Meet and Greet with Kamala Mukunda

Brewing Knowledge Friday 29th August 2025

Promoting Reading Culture in Schools

The Meet and Greet Session covered reading culture and Kamala's psychology book for teachers, sparking discussions on educational challenges and the impact of technology on children. It concluded with talks on building reading habits, addressing system issues, and the use of AI in education, with participants sharing their experiences and solutions. The meeting emphasised the importance of reading and fostering a reading culture in schools. Sandeep introduced the session, highlighting the joy of reading and the goal of understanding children's hearts. Kamala discussed the lifelong nature of learning and the role of reading in discerning information. She shared that at her school, teachers engage in reading activities and encourage students to read non-fiction. The conversation ended with a discussion on building a reading culture in schools where it may not already exist.

Memory and Learning Styles

Brewing Knowledge Friday, 22nd August 2025

Introducing Neelashi Mangal, who joins us at the Learning Forward India Foundation as our Training and Programs Lead. Neelashi is currently working as a curriculum developer and a teacher-trainer at a Buddhist school in Bodhgaya. Earlier, she worked in Nepal. Trained as a Waldorf teacher after finishing her M.A. in Education at Azim Premji University. Some of the NCERT and New Education Policy makers have been her professors, which was a breakthrough for her and an opportunity to see education in a completely different light.

Quick recap

The meeting began with introductions and discussions about constructivist learning principles, with a focus on the importance of hands-on activities and open classroom discussions. The group explored memory retention and learning methods, with participants sharing insights on the value of memorisation and connecting education to real-life experiences. The session concluded with a discussion of a Rumi story about artistic competition and inner purity, followed by announcements about upcoming events and programs.

Next steps

• All participants are to write their thoughts and reflections in the WhatsApp group after each session.
• All participants are to register for the upcoming Saturday session on the website.
• All participants are to attend the Sunday session and explore the new topic with the guest speaker.

Summary

Constructivist Learning and Team Integration

The meeting began with Sandeep introducing the session and welcoming participants, including Manisha, Kunal, and Neelashi. Sandeep emphasised the importance of small group discussions for effective learning and introduced Neelashi as a potential new team member. The group discussed the previous session's focus on constructivist learning principles and procedural knowledge, with Sandeep emphasising the importance of hands-on activities and open discussions in the classroom. The session concluded with plans to start a new chapter in the book and a brief discussion on the topic for the students.

Constructivist Learning and Memory Retention

Sandeep discussed the importance of constructivist learning principles and procedural knowledge, emphasising the need for hands-on activities and open discussions in classrooms. He read from a handbook on child learning, focusing on memory and the role of memorisation in education. Sandeep questioned the long-term value of memorised knowledge and highlighted the importance of understanding concepts rather than just memorising facts. He also mentioned a study by psychologist Harry Berwick on the long-term retention of knowledge gained in high school, suggesting that learning over a more extended period is more effective for memory retention.

Enhancing Memory and Learning Strategies

The group discussed the importance of memory and learning, with Sandeep emphasising the value of understanding concepts and applying experiential learning. Neelashi read a conclusion about using memory more imaginatively, and the class discussed how teachers can utilise students' natural memory abilities to their best advantage. Meenakshi shared her thoughts on the value of memorisation and connecting learning to real-life experiences, emphasising the need to tailor education to local contexts. Sandeep encouraged the group to reflect on their knowledge and record their takeaways from the session.

Enhancing Learning Through Storytelling

Sandeep discussed the importance of sharing thoughts and reflections from sessions via WhatsApp, emphasising that writing detailed blog posts is not necessary due to time constraints. He encouraged participants to engage in discussions and learning activities, mentioning a "learning langar" initiative. Sandeep also introduced a weekly storytelling session featuring Rumi's stories, which he believes brings joy and helps participants reflect on life's wonders.

Chinese vs Greek Artistry Contest

Sandeep narrated a story about a competition between Chinese and Greek painters in Asia Minor, organised by the Sultan to settle their long-standing rivalry. The Sultan assigned two empty cottages to the competing groups, giving them one month to present their projects. While the Chinese painters focused on applying layers of paint to beautify their designs, the Greek painters spent countless hours removing old paint, mildew, and decay from their cottage's walls. After a month, both groups presented their masterpieces to the Sultan, who was astounded by the beauty of the Chinese paintings and the simplicity and transparency of the Greek artists' work, which perfectly reflected the Chinese paintings. The Sultan concluded that the Greek painters had superior artistry.

Rumi's Values in Art Discussion

The meeting focused on discussing the Rumi story and the values of transparency and purity in art. Sandeep led the discussion, emphasising the importance of inner purity and consistency in learning. Mamta shared a moral reflection on the difference between outer decoration and inner cleansing in art. The session concluded with Manisha inviting participants to attend upcoming events, including a Sunday session on "The Life of Animals" with a guest speaker. Sandeep announced details about future programs and encouraged online registration for upcoming sessions.

AI can make mistakes. Review for accuracy.

Trying Before Teaching – A Real Experiment on Fractions in Grade 3- Devika Singh,

As a mathematics teacher, I often think about how children learn best. Do they really understand concepts when I explain them first, or do they grasp ideas more deeply when they try to solve a problem on their own? Inspired by Manu Kapur’s idea of Productive Failure—the notion that struggling with a challenge prepares the mind for deeper learning—I decided to experiment with my Grade 2 students.

I divided the class into two groups. The first group was given a problem without any explanation, while the second group received a traditional lesson first.

The problem for the first group was simple yet tricky:

“You and 3 friends bake a big chocolate cake. You cut it into 4 equal pieces. Later, your brother joins—now 5 people have to share. How can you divide the cake fairly? How much will each get? Show it with a drawing.”

I didn’t give hints or definitions. They could draw, fold paper, or use cutouts—it was entirely up to them.

The results were fascinating. Some children divided the cake incorrectly but quickly sensed it wasn’t fair. Many believed that “more slices” meant “more cake.” Some folded sheets and recalculated, while others erased and argued with friends. A few were not able to do it, but most of them were fully engaged. I could see real thinking and discovery taking place.

Only after this did I begin teaching fractions—explaining ½, ¼, ⅕, and how fractions represent equal parts. This time, the classroom felt different. The students listened with sharper questions, compared answers, and connected my explanations to their own attempts.

When both groups later took the same test, the difference was clear. The group that had first struggled showed stronger reasoning and were able to explain why a fraction was fair or unfair. The traditional group performed well on definitions but often struggled with application.

This experiment taught me something valuable: struggle, when safe and supported, helps children learn more deeply. They are capable of figuring out more than we assume, but only if we give them the chance.

Next time, I plan to try problems like comparing ⅓ and ¼, or using liquids like juice and water to make sharing more real. I also want to see what happens if students design their own problems.

That day, when my students argued over how to share a chocolate cake, they weren’t only craving dessert—they were learning with excitement. Letting them try before I taught made all the difference.

 - Devika Singh,

Sunbeam International Varuna

Adducation: Power of “U” in Nation Building- Manisha Khanna

Sandeep Sir called me to share some changes happening at the office. What began as a simple update soon turned into a deeper discussion about education, growth, and reflection. In that conversation, he shared a word that instantly struck me—Adducation. It was so powerful and thought-provoking that it inspired me to pen down this blog.

Adducation beautifully captures the essence of growth: when “U” is added to the nation, education becomes complete. Education, after all, is not just about systems or policies—it is about the individual who reflects, contributes, and grows with the nation.

Every -tion word tells this story. Education lays the foundation. Vocation gives us direction. Reflection sharpens our learning. Innovation fuels creativity. Transformation drives progress. But each of these finds true meaning only when the individual—the “U”—steps forward with effort and purpose.

Experience, too, does not come from working alone. It grows when we pause to reflect on our actions, identify strengths and limitations, and learn from every outcome. Failures, when seen positively, are not setbacks but productive lessons—stepping stones that shape resilient individuals and, ultimately, a stronger nation.

This is the essence of Adducation: that the true power of progress lies in “U”—your courage, your reflection, and your resilience. When individuals grow with positivity and persistence, the nation flourishes with them.

“When U add yourself to the nation, education becomes transformation.”

This thought, and this word, came from Sandeep Sir, whose insight continues to inspire.

Dedicated to Sandeep Sir, whose vision of Adducation is shared here.

- Manisha Khanna

From Confusion to Clarity: The Productive Failure of Subject-Verb Agreement - Tanuja Jha

 

​The first time I introduced the concept of subject-verb agreement to my Class 7 students, it was a classic case of what I now understand as "unproductive success." The textbook's approach was a predictable, formulaic list of rules: "Singular subject takes a singular verb," "Plural subject takes a plural verb," and so on. We spent a week drilling the rules, doing worksheets, and correcting sentences. The students, diligent and eager to please, learned the rules and applied them with remarkable accuracy on their tests. I felt a sense of triumph—they had "gotten it."

​Yet, a week later, when they were asked to write a short story, the same errors reappeared. Sentences like, "The boys plays in the park" and "The cat run fast" were scattered throughout their writing. The knowledge hadn't stuck; it was just a temporary, performance-based understanding. My initial "success" was a shallow one, a mere memorisation of rules that didn't transfer to real-world application. It was a classic "failure" in the sense that Manu Kapur describes: the absence of a genuine struggle to build deeper understanding.

​Inspired by Kapur's work, I decided to embrace this failure productively. I realised my previous mistake was in giving them the solution (the rules) before they had even identified the problem. The next day, I didn't mention any rules at all. Instead, I presented them with a challenge.

​I wrote a series of sentences on the board, some correct and some intentionally wrong. For example:

​The boy reads a book.
​The birds sings in the morning.
​My mother cook a delicious meal.
​They are my best friends.
​She is my sister.

​I then divided the class into small groups and told them, "Your job is to figure out what's wrong with some of these sentences and why. There are no rules in the textbook to help you with this. You have to figure out the pattern on your own. Talk to each other, look at the words, and see what you notice."

​Initially, there was a quiet murmur of confusion. The students were accustomed to being given the answer, rather than discovering it. This was the "productive failure" phase: a moment of cognitive struggle and perplexity. Some students were quick to point out that "sings" in the second sentence sounded wrong." Others noticed the pattern of an "s" at the end of the verb in some sentences but not others. A few groups even started making their own incorrect guesses, which I encouraged as part of the process. I moved between the groups, gently prompting them without giving away the answers. "What's different about 'boy' and 'birds'? What's different about the person who is 'my mother' and 'they'?"

​This open-ended, exploratory phase was rich with peer interaction and active struggle. It was a space for them to fail—to propose an incorrect rule or make an inaccurate observation—and then correct themselves through discussion with their peers. This wasn't about right or wrong answers yet, but about the active process of problem-solving and pattern recognition.

​After a good 15 minutes of this productive struggle, I brought the class together. One group's spokesperson, a girl named Leena, bravely stood up and presented their hypothesis: "We think that if the first word is just one person or one thing, the verb has an 's' at the end. But if it's more than one, it doesn't."  Another student, Akash, added, "And for 'is' and 'are', 'is' is for one person, and 'are' is for many."

​At that moment, the textbook's rules didn't need to be memorised; they were discovered. The students had, through their own struggle and collaboration, constructed the rules themselves. Now, when I introduced the formal terminology like "singular" and "plural" and the concept of subject-verb agreement, it wasn't a foreign concept. It was a label for a pattern they had already identified and understood.

​The retention and application were far more robust this time. When they wrote their next stories, the grammatical errors were significantly fewer. And when they did make a mistake, they could often self-correct because they had an intuitive feel for the concept, not just a memorised rule. This classroom experience validated the core premise of Kapur's work. By allowing students to struggle with a problem and "fail forward" into a solution, we empower them to build a deep, lasting understanding. The "failure" was the very ground upon which authentic learning was built.

Tanuja Jha 

Sunbeam School, Varuna

Productive Failure: The Paradox Well-Illuminated- Munmun Barik

Manu Kapur’s highly experimental work, Productive Failure, with its oxymoronic title, clarifies the age-old paradox: “Failures are the Pillars of Success.” Especially in the teaching–learning scenario, this work becomes a mirror for us, teachers who constantly experiment with varied methodologies—brainstorming, role play, hot seat, peer learning, experiential tasks, etc.—yet often face moments when all our enthusiasm seems to “fail” in engaging students emotionally and wholeheartedly. The book reassures us with a profound idea: if the process is well-structured, scaffolded, and guided with sensitivity, failures are not dead ends but fertile grounds for fruitful learning.

After a close reading of the book (reading till date) and reflecting on headings like Active Priors, Emotions in the Brain and The Emotional Spectrum (Kapur, pp. 133–134), I was inspired to design my own classroom experiment with Class 4B while teaching English grammar and vocabulary, specifically prefixes.

My class, consisting of 31 students became the field of study. Instead of beginning with words from the textbook, I tapped into their lived experiences. To introduce the topic, I began with a situational cue from their daily life. I spoke about YouTube and asked them, “What do you do when you like a channel?”

The students immediately jumped in with overlapping replies: “Ma’am, I subscribe it,” while some others said, “I press the like button.” Then they were asked what they did if they no longer wanted to watch that channel. This time their chorus was even louder: “We unscribe... unsubscribe, ma’am!” In that simple exchange, they discovered how, just by adding the prefix un, the meaning of the word changed completely. From there, I introduced prefixes.

The first sparks came quickly with words like unhappy, uncommon, unable, and soon after with dishonest. Yet, to my dismay, the momentum stalled. The students fell back into a small comfort zone of familiar words, unwilling to risk experimenting beyond what they already knew. At that moment, I felt the very failure Manu Kapur writes about: a class reluctant to stretch itself.

Instead of supplying them with ready-made enlisted words, I decided to embrace this moment of failure as productive. I framed scaffolding prompts around what touched them most—their families, their choices, their little worlds. I asked them to reflect:

• Who usually helps you pack your school bag? And who helps you to do the opposite when you reach home?

• When your father comes from the market carrying heavy bags, what do you do to make them lighter?

• Who makes the wisest decisions at home? Have you ever made a decision? Was it wise?

• In your bedroom, what things do you find really necessary for you every day? And what about the things that are not?

• Do you feel yourself lucky or fortunate in your family?

I sent them home with these emotionally loaded questions, imagining the rich discussions they would carry to their dining tables.

The next day, the classroom transformed. Students came brimming with stories, impatient to unfold them. Anvika called herself the “luckiest” because she is her papa’s “cutest girl.” Arsh narrated how his dog had scratched him, so he was feeling a little “unwell” that day. Trying to comfort him, I said, “Oh dear, that was really unpleasant for you and totally unexpected as well.” But he innocently defended, “Ma’am, he didn’t do it unintentionally (उसने यह जानबूझकर नहीं किया).” My heart swelled—my student had come up with a new word far beyond my expectations. Sanskriti identified three things in her study room that were “unnecessary.” Dhairya shared an “unwise” choice that left him upset. Aryaman, who is still uncertain about making new friends in the hostel, admitted softly, “I am unhappy because I miss my mother.”

The words emerged not as abstract linguistic units but as lived expressions—charged with emotions, shaped by family bonds, and coloured by self-reflection. That day, my otherwise reticent students spoke freely, little bothered about being right or wrong. As I gently repeated their words, listing them on the greenboard—unintentionally, unnecessary, unwise, unfair, unpack, unload, unhappy, unfortunate—the list grew organically out of their own narratives. The more emotionally invested they were, the more vivid and lasting their learning became.

Thus, my small classroom experiment found its validation in Manu Kapur’s thesis: the human brain is deeply attuned to emotional stimuli, and learning anchored in emotions is retained with greater clarity and energy. The failure to recall “prefix words” the previous day was not a defeat, but a preparation—an active struggle—that set the stage for richer, more meaningful learning the next day.

In essence, Productive Failure reminded me that, as a teacher, my task is not to eliminate struggle, but to design it carefully—holding my students in a space where their initial failures ripen into productive learning opportunities.

Munmun Barik

Sunbeam Suncity (School & Hostel)

Productive Failure in Classroom Learning: Lessons from Sunbeam English Bhagwanpur

Abstract

This paper examines the application of Manu Kapur’s concept of Productive Failure (PF) within the classroom setting of Sunbeam English School, Bhagwanpur. Drawing from real classroom observations and experiences, the study highlights how intentionally allowing students to struggle with complex problems before formal instruction can lead to deeper conceptual understanding and better retention. Examples from English and Science lessons are used to illustrate the PF process, alongside observations of student behaviour, collaboration, and eventual mastery. The paper proposes a practical approach for teachers to integrate PF into everyday lesson plans without sacrificing syllabus completion or exam preparation.

1. Introduction

In most classrooms, including my own at Sunbeam English Bhagwanpur, there is a strong instinct to prevent students from making mistakes. We tend to “step in” and correct them quickly, thinking it will save time. However, reading Manu Kapur’s Productive Failure: The Hidden Role of Failure in Learning and Innovation changed my perspective. PF argues that failure — When structured and guided, it can be a stepping stone to deeper learning. This research reflects on my own teaching practice, where I experimented with giving students space to attempt complex tasks without immediate help, and then guiding them through reflection and correction. 

2. Literature Review

Manu Kapur (2008) introduced Productive Failure as a deliberate learning design where students attempt to solve challenging problems before being given the “right” solution. Key points from existing research include: • Struggle as a Learning Tool: The act of attempting multiple solutions increases conceptual richness.

• Delayed Instruction: Providing explanations after students’ failed attempts leads to stronger long-term retention.

• Transfer of Learning: Students trained with PF strategies perform better in applying knowledge to new situations. Studies in Singaporean classrooms and corporate training show consistent benefits, but cultural attitudes towards failure often affect adoption.

 3. Methodology

This paper uses classroom-based qualitative observation. Over two weeks, I applied PF techniques in two subject areas:

1. English Literature (Class 9) – Analysing a poem without prior teacher explanation. 2. Science (Class 8) – Designing an experiment to filter dirty water using everyday materials. Students worked in small groups, were given no direct answers initially, and were asked to present their reasoning before I provided the correct explanation. 

4. Findings and Discussion

4.1 The Exploration Phase

In the English Literature class, students were given the poem The Lake Isle of Innisfree without any background notes. They were asked to interpret the poet’s feelings and setting. The first few minutes were chaotic — guesses ranged from “a picnic spot” to “a fisherman’s hut.” Similarly, in Science, some groups tried to use too many materials for water filtration, making the process inefficient.

 4.2 The Consolidation Phase

After the brainstorming, we provided the poet’s biography and thematic background, linking their guesses to the actual meaning. In Science, we discussed why certain materials failed to filter effectively and demonstrated a more efficient design. 

4.3 Student Reactions

Interestingly, students remembered the “wrong guesses” just as much as the correct answers — and could explain why those guesses were wrong. This matches Kapur’s claim that reflection after failure builds stronger mental connections. 

5. Practical Framework for Classroom PF at Sunbeam

Exploration — Pose a problem without giving the answer | Example: Ask students to decode the poem's meaning before taking notes.

Reflection — Discuss why certain ideas didn’t work | Example: Analyse why adding sand before gravel failed in filtration.

Consolidation — Provide targeted instruction | Example: Give literary context or correct the experiment process.

Reinforcement — Apply the learned concept in a new scenario | Example: Use the same PF process in the History map-reading task.

6. Challenges and Limitations

Some students initially felt anxious when left without guidance, especially those used to step-by-step instructions. Time management was also a concern, as PF can take longer than traditional teaching. A balance between exploration time and syllabus coverage is essential. 

7. Conclusion

Integrating Productive Failure at Sunbeam English Bhagwanpur has shown promising results. Students are more engaged, remember concepts longer, and approach problems with greater confidence. While PF requires careful planning, it aligns with the school’s vision of fostering independent thinkers rather than rote learners. 

References

Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424. 

Kapur, M. (2023). Productive Failure: The Hidden Role of Failure in Learning and Innovation. 

Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures. 

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

- Aysha Bhoomi

The Feedback Card - Gurdeep Kaur

8:00 am – Reading a newspaper article quoting the Supreme Court on student stress and suicides.

5:30 pm – Saturday Master Class: Reading Productive Failure, Chapter: Affect – The Curious Child.

The newspaper article felt like a problem statement; Productive Failure felt almost like the book for the solution.

Once, in class, I said: “If you don’t study, you’ll fail.”

It’s a familiar line — the pet dialogue of many teachers and parents. But with those words, the joy of learning fades. Curiosity is replaced by anxiety. The stakes shift — no longer about learning, but about performing. The curious eyes in front of me turn into eyes clouded with fear.

Fear of failure — a fear we plant ourselves. And as these children grow, that fear becomes a wall they cannot climb over. Because from the very beginning, failure has been a bad word.

Rethinking the Report Card. What if we redesigned it?

What if we called it a Feedback Card, where we don’t declare success or failure, but offer guidance?

Instead of: “The child is not promoted to the next class,” we could write: “The child hasn’t yet mastered these topics — please focus here next year.”

This slight shift would turn the report card into a bridge, not a wall — a handover to the next teacher, not a judgment.

When a child learns to cycle, we say: “Try again, you’ll get it.” When they learn to drive, dance, paint, or play a sport, there’s no deadline, final exam, promotion clause, or report card.

Only feedback. We allow the journey to take as long as it needs. One day, I hope to read a Supreme Court directive that says: 

“No report cards to be shared — only feedback cards to be shared.”

If we can redesign a small piece of paper called a report card, maybe we can also redesign the way children see themselves. Years later, they’ll look back and say, “Those were the days when learning felt alive, not like a race.”

Note: I am curious about designing a feedback card. I’m open to collaborating with anyone who believes in reimagining how we record and communicate learning.

Gurdeep Kaur

The Teachers Centre Ambassador and C0-host Saturday Masterclass

—

We have a solution!

Check out the GSA Record Book and the My Good School Report Card, available as Creative Commons at: www.inYouth.org

To Chat or not to Chat (Chat GPT) - RP Devgan

The debate over the use and effect of Artificial intelligence (AI) rages on.I am reminded of my school days when the hot essay topic used to be"Science is a good servant but a bad master".

Before AI we have had the use of technology in Schools in India.In many cases Schools have gone overboard in its use and introduced Computers right from class 1 for 6 years old compared to 140 Waldorf Schools in the USA that do not allow the use of any gadget in their Schools till class 7.In many ways this technology has had an adverse effect on children.

AI Chat GPT was introduced in 2022 with very low investment but today OpenAI, Anthropic, Elon Musk's xAI and Facebook's Zuckerberg have invested billions and billions of dollars in AI.

President Trump on his second day in office invited Sam Altman of Open AI and unveiled an AI data center project Stargate of 500 million dollars to stay ahead of China's Deepseek.

Anthropic with Dario Amidei as CEO and Elon Musk's xAI are collectively valued at 500 billion dollars today.The stakes are high and sceptics who have smaller pockets feel that none should have the power to impose their views on the world but have little choice.

Today millions and millions of people are using Chat GPT.

What are going to be its effects? Creativity in many ways will be a victim.Critics of AI already call it a "Plagiarising Machine". It appears that the common man will suffer as it will cause environmental degradation and joblessness.

Environment degradation because the training cutting edge models cost billions of dollars and require enormous amount of water and electricity.

As it happens all new technologies have their pros and cons as does AI. Eventually it is the user who will have to be wary.

Only time will tell whether AI will live up to its promises.

Rajinder Pal Devgan (RP)

Chairman Learning Forward India, is an experienced educationist with over five decades of experience as a school leader in India and abroad.

Reviving Reading: GSA’s Digital Literacy Initiative Shines at SGEF - Shahana Khan

SGEF provided a vibrant platform for showcasing diverse educational initiatives, but among them, the Good School Alliance (GSA) stall stood out for its focus on foundational literacy through its unique online reading program.

GSA highlighted a core yet often overlooked area — the importance of reading skills. In an age where screen time is often blamed for declining reading habits, GSA smartly uses the digital platform to revive and strengthen reading fluency, comprehension, and vocabulary among students.

It was an amazing experience. Heartiest thanks to Mr. Sandeep  Dutt for giving me this opportunity to visit the Expo at the ScooNews Global Ed Fest 2025, hosted at Clarks Amer, Jaipur.

Shahana Khan

Manager, Events

Vimukti Girls School

Productive Failure - Rajni Dhondiyal

The primary objective of education is empowerment and not following up, innovation and not replication.

Being teachers, we have done brainstorming over hundreds of learning methodologies, for example, Collaborative Learning, Reverse Learning, Experiential Learning, Learning through Activities, Brainstorming, Questioning, Talking in depth, Integrated Learning, incorporating Multiple Intelligences, Traditional Learning etc. And yes, they had been very effective as the planning was always done with the objective of students grasping through these. Still, gaps (learning/understanding) have been spotted. Moreover, the maximum outcome in students was never witnessed. The teacher could transmit only the knowledge that he/she has or could gather from different resources.

In a class of 30/40, every planning is generally centred around the average so that the balance can be made. Teachers always felt it unfair to push a below-average average or restrain an extraordinary to come to a common conceptual point. On the other hand, Productive Failure talks about students starting with their own failure towards their specific capabilities. This made me genuinely attracted towards the basic idea of students’ natural learning.

The very thought took me to the age of Aryans’ way of learning. How could they reach the utmost knowledge and skill? What made them attain high thinking? It was obvious to compare. What are we missing in our teaching-learning process? The biggest difference that could be noticed was the spoon-feeding. Students are following our limited footsteps, whereas they may have better ideas and much more potential than us. The notion of their freedom of utilizing all their high calibre, in itself, is a point of relief for any teaching professional – A BREAK EVEN POINT.

Teachers are too simple to be pinned, however. However, they are too difficult to be convinced. I was convinced and assured to have the ample enthusiasm with which I could move forward towards the experiments of productive failure.

It had already taken much time to be convinced, yet it's never too late. Still, I had some doubts and hesitations, primarily whether students would get interested or not. So to be on the safer side, I planned for a QCT session (Quality Circle Time) for my experiment in spite of my major subject English.

Prior to the session, I took my students to the garden area, wherein they planted trees in a group of five. While returning, they were taken to the infirmary with a purpose of productive failure (as it had nothing to do with their upcoming task) and showed them the chart of different diseases. We came back to the QCT room and sat in a circle. Starting with Meeting up and Opening up activities, a plant was kept in the centre. Students were given a situation:

If you have to invent a plant with unique quality, what will be the uniqueness of that plant?

The prompt was pre-headedly given to them, but was unannounced (different diseases). The responses were not surprising; their trees had the quality of healing different diseases. Only two of them had introduced something new – one was Cell control and another for Virus resistance. The best 2 ideas were announced. They were told to rethink and come with new ideas.

No of Students	Old ideas	New ideas
20	18	02

In the next session, the same instructions were given. But this time, the result was amazing. Nearly half of the students had connected the quality of the tree to challenging issues like Absorption of harmful gases, High production of oxygen, Fruits containing balanced nutrients, Water production, Fruits as full day meal, etc.

This time, their trees’ qualities were related to the solutions of environmental issues – Water scarcity, poverty control, controlling weather conditions and of such levels. 11 out of 20 was a bigger number than 2 out of 20. An improvement of 45%.

No of Students	Old ideas	New ideas
20	09	11

Students were more engaged after the failure in the first session. Their brains had become active, especially when their initial ideas did not work. They were driven by either intrinsic motivation (to find better ideas) or Performance approach Goals (to find the best idea).

Since it was also my productive failure, I felt a genuine thirst for better planning. I could have given a better situation.

This failure has paved the way for further research and a few more experiments.

Rajni Dhondiyal
Sunbeam Suncity