand that.
01:18:56When we talk about social media,
01:18:59and a smartphone,
01:19:00then you get a response on one tap.
01:19:03The child is added.
01:19:04If the mother doesn't respond on one sound,
01:19:08then the child doesn't tolerate it.
01:19:10If the child needs to be provided,
01:19:11it needs to be provided.
01:19:12So this is very necessary when you talk about bribe.
01:19:16For children,
01:19:16when you select a motivational thing,
01:19:19then you must try to be intrinsic.
01:19:21It comes from inside.
01:19:23It's not like that.
01:19:24For example,
01:19:25you can explain it.
01:19:26For example,
01:19:27you said that if you are first,
01:19:28or you will finish lunch,
01:19:29then I will give you a PS4.
01:19:31Then what is next?
01:19:33The PS4 will give you a child.
01:19:35Then the PS5 will give you a child.
01:19:38Then the PS5 will give you a child.
01:19:43That's what you will.
01:19:43And you will be very happy.
01:19:54So you will bring them to your own life.
01:19:57So that means that you will be very happy.
01:19:58What if you have a good idea?
01:20:02Yes, exactly.
01:20:03You will be very happy.
01:20:05Exactly.
01:20:05If you will be happy,
01:20:06you will be very happy.
01:20:07So, you have told the story telling that if someone doesn't eat good, then what's wrong with that?
01:20:13Rather than telling that if you have finished lunchbox, then you will give a chocolate.
01:20:16So, the motivation is that chocolate.
01:20:18So, this is very necessary that when you deal with children, you think that you shape their personality.
01:20:26Sorry, I'm cutting you off.
01:20:28Dr. Tahira, you have studied psychology.
01:20:31You know these things.
01:20:34But the most common thing is that you don't know these things.
01:20:39And I think that somewhere else you have to balance your balance.
01:20:46So, the child is not an ideal parent.
01:20:54So, we need to see that this is a journey.
01:20:58In that journey, we need to do more things.
01:21:02So, what do you know?
01:21:04We need to give a child a reward.
01:21:06Yes.
01:21:07We need to give a child a reward.
01:21:11Motivate.
01:21:11Motivate.
01:21:12So, Dr. Tahira talked about this.
01:21:16We need to give a child a different way.
01:21:18But when we look at the child of the child who is in the mobile, who is walking on the
01:21:24classroom, who is in the classroom, who is in the middle of the aines, who is in the middle of
01:21:27the child.
01:21:27Then, once we go to the practical ground, we have to think that there is to go there.
01:21:33It's the same way.
01:21:33That's because it's a journey.
01:21:36I am a perfect father or my son is a perfect son.
01:21:40There are flaws and we have to manage things with these flaws.
01:21:45And we have to manage our equations.
01:21:48Because sometimes we get a lot of undue pressure.
01:21:54So I think that we have to stay in the ground reality.
01:21:58We have to stay in the ground and stay in the ground.
01:22:00One more important question is that I will finish the program.
01:22:05You will see the number of children's numbers.
01:22:07Or they are bad at school.
01:22:09Most parents, our culture is in Pakistan.
01:22:12They are people who are poor.
01:22:15They struggle with teachers.
01:22:20They struggle with teachers.
01:22:21They struggle with my child.
01:22:24Do parents want to do this or not?
01:22:27You have to take care of children.
01:22:28That is totally understandable.
01:22:30That is true.
01:22:30If you are doing bad teachers, then it is visible.
01:22:35But it is so important.
01:22:36In our society, our moral chemistry is that
01:22:39the responsibility of each other is the blame.
01:22:41So if the child is failing,
01:22:42then the responsibility of each other.
01:22:44Or the child is taking it.
01:22:45Or the mother takes it.
01:22:45Or the school has taken it.
01:22:47So the responsibility of each other is to take it.
01:22:49So this is not necessary.
01:22:50It doesn't happen. There are many reasons in life and many reasons that they have said that parenting is art.
01:22:56So in art you have to be creative. You have to teach your child, how to communicate, it is creativity.
01:23:01It has to be a level, a level, and it needs to be calm.
01:23:05If parents have a complaint with teachers, then with all due respect, you need to take notice rather than you
01:23:11are so aggressive.
01:23:13Recently there are many examples where teachers have been treated very badly.
01:23:17So again, you have to set a very negative example for your child.
01:23:21So parenting is an art. You need to be creative.
01:23:24And this is a tailored program.
01:23:26If you have a child with your child, it is not necessary.
01:23:30So you have to decide your child's needs.
01:23:32But again, I will say that you want to be a teacher.
01:23:35If you have a big student in your child's age, if you have a big understanding,
01:23:43then be respectful.
01:23:44Because you are telling your child how to handle conflicts.
01:23:47So if you are aggressive, but you have to set an example.
01:23:51You can't say that you can't say that.
01:23:52But having said that, the teacher can never do that.
01:23:57We can't overlook that.
01:23:59You can't negate your child every time.
01:24:01Once again, when they complain,
01:24:02that the teacher is saying,
01:24:05you can't say that, you can't say that,
01:24:10the parents were saying that the teacher is wrong.
01:24:15The girl is saying that the girl is your head.
01:24:18That is the same to the same.
01:24:20So you have to not do that.
01:24:22to listen to the child's power.
01:24:25Communications are very important.
01:24:27And this is the right time.
01:24:28I will add that the child has respect to the child.
01:24:31So, he is complaining, he is loving, he is doing anything.
01:24:33As much of the love we give in our age,
01:24:36you will give that much to the child regardless of his age.
01:24:40Thank you so much for all of you.
01:24:41Before sending children to school,
01:24:44you will prepare for the parents to do it.
01:24:47Thank you so much.
01:24:48So, this was our today's program.
01:24:50I hope you will learn a lot.
01:24:52Because I learned a lot.
01:24:54Good morning Pakistan.
01:24:55God bless.
01:25:18How many people have been here?
01:25:26Do you know I've been here?
01:25:33Why are you coming here?
01:25:35And this is how many people have come here,
01:25:38the lives of thousands.
01:25:39And this is how many people have come.
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