Saturday, September 28, 2024

Reflections - 28th September 2024

To review recent reflections and content from The Teacher's Academy participants and discuss upcoming retreat plans.

Key Takeaways

  - Teachers shared thoughtful reflections on topics like Affection vs. Rejection and Love Learning vs. Hate for learning, demonstrating the application of book concepts to real classroom scenarios

  - Sunbeam Suncity school teachers produced engaging video content on classroom dilemmas, showcasing creative ways to apply learning

  - The upcoming Retreat in November was announced, with limited spots available on a first-come basis

  - Reading, reflection, and peer-to-peer content creation are emphasized as crucial learning approaches in the Teachers Academy


Topics

Recent Teacher Reflections

  - Carol Henrick shared two reflections on "Love Learning vs. Hate Learning" and "Affection vs. Rejection", exploring how teachers can foster positive attitudes and support students' emotional needs

  - Mohini Rai reflected on understanding and supporting children from troubled family backgrounds, emphasizing the need for pastoral care

  - Sneha and Leena produced video content on classroom dilemmas like cheating and overcoming fear, demonstrating creative application of book concepts

Video Content Creation Process

  - Teachers first discuss ideas, write a script as a dialogue, practice once, then shoot

  - They adapt book concepts to real classroom experiences they've had

  - Aim to keep videos concise (2-3 minutes) for good attention span

  - Videos are shared on the "My Good School" YouTube channel

Upcoming Teachers Retreat

  - Scheduled for November 13-16 at Khan Farm near Rajaji Sanctuary

  - Limited to 50 participants, cost is 15,000 rupees for 4 days/3 nights

  - Will include service projects, skill development, sports, and study

  The guest speaker is Amit Sachdeva, the "CSR man of India."

Teachers Academy Structure

  - Meets Saturdays at 5:30 PM for 45 minutes

  - First two Saturdays: Reading assigned book chapter

  - Third Saturday: Discussion of readings

  - Fourth Saturday: Review teacher-generated content/reflections

  - All content shared openly on www.happyteacher.in blog and Telegram group

Next Steps

  - Interested teachers should register soon for the November retreat (limited spots)

  - Continue reading assigned book chapters and sharing reflections

  - Explore the My Good School YouTube channel for more teacher-created content

  - Join the telegram group for ongoing communication and access to resources

  - Next Saturday: Read chapter 10 of the current book

VIEW RECORDINGhttps://fathom.video/share/eNvcMXyv2YmB8jvyUBWUm--1yBBkmkKq

Fear Vs Courage - Sunbeam Suncity

Fear and Courage—are they only for the young? This video debunks this myth. From tackling new challenges to overcoming self-doubt, Fear and Courage are universal companions on our life journey. Let's break free from age-related stereotypes and embrace the power of Courage, no matter where we are in life!
Sneha Chakravorty & Leena Bhattacharya

To Copy Vs Not To Copy - Sunbeam Suncity

 

Join the conversation between two teachers as they discuss the complex issue of cheating in the classroom. One teacher shares a personal experience of catching a student cheating, while the other offers a thought-provoking perspective. Let's explore the nuances of this sensitive topic and work towards creating a supportive and inclusive learning environment.
Sneha Chakravorty & Leena Bhattacharya

Friday, September 27, 2024

Affection VS Rejection - Mohini Rai

When we, as a teacher, every year meet to a new class full of 40 student then we not only meet with each 40 students rather we meet 40 families, 40 environments, 40 surroundings! I as a teacher strongly believes that it is very important for a teacher to understand that particular child among those 40 students, who has come from unhealthy disturbed families.

When a child grows up in normal family surrounded by friendly environment ,it actually helps the child to develop into mentally and physically healthy and strong. The child gradually develops into a balanced personality. Sometimes due to any casualties or incidences, when the family goes through any trauma, it also affects the little child’s psychology and it's development. And somehow these little children and their thoughts get ignored by the family. Under such circumstances the child develops an unbalanced personality and starts showing rejecting and repulsive attitude towards people in the society.

It is not necessary that all the children shows the same symptoms. Each individual behaves differently. This phase of their life becomes very crucial because they need affection and acceptance. In absence of affection and positive acceptance such children start showing various behaviour such as hyperactive- unstable behaviour and also sometimes destructive mindset. If we as a teacher try to talk to such children, initially they don't make eye contact because they try to hide their hidden emotions because they know that if they will do so the whole truth through their eyes will just flow in one go.

I still remember an incident when it was an assessment exam and in the creative writing question one child has shared the incidents of losing his mother during the COVID. When I got to know this then I tried to talk to that child and I found that child was like was about to burst into tears and tears and tears. His poor father was unable to take care of him and hence have left him in a boarding school. Although the child had adjusted in the school very well but his blank's face and teary eyes were clearly expressing the deep sorrow of child's heart. I as a Pastoral teacher told him that I am always there to listen him whenever he needs to talk to me.

Mohini Rai
Sunbeam Suncity School

Affection vs. Rejection - Carol Henrick

These two are emotional experiences in human relationships. Affection is the warmth and care we offer to others, expressing love, support & warmth. On the other hand rejection can lead to feelings of hurt, loneliness and creating distance.

Childhood is the most important part of human life. Growing up without love or affection can have profound and long-lasting effects on a child's development and well-being. They are often misunderstood by their way of talking or behaving. They don't know how to show or accept love. In the absence of nurturing relationships and emotional support, children may struggle to form secure attachments, develop healthy self-esteem, and learn effective coping mechanisms.

Without the experience of being loved, accepted, and validated, children may grow up feeling isolated, unworthy, and unable to trust others. This can lead to difficulties in forming healthy relationships and maintaining emotional stability later in life. 

The lack of affection and physical touch during critical developmental stages can impair a child's ability to regulate their emotions and form healthy boundaries.

The absence of a loving, supportive environment can significantly impact a child's cognitive and social development. Children may have difficulty with problem-solving, communication, and empathy, as they have not had the opportunity to learn these skills through positive interactions with caregivers.

Affection and Rejection though opposite, are part of the same emotions spectrum that governs human relationships. By providing affection and countering rejection effects, we teachers and parents can significantly impact a child's emotional development, self-esteem and future relationship.


Ms.Carol Henrick
Sunbeam Suncity

Love Learning VS Hate Learning - Carol Henrick

Education is not the filling of a pail, but the lighting of a fire.

As a teacher, the experience of nurturing students’ minds can be both rewarding and challenging. One of the most significant aspects that impacts classroom dynamics and learning outcomes is the students' attitude towards learning—whether they love learning or hate learning. As educators, understanding and addressing these attitudes can transform the learning environment and foster better educational growth.

Students who love learning bring a positive energy into the classroom. Their curiosity is palpable, and they eagerly engage with new ideas, explore unfamiliar topics, and ask thoughtful questions.

From my experience, when students love learning, they take ownership of their education. These students are not just passive recipients of information but active participants in the learning process. They are more likely to persevere through challenges, show resilience when faced with difficult concepts, and apply critical thinking to problem solving.

For a teacher, fostering this love of learning is a key goal. It involves creating a classroom culture where curiosity is encouraged, mistakes are seen as learning opportunities, and individual achievements are celebrated.

On the other hand, some students come to the classroom with an aversion to learning. These students may have had past negative experiences, such as failure, embarrassment, or a lack of support, that have soured their view of education. When students hate learning, they may become disengaged, exhibit disruptive behavior, or put minimal effort into their work. From a teacher’s perspective, reaching these students requires patience, empathy, and creative strategies.

Students who hate learning, the challenge often stems from a sense of fear or frustration. They might feel overwhelmed by academic expectations, or they may not see the relevance of the subject matter to their own lives. As a teacher, the task is to break down these barriers by making learning feel approachable and meaningful.

Such students' find motivation when a teacher or mentor encourages them with positive feedback, making them feel successful in small steps. This builds confidence and turns frustration into enjoyment. Building strong teacher-student relationships can help these students shift their mindset from dread to curiosity.

As educators, we must acknowledge the diverse backgrounds students come from, which may influence their attitudes towards learning. Socioeconomic challenges, home life, peer pressure, and prior academic experiences, all play a role in shaping whether a student loves or hates learning. Recognizing these factors allows teachers to adapt their teaching strategies and support each student's unique needs.

The goal for every teacher is to cultivate an environment where all students feel valued, supported, and encouraged to grow.  Ultimately, the most fulfilling aspect of teaching is witnessing the transformation when a student who once hated learning begins to develop a sense of curiosity and excitement. It is a powerful reminder that with patience & understanding even the most reluctant learners can develop a love for learning.

As teachers, it is our duty to ensure that no student is left behind and that every learner is given the opportunity to find their own passion for knowledge.

“A successful teacher is one who can empathize with struggling students & willing to walk the extra mile to imbue in students the skill to ' scrap, survive and succeed'.

Ms. Carol Henrick
Sunbeam Suncity

Thursday, September 26, 2024

Thank You Note for JDS School


Dear Principal Sir and Staff at JDS School

Thank you for joining us for the orientation, and for more do visit www.SchoolEducation.com

Meeting Purpose

Introduce JDS School teachers to the Learning Forward Foundation's programs and initiatives for enhancing reading, reflection, and relationships in education.

Key Takeaways

  • Learning Forward Foundation offers programs focused on fostering joy in reading, reflection, and relationship-building for teachers and students

  • Key initiatives include My Good School (for students), The Teacher’s Academy (for teachers), and an Annual Retreat at Dehradun

  • Participation is free for Good School Alliance members, with optional certification available for a fee

  • Resources include open-source materials, podcasts, YouTube channel, and blog posts for continuous learning

Topics

Introduction to the Good Schools Alliance

  • Founded in 2012, initially working with a school in Rajasthan

  • Transitioned to online format in 2019 due to challenges in physical school visits

  • Focus on critical thinking, creativity, collaboration, communication, character, and citizenship

  • Emphasis on reading, reflection, and relationship-building

My Good School Program

  • Flagship program held every Sunday at 10:30 AM

  • Involves reading and discussing books from various genres

  • Students write reflections and blog posts based on readings

  • Encourages creative expression through writing, drawing, podcasts, and videos

Teachers Academy Program

  • Held every Saturday at 5:30 PM for 45 minutes

  • Teachers read and discuss chapters, then create reflections

  • Blog posts by "Happy Teachers" shared on the platform

  • Recent example: discussion on "Heart Versus Mind" in classroom management

Annual My Good School Retreat

  • Upcoming retreat from November 13-16 in Dehradun

  • Opportunity for students and teachers to participate in person

  • Program details to be finalized in the coming days

Continuous Professional Development

  • Option to earn a certificate by submitting 11 articles in a year

  • Exam fee of 1100 rupees for certification

  • Affiliated with an international agency for accreditation

Resources and Support

  • Open-source materials available on the website

  • Podcast and YouTube channel with educational content

  • Blog posts searchable by topic for teacher reference

  • Support available from coaches, interns, and fellows

Next Steps

  • Teachers to explore the Learning Forward Foundation website www.SchoolEducation.com

  • Consider participation in upcoming Sunday and Saturday sessions

  • Evaluate student participation in My Good School program

  • Explore possibility of attending the November Retreat in Dehradun

  • Review certification options for continuous professional development

Kind regards
Sandeep Dutt
Founder Good Schools Alliance

Jhamku Devi Secondary School, is situated in the state of Punjab at a distance of 24 Kms. from Abohar on the Malout-Ganganagar Defence road at Dhora Mehrajpur Village. It has an Eco-Friendly noise free and Salubrious environment.


The school aims to provide an atmosphere to develop the individual personality of each student and to inculcate in the students, an awareness of the rich cultural heritage. It imparts education which is a happy blend of the traditional and western values, an education which nurtures the best traditions of our culture and also absorbs the finer western influences. The institution endeavours to provide the climate for a wholesome and integrated upbringing, seeking to provide well adjusted, dynamic students equipped with valuable qualities of leadership and alertness. Jhamkudevi Sr. Sen. School also aims to develop in the students, an awareness of social responsibility and moral values. It offers myriad opportunities for extra-curricular activities and game for the growth of sound physical and mental health in them.

Find out more: https://jhamkudevischool.in/

Video recording of the session:

Tuesday, September 24, 2024

The Teacher’s Academy -21st September 2024

Chapter 9 Heart VS Mind from Wanted Back-Bencher and Last-Ranker Teacher

Quick recap-

During the first few weeks of the school year, teachers must realise that making adjustments is necessary to develop lasting relationships with their students. Despite everything, the teacher and student are connected by love and caring. Furthermore, teamwork and respect for one another are fostered between the teacher and the student. It motivates the reader to follow the growth of the teachers and students in this chapter.

Action -

Ms. Anubha read the last 2 pages of the chapter Heart VS Mind, and to keep the momentum going, the following key points were discussed-

1. Developing Education  Related Self-Confidence and Trust
2. Adolescent Behaviour and Relationship Dynamics
3. Adolescent Partnerships: Communication and Emotional Difficulties
4. A Talk About Adolescent Brain Development and Self-Esteem

Kunal spoke about his school years being a little different. He said he didn't encounter the same experiences that some of his peers did, such as those of the boys and girls at school in the book. 

There were a few critical reasons for this 1. Seniors As Mentors 2. Peer Group 3. Family 4. Dopamine strikes on football.

Anoushka said that her teachers are similar to that in the story. She further stated that when she finds someone in her class or age group involved in any relationship, she should understand that it's not always because they aren't sincere children or anything of that sort. Still, instead, they might be struggling at home or have some other issue, and we need to talk to them and understand. If we cannot understand them, it's best to recommend them to the school counsellor. It might make them hate their friends, but ultimately, it's for their own good.

Sneha shared that she likes to talk to her students and give them advice, but many times, students are not interested and are not open to the idea of sharing their issues.

She further stated that she likes to speak with them and communication is the key to a successful relationship.

Next steps-

Manisha reminded everyone about the submission of assignments, which will be read in the next session.

Learning also promoted a focus on leadership and reading, which inspired all participants to try reading the book.

A Reminder was given to everyone to read the blog post and get started on the assignment.

The Man Who Saw Tomorrow


May we carry forward the light he ignited and strive to create a kinder and more compassionate world. Ironically, "The Man Who Saw Tomorrow" by Naga Tummala was published only ten days before he departed from us; the book beautifully honours his legacy and the joy he brought to others. Let's join together in offering our thoughts and prayers for Shomie and providing comfort to his family and loved ones. #JoyOfLiving

The podcast will be available on 27th of September 2024 at www.LearningForwardPodcast.com

Monday, September 23, 2024

Overcoming Fear - Sunbeam School Suncity

In a vibrant classroom where diversity reigns supreme, students with varied learning styles, personalities, and traits come together to form a dynamic community.
A shy and talented student blessed with a creative voice has penned a poem. Yet, fear of judgment and intimidation keeps her from sharing her masterpiece with her peers and teacher. Her hesitation is palpable.

With gentle encouragement and reassuring words, the teacher coaxes the student to overcome her fear.

Finally, the student mustered the courage to share her poem, her voice trembling yet resolute. The class offered warm applause and genuine admiration, and the teacher's pride and praise further bolstered the student's confidence.

This scenario underscores the significance of creating a safe and inclusive learning environment.

As educators, we must strive to create classrooms where diversity is cherished, and empathy is the guiding principle. By doing so, we empower each student to grow into a compassionate, creative, and confident individuals.
Narrator - Khalid Zafar 
Teacher - Carol Henrick 
Student- Mohini Rai 
Sunbeam Suncity (School & Hostel) Varanasi

Saturday, September 14, 2024

Heart Vs Mind - Reading at The Teacher's Academy 14th Sept 2024


Summary of the reading session

Addressing Student Disciplinary Issues and Teacher's Role

We read about disciplinary issue involving students Arjun and Rakhi. Roma, their teacher, disagreed with the punishment and insisted on talking to the parents first before disciplining the students. Roma emphasised the need to understand the student's perspective and only jump to conclusions with giving them a fair chance. The discussion highlighted the importance of respecting teachers and allowing them to handle situations with their students. Roma firmly stood up for her students despite opposition from senior colleagues.

Addressing Student Misbehavior and Consequences

Roma discussed the actions of two students, Arjun and Rakhi, who had been caught talking on the terrace, a prohibited area, and bunking the morning assembly. Learning emphasised the importance of understanding the consequences of their actions, which had given the school administration, teachers, and other students a wrong message. She also highlighted the need to adapt to new times and understand the younger generation's perspective. The students apologised for their actions, but Roma continued questioning them to ensure they understood the gravity of their mistakes.

Relationship Issues and Physical Intimacy Discussion

Arjun, Rakhi, and their friends discussed their relationship issues. Rakhi expressed her need for more time due to the impact of the relationship on her life at home and school, while Arjun argued that the relationship was not affecting his life. They also discussed the influence of their friends on their relationship, with Arjun mentioning that Anthony had advised him that Arjun liked Rakhi. The conversation ended with Rakhi expressing her desire to end the relationship due to the pressure it put on her and the fear of a breakup. Additionally, Rakhi explained the four phases related to physical intimacy, which led to an unintended revelation by Arjun and Rakhi in front of their teacher.

Discussing Friendship, Autonomy, and Consequences

Sandeep expressed concerns about friends' influence on personal decisions and the potential consequences of such decisions. Anubha mentioned the importance of individual autonomy and the possible impact of their actions on others. The conversation also touched on the theme of friendship and its potential challenges. The conversation ended with Learning promising to work on being just friends to facilitate a meeting with their parents.

Building Self-Confidence and Trust in Education

Roma shared her experience of receiving love letters at 16, which helped her cope with negative comments and build self-confidence. She connected this to Rakhi's situation and highlighted the importance of self-confidence and teacher-student trust. Roma welcomed Arjun's and Rakhi's parents to discuss punishing their children for their mistakes. The parents agreed with the school's decision and decided to remove their children's privileges.

Addressing Technical Difficulties and Punishments

Our meeting was marked by technical difficulties, with participants experiencing intermittent audio and video issues. Despite these disruptions, we managed to continue the session and the discussion on punishments. Sandeep emphasised the importance of understanding how these punishments can be handled and the need for better devices and connections to prevent future disruptions.

Navigating Teenage Years: Challenges and Support

The discussion revolved around the challenges of parenting teenagers, particularly those between the ages of 14 and 16. The participants acknowledged the significant changes during this period, including shifts in friendships' cognitive, emotional, physical, and personality growth. They emphasised the importance of understanding these changes to better support their children. The conversation also touched on the role of schools and parents in navigating these challenges, focusing on providing guidance and support during this confusing phase of life.

Teenagers' Behavior and Relationship Dynamics

The meeting revolved around the issues faced by Rakhi, a teenage girl, and Arjun, a teenage boy. The discussion centred on the reasons behind their behaviour, with Roma suggesting that Rakhi might seek self-assurance through a relationship due to her insecurities. On the other hand, Mr Rana argued that Arjun was a confident boy and didn't need to seek self-assurance through a relationship. The group also discussed the possibility of Arjun missing his mother or sister, which could explain his attachment to Rakhi. The conversation ended with the group agreeing that trust should be given to teenagers and that they should not be punished for their actions.

Teenage Relationships: Emotional Challenges and Communication

The discussion revolved around the emotional and psychological aspects of teenage relationships, particularly the challenges teenagers and their parents face. The participants acknowledged that teenagers often experience intense emotional connections, which can be overwhelming and all-consuming. They also recognised that teenagers are young and immature and usually try to deal with their emotions independently. The importance of open communication and understanding was emphasised, suggesting that parents should not react as anticipated but instead give their children a chance to talk about their experiences. The participants also discussed the potential dangers of physical intimacy in certain relationships and the need for teenagers to learn how to say no and leave situations when necessary.

Teenage Self-Esteem and Brain Development Discussion

Roma and Mrs. Vishwanathan discussed the importance of self-esteem in teenagers and advised Rocky's mother to work on his low self-esteem by encouraging self-love. Roma also explained the development of the teenage brain, emphasising emotional sensitivity and the ongoing development of the prefrontal cortex. She shared her experience of a tense day at school filled with drama and tension and received a warning from Simon about her actions, particularly her involvement in taking four girls to a club.

Chapter Completion and Assignment Discussion

Learning discussed the completion of the current chapter and the assignment planned for it. The assignment was shared in the Joy of Learning Library and Dehradun. Learning encouraged everyone to work on it in groups, creating videos as suggested or coming up with reflections. The next session was set to focus on reflections from teachers across schools. Learning also emphasised the importance of reading and leading, urging everyone to try to read the assigned book. The conversation ended with a reminder to refer to the blog post and start working on the assignment.

AI-generated content may be inaccurate or misleading. Always check for accuracy.

Heart Vs Mind - Reflection for September 2024


Reading HEART VS MIND, chapter 9 from Wanted Back-Bencher and Last-Ranker Teacher by Kavita Bhupta Ghosh


With teenagers in relationships comes the dangers of 'making out' and teen pregnancies. Roma counsels two students and their parents on dealing with the sensitive situation without aggression.


Assignment:

1. On the subject of teenage relationships, love, and sexuality, share a reflection articulating your personal views, experience and overall growth in understanding and handling teenage relationships and bodily curiosity as an educator over the years. Considering the aspect of emotional need and validation involved in teenage relationships, do you think that this awareness impacts your opinion, rather feelings about teenage relationships? Video content length: (upto) 3 mins.

2. In the overall way life is shaped and learnt to be looked at, having power / authority is usually seen as something that necessarily has to be stern, rigid, firm, stoic, hard. Soft power is not understood or explored much but oftentimes, soft power is the creator of long lasting positive impact. In a video not more than 3 mins long, share your thoughts and learning on the meaning of soft power at school. Further, share your own experience of another person’s soft power and its impact; along with your own display of soft power and its impact, in contrast to the more traditional form of power that we spoke of earlier. Lastly, how do you continue to plan to engage with softness now in light of the session?

Submission Specifications:
1. The assignment must be submitted in the shape of one video with 3 sections covering the 3 questions. You can make 3 separate videos and tie them together using InShot or another video app on your phone, or you can write down pointers for all 3 questions and answer them in one video of not more than 6 minutes.
2. Please ensure that the video is clear in sound quality. Please try to avoid filming with a lot of background noise. If unavoidable, please try to ensure that the volume and quality of your voice makes up for that.
3. Format of the video file must me .mp4 or .mov.
4. The assignment must be submitted by the 25th of this month.

Please email HD Videos only, use Google Drive to share if the file size is too large, I look forward to your submissions to my email ID MK@LearningForward.Org.IN

Thank you, and hope to have you catch up with the Assignments backlog, happy to help in any way.

Manisha Khanna
GSA Principal

Tuesday, September 10, 2024

Shomie Das - his life and story 1935 to 2024


Let's take a moment to remember Shomie Ranjan Das (born 28 August 1935) and his profound impact—a life that touched the hearts of teachers and connected with countless children worldwide. An Indian educationist is perhaps one of the architects of independent India's education system. With a wealth of experience working with institutions, boards, and schools, including serving as the Head Of School of three of India's top schools, namely The Doon School, Mayo College, and Lawrence School, Sanawar, his contribution is unforgettable. He also taught at Gordonstoun School in Scotland and established the five Oakridge International Schools as Chairman of People Combine.

Shomie's grandfather, Satish Ranjan Das, founded The Doon School in 1935. After his earlier education at The Doon School, Shomie graduated from St. Xavier's College of the University of Calcutta and the University of Cambridge. Following retirement from The Doon School, he became an educational consultant and contributed his vision to over 80 schools nationwide. I get tempted to add that for every year of his life, he built one school!
 
Shomie always emphasized the importance of learning and unlearning and how the schools he worked with have prepared students to excel in their pursuits. From a teacher to a headmaster and then a mentor to generations of learners and educators, his story is truly inspiring.

May we carry forward the light he ignited and strive to create a kinder and more compassionate world. It is ironical that "The Man Who Saw Tomorrow" by Naga Tummala was published only a few days ago, beautifully honours his legacy and the joy 
he brought to others. Let's join together in offering our thoughts and prayers for Shomie and providing comfort to his family and loved ones. #JoyOfLiving
Published in Garhwal Post

Fear VS Courage- Sunbeam School Sarnath

"Each of us must confront our own fears, must come face to face with them. How we handle our fears will determine where we go with the rest of our lives. To experience adventure or to be limited by the fear of it."–Judy Blume.


"Stage fright can be devastating both professionally and personally, but it's not considered a full-blown phobia. However, an extreme fear of public speaking is a phobia called glossophobia. Glossophobia is a subset of social phobia or the fear of social situations where one is being watched or judged by others".

An amazing introspective video by the teachers of Sunbeam School Sarnath about how to conquer anxiety by careful preparation.

Ms. Roza Bano
Ms. Rinku Mishra
Mr Ankit Mishra
Mr Gautam

credit: https://www.inc.com/sims-wyeth/17-inspiring-quotes-to-help-you-face-your-fears.html
https://www.psychologytoday.com/

Wednesday, September 4, 2024

SGEF 2024 |ScooNews | Recap by Sandeep Dutt

 

SGEF2024 Recap, and what we need to do for transforming school culture. Find out what passionate educators and thinkers are doing to help schools change and focus more on schooling. Take advantage of Sandeep Dutt's podium talk and find out what you need to do to help your school deliver better. 

Tuesday, September 3, 2024

ScooNews Global Educators Fest 2024


It was a truly enlightening experience for me to recently have the 
honour of attending the ScooNews Global Educators Fest 2024 in Jaipur, Rajasthan. 
Visionary educators and innovators from throughout the nation attended the event with the shared goal of influencing the direction of education.

Key Takeaways:


Holistic Development: The conference reminded us that our responsibilities go beyond the classroom, from teaching school subjects to moral education, interpersonal skills, and social skills.


Focus on Vocational Education: Educators led a masterful track on vocational education that was incredibly informative. Their talks about closing the knowledge gap between academia and business offered insightful viewpointsThe seminar emphasized practical skills and real-world experience.


Leadership and Partnership: Meeting innovative thinkers and school administrators from different backgrounds confirmed my belief that an intellectually vibrant community of educators and thinkers can do wonders for the overall welfare of Indian education. 


Reading as a PedagogyStorybook reading is disregarded mainly by parents and the school. Reading fosters connections between the LSRW and is crucial to children's development. Reading and reflecting help students learn more effectively; reflection is essential to overall growth.

 

Jaipur's warm welcome and dynamic culture gave the conference a special touch. A well-planned educational product exhibition with friends, sharing a great supper with other teachers who quickly became close friends, and rushing to lecture rooms reminiscent of our college days! 


I'm happy to be part of ScooNews for putting together such an influential event, and I'm looking forward to using the information I gained to improve my teaching-learning community! 


I thank Mr. Sandeep Dutt for allowing me to participate in #SGEF24.

- Manisha Khanna

GSA Principal

 

Saturday, August 31, 2024

Fear Vs Courage - Sunbeam Schools QCR&D Team


"Don't fear the exam; make the exam fear you". The QCR&D Team has done a fantastic job of explaining the anxiety that young people experience before exams and how they can support the students.

Understanding Fear and Embracing Courage

This concept is pivotal for educators as it encourages everyone to take risks, push their boundaries, and discover their true potential.

Friday, August 30, 2024

SGEF 2024 - My Story

My Second Life by Sandeep Dutt

Miles to go before I sleep

Read on Substack
I tried hard to explain the brand philosophy at #SGEF2024; maybe I fumbled up as Ravi Santlani of ScooNews was brandishing my weapon, the Time-Out sign. The allotted ten minutes were running out, and a flashback of one day in this time capsule and how we fit in our mission was brutal!

#SGEF2024 
The words and phrases that we heard at the ScooNews Global Edfest:
1. Mindset - step one for any change creation system.
2. Real-world learning.
3. Transformation.
4. Capacity Building.
5. Child Development.
6. Invest in early childhood learning.
7. Project-based learning.
8. All In (AI), we must be all in.
9. Innovative learning.
10. Teachers alone matter.
11. Fun - even fundamental begins with fun.
12. India Tour - need to travel and learn.
13. Vocational skills.
14. Entrepreneurship.
15. Jobs for the future.
16. Play is essential.
17. Exponential growth - change is faster than we can imagine.
18. Be Humble.

The 18 points summarise the two-day conference #JoyOfLearning.

At Good Schools Alliance, we are working to revolutionise education, driven by our passion for delivering top-notch learning opportunities to all. Our journey started with a vision to make education available to all, no matter where they come from. Good schools offer equal opportunity to every individual, focusing on the 4S—Service, Skill, Sport, and Study. See the order. The dictionary, too, lists Service first; the rest follows. Our main goal is to cultivate an environment of trust and continual growth.

Behold the 6C’s (Competencies) #curriculum
1. Critical Thinking
2. Creativity
3. Collaboration
4. Communication
5. Character
6. Citizenship

The 3R’s (Methodology) #pedagogy
1 Reading
2 Reflection
3 Relationships
#MyGoodSchool 

GSA Member Schools offer equal opportunity to every individual:
The 4S’s - Service, Skill, Sport and Study - personal and social development of every individual, with equal emphasis on the 4S’s, makes every school My Good School.



Blog Archive