असफल छात्रों को उत्पादक बनाने तक का सफर - मंजुला सागर

मेरा ऐसा मानना है कि  गलतियों से ही सीखने  की शुरुआत होती है। जब छात्र कठिन समस्याओं को स्वयं हल करने की कोशिश करते है तब वह कार्य को करते समय जो गलतियां होती है असली मे वही सीखने की शुरुआत होती है हर कक्षा में कुछ छात्र ऐसे होते हैं जिन्हें “असफल” या “लास्ट रैंकर्स” कहा जाता है। लेकिन  वास्तव में कोई भी छात्र असफल नहीं होता, बल्कि उसकी सीखने की क्षमता और तरीका अलग होता है छात्रों को किसी भी प्रश्न का उत्तर बताने के बजाय उन्हें स्वयं से उत्तर खोजने के लिए कहना चाहिए। जब बच्चा स्वयं से एक्सपेरिमेंट करता है तो वह उसे जीवन भर के लिए यादगार हो जाता है ।

परंपरागत शिक्षा प्रणाली में शिक्षक केवल अंकों (marks) और अनुशासन पर ध्यान देते हैं, जिससे कमजोर छात्र और निराश हो जाते हैं। लेकिन जब शिक्षक छात्रों को समझते हैं, उनकी रुचि और क्षमता के अनुसार पढ़ाते हैं, तब वही छात्र धीरे-धीरे उत्पादक (productive) बन जाते है और उनके अंदर सभी स्किल भी डेवलपमेट होते है जो आगे चलकर करियर के चुनाव में भी सहायक होता है।छात्रों को कभी  भी जज नहीं करना चाहिए। उन्हें फेल कहकर लेबल नहीं करना चाहिए।

हर बच्चे में कोई न कोई खास प्रतिभा होती है। रुचि के अनुसार पढ़ाई, बच्चे की पसंद (जैसे खेल, चित्रकारी, संगीत) को पढ़ाई से जोड़ना चाहिए। इससे पढ़ाई रोचक बनती है । इससे छात्र को आगे बढ़ने की प्रेरणा मिलती है। अच्छा शिक्षक-छात्र संबंध

डर के बजाय दोस्ती और सहयोग पर आधारित होना चाहिए, तभी छात्र खुलकर सीख पाता है। इस विषय से मुझे यह समझ आया कि असफलता छात्र की कमजोरी नहीं है।

अगर शिक्षक और अभिभावक धैर्य और समझदारी से काम लें, तो हर छात्र आगे बढ़ सकता है। हमें केवल टॉपर छात्रों पर नहीं, बल्कि हर छात्र पर ध्यान देना चाहिए, क्योंकि आज का लास्ट रैंकर्स कल का सफल व्यक्ति बन सकता है।एपीजे अब्दुल कलाम का वह सुविचार की गलतियां और असफलताएं ही सीखने की पहली  सीढ़ी है हमे अत्यंत प्रभावित करता है और  बार -बार अभ्यास करने से असफल  भी सफल बन सकता है।जैसे कि ये दोहा कहता है-

करत-करत अभ्यास के, जड़मति होत सुजान। 

रसरी आवत-जात तें, सिल पर परत निसान।।

मंजुला सागर 

सनबीम ग्रामीण स्कूल

It Wasn’t Easy — That’s Why It’s Easy - Manisha Khanna

Our mind has a strange problem: it does not understand the word “don’t.” The moment we say, “I don’t want stress,” the mind says, “Okay, let me think about stress all day.” When we say, “I am not able to do this,” the mind calmly replies, “Alright, I will make sure you never do it.”

The mind is like a stubborn child. Tell it, “Don’t eat the chocolate,” and suddenly, chocolate becomes the purpose of life.

So instead of saying “I can’t do this,” we should say, “How can I do this?”

The moment you change the sentence, the mind changes direction. Earlier, it was looking for excuses; now it starts looking for solutions.

When we say something is not achievable, we should treat it like a challenge, not a full stop. We should train our minds like a strict but funny coach:

“Okay, dear mind, you think this is impossible? Fine. Now sit down, make a plan, learn the skills, try again, fail again, but we are not leaving this ground until we find a way.”

Life is actually a very funny teacher. First, it gives the exam, and then it teaches the lesson. Nothing worth achieving is easy, but the truth is — once we decide that ‘don’t’ is our new goal, the difficult road becomes interesting.

So next time when you say, “It’s not easy,” just add one more line:

“It wasn’t easy, that’s why it will be easy — because I will learn how.”

Manisha Khanna

From limits to possibilities

- Manisha effectively uses AI to learn and grow!

Shifting from Competition to Cooperation

Masterclass with Sandeep Dutt

Reading The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga

To explore the book’s core argument: shifting from competition to cooperation.

Key Takeaways

• Praise is manipulation, not support. It creates a vertical, dictatorial relationship where the praiser judges the praised, fostering competition for approval.

• Competition is a “disease” that makes others enemies. It corrupts goals, leading to unfair tactics and a focus on defeating rivals instead of achieving personal bests.

• The solution is cooperation, built on “community feeling.” This inherent human need for connection stems from our physical weakness, which forces us to cooperate to survive.

• Problem behaviour is a symptom of a sick system, not a bad individual. The focus must shift from treating the individual to fixing the competitive environment.

Topics

The Problem: Praise & Competition

• The book argues against praise as a manipulative tool that creates a vertical, dictatorial relationship.

  • Example: A teacher’s praise (“It’s changed my opinion of you”) was a judgment from above that belittled the student’s full potential.

• This praise-based system fosters competition for the leader’s favour, turning peers into enemies.

  • Analogy: A marathon where the goal shifts from finishing to defeating rivals, leading to “gamesmanship” and unfair conduct.

The Solution: Cooperation & Community Feeling

• The alternative is a democratic classroom built on cooperation and “horizontal relationships.”

  • Horizontal relationships: All people are equal, regardless of ability or achievement.

  • Goal: See others as comrades, not rivals.

• This model treats problem behaviour as a symptom of a sick environment, not a bad individual.

  • Analogy: A classroom with “pneumonia” (competition) needs a systemic cure, not just individual treatment.

• The foundation for this cooperation is “community feeling”—an inherent human need for connection.

  • This need stems from our physical weakness, which forces us to cooperate to survive.

  • Conclusion: Our civilisation and power are direct results of our weakness, making cooperation a fundamental principle of life.

Next Steps

• Sandeep Dutt: Continue reading the book on April 11 at the My Good School Retreat in Jaipur.

• Manisha Khanna & Jugjiv Sir: Lead Sunday School on April 5 at 10:30 AM, reading “The Whistling School Boy” (Ruskin Bond) and “What You Are Looking For Is In The Library.”

• Shalini: Read the “Youth” part in the next session on April 11.

 FATHOM AI-generated summary, read with care.

“Productive Failure” (PF) pedagogy and its AI application

Learning Forward Saturday with Aloysius Alfred and Rahul Chug of Learn PF.

To introduce the “Productive Failure” (PF) pedagogy and its AI application.

Key Takeaways

• PF Reverses Learning: PF flips the traditional model (instruction → practice) to problem-solving → instruction. Students first struggle with a concept in a safe environment, preparing their minds to deeply absorb the formal teaching that follows.

• AI as a Scaffolding Tool: Learn PF’s AI is designed to guide students through PF rather than provide direct answers. It uses targeted questions to help them discover solutions, avoiding the “direct instruction” trap that many AI tools fall into.

• PF’s “3x Effect”: The pedagogy yields a “3x effect” on learning, improving conceptual understanding, resilience, and the transfer of skills to new contexts—a key goal of India’s National Education Policy (NEP).

• Teacher’s Role is Critical: Teachers must create a safe space for failure, guide exploration, and reinforce the value of every learning experience.

Topics

The Problem with Direct Instruction

• The traditional model (teacher explains → student practices) often leads to shallow, rote learning focused on passing exams.

• This approach hinders the transfer of skills to new subjects or real-world situations, a key goal of India’s NEP.

• Analogy: Being ferried across a river in a boat vs. learning to swim across it yourself. The latter builds a deeper experience.

Productive Failure (PF) as a Solution

• Core Principle: Intentionally design learning experiences where students struggle and fail in a safe, controlled environment.

• Process:

  1. Problem-Solving: Students tackle a problem without prior instruction, activating their cognitive abilities and exposing common misconceptions.

  2. Instruction: The teacher provides formal instruction after the struggle.

• Rationale: The initial struggle prepares the mind to receive and deeply understand the formal teaching, creating a “3x effect” on learning.

• Outcomes:

  • Deeper conceptual understanding.

  • Improved resilience and reduced anxiety around failure.

  • Enhanced transfer of skills.

LearnPF’s AI Application

• LearnPF, a Singapore-Swiss startup, applies PF pedagogy using an AI platform.

• Design Principles for Educational AI:

  • Purpose: Clearly educational, not just gamification.

  • Pedagogy: Grounded in a proven learning model like PF.

  • Evidence: Backed by scientific research (e.g., Prof. Manu Kapoor’s 20+ years of work).

  • Function: Scaffolds learning through questions, avoiding direct answers.

  • Quality: High-quality design and content.

• Teacher Support: The platform handles content design, freeing teachers to focus on classroom facilitation and student guidance.

Q&A and Discussion

• AI’s “Human-like” Behaviour: An AI’s need for iterative feedback (asking questions) is a design feature to refine its output, not a flaw. Users must be patient and provide guidance.

• PF for Languages/Social Science: PF is most effective for conceptual learning, not for memorising facts.

  • Languages: Research is ongoing to apply PF to language acquisition.

  • Social Science: Useful for teaching critical thinking and analysis (e.g., evaluating sources), but less so for recalling specific dates.

• Teacher’s Role: The teacher’s role is to create a safe space for failure, guide exploration, and reinforce the value of every learning experience.

Next Steps

• All Participants:

  • Reflect on the concept of “productive failure.”

  • Post questions in the WhatsApp group to initiate discussion.

  • Share personal classroom examples where students learned from struggle.

 FATHOM AI-generated summary

गलतियाँ नहीं, सुधार के अवसर - सुनीता त्रिपाठी

बच्चों की गलतियों पर चर्चा करें या ना करें — इस संदर्भ में एक छोटा सा लेख

बच्चों की गलतियों पर चर्चा तभी सही है जब उसका उद्देश्य सुधार और मार्गदर्शन हो। यह विचार एक शिक्षक के वास्तविक कर्तव्य को दर्शाता है। एक शिक्षक केवल ज्ञान देने वाला नहीं, बल्कि बच्चों के व्यक्तित्व को संवारने वाला मार्गदर्शक होता है। इसलिए जब भी बच्चे से कोई गलती होती है, तो उसे एक अवसर की तरह देखना चाहिए, न कि दोष के रूप में।

मुझे ऐसा लगता है कि शिक्षक संवेदनशीलता और गोपनीयता बनाए रखते हुए बच्चे को समझाएँ। इससे उसके अंदर सुधार की इच्छा आती है और वह बिना डर के अपनी कमियों को स्वीकार कर पाता है। इसके विपरीत, यदि उसकी गलती को सार्वजनिक रूप से उजागर किया जाए, तो उसके मन में डर, संकोच और हीन भावना उत्पन्न हो सकती है।

सकारात्मक दृष्टिकोण अपनाने वाला शिक्षक बच्चों के मन में विश्वास और अपनापन पैदा करता है। यही विश्वास बच्चों को आगे बढ़ने और सीखने के लिए प्रेरित करता है। एक बच्चा स्कूल में शिक्षक पर विश्वास करता है। एक शिक्षक वही है, जो बच्चे की गलतियों को छुपाकर नहीं, बल्कि समझदारी और संवेदनशीलता के साथ सुधारने का प्रयास करता है, ताकि बच्चा एक अच्छा और आत्मविश्वासी इंसान बन सके।

सनबीम ग्रामीण स्कूल
सुनीता त्रिपाठी

Me Too? No Thank You!

A term I first became aware of whilst studying advertising & marketing, decades before its more mainstream interpretation, symbolising sexual harassment in recent parlance. Most marketers invest a lot of time & effort in liberating their brands from the forgettable trap of ‘yet another generic’ and try to cast, or recast, their labels as noticeable, memorable, clutter-breaking icons. Examples that spring to mind include Colgate, Xerox & Maggi, which have dominated collective consciousness to the extent that it has made it almost impossible for other brands to find a place!

 

The analogies we can draw from this realm of ad & marketing, juxtaposed with us human individuals, and the benefits that can be derived are staggering. Which individual wouldn’t want to be as distinctly top-of-mind recall for a critical mass of people in the same way as Colgate!

 

In an age of cloning, sameness, and a desperate need to belong and be accepted, more and more individuals are conforming. Either to family, society, cohorts and peer groups, sometimes compromising certain ideals, at other times, refashioning their beliefs to fit in with the popular majority. 

 

How then is an individual to truly stand out, stand apart, make an impact, and not be entirely swallowed by and lost in the mire of me-tooness? By applying certain marketing fundamentals.

 

On some prior occasions when I have suggested this, and I even use a few of these tools to great effect (If I may say so myself) in my psychological counselling sessions, I have been accused of robbing some of the authenticity from a deep & inward self-reflective excavation to unearth one’s true purpose. I appreciate that concern. My submission however, is that given a scenario in which, for the most part, there is no journey taking place at all, inward, outward, explorative, introspective; at least through what I am suggesting, a young person can build an ‘outward’ differentiated brand-identity for the self – and who knows, through that process, even stumble upon some genuine insights!

 

Which brings me to the simple tool I’d like to share in and through this little write-up. It is essentially a mildly revised version of a fairly standardised and commonplace Marketing Exercise called a SWOT Analysis – adapted by me to better suit a human individual rather than an inanimate brand.

Driveway Devi Life-Guidance Counselling Client SWOT-ANALYSIS

Let us begin with a basic SWOT Analysis of the Self. SWOT, as you might know, elaborates on Strengths, Weaknesses, Opportunities & Threats. To help you get started, I am sharing a SWOT analysis of myself in the table below:

Strengths	Communication Skills	Empathy	People’s Skills
Weaknesses	Erratic Mental Health/Moods	Erratic Physical Health	Tendency To Procrastinate
Opprtunities	Social-Emotional Learning Curricula at Schools	Therapeutic Communications Programs at Corporations	Mental Health Content
Threats	Deficit of Will/Time at Schools, Colleges, Corporations	Artificial Intelligence	Established Players

Conclusions:

1. Partnering with a well-regarded, allied organisation that will boost the national profile
2. Tapping into networks of alma mater, clubs and other individuals I’m friendly with
3. Greater focus on steady medication, diet & exercise for longevity & stability of physical & mental health
4. Advocacy of AI-related deficits in the realm of Mental Health & Social Emotional Learning
5. Proprietary Annual Property that becomes synonymous with Mental-Health + DD + Kartik 

You will notice that in the above sample of my own SWOT Analysis, I have written 3 Strengths, 3 Weaknesses, 3 Opportunities and 3 Threats. I have then carefully analysed these findings and written a 5 Point Conclusion, with specific Steps to best capitalise on the Strengths & Opportunities whilst mitigating the negative impact of the Weaknesses & Threats. 

Kartik Bajoria – Founder, Driveway Devi Life Guidance

Member Good Schools Alliance

Love Learning vs Hate Learning

Learning Forward Saturday, March 28, 2026, with Brinda Ghosh and Sandeep Dutt

Today’s session was deeply thought-provoking, focusing on the emotional journey of a student who struggles academically. The passage highlighted how stressful and painful the waiting period for results can be, especially for students who lack confidence in their abilities. The line “The two months… had been sheer torture” clearly reflects the anxiety and fear students experience.

What stood out to me was how the student actually knew some answers and had put in effort, yet the rigid evaluation system failed to acknowledge partial understanding. This made me realise how important it is for teachers to appreciate students’ efforts, rather than just focus on final results.

The session helped me understand that many so-called “weak” students are not incapable, but often discouraged by the system and a lack of support. As a future teacher, I feel it is important to create a classroom where mistakes are valued as part of learning and where students feel encouraged rather than judged.

Overall, the session was insightful and reminded me to be more empathetic, patient, and supportive toward every learner.

Ankita Mishra

The reflection on ‘Love learning and hate learning’ resonates deeply. In this context, the role of a teacher is crucial. They can nurture the love for learning by creating a supportive environment, celebrating small wins, and making learning enjoyable. They can also help students navigate the struggles by providing guidance, scaffolding challenges, and fostering a growth mindset. By doing so, teachers can help students see learning as a journey of growth rather than a source of stress.

Monika Ojha

Today’s session was thought-provoking, highlighting the emotional struggles of academically weak students. The line “The two months… had been sheer torture” clearly showed the anxiety they faced. It made me realise that students often put in effort, but rigid evaluation fails to recognise it. I learned that “weak” students are not incapable; they are just discouraged. As a future teacher, I will focus on being empathetic and supportive, and on valuing effort over results.

Neha Pandey 

Today’s session gave me a deep insight into the emotional challenges faced by students who struggle academically. The line “The two months… had been sheer torture” strongly conveyed the stress and frustration such students go through during their learning journey.

It helped me understand that many students make genuine efforts, but traditional assessment methods often overlook their progress. Being labelled as “weak” can lower their confidence and motivation. In reality, these students are not less capable; they simply require more guidance, patience, and encouragement.

As a teacher, I want to adopt a compassionate and understanding approach. I will try to create a classroom environment where every child feels safe, respected, and encouraged to learn. 

Jyoti Pandey

The distinction between “loving ”and ‘hating’ learning is a powerful one. It highlights why the teacher’s role is so vital; by fostering a supportive environment and celebrating incremental progress, educators can transform challenges into growth opportunities. When teachers provide the right scaffolding and encourage a growth mindset, they effectively shift the student’s perspective from stress to a genuine love for the journey.

Jyoti Mishra

Violence as an Immature Communication Strategy

 

Masterclass

To reframe violence as an immature communication strategy and advocate for student self-reliance. Reading from the book The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga

Key Takeaways

• Violence is an immature communication strategy. It’s a low-cost, high-effort shortcut to force submission when verbal consensus fails. This includes non-physical acts, such as rebuking, which Adler called “anger that pulls people apart.”

• Shift from cause to goal. Instead of focusing on who is to blame (“bad person” vs. “poor me”), guide students to focus on “What should I do from now on?” to foster responsibility and self-reliance.

• Educators must foster self-reliance. The core task is to help students gain the awareness that they can accomplish things on their own. This requires a horizontal relationship, not a vertical one built on authority.

• The reward is the feeling of contribution. Expecting student gratitude hinders self-reliance. True happiness comes from contributing to their growth, not from being thanked.

Topics

Violence as an Immature Communication Strategy

• Violence is a shortcut to force submission when verbal communication fails to achieve consensus.

• This includes non-physical acts, such as rebuking, which is a low-cost attempt to force submission.

• Adler’s view: “Anger is an emotion that pulls people apart.” It invites contempt and reveals the adult’s immaturity, undermining respect.

The “Triangular Column” Framework

• This framework helps analyse conflict by identifying three perspectives:

  1. “That bad person”: The perceived aggressor.

  2. “Poor me”: The perceived victim.

  3. “What should I do from now on?”: The forward-looking, goal-oriented perspective.

• Focusing on the first two only yields excuses. The goal is to guide students to the third perspective.

Fostering Self-Reliance

• Problem: Adults often hinder self-reliance by creating dependence.

  • Reason 1: Fear of losing authority in a vertical relationship.

  • Reason 2: Self-protection—avoiding responsibility for student failures.

• Solution: Create a horizontal relationship where students can make their own decisions.

  • Separation of Tasks: Don’t intervene in tasks where the student bears the final responsibility.

  • Support, don’t control: Provide knowledge and experience, but let students choose their own paths.

Next Steps

• Gurdeep Kaur: Write a reflection on the quote “Anger is an emotion that pulls people apart.”

• All Participants:

  • Join the “My Good School” session tomorrow.

  • Continue the discussion in the WhatsApp group.

• Sandeep Dutt: Resume the masterclass on Saturday, April 4, from the current bookmark.

FATHOM AI-generated notes, read with care.