Masterclass 2025, cohosted byGurdeep KaurandSandeep Dutt, focused on reading, reflection, and building meaningful relationships with teachers from 15 schools. We brought insights from the book "Productive Failure" by Manu Kapur into our classrooms, engaging educators from theSunbeam Group of Educational Institutions,The Doon School, and ourGood Schools Alliancemembers, prompting them to think critically.
In The Doon School classrooms, we were inspired by a community-based initiative that explored Productive Failure and addressed a common question among educators: How do we design it collaboratively, week after week? TheGood Schools Alliance(GSA), a network dedicated to joyful and rigorous learning and teacher agency, established The Teachers Academy to tackle this question. Every Saturday evening, educators from GSA schools convene for a focused 45-minute master class—not to follow a script, but to explore ideas collaboratively. This series began with a shared reading of "Productive Failure" and has evolved into a community of practice in which teachers read, experiment, reflect, and adapt the concept to their unique contexts. The guiding principle is straightforward: try tomorrow, stumble safely, learn publicly. From this community, three micro-cases emerge, each demonstrating how a slight design adjustment can transform confusion into competence. For more details, visitwww.HappyTeacher.in Read more in the Indian Edition of the book by DrManu Kapur.
Reading from the book The Courage to Be Disliked and discussing Adlerian psychology on trust, confidence, and community feeling.
Key Takeaways
Trust vs. Confidence: Trust is conditional (e.g., a bank loan), while confidence is unconditional belief. Unconditional confidence is the foundation for deep relationships, as it shifts the burden of betrayal from the believer to the betrayer.
The Community Feeling Cycle: A virtuous cycle of self-acceptance, confidence in others, and contribution to others. Self-acceptance enables confidence, which enables contribution, which in turn reinforces self-worth and self-acceptance.
Contribution as Self-Worth: Contribution is not self-sacrifice; it's how we realize our own worth. The goal is to feel "I am of use," which is a self-serving act that creates a positive atmosphere and invites others' participation.
Workaholism as a "Life Lie": Workaholism is a "life lie"—an excuse to avoid other responsibilities (family, hobbies). It reflects a lack of "harmony of life" by focusing on a single task (work) and judging the whole person by it.
Topics
Trust vs. Confidence
The discussion distinguished between trust and confidence, framing them as the foundation of relationships.
Trust: Conditional belief based on security (e.g., a bank loan requiring collateral).
Confidence: Unconditional belief without security.
This is the basis of Adlerian psychology for deep relationships.
It separates tasks: the believer's task is to believe; the other person's task is whether to betray.
The goal is to build relationships, not to be naive.
The Danger of Doubt: A foundation of doubt creates a self-fulfilling prophecy, where one finds "evidence" to confirm pre-existing suspicions.
The Community Feeling Cycle
The three key concepts form a circular, interdependent structure for achieving a sense of belonging.
1. Self-Acceptance: Accepting oneself "just as one is."
2. Confidence in Others: Unconditional belief, which shifts one's view of others from enemies to comrades.
3. Contribution to Others: Action taken for the community.
This is not self-sacrifice; it is how one realizes personal worth by feeling "I am of use."
Example: Washing dishes with joy creates a positive atmosphere that invites help, unlike grumbling, which pushes people away.
Workaholism as a "Life Lie"
Workaholism was presented as a "life lie"—an excuse to avoid other responsibilities (family, hobbies).
It reflects a lack of "harmony of life," where one focuses on a single task (work) and judges the whole person by it.
The 10-Person Rule: In any group of 10, one person will dislike you, two will be close friends, and seven will be neutral. A lack of harmony means focusing only on the one person who dislikes you.
Stammering Example: Stammering is not the root problem; it is a symptom of self-consciousness and a lack of harmony, where one focuses on the single person who might mock them.
Q&A: Adaptability and Change
Khushie asked why Adlerian psychology suggests it takes 20 years for a 40-year-old to change vs. 10 years for a 20-year-old.
Reason: Younger people are more adaptable and have not yet developed rigid patterns.
Analogy: Soft clay is easier to mold than hardened clay.
Analogy: Digital natives learn new tech faster than older generations.
Next Steps
Khushie: Post remaining questions in the WhatsApp group to invite discussion from the entire group.
Shalini: Share the intended comment via WhatsApp voice note due to poor audio quality during the meeting.
This year's first Learning Forward Saturday session was to set our agenda straight with all sincerity. As a teacher, I want to ask difficult questions of myself and my community about teaching and learning. These questions can unsettle us and push us to the verge of wanting to leave the profession and feeling exhausted. Both these circumstances motivated me to take a challenge to our collective of reading a report done by the Language and Learning Foundation on teaching and learning.
Teaching is not a regular job. It requires patience, compassion, a kind heart, self-awareness and lots of good cake and coffee (because how else will you survive the burnout?). While these are essentials, we require dedication towards research. The Oxford definition of 'research' as a verb is 'investigate systematically'. When we read a research report with findings and recommendations, we read, reflect and see what we can take from it. In our session, we took up questions and thought of various ways we assume certain things about children, learning and teaching. Can we undo these and feel safe enough to bring it to our group? At Learning Forward Saturday, we are constantly trying to create a space that would invite our limitations and reflections.
ASSIGNMENT NO. 3- Case Study: Using Productive Failure to Help Class 2 Students Understand Multiplication
Introduction
While teaching multiplication in Class 2, I noticed that many students were confused. They mixed multiplication with repeated addition and simple counting. Instead of correcting them immediately, I used productive failure, an approach suggested by Dr. Manu Kapur, where students are encouraged to try, make mistakes, and explore first. This initial struggle helped them develop curiosity and a deeper understanding.
Initial Confusion: Productive Failure Stage
When I wrote examples like 3 × 4 on the board, students:
counted all number one by one
confused multiplication with addition
did not understand the idea of “equal groups”
I allowed them to attempt solutions without giving them a ready-made method. Their mistakes became productive learning opportunities, not barriers.
Hands-On Learning: Turning Confusion into Understanding
To make multiplication concrete, I used rajma seeds.
Activity: Making Equal Groups
For 3 × 4, I asked students to make 3 groups and put 4 seeds in each group.
They tried, failed, rearranged seeds, discussed, and finally discovered:
“Multiplication means equal groups of the same size.”
They also connected it to repeated addition:
3 × 4 = 4 + 4 + 4
Hands-on exploration changed abstract numbers into something they could see and touch.
Storytelling: Making Multiplication Meaningful
I used a story: Rina and the Chocolate Packets.
“Rina had 3 packets. Each packet had 4 chocolates.”
Students helped Rina find the total using seeds and drawings.
They said excitedly:
“Ma’am, it is 3 packets of 4!”
“This is multiplication!”
The story reduced fear and increased excitement.
Discovering Properties of Multiplication
Through activities and stories, students experienced multiplication properties instead of memorizing them.
Commutative Property
3 × 4 and 4 × 3 were modeled with seeds; students saw that the totals were the same.
Multiplication as Repeated Addition
4 + 4 + 4 = 12 → 3 × 4 = 12
Multiplying by 0 and 1
No chocolates in packets → 3 × 0 = 0
One packet keeps the same total → 5 × 1 = 5
They discovered these properties naturally through play and manipulation.
Learning Outcomes
By the end of the lesson, students were able to:
explain multiplication in their own words
make equal groups using objects
connect multiplication with repeated addition
understand and use multiplication properties
show enthusiasm instead of confusion
Distracted learners became active participants, eager to try.
Conclusion
This experience showed me that productive failure, combined with hands-on learning and storytelling, greatly supports Class 2 students’ understanding of multiplication. Allowing children to struggle first, talk, try, and correct themselves led to deeper and more joyful learning. They learned that mistakes are not failures — they are steps toward mastery.
ASSIGNMENT NO. 4- Case Study: Enhancing Understanding of Plants Through Multimedia and Hands-On Activities
I taught the topic “Plants and Their Parts” using PPT, videos, real plants, and a simple experiment. Initially, students could name parts of a plant but were confused about their functions and minute features such as veins in leaves and transpiration.
Teaching Approach
I first used a PPT to show labelled diagrams of roots, stems, leaves, and flowers.
Then I showed a short video explaining how water moves through plants and how transpiration occurs.
Students then observed real plants and leaves, touching and examining veins and stems closely.
Finally, I demonstrated transpiration by tying a plastic bag around a leafy branch. After some time, water droplets appeared inside the bag.
Student Learning
Students were able to:
identify plant parts and state their functions
observe minute details like veins in leaves
explain transpiration in simple words
stay engaged through hands-on experience
Conclusion
Using PPTs, videos, real plants, and experiments turned confusion into clarity. Students learned by seeing, touching, and doing, which increased curiosity and understanding of plant structure and transpiration.
ASSIGNMENT NO. 5- Teaching Non-standard and Standard Units of Measurement in Class 2
While teaching measurement in Class 2, I introduced the concepts of non-standard units (handspan, footstep, paper clips, blocks) and standard units (centimetre, metre). At first, the children were confused. They measured the same object with different results and did not understand why the answers were changing.
Instead of directly correcting them, I used learning by doing with real-life examples.
Classroom Activities
Students measured the length of the table using their handspans.
They measured the classroom floor using footsteps.
They compared answers and noticed they were not the same.
This led them to realise that hand sizes and footsteps are different. From this discovery, I introduced the idea of standard units such as the ruler, scale, and metre tape.
Next, students measured the same objects again using:
ruler
measuring tape
They observed that the answers were now the same for everyone.
Real-Life Connections
I discussed examples such as:
a tailor using a measuring tape
a doctor measuring height
a shopkeeper measuring cloth
These situations helped children understand why standard units are important in daily life.
Learning Outcomes
By the end of the lesson, students were able to:
differentiate between non-standard and standard units
explain why non-standard units give different answers
measure objects correctly using a ruler or tape
connect measurement with real-life situations
Conclusion
Through learning by doing and real-life examples, students’ confusion turned into clarity. Hands-on measurement experiences helped them understand why standard units are needed, making the concept meaningful and enjoyable.
Assignment 1: The “Clean Water” Trap (Filtration for EVS)
The Challenge:
Students are asked to create a “filter” for simulated Electric Vehicle (EV) battery coolant (water mixed with heavy glitter/sand). The goal is to obtain perfectly clear water using only one layer of thin cloth.
The Productive Failure:
The water remains cloudy, or glitter passes through. Students realise that a single “barrier” isn’t enough for high-tech needs.
The Turning Point:
A discussion is held on “stages” of filtration.
The Success:
On the second attempt, students layer gravel, sand, and cloth. They learn that complex systems (like those in EVs) require multi-stage protection to stay clean.
Assignment 2: The “Dry” Jar (Condensation Mystery)
The Challenge:
Students are told to make “clouds” (condensation) appear on the outside of a glass jar using only lukewarm water.
The Productive Failure:
They wait and wait, but the jar stays bone dry. They try stirring it or adding more warm water, but nothing happens.
The Turning Point:
I ask, “What is the difference between the jar and the air around it?” We then introduce a bowl of ice.
The Success:
By placing ice inside the jar, the outside fogs up instantly. They learn that condensation requires a temperature difference, not just water.
Assignment 3: Biological Resistance
The Stubborn Stem (Colour Defiance)
The Challenge:
Students are given white carnations with thick, woody stems. They are asked to turn them blue by placing them in coloured water for 30 minutes.
The Productive Failure:
Even after an hour, the petals remain perfectly white. Students are frustrated because they “know” plants drink water.
The Turning Point:
We discuss xylem and travel time. We cut the stem vertically to see the “highways” inside.
The Success:
They realise that biological change isn’t instant; it requires patience and a specific stem type (like celery) to see immediate results.
Assignment 4: The Sleeping Potato (Dormancy Failure)
The Challenge:
Each student is given a store-bought potato and told to make it grow stems (sprouts) in three days by keeping it in a dark, dry cupboard.
The Productive Failure:
After three days, 0% of the potatoes have grown stems. They look exactly the same.
The Turning Point:
We talk about dormancy. Some potatoes are treated to prevent growth, and all need moisture and light to “wake up.”
The Success:
We move them to a sunny window with a damp paper towel. They learn that life doesn’t just “happen”—it needs the right environment to trigger growth.
Assignment 5: The “Silent Lesson” (My Personal Productive Failure)
The Challenge:
I am Shalini Singh, a science teacher. Recently, I wanted to conduct an experiment in my own teaching style. I tried a “Silent Inquiry” lesson where I provided no verbal instructions at all, hoping the students’ curiosity would lead them to the answer.
The Productive Failure:
The classroom became chaotic. Students were confused, some started playing with the equipment incorrectly, and the learning objective was completely lost. I felt like I had failed as an educator that day.
The Turning Point:
Instead of giving up, I sat with the data. I realised that “total silence” was too much of a leap. Students need “scaffolding”—a bridge between total freedom and total instruction.
The Takeaway:
This failure changed my life. I realised that my teaching is also an experiment. Now, I use “guided failure”—I give students enough information to start, but enough room to stumble. My “failed” lesson was the best teacher I ever had because it taught me that the most productive classrooms are built on a balance of struggle and support.
To review education research and motivate teacher professional development.
Key Takeaways
Research-Backed CPD: The session drew on findings from a multi-partner study (Tata Trust, HP Foundation, etc.) to establish that continuous professional development (CPD) is a research-backed necessity, not merely a school mandate.
Classroom Gaps: The study identified key gaps: inactive print materials (73% of classrooms), rigid seating (73%), and limited use of home languages (9%), despite high teacher proficiency (73%).
Feedback & Differentiation: Teachers' current feedback is often superficial (e.g., "Good"), and differentiation is rare (30% of teachers). The research recommends targeted strategies like flexible grouping and scaffolded tasks.
Oral Language Focus: The study found that language teaching relies on rote copying. The group discussed shifting to open-ended questions that require inference and prediction to develop critical thinking.
Topics
Motivation for Professional Development
The session's goal was to shift the perception of Learning Forward Saturday from a mandatory event to a research-driven necessity for improving teaching.
The discussion focused on a study by partners including Tata Trust, HP Foundation, and Quality Education Support Trust to provide an evidence-based foundation for this work.
Classroom Environment & Interaction
Findings:
Print-rich materials are common but often at inaccessible heights.
Seating is rigid (73% in rows/columns), limiting interaction.
Student talk is minimal, with few opportunities for free conversation.
Home languages are rarely used (9% of teachers), hindering comprehension.
Recommendations:
Place print materials at eye-level and use them actively.
Adopt flexible seating to foster collaboration.
Strengthen teacher-child relationships to build student confidence.
Consistently use home languages to improve participation.
Discussion:
Brinda noted the NEP also recommends using mother tongue for clarity.
The group agreed immersive language exposure is more effective than translation.
Brinda shared a personal anecdote of a child learning four languages simultaneously through immersion.
Lesson Planning & Delivery
Findings:
Teachers rarely monitor work during tasks.
Feedback is superficial and lacks guidance for improvement.
Questioning is often whole-class, eliciting choral responses.
Differentiation is rare (used by only 30% of teachers).
Recommendations:
Use regular observation to identify errors and adjust instruction.
Provide specific, actionable feedback with clear steps for improvement.
Use varied checks for understanding (e.g., asking individuals to explain).
Implement targeted strategies like flexible grouping and scaffolded tasks.
Discussion:
Sunita shared a feedback system using "Good," "Very Good," and "Increase Effort" stamps.
Brinda stressed the need for clear instructions to prevent misunderstandings.
Manjula suggested seating struggling students at the front for more attention.
Brinda advised investigating the root cause of learning difficulties and challenging bright students to prevent boredom.
Neelashi suggested having students create puzzles to develop problem-solving skills and foster compassion.
Language Teaching Practices
Findings:
Oral language activities rarely use real-life experiences or open-ended questions.
Decoding instruction is unsystematic.
Independent reading lacks teacher guidance (only 18% of teachers provide it).
Writing tasks are mostly rote copying (blackboard/textbook).
Recommendations:
Connect oral language activities to familiar contexts.
Use open-ended questions to encourage prediction, inference, and deeper thinking.
Discussion:
The group defined open-ended questions as those with no single "right" answer, requiring students to explain their reasoning.
Minakshi gave an example: "Why do we need to study school?" vs. a closed question like "Is this right or wrong?"
Next Steps
Neelashi: Share the research document link with all teachers.
Neelashi: Schedule the next session to continue the discussion.
Minakshi: Share the "Kachua and Khargosh" (Tortoise and Hare) story video with the group.
