Like Vs Unlike - Shalini Tiwari

प्रकृति ने सभी को स्वयं में विविधता पूर्ण बनाया है, सबकी अपनी पसंद और नापसंद होती है जिसमें कुछ पसंद तो आपकी व्यक्तिगत होती है और कुछ हम दूसरों के दबाव में आकर पसंद करने लगते हैं तो पसंद और नापसंद पर हम कुछ बिंदुओं द्वारा चर्चा करने का प्रयास करते हैं-

चुनाव (Like) को महत्व देना

हमें अपनी पसंद के साथ दूसरों की पसंद को भी महत्व देना चाहिए| जीवन में हमें क्या पसंद है यह हमारी रुचि और नजरिया तय करता है और आवश्यक नहीं है कि जो हमारी पसंद हो, हमारा नजरिया हो वह सभी का हो | समय के साथ अब हर व्यक्ति की पसंद को महत्व दिया जाने लगा है पहले जो अभिभावक ने कह दिया वही हमारी पसंद बन जाती थी| यदि वह हमारे अनुकूल है तो हम मन से स्वीकार कर लेते थे परंतु प्रतिकूल होने पर पसंद का स्थान आज्ञा ले लेता था| जैसे-जैसे समय बदला, सोच बदलती गई और सबकी पसंद को प्राथमिकता दी जाने लगी। किसी भी परिवार संस्था या समुदाय में जब तक हम दूसरों के पसंद को महत्व नहीं देते हैं वहां सदैव विचारों में मतभेद पनपते रहते हैं

आत्म निर्णय की क्षमता में विस्तार

कई ऐसे लोग हैं जो अपने जीवन में, जिन बातों को नहीं पसंद करते हैं वह अपने बच्चों पर भी लागू करने लगते हैं यह कहकर कि, ऐसा ही होता है। यदि आज के समय में हम बच्चों की पसंद पर सवाल उठाते हैं तो प्रश्नों की बौछार लग जाती है लेकिन यही समय है जब, हम बच्चों के प्रश्न टालने के स्थान पर उससे होने वाले हानि लाभ पर चर्चा करें क्योंकि मन में उठे प्रश्न उन्हें संतुष्ट नहीं होने देते और फिर उन उत्तरों को ढूंढने में कई बार रास्ता भटक जाते हैं।

कई बार हम सोचते हैं कि बच्चों को कोई अनुभव नहीं है तो उनकी पसंद को कैसे उचित समझा जाए? तब हमे यह सोचना चाहिए कि क्या हमने कभी इस तरह के चुनाव का अनुभव किया? यदि हाँ तो आप बहुत आसानी से अपने बच्चों के चुनाव पर चर्चा सकते हैं और उन्हें उनके प्रयोग से अनुभव करने दे। जब आप अपने बच्चों के चुनाव में सहमति जताते हैं तो बच्चे महसूस करते हैं कि उनके भी विचारों को महत्व दिया जा रहा है। ऐसे भी लोग हैं जो अपने अतीत से सबक लेकर आने वाले पीढ़ी को उनके चुनाव के लिए आजादी देते हैं

आत्मविश्वास द्वारा भौतिकवाद में कमी 

आज के समय में भौतिकता इस कदर पाँव पसार रही है कि अधिकतर लोग ‘दिखावे’ को सामाजिक स्तर बना लिये हैं। बच्चे फैशन के होड़ में गलत हो या सही, एक दूसरे का अनुसरण कर रहे हैं। मेरा मानना है कि ऐसे में अभिभावक बच्चों को स्पष्ट रूप से मना करने के स्थान पर उनसे उन कामों से भविष्य में पड़ने वाले प्रभाव पर चर्चा करें और स्वयं निर्णय करने के लिए छोड़ दें। 

कई बार हमें बच्चों की प्रतिक्रिया से ऐसा लगता है कि हम व्यर्थ ही उनसे वार्तालाप कर रहे हैं किंतु, बच्चे हमारे प्रश्न  चर्चा से कुछ न कुछ आत्म मंथन करने के लिए मजबूर हो जाते हैं। जब स्वतः विश्लेषण करते है तो उनमें आत्मविश्वास आता है और भौतिकवाद को सही नजरिए से देख पाते हैं।

साथी या सहकर्मी दबाव (Peer Pressure) को नियंत्रित करने में कुशलता प्राप्त करना

स्वाभाविक तौर पर जब हम मित्र बनाते हैं तो हम उनके साथ रहते हुए 'साथ निभाने 'का दबाव महसूस करते हैं। सहकर्मी का दबाव सकारात्मक भी होता है और नकारात्मक भी।  यदि हमारे साथी बुद्धिमान व सकारात्मक सोच वाले हो तो उनका दबाव हमारे उत्साह को बढ़ा सकता है किंतु साथियों का दबाव तब गलत होता है जब वह अपनी पसंद(Like के लिए आप पर दबाव डाल रहे हैं। 

ऐसे में आप सहजता से, कारण के साथ मना करें। जब आप पहली बार उसे ना करेंगे तो अगली बार दबाव डालने की बजाय पहले आपसे राय लेना उचित समझेंगे या आपसे दूरी बना लेंगें।

यदि किसी विषय से संबंधित गतिविधि में सम्मिलित हैं और सहकर्मी का दबाव महसूस हो तो उस समय अपनी क्षमता के अनुसार उसे समझा कर उस कार्य को रचनात्मक तरीके से करने का प्रस्ताव रखें।

धन्यवाद
शालिनी तिवारी
सनबीम स्कूल इंदिरानगर
(वाराणसी)

Affection vs Rejection - Sneha Singh

Rahul, a new student in class 7, felt nervous and apprehensive during his first few days at school. He found it challenging to adjust to a new environment and make friends. However, his class teacher, Ms Roma, noticed his unease and took the initiative to make him feel welcome.

Ms Roma greeted Rahul with a warm smile every morning, took the time to chat with him, and encouraged him to participate in classroom activities. She praised his efforts and offered support whenever he felt unsure or anxious. 

Gradually, Rahul began to feel more comfortable and confident in class. Ms Roma's affectionate approach not only helped Rahul overcome his apprehensions but also made him realise that he was valued and accepted. However, if Rahul was ignored by his classmates, ridiculed for his mistakes, or received harsh reprimands from his teacher, he would likely feel rejected and unwelcome in the classroom. 

This could lead to feelings of isolation, low self-esteem, and reluctance to participate in class activities. Fortunately, the affectionate approach of Ms.Roma helped counteract any potential feelings of rejection, creating a supportive classroom environment.

Sneha Singh 
Sunbeam Bhagwanpur 

Love Learning vs Hate Learning - Sneha Singh

As an English teacher, I am often asked why I chose this profession and what drives my passion for teaching. The answer lies in my own educational journey, which was profoundly shaped by an exceptional teacher who ignited my love for English. 

During my school years, I had the fortune of being taught by a teacher Mrs.Sen, who was more than just an educator, she was an inspiration. Her passion for English was evident in every lesson, and her enthusiasm was infectious. Mrs Sen had a unique ability to make literature come alive, transforming mundane texts into fascinating stories and intricate poems into powerful expressions of emotion. 

She did not merely teach us to read and write, she taught us to appreciate the beauty of language and the power of words.

Antony's speech in Julius Caesar gave us goosebumps and showed us the power of language and literature. Well, this was LOVE LEARNING for me. I found myself eagerly anticipating each class, excited to delve into new literary worlds and explore the depths of language. 

However, in my career as a teacher, I have encountered many students who come into the classroom with a deep-seated aversion to learning. This hatred often stems from negative experiences, external pressures, or a lack of interest in the subject matter. My objective is to transform these negative perceptions and help students find joy, transforming their HATE LEARNING INTO LOVE LEARNING.

By creating a supportive, engaging, and inspiring classroom environment, I strive to help my students discover the joy and value of learning English, turning their aversion into a lifelong love.

Sneha Singh 
Sunbeam Bhagwanpur

War vs Peace - Ranjana Singh

As an educator, I feel students need a lot of support from their teachers. Today's classrooms are full of diverse learners, geniuses, talents and imaginative minds. With the advent of the AI and Machine Age, children have also lost patience. Therefore, classroom conflicts become inevitable, providing ample opportunities for teachers to cultivate a peaceful and respectful environment.

Teaching for me is a passion and a very noble act of working for society and the nation. Thus I'm trying to put a close view on the topic mentioned above. Adults feel that they live in a bitter world and are surrounded by infinite problems, but the truth is that students today are living with multifarious issues that need to be addressed. Unfortunately, some of us do not understand that.

No teaching-learning can happen if students are not at peace. We, as teachers, can play a vital role in fostering a harmonious classroom ambience.

Thus comes the concept of Happy Classrooms. A classroom, where teaching-learning happens.

I remember when I joined Red Rose School as a class teacher of class 4 grade, the students were initially very quiet and introverted. Gradually they started loving me, as my classes were full of fun and play. 

I taught them but in a very sporty manner. I never studied child psychology, but from 7 o'clock to 2 pm the student's behaviour gave me enough information about them. I loved them and they became fond of me.

I learned that to create a teaching ambience, I need to create trust. To build trust, I needed to understand them and that was only possible if the class became interactive. Therefore I spoke less and gave opportunity to my children to speak. I realised they needed to be heard and I learned patience to hear them and they followed me.

To bring harmony to my class I promoted teamwork. Students enjoyed that. There were some rules which students made and the first rule was to respect each other's ideas.

Today I'm a class 12 teacher, but my methods are the same with little difference. Whatever conflicts arise in my class, my children sit together and resolve them as the first rule is still the same; to respect each other's ideas.

I ensure that each student has the opportunity to speak and be heard. I equip them with problem-solving skills through certain activities like brainstorming where children come up with a myriad of new solutions quickly. In group brainstorms, I allow everyone to state ideas. I appreciate all answers and avoid criticism. Then, organize solutions into groups around common themes. In today's scenario, it is an extremely required skill. 

Thus I'm able to overcome conflict in my classroom and my classrooms become the happy ones.

Ranjana Singh
Sunbeam Varuna.

Affection Vs Rejection - Vijeta Wilson

Reflecting on my own experience, I remember when I was in school I faced low confidence, shyness, and hesitation. Those were challenging days. The situation made it difficult for me to speak in public and even in my class. 

My peers used to get appreciated by teachers for their clever and confident speaking. It was really disheartening.

I was just like a 'bee stuck in the bonnet' for a long time. Fortunately, I had a friend who always paid attention to my struggles and expectations.     

THERE IS NO
SUCH THING AS
REJECTION.
THERE IS ONLY
REDIRECTION.

She noticed my secretive dancing steps and humming when the entire class was partying. She made efforts and time to talk to me and tried to convince me that I was different and NOT wrong. She told me that I am capable of certain things which others cannot do at all.

Her kind words brought me great comfort and happiness.  She showed genuine care and understanding which made a huge difference in my LIFE. A little support from her helped me see my strengths and capabilities. 

And, today I consider myself a good entertainer, with good command over the mic, a smart speaker and someone who feels confident in whatever I say. 

Getting appreciation from one's colleagues and management brings one to cloud nine. I wanted to share this specific experience with you all one day when I realized that many children were struggling with the same feelings as I did while I was in school.

I felt the same pain of seeing my students struggle with their situations. Through my experiences, I try to impart the same strength and inspiration to my students. I realized that the power of empathy and its impact on building relationships with students and friends is not just necessary but also admirable.

The most
Precious gift we
Can offer anyone
Is our attention
And affection.
Vijeta Wilson
Sunbeam Indiranagar

Where Passion Meets Education - Christa Campsall

If you want to be featured on our cover, please schedule a 30-minute recording session. I only record one show per month. Here are the steps to follow:
1. Sign up for a Founder Member Subscription for the Good Schools India Journal at: https://www.gsi.in/subscribe. 

 2. Book a meeting at: https://calendly.com/mygoodschool.

- Sandeep Dutt

Read on Substack


For every passionate educator, the only determinant of success is the relationships we develop with our students. Most success comes from intuition and an inherent belief that every individual is unique and has the power to make a difference in the world. Where Passion Meets Education (WPME) host Sandeep Dutt

War Vs Peace - Leena Bhattacharya

In the teaching profession, it is very natural to encounter situations where choosing a side becomes extremely difficult due to the profession. A teacher may feel empathetic for the child, but at the same time may not be able to take action against him. In the teaching profession, educators often confront situations where taking sides becomes difficult due to the need for impartiality and fairness. This challenge arises when mediating conflicts between students, discussing controversial topics, or managing conflicting expectations from various stakeholders. 

Despite these dilemmas, teachers must uphold principles of fairness, integrity, and respect for diverse viewpoints. By fostering open dialogue, empathy, and a commitment to finding equitable solutions, educators can navigate these challenges with professionalism and integrity while serving the best interests of their students and the school community.

Another problem which teachers face is that students find it difficult to sit at a place for a very long duration and the solutions which educators can apply are that they can include comfortable and ergonomic classroom furniture, using diverse instructional methods to prevent boredom, and fostering interactive learning experiences. 

 Additionally, incorporating regular breaks, integrating movement into lessons, and selecting engaging content help sustain students' attention. Effective classroom management, student-centered approaches, technology integration, and building positive relationships with students also contribute to creating a conducive learning environment. These efforts promote prolonged sitting while maximizing student engagement and learning outcomes. 

While juggling so many things, it is impossible for a teacher to not lose their temper, in certain situations, where students deliberately try to distract the class with their antics. Achieving this requires a multifaceted approach, encompassing various qualities and practices aimed at fostering a positive and supportive learning environment.

Self-awareness serves as the foundation for maintaining decorum in challenging situations. Teachers must remain attuned to their own emotional states, recognizing signs of escalating frustration or anger. By acknowledging their emotions, educators can proactively manage them through techniques like deep breathing or mindfulness practices, ensuring they respond thoughtfully rather than react impulsively.

Emotional regulation is equally crucial for navigating challenges with composure. Cultivating the ability to respond calmly and thoughtfully helps teachers handle disruptive behaviour or unexpected obstacles effectively. Consistent self-care practices, such as regular exercise or meditation, can aid in managing stress and maintaining emotional balance.

Empathy towards students is pivotal in fostering a supportive learning environment. Understanding the reasons behind disruptive behaviour or academic struggles allows teachers to respond with compassion and patience, building positive relationships and ensuring every student feels valued and respected.

Clear communication is essential for maintaining decorum in the classroom. Establishing and communicating clear expectations for behaviour and academic performance ensures students understand the standards they are expected to uphold. When addressing conflicts or disruptive behaviour, teachers should employ assertive yet respectful communication techniques to address the issue while preserving the dignity of all involved.

Positive reinforcement of desired behaviour plays a crucial role in promoting a positive classroom atmosphere. Recognizing and praising students' achievements encourages positive habits and discourages disruptive conduct. 

Seeking support from colleagues or professionals when needed and engaging in continuous reflection and professional development further enhance educators' effectiveness in maintaining decorum and professionalism. Overall, prioritizing these qualities creates a positive learning environment where all students can thrive.

Leena Bhattacharya
Sunbeam Suncity

Love Learning Vs Hate Learning - Leena Bhattacharya

This is a personal experience which I encountered during my tenure in my past school. A student faced significant challenges when he lost his father during his board exams. The grief was overwhelming, affecting his academic performance and social interactions. He withdrew from friends, struggled to concentrate in class, and his grades dropped noticeably.

Initially, teachers and friends noticed the changes but didn’t understand the cause. The turning point came during a parent-teacher meeting where his situation was openly discussed. Recognizing the root cause of his struggles, we teachers developed a support plan.

A key component of this support was the involvement of the school counsellor. Regular sessions with her provided him with a safe space to express his grief and learn coping strategies. Additionally, the school encouraged teachers to show empathy and flexibility with assignments and deadlines.

Through this experience, several important lessons emerged:

1. Empathy and Patience: Teachers and classmates learned the importance of being empathetic and patient, recognizing that everyone handles pain differently. This fostered a more supportive and understanding school culture.

2. Communication: Clear communication between students, parents, and school staff proved crucial. The incident highlighted the need for openness about challenges to provide appropriate support and improve communication channels within the school community.

3. Support Systems: The experience underscored the value of strong support systems. Her role was pivotal in his recovery, prompting the school to invest more in mental health resources. Peers became more aware of how to support each other, fostering a stronger sense of community.

4. Resilience and Growth: Navigating through pain built resilience in him. With the support of the school and peers, he gradually found ways to cope and heal. This resilience translated into renewed focus on studies and participation in extracurricular activities, demonstrating that growth often comes from overcoming challenges.

5. Relationship Building: The experience deepened relationships within the school. The boy's close friends who initially felt helpless, learned how to offer meaningful support. Teachers developed stronger bonds with students by showing they cared beyond academics, bringing the school community closer.

In essence, navigating through pain can be a profound learning experience. It teaches empathy, enhances communication, and strengthens community bonds. For the boy and the school, the journey through grief was transformative, leading to a more supportive and connected school environment.

Leena Bhattacharya
Sunbeam Suncity







What School Means To Me - Vijeta Wilson

"School where dreams are nurtured and futures are shaped."

Photo- Vijeta Wilson
I can't express my thoughts but it's really amazing teaching in the same school where I studied. It's a very special experience. I can't imagine how meaningful it is to be able to give back to the school that played a significant role in shaping my life and I am glad to teach in my Alma mater!

It's a basic need of every individual. It can be different things for different people. For young ones, it's a place of learning and growth in a healthy environment. Where students discover their passions and talents, laying the foundation for their upcoming future. But for me as a teacher, school is coming out of your shell and exploring the world

Sunbeam Indiranagar is the first platform of my teaching career and it's been 13 + years in this institution but I can still feel the potential to learn and grow professionally. For me, this place is full of opportunities. It inspires me to educate young minds and shape the future by imparting and inculcating valuable lessons. 
Photo- Vijeta Wilson
Every day I get up in the morning with positive thoughts and reach school with full potential to experience another day with students. In my view, being a teacher is the most rewarding and fulfilling profession that allows me to make a difference in their life.

In my view, whatever our profession is, it doesn't matter at all. School days are the best days of our lives.

Vijeta Wilson
Sunbeam School, Indiranagar 

Like Vs Dislike - Ranjana Singh

Like vs Dislike

With the advent of digital platforms and exposure to social media "like" and "dislike" have taken new dimensions. The concept of "like" which specifically symbolises approval or enjoyment — can impact the phenomenon of "dislike," particularly within educational contexts.

Like and dislike can empower students, educators, and the broader educational community in various ways, fostering critical thinking, analytical thinking, engagement, and a deeper understanding of content.

The rise of digital classrooms and social media has transformed students' perspectives in an educational context. Platforms like Google Classroom, Edmodo, and even social media sites such as Facebook, Instagram and Twitter allow students to express their preferences through "like" buttons. This seemingly simple feature can create an environment where positive reinforcement is readily visible and accessible. When students "like" a particular post and comment and on a piece of content, it develops a sense of shared interest. This participation strengthens the feeling of team endeavour.

However, the empowerment of "like" inherently brings the concept of "dislike" into sharper focus. In platforms where "dislike" buttons are absent, the lack of engagement (i.e., fewer "likes") can serve as a form of silent criticism. This dynamic pushes students to think critically about what content they endorse, often leading to more thoughtful interactions. Students might reflect more deeply on why certain content resonates with them while other content does not, fostering a habit of critical analysis that is essential in educational development.

"Like" mechanisms also enhance the process of constructive feedback. Whether virtual or physical, students and educators benefit from practising brainstorming, student reflection, and volunteer teaching in a classroom setting. Positive reinforcement through "likes" can highlight effective teaching methods, successful projects, or engaging discussions. Conversely, the absence of "likes" on certain materials can prompt educators to reconsider their approaches and invite feedback from students.

This process empowers students to express their preferences and encourages educators to adapt and improve. For instance, if a teacher notices that a particular type of interactive content receives more "likes" than traditional lecture notes, they might incorporate more interactive elements into their teaching strategy. This feedback loop, driven by the empowerment of "like," can lead to a more dynamic and responsive educational environment.

Additionally, it fosters a Culture of Openness and Dialogue within educational contexts. When students feel empowered to express their preferences, they are more likely to engage in discussions about why they like or dislike certain content. This dialogue can lead to a deeper understanding of diverse perspectives and promote a more inclusive classroom environment.

For example, a student might express their preference for collaborative projects over individual assignments through their engagement patterns. This preference, when openly discussed, can reveal insights into different learning styles and preferences within the classroom. Educators can then tailor their approaches to accommodate a broader range of student needs, creating a more inclusive and effective learning environment.

Therefore by leveraging the positive aspects of "like" and addressing the challenges it brings, educators and students can create a culture of continuous improvement and meaningful interaction. This balanced approach can ultimately enhance the educational experience, promoting deeper understanding and critical thinking among all participants.

Ranjana Singh
Sunbeam Varuna





Like Vs Unlike - Gitika Kapoor

"Like may attract like, but unlike is what sparks growth"

In the grade 2 English classroom, I often witness the power of similarities and differences in action. During a recent lesson on storytelling, I noticed that some students preferred to write about adventures in far-off lands, while others focused on stories set in their own neighbourhoods. 

By acknowledging and celebrating both the similarities and differences in their storytelling styles, I was able to create a space where students felt encouraged to share their ideas and learn from one another. As we explored the common elements of a good story, such as strong characters and exciting plot twists, students were able to connect with one another and build a sense of camaraderie. 

However, when we delved into the unique ways in which each student approached storytelling, we uncovered a wealth of creativity and diversity within the classroom. By balancing the similarities and differences in their writing, I was able to help students see the value in both collaboration and individual expression. This not only fostered a deeper understanding of storytelling techniques but also encouraged students to appreciate the perspectives of their classmates. 

Eventually, this balance of similarities and differences created a vibrant and inclusive learning environment where students were able to grow and flourish. By celebrating the things that connected them, such as their love of storytelling, and embracing the things that made them unique, such as their diverse writing styles, my grade 2 English classroom became a place of acceptance and appreciation. 

Through recognizing and celebrating both the similarities and differences among my students, I was able to create a dynamic and engaging classroom environment where diversity was valued and individuality was encouraged. This approach fostered a sense of community among the students while also challenging them to think critically and creatively. 

In embracing both the commonalities and distinctions in their storytelling, students were able to learn from each other and develop a deeper appreciation for the richness of language and expression. Ultimately, by finding a balance between similarities and differences, we were able to create a lively and inclusive learning space where every student felt heard, respected, and empowered to explore their own unique voice in the world of English literature. 

Gitika Kapoor 
Sunbeam International Varuna

What Makes A School? - Divya Upadhyay

School... A home away from home

School is made of teachers who are empathetic, a curriculum which needs to be updated as per the present-day requirements, resources as per the needs of students, and extracurricular activities which should not be a burden but a source of enjoyment and learning. A school needs to be a place where the environment is so cooperative that students feel secure.

No doubt School is a place where students get feedback about their progress but it should be a place where each and every small achievement of a student needs to be celebrated.

An important component of a school is parents and community. parents need to be involved in all the activities which their kids perform as it is the best way to make students feel loved.

A community is a place where students gain experiences either good or bad. They come to know what will be good for them and what not through the community.

I would say school is a building where our kids put life. so take care of school life. Each kid is the most important component of the school. Let's celebrate their diversity. Never let their innovation and creativity die.

Divya Upadhyay 
QC, R&D 

War Vs Peace- Divya Upadhyay


"War" vs " Peace" where "War" represents a style of teaching which is strict where the teacher is authoritarian while "Peace" represents teaching in a collaborative atmosphere. Both of these have a different impact on student's learning, behaviour and overall development.

War Approach - Teachers can be successful in maintaining discipline. Less distraction is seen in this type of class. When there is control and authority of the teacher, it can lead to efficient class delivery. Also, students follow the rules out of feat.

On the other hand War Approach inhibits students from thinking critically and creatively as students have to follow the teacher. Constant pressure may lead to stress and demotivation among students. Students may not engage fully in the learning process as they have to follow a fixed set of rules.

Peace Approach- When the environment is supportive students start developing trust and respect which ultimately leads to better learning.

Students can express themselves, ask questions, take risks and which will help them to understand the topic deeply. We are giving priority to the emotional health of students through this approach.

In spite of many pros, the Peace Approach can at times make students so relaxed that they would not set any boundaries for themselves which will ultimately lead to distraction.

Dealing with a matter in a peaceful way may be time-consuming as students at times take things lightly getting so light environment.

Ultimately both approaches could be carried out in a balanced way as we need to decide which approach to use depending on students' mindset, and their way of taking things.

Can we go with a balanced approach so that we can emphasize discipline and also prioritize empathy and collaboration?

Divya Upadhyay
(QC, R&D)

What Makes A School? - Vani Vij

What Makes A School?

A school is an institution designed to provide learning spaces and environments for the teaching of students under the direction of teachers. It's one of the social agents with which students are attached to.

Here are some key factors that make a school special:

Innovative Curriculum:
Offering unique and engaging courses that go beyond standard curricula, incorporating experiential learning, project-based learning, and interdisciplinary studies.

Exceptional Teachers: Dedicated, passionate, and highly qualified educators who inspire and support students, fostering a love for learning and personal growth.

Inclusive and Supportive Environment: A welcoming atmosphere that promotes diversity, equity, and inclusion, ensuring all students feel valued and supported.

Strong Community and Parental Involvement: Active engagement from parents and the local community, creating a collaborative environment that enhances the educational experience.

Extracurricular Opportunities: A wide range of extracurricular activities, including sports, arts, clubs, and service projects, that allow students to explore interests and develop talents.

Focus on Individualized Learning: Personalized instruction and support tailored to meet the unique needs and strengths of each student, helping them to achieve their full potential.

Safe and Nurturing Environment: A safe, caring, and nurturing atmosphere where students feel secure and motivated to learn.

Strong Leadership: Visionary and effective school leadership that sets high standards, encourages innovation, and fosters a positive school culture.

Commitment to Character Education: Emphasis on developing students' character, including traits such as integrity, empathy, and resilience, preparing them for life beyond academics.

Integration of Technology: Effective use of technology to enhance learning experiences and prepare students for the digital world.

These factors contribute to making a school a special place where students can thrive academically, socially, and emotionally.
Vani Vij 
(Q.C& R&D)
Sunbeam School

Peer Pressure - Sunbeam (QC, R&D)

An amazing portrayal of Peer pressure by Vani Vij and Divya Upadhyay from Sunbeam School (QC & RD). Peer Pressure can make you question your choices and change your attitude, behaviour, and values- and it does not always have positive outcomes!

Group - Vani Vij & Divya Upadhyay
Sunbeam School (QC, R&D)

Masterclass 2024

School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.

Respect - Leena Bhattacharya

 

Teachers can make a profound impact by fostering a supportive and inclusive environment where students feel valued and respected. They can offer guidance, encouragement, and mentorship, helping students develop both academically and personally.

Additionally, teachers can cultivate a sense of community among colleagues, promoting collaboration and shared learning experiences. 

By demonstrating empathy, understanding, and a genuine interest in their well-being, teachers can create lasting positive effects on the lives of their students and colleagues.

Leena Bhattacharya
Sunbeam Suncity

Like Vs Unlike - Sunbeam Indiranagar

Learn to say no, not all things are right for the soul. 

Peer pressure is when your friends or people around you try to influence you to do something, whether good or bad. It can be tough to resist sometimes, but it's important to make decisions that are right for you. Peer pressure among teenagers is based on their lifestyle and their expectations. 

Not able to hang out with friends as their other classmates or neighbours. Based on this fact, presenting the real story by teachers of Sunbeam School Indiranagar.

Thanking You
Chandrani Singh
Shalini Tiwari
Vijeta Wilson
Shilpi Chakraborty
Group- Sunbeam Indiranagar team 


School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.

Love Learning VS Hate Learning

We "Love Learning " when we find pleasure in doing something, then we are motivated and do some innovation in that so that we can explore more and more.

We " Hate Learning " when we are not interested in any task. We feel bored and we do it just for name sake and not to gain something.

We "Love Learning" when we are motivated from the inside, get a favourable environment to do any tasks so that chances of failure are minimized and we recognize the value of that Learning. My love for learning increases when we do something which makes me happy 

Hate learning starts when we don't find anything important in that task, or we don't get a favourable environment as well as the support of people around us to do that task. When we are forced by parents,  teachers or peers to do any task because they think that it is required as per norms of society then also it becomes a burden for a child when any individual does anything without interest chances of failure increase.

My suggestion is that Let's stop forcing our kids on anything as there are ample opportunities in every field in today's world. we need to stand behind our kids, we can suggest better opportunities in what kids choose rather than forcing them to do what we want.

Give our kids wings to fly. We need to take just good care of their wings.

Divya Upadhyay (QC, R&D)
Sunbeam School

Affection Vs Rejection - Divya Upadhyay

Affection and rejection are two different emotions which have a great impact on human life. The only difference between the two is a positive and negative feeling. In the context of human beings affection is witnessed as a great source of motivation, and encouragement and sometimes it serves as a great inspiration for others.

Rejection though not taken positively no doubt also makes us strong, confident, independent and develop the power of decision making.

Joy and sorrow are a part and parcel of one's life in the same way affection and rejection go side by side.

Affection is an essential ingredient for human well-being. They are the emotional bonds that connect us with others and make us feel valued and secure. They also influence our development and relationships throughout our lives, from infancy to adulthood. At times, a child who always gets affection is not ready to accept any ignorance in life. Life is too long and everyone needs to face ignorance by some or the other people whom we meet.

Rejection is considered as a feeling of negativity which often depresses a person. Sometimes it acts as a hurdle in the journey of one's life and the people are unable to make the right decision at the right time. Their mind is often full of negative thoughts and ideas which never lets the person to think differently.

As per my suggestion sometimes criticism and rejection do miracles in the life of the people. It enhances the hidden talent of the personal and makes them confident enough to tackle the challenges which come in their lives.

Divya Upadhyay (Q.C.R&D)
Sunbeam School

Respect - Sunbeam School, Bhagwanpur

Respect is a fundamental value that encompasses various behaviours such as listening attentively, valuing other's opinions, showing kindness, and maintaining courteous behaviour.

Parents often serve as the first role models for children. When parents show respect to each other and to their children, they set a standard for behaviour.

Respectful behaviour at home translates into respectful behaviour in school. However teachers today face numerous challenges in maintaining respect in the classroom. Some students may display overt disrespect through talking back, noncompliance, or negative attitudes, making it difficult to maintain a positive classroom atmosphere.

Here are some strategies to foster respect:

1. Fairness and Consistency -Teachers should ensure that all students are treated equally and justly.

2. Conflict Resolution -Address conflicts calmly and fairly. We should use conflicts as teaching moments to discuss respect and understanding.

3. Encourage Participation-Teachers should create an inclusive classroom environment where all students feel valued and encouraged to participate.

4. Building Relationship-Take the time to understand student's backgrounds, interests and challenges. This personal connection can build trust and respect. By implementing these strategies both students and teachers can create a respectful and supportive classroom environment that enhances learning and personal growth.

Team Bhagwanpur, Masterclass 2024
Sneha Singh, Sanyogita Dubey and Reeta Tiwari.

Respect - Sneha Chakravorty


What do you do when you're told that you must respect everyone? Learn if Respect is unique and different for everyone in this video by Sneha Chakravorty from Sunbeam Suncity, Varanasi. 

In our Masterclass 2024, we dive deep into topics like Respect & Peer Pressure to understand the various core values at a school level. Find more about us here.


School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.













Embracing Change - Sunbeam Annapurna Production

"Embracing Change" offers a clear and practical demonstration of how positive peer pressure can be harnessed in a professional setting to foster growth and innovation. Peer pressure, typically viewed negatively, is redefined here as a supportive and motivational force encouraging individuals to step out of their comfort zones and embrace beneficial changes.

In the faculty lounge, Diksha introduces a new project-based learning approach. Priyanka and Uma immediately express their support, embodying openness and enthusiasm for innovation. They emphasize the benefits of this teaching method, which enhances student engagement and critical thinking. Their positive reactions create an encouraging atmosphere that paves the way for constructive dialogue. Shivangi, initially sceptical and cautious about deviating from traditional methods, represents a common reaction to change. However, rather than dismissing her concerns, her colleagues address them empathetically and constructively. Uma acknowledges Shivangi's apprehensions, stressing that growth comes from trying new things. Diksha reassures her by outlining a clear plan for a smooth transition, including training and support, which helps alleviate fears of a steep learning curve. Positive aspects of peer pressure:
  • Supportive Environment: Enthusiastic peer responses create a sense of comfort and acceptance.
  • Constructive Dialogue: Concerns are addressed respectfully and practically, demonstrating peer support.
  • Shared Goals: Emphasis on student benefits unites the team, reinforcing the positive influence of peers.
  • Gradual Integration: Starting small reduces perceived risks, making peer encouragement more effective.
Shivangi's eventual agreement to try the new method demonstrates how positive peer pressure, applied thoughtfully, can lead to meaningful change and collective growth. This scenario shows that mutual support and open communication among peers can help teams embrace new ideas and improve practices for the benefit of all, highlighting the powerful and beneficial role of peer pressure in a collaborative environment. Masterclass 2024 team Sunbeam Annapurna.

Peer Pressure - a Sunbeam Suncity Production

Peer Pressure is commonly known for the influence a peer group exerts on its members. This pressure exists in people of any age group. It can be positive and negative, depending on the nature of the behaviour being encouraged. In this short video produced by teachers at Sunbeam Suncity - Mohini Rai, Khalid Zafar, and Carol Henrik, share the peer pressure teachers faced in online teaching and learning during the pandemic, when most of us were stressed by the "new normal” and had nightmares to cope with. 

Many of us were not tech-savvy and struggled to continue teaching-learning through mobile phones and laptops. Learning new teaching tools and managing the class online virtually was very challenging. To overcome the pressure of learning advanced technology and online teaching tools, they got great support from their school management, colleagues, students, and family members. 

Through a positive approach and a little patience towards every hurdle they faced during the online virtual classes, and come out of the negatives of peer pressure and learnt many things. If we, as a grown-up, can have such experiences of peer pressure, then our teenagers are the most fragile and more susceptible to this. We must help them deal with peer pressure from time to time so that they can build resilience and confidence needed to overcome it and make decisions that are best for their future.

The video stars Mohini Rai, Khalid Zafar, and Carol Henrik.

Respect - The Heartbeat Of School Harmony

Respect by Paul Puthenveetil Variath

The Heartbeat Of School Harmony

Read on Substack

In this reflection from Masterclass 2024, Paul Puthenveetil Variath considers respect's role in school and life. Respect can help create harmonious relationships, especially in schools where diversity plays a prominent role. Paul is the Head of QC and R&D of the Sunbeam Group educational institutions. He is a passionate educator who has climbed the ladder with passion and commitment from a teacher to a principal and Head of Quality Control at the Sunbeam Group.

Paul is one of our best pupils for Masterclass 2024!

Affection Vs Rejection - Shalini Tiwari

कई बार शिक्षक बहुत जल्दी किसी बच्चे के बारे में धारणा बना लेते हैं कि यह तो ऐसा ही है क्योंकि वे केवल बच्चों की क्रियाएँ और उसके व्यवहार के आधार पर आलोचना करना शुरू कर देते हैं और उसकी अवहेलना करने लगते हैं किंतु एक शिक्षक के रूप में सर्वप्रथम हमें उसके उस व्यवहार के कारण को जानना चाहिए। उसके लिए बच्चे से वार्तालाप करना चाहिए जैसे परिवार के सदस्यों के बारे में और उसके दिनचर्या के बारे में इत्यादि। 

हमें कभी भी बच्चों से इस तरह के प्रश्न नहीं करने चाहिए कि तुम्हारे परिवार में कौन-कौन है उसके स्थान पर आप यह बात करें कि अपने परिवार के बारे में कुछ बताओ जिससे वार्तालाप को विस्तार मिल सके किन्तु यह तभी सार्थक होता है जब हम बिना कोई धारणा बनाए उसकी बात सुने। जब हम इस तरीके से बच्चों में रोचकता दिखाते हैं तो धीरे-धीरे बच्चा भी अपने विचारों को व्यक्त करने लगता है। फिर, हम उससे उसकी की गई क्रियाओं पर चर्चा कर सकते हैं और उसे सही गलत में फर्क करना सीखा सकते हैं ।

किसी भी बच्चे को मार्गदर्शन देने के लिए सबसे पहले शिक्षक में सहानुभूति की अपेक्षा समानुभूति की भावना होनी चाहिए क्योंकि जब उसकी समस्या या दर्द को समझने से ज्यादा महसूस करने का प्रयास करेंगे तो शायद हम सही मार्गदर्शन कर सकते हैं ।

जहाँ तक बच्चों के प्रति अभिभावकों एवं शिक्षकों के अलग-अलग दृष्टिकोण का प्रश्न है, इसे हमें एक साथ चर्चा करके एक स्थाई परिणाम पर लाना आवश्यक है जिससे कि हम सभी मिलकर उस बच्चे की सहायता कर सके जो आंतरिक भय या उदासीनता से जूझ रहा है।


शालिनी तिवारी
सनबीम स्कूल इन्दिरानगर, वाराणसी

Affection Vs Rejection - Vani Vij

Affection and Rejection are two opposite experiences in relationships. Affection involves love, warmth, and acceptance, while rejection entails feelings of being unwanted or excluded. Both can deeply influence our emotional well-being and how we perceive ourselves and others.

Affection plays a crucial role in a child's development. It fosters a sense of security, self-esteem, and trust, which are fundamental for healthy emotional and social development. Children who receive affection tend to have better emotional regulation, empathy, and overall well-being. It also strengthens the bond between the child and their caregivers, providing a stable foundation for future relationships and personal growth.

But Over-affection to a child can potentially lead to dependence, lack of independence, and difficulties in developing healthy boundaries. It might also inhibit the child's ability to navigate social relationships or cope with challenges independently. Additionally, excessive affection without appropriate boundaries can hinder the child's development of autonomy and self-reliance.

Rejection can have profound effects on a child's development. It may lead to feelings of low self-esteem, worthlessness, and inadequacy. Children who experience rejection may struggle with forming healthy relationships, have difficulty trusting others, and may exhibit behavioural problems or emotional instability. Rejection can also impact cognitive development and academic performance, as children may become disengaged or lose motivation. Long-term effects of rejection can include issues with self-confidence, anxiety, and depression. However, it's important to note that the impact of rejection can vary depending on the child's resilience, support system, and coping mechanisms.

While rejection is typically seen as a negative experience, it can sometimes have positive outcomes for a child, depending on how it is handled and perceived. In some cases, experiencing rejection can foster resilience, perseverance, and adaptability in children. It can teach them important life lessons about dealing with setbacks, managing emotions, and overcoming adversity.

For example, experiencing rejection in a competitive activity or social situation can motivate a child to work harder, develop new skills, or seek out alternative opportunities. It can also help them learn to navigate disappointment and setbacks, which are important skills for resilience and personal growth.

However, it's crucial that children receive adequate support and guidance from caregivers or other trusted adults to help them process and learn from rejection in a healthy way. Repeated or severe rejection can negatively affect a child's self-esteem and well-being without proper support.

Vani Vij 
Sunbeam School(QCR&D) 

War Vs Peace - Sanyogita Dubey

A conflict situation in class can arise when there's disagreement, tension, or misunderstanding between students or the teacher. It could involve arguments, bullying, competition, or differing opinions on topics.

Meaning of the term CONFLICT:
Conflict refers to a disagreement or clash between two or more individuals or groups due to differing interests, opinions, values, or needs. It can arise in various contexts, such as personal relationships, workplaces, communities, or international affairs. Conflict can range from minor disputes to more serious confrontations and can be managed through communication, negotiation, and problem-solving strategies.

CONFLICT RESOLUTION:
Conflict resolution in a classroom setting is essential for maintaining a positive learning environment. Here are some key strategies for handling conflicts in class:

1. Active Listening: Encourage students to listen to each other without interrupting and to acknowledge each other's perspectives.

2. Mediation: If necessary, act as a mediator to facilitate a discussion between conflicting parties, helping them understand each other's viewpoints and find common ground.

3. Teach Conflict Resolution Skills: Educate students on effective communication, problem-solving, and negotiation techniques to help them resolve conflicts independently.

4. Establish Ground Rules: Set clear expectations for behaviour and communication in the classroom to prevent conflicts from escalating.

5. Promote Empathy: Encourage students to consider how their actions and words affect others, fostering empathy and understanding.

6. Address Issues Promptly: Deal with conflicts as soon as they arise to prevent them from escalating and disrupting the learning environment.

7. Encourage Collaboration: Provide opportunities for students to work together on projects or activities, promoting teamwork and reducing potential conflicts.

By implementing these strategies, educators can create a supportive and respectful classroom environment where conflicts are addressed constructively, allowing students to focus on their learning and personal growth.

Ms. Sanyogita Dubey 
Sunbeam English School Bhagwanpur.

Affection Vs Rejection - Gitika Kapoor

Nurturing the wounded inner child

"Within every adult, there's a child longing to be loved and accepted."

As a grade 2 teacher with over 10 years of experience, I have had the privilege of witnessing countless children navigate the ups and downs of their young lives. One concept that has become increasingly important to me over the years is understanding the inner child.

The inner child is the vulnerable, sensitive part of ourselves that holds onto past experiences and emotions. When our inner child is hurt, it can manifest in various ways, often impacting our behaviour and relationships. 

One powerful example of this was a student I taught a few years ago who struggled with sharing and forming connections with his peers. Through discussions with his parents and observations in the classroom, I realized that his difficulty stemmed from a sense of abandonment and rejection he felt at home. By approaching him with empathy and understanding, I was able to help him gradually open up and build healthier relationships with his classmates.

Reflecting on my own experiences, I can also recall times when my inner child was wounded and affected my relationships at school. I remember feeling ignored by my peers in elementary school and carrying that sense of insecurity with me for years. It wasn't until I acknowledged and addressed that pain within myself that I was able to form deeper connections with others.

As teachers, it is crucial for us to recognize and support the inner child in our students. By creating a safe and nurturing environment, we can help them heal from past hurts and develop healthy coping mechanisms. This may involve offering a listening ear, providing opportunities for self-expression, or simply showing kindness and understanding.

Ultimately, by understanding and addressing our own inner child, we can better connect with our students and create a more compassionate and supportive learning community. As educators, let us continue to prioritize emotional well-being alongside academic growth, recognizing the profound impact it can have on our students' lives.


Gitika Kapoor 
Sunbeam International Varuna


Teacher's role in dealing with difficult situations - Paul Puthenveetil Variath

Teacher's role in dealing with difficult situations


Dealing with tough situations is a big part of a teacher's job. Whether it's handling misbehaving students or getting parents involved in their child's education. How teachers tackle these challenges can make a huge difference in creating a supportive learning environment.

When I started teaching, I faced many behavioural issues in my students, ranging from lack of focus to outright defiance. In younger kids, it often showed up as fidgeting or seeking attention, while older students acted out disruptively or pushed back against authority.

At first, I felt overwhelmed trying to solve these problems on my own. However, with guidance from a seasoned colleague, I learned some effective strategies. Setting clear rules and consequences, building positive relationships with students, and using proven classroom management techniques were key. I also found that addressing underlying issues through counselling or support services, and involving parents and school administrators when necessary, made a big difference.

Getting parents on board was another hurdle. Back then, many parents were less involved in their children's education, thinking it was solely the school's responsibility. Parent-teacher meetings often had low attendance, and some parents expected schools to turn their kids into doctors or engineers without much effort on their part.

Changing this mindset took effort. I worked on keeping open lines of communication with parents, keeping them updated on their child's progress and any concerns- involving them in decision-making whenever possible. I also provided resources and tips for supporting learning at home, although I didn't always have control over whether parents used them.

As a principal, I faced similar challenges, but the strategies remained largely the same. Effective communication, empathy, flexibility, and teamwork were crucial in navigating difficult situations and ensuring positive outcomes for students.

On-going training and support within schools are also essential for teachers to develop the skills and resilience needed to handle tough situations effectively. With the right approach and support, teachers can make a real difference in the lives of their students, even in the face of adversity.



Paul Puthenveetil Variath
Additional Director- QCR&D
Email:qcghead@sunbeamschools.co.in

Love Learning Vs Hate Learning - Vijeta Wilson

Learning is all about growing and expanding your knowledge. And in this 21st century when we all are digitized it is all part of learning and discovering new things.

Moreover, I actually find love is learning when I see myself in 2010  and compare it with 2024- it has a vast difference. I gained a deeper understanding of the world around me. I explored different subjects and developed new skills. This enhanced my confidence and opened up new opportunities for personal and professional growth.

I think when you love learning you keep exploring and seeking knowledge. For me, learning is like a never-ending adventure that keeps me engaged and excited. But as a matter of fact, learning can sometimes feel challenging or overwhelming and then, learning becomes hatred. 

I am a single parent, and handling stress or being over-pressurized by my professional life makes me feel helpless, affecting my perception of learning. I often get frustrated when it comes to learning in stressful situations. 

But suddenly I felt it's okay to feel frustrated at times, it is also worth considering the benefits that learning can bring. If there are specific aspects of learning that you find difficult or dislike, it might be helpful to explore different approaches or seek support from teachers, mentors or peers. And yes it's true, when you feel over pressurized it's really tough to enjoy learning.

Few tips to make learning enjoyable rather than boring -

  • Find your passion. 
  • Make it interactive or innovative. 
  • Set goals.
  • Embrace curiosity.
  • Connect with others.
  • Take breaks.

So let's keep fueling our love for learning alive and continue to embrace the wonders of knowledge.
Happy Learning!
Vijeta Wilson 
Sunbeam Indiranagar

Love Learning Vs Hate Learning - Chandrani Singh

 Love vs. Hate: Exploring the Dichotomy of Human Emotions

Introduction: Love and Hate represent two powerful and contrasting emotions that have shaped human experiences throughout history. While love is often associated with warmth, compassion, and connection, hate evokes feelings of anger, hostility, and division.

Understanding Love: Love is a multifaceted emotion that encompasses a spectrum of feelings, ranging from romantic love to platonic affection and empathy. It fosters bonds between individuals and communities. 

Here I would like to share my personal experience, of how loving children in the classroom can change the lives not only of the children but of the parents also. It so happened that as the children got their timetable in the new session, one of the parents came to me and said 'Ma'am I don't know how much my daughter will miss you but I am surely going to miss you a lot.' These words of hers touched me a lot. So love promotes understanding and acceptance, nurturing meaningful relationships and enhancing overall well-being. It serves as a cornerstone of human connection, driving resilience, and personal growth.

Manifestations of Hate: Hate, on the other hand, arises from a deep-seated aversion or hostility towards individuals, groups, or ideologies perceived as different or threatening. It is indeed a very intense word that fuels discrimination, and violence, tearing apart the fabric of society and perpetuating cycles of conflict and injustice. I don't want to talk much about hate, though in my personal life, I have been hated by many people.

Love empowers individuals to form deep connections, cultivate empathy, and find meaning and fulfilment in their lives. It promotes emotional resilience, conflict resolution, and personal well-being, serving as a source of strength during times of adversity. In contrast, hate gives rise to feelings of resentment, anger, and isolation, spoils mental health and erodes interpersonal relationships. Its toxic effects can lead to cycles of retaliation and suffering, perpetuating a cycle of violence and conflict.

Conclusion: In the intricate varieties of human emotions, love and hate stand as opposite poles, yet deeply interconnected that shapes our perceptions, actions, and relationships. Recognizing the profound impact of these emotions, individuals and societies must strive to cultivate love and empathy while confronting and challenging hate and prejudice. By embracing the transformative power of love and rejecting the corrosive influence of hate, we can aspire to create a more compassionate, equitable, and harmonious world for future generations.



Chandrani Singh 
Sunbeam Indiranagar

Love Learning Vs Hate Learning - Annie Mahajan

Love for learning ignites a fire within, a passion that fuels curiosity and drives exploration. It's a beacon of excitement, leading to discoveries that widen horizons and enrich lives. 

Conversely, hatred for learning is a heavy burden, suffocating potential and dimming the light of knowledge with its stifling grip.

Annie Mahajan
Sunbeam Lahartara

War Vs Peace - Annie Mahajan

In school, "War" symbolizes students' internal struggles with academic pressures and personal challenges, evoking stress and uncertainty.

Conversely, "peace" embodies harmony, acceptance, and support, fostering a sense of belonging and empowerment, where students thrive emotionally and academically in a nurturing environment conducive to learning and growth.

Annie Mahajan
Sunbeam School, Lahartara


War Vs Peace - Sneha Chakravorty

Embarking on a new academic year, I found myself facing unexpected emotions with the arrival of an autistic child in my classroom. Questions flooded my mind: Would I be able to provide the necessary support? Could\ I create an environment where he could flourish alongside his peers? Doubt clouded my confidence as an educator.

Yet, what followed was a journey beyond expectations. Day by day, a profound connection formed with this child, unravelling a narrative I had never envisioned. It wasn't merely about teaching; it was about understanding, adapting, and evolving together.

Initially, the hurdles appeared insurmountable. Communication barriers hindered my understanding of his special needs, and conventional teaching methods seemed ineffective. However, as I embraced his neurodiversity, a remarkable transformation began.

Patience emerged as my greatest ally. I learned to communicate in ways that resonated with him, employing visual aids and sensory tools to nurture a supportive learning atmosphere. Each minor breakthrough became a shared triumph, strengthening our rapport.

As days turned into weeks and months, I witnessed remarkable progress. What initially appeared daunting now felt natural. The once uncertain path became illuminated with promise and optimism.

Our shared journey imparted invaluable lessons - about resilience, empathy, and the profound impact of human connection. It reaffirmed my faith in the transformative potential of education, transcending mere intellectual growth to touch hearts.

With collaborative gestures, I endeavoured to settle the concerns of the child's parents, fostering open communication and understanding. Together, we formed a supportive partnership, ensuring his comfort and holistic development.

Reflecting on this profound experience, I am both humbled and grateful. As an educator, my intention was to impart knowledge, yet it was I who received an education - from the courage, resilience, and limitless potential of a child with autism. And for that, I am profoundly thankful.

Courtesy: Sneha Chakravorty
Sunbeam Suncity

Love Learning Vs Hate Learning - Mohini Rai

When an 18-year-old boy still remembers his kindergarten teacher, who taught him in the school when he was just 3 years old, that is a love of learning. And the reason for this is the memory which is alive deep in his heart. 

The boy can still cherish those old memories of him with his teacher singing and enjoying the nursery rhymes, being in her hands, moving round and round and round in circles and dancing with his teacher “Beauty ma’am”. It is no less than a miracle remembering the name of the teacher when the boy was just 3 years old. So in one sentence, I can say that the love of learning lasts with the last breath of life and passes through generations.

It is true that I am a teacher by chance but the interest of teaching is in my blood. This is what I believe. I am a good teacher, no matter inside the school campus or outside the school. Of course, initially joining the job of a Teacher was my need but gradually this need converted into interest and has become a part of My Life.

Indeed, life cannot be led without money. To survive in this world and to be alive we need money. Hence I also needed money and did this job. However, I started getting connected to my job deeply when I experienced the joy of this job by receiving sweet and loving reflections from my students. Teaching in a school is a soulful job. Each and every day makes you feel alive. 

You will experience ups and downs but when you will come before your students, you will forget everything, all bad phases and tensions and you will get involved with your children in a positive way. In this whole process, if a teacher can touch one single heart out of 40 students, the teacher should understand that his work is done well.

As a teacher, I do not focus on the negative parts of my job. Of course, sometimes I panic when I am overloaded with work. But the next moment I calm myself, sit silently and then think that I will do my best in whatever task is assigned to me and even if I fail in completing my work, it is also a learning for me. I take my work as a continuous learning process. There is a famous saying that ‘everyone can't be Jack of all trades’. 

I also can't be the Jack. But I can try at least. Personally, I believe that everyone should maintain a balance between a family life and a professional life. We have our responsibilities and roles towards both. We cannot avoid any of them. So things should be planned in such a way that they should not disturb each other. 

I also believe in equal distribution of work in any system. Those who are good performers are overburdened with more and more work whereas those who perform badly are given front work. Sometimes such things disturb the balance in the system as well as in personal life. I also want to say that the system should analyze and provide equal opportunities to all employees. So that all will work with a happy framework of mind.

Now let's talk about love learning and hate learning. A class full of 40 students includes 40 different personalities with different interests, IQs, hobbies, behaviours, values, family backgrounds, society etc.

Hence they all perform differently in their assessments. It is usually observed that children are weak in major subjects based on concepts, which does not happen in 1 day, one month, or 1 year. Students get weak year by year. Becoming weaker in any subject may have several reasons. For example, a child could be weak in math or science because of not attending classes regularly, being busy in co-curricular activities, or because of dislike for the subject or subject teacher. But the less marks do not decide a child's wisdom or his potential.

 Also, there are different types of children for example some children learn under pressure whereas some learn when they are happily ready to learn. So a teacher must develop a rapport with these students. In the starting period, teachers should take some time to understand students' mindsets so that learning can be done positively. Until and unless a child is not connected with the teacher, the subject being taught by the teacher will be difficult to be understood by the child. 

Gradually students will develop fear or hesitation with the subject teacher and hence stop asking questions. Day by day he/she will keep on moving to the next topic with piled-up doubts in their mind. That is how they become weak and weaker day by day in the particular subject. Becoming weaker in a subject ends the interest in that subject. And the student finds the particular subject boring and stops paying attention. Also, try to run away from that subject and ignore the subject teacher. Hence love learning can only be done if the child is happily ready to learn.

In my opinion, a teacher should look presentable and approachable. Each student observes his or her teacher minutely, small talk by a teacher means a lot to the student, and a small encouragement done by the teacher can be a big effort in bringing change and improvement in a child's performance.

Once the child feels connected to the teacher, it means the teacher has won the half battle. Because the child will put his or her best effort into making the particular teacher happy, the child will try not to leave the chance of complaint, and s/he will focus more and more. That is how the child will start moving towards this step of Improvement.

Mohini Rai
Sunbeam Suncity

Good Schools of India Journal @ www.GSI.IN

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