Stories Today, Ideas Tomorrow - Manisha Khanna

"Jodi tor daak shune keu na ashe, tobe ekla cholo re.” — Rabindranath Tagore

There was a time when mornings in school felt unhurried — a quiet assembly of thoughts, curiosity gently waking with the day. Today, our mornings have turned chaotic, rushed by schedules, expectations, and performance. In this haste, somewhere along the way, our learners have begun to resemble careful machines — efficient, instructed, measurable — yet distanced from wonder. The joy of learning has slowly thinned, replaced by the urgency to complete, score, and move ahead.

I often ask myself: when did learning become mechanical? When did knowledge become synonymous with marks, and thinking give way to repetition? Our students are bright, capable, and exposed to vast information, yet their inner dialogue — the questioning, imagining, connecting mind — is rarely invited to speak. Stories, once a natural pedagogy of childhood and adolescence, have receded behind worksheets and assessments.

And yet, joy has a way back. Reading carries us into other worlds without leaving our own. A story opens emotional landscapes, invites empathy, and quietly provokes reflection. When a learner reflects on a story, curiosity awakens; when curiosity awakens, connection begins — with ideas, with self, and with others. It is through this gentle cycle that relationships with knowledge, language, and humanity are built. Reading and writing are not academic acts alone; they are relational acts that shape how we understand life and each other.

At a time when most systems are occupied with outcomes and achievement, Mr Sandeep Dutt paused to think of students — not as performers, but as thinkers and feelers. He recognised that when stories disappear from pedagogy, thinking gradually narrows, and learning risks becoming rote. To restore the joy of learning and the habit of reflection, he initiated the Sunday Joy of Learning sessions — an innovative space where stories return, voices are heard, and ideas are allowed to grow.

These Sundays are not extra classes; they are invitations — to listen, to read, to write, to question, and to connect. They remind us that education is not only preparation for exams, but preparation for meaning.

Come and join us every Sunday to rediscover how stories today can become ideas tomorrow — and how reading, writing, and relationships together shape thoughtful, humane learners.

Manisha Khanna
Where thinking begins with a story, inviting minds back to meaning

Wanted Back-bencher Last-ranker Teachers Chapter 1 - Sunbeam School Ballia

Learning Forward Saturday with Brinda Ghosh and Sandeep Dutt on February 14, 2026.

The session was insightful and well-structured, focusing on continuous learning and self-reflection as educators. It encouraged us to adopt innovative strategies and remain learner-centric in our approach. The learnings will be thoughtfully implemented in classroom practices.

- Pooja Chauhan 

I learned how to maintain discipline in class and to make a good seating arrangement so that no student can see the board or hear the teacher, which helps students understand the lesson properly. The session also taught me that we should be patient and keep working hard to achieve any goal we set.

I also learned that it is not important that giving punishment to any child or student creates fear in them; rather, the punishment could lead them down a path where they do not repeat the same mistake, as in the future they will be thankful to those Teachers who scolded or knocked them for their mistakes.

- Monika 

The session was successful and meaningful. We reflected on changing student mindsets, especially the idea that backbenchers are equal learners. We discussed maintaining classroom decorum before teachers enter, building respect, fostering interaction, and cultivating an eagerness to learn. The session highlighted that today’s classrooms thrive on rotation, inclusion, and shared responsibility.

- Ada Singh

The session reminded me that backbenchers are not behind — they are simply waiting to be discovered. With encouragement and belief, they rise with confidence and shine brightly. Every child has hidden greatness; as teachers, it is our duty to bring it forward.

- Sunita Gupta

The session was very affirming for me as a teacher. This session changed our thinking for backbenchers. Many of them created new things, which we never thought of 🤔, and we recognised the hidden potential of those students.

- Shivangi Gupta

The Learning Forward Saturday session was very informative and inspiring. It helped me understand the importance of continuous learning and reflection in teaching. The session encouraged me to think about improving my daily classroom practices. I learned that small changes in teaching methods can make learning more effective. The ideas shared were practical and easy to apply. Overall, the session motivated me to grow professionally and support my students better.

- Kajol Chauhan

The session motivated me and was inspiring. As a teacher, I see our backbenchers as confident, creative, and full of potential. They bring energy and a unique perspective to the classroom. With proper guidance and encouragement, they actively participate and show wonderful improvement. Their growth reminds me that every child shines in their own special way, no matter where they sit.

- Ritu Rai

The session changed my thoughts about benchwarmers. Backbenchers are frequently labeled as inattentive or less capable, but such assumptions can be misleading. Many of them possess creativity and original thinking that enrich the learning environment. This session reinforced my belief that intelligence and ability are not determined by seating position. As teachers, it is our responsibility to look beyond stereotypes, encourage participation, and recognise the hidden potential in every learner. 🌟

- Abhi Singh

The session truly touched my heart. It gave my thinking a new direction and helped me understand that a child’s value is not determined by where they sit, but by their thoughts and qualities.

I realised I must encourage every child, listen to them, and help them grow with confidence. I will support each student and make them feel special in my class.

 🌟

Gauri Singh

In the session, I loved how intelligence isn't about where you sit but about the ideas you bring to the table. As teachers, we have a huge responsibility to nurture and bring out the best in every child, regardless of their position in the class. 🙌

All words have changed my perspective, and I'll make sure to keep an open mind and give every student a chance to shine! 🌟

- Ekata

The session was equally impactful and inspiring for me. It gave my thinking a new direction and helped me understand that every student is unique. Often, we underestimate some children, even though they may possess remarkable talent and creativity.

As a teacher, this session motivated me to provide equal opportunities to every student and to make a conscious effort to recognise and nurture their hidden potential.

- Neha Pandey

It was an insightful session that changed my perspective on backbenchers. They are often underestimated, but many of them think creatively and have unique, out-of-the-box ideas. This session reminded me that intelligence is not defined by where a student sits, and as teachers, we should recognise every child’s hidden potential.

- Jyoti Pandey

The session was a powerful reminder that a classroom is not defined by its front rows, but by the potential in every corner. It has deeply motivated me to look beyond academic labels and connect with " backbenchers " who often carry the most creative sparks. I am committed to making my classroom a space where every child, regardless of where they sit, feels seen, valued, and empowered to lead.”

- Jyoti Mishra

कन्वेंशनल बनाम कंटेम्पररी स्कूल मैनेजमेंट- सुनीता त्रिपाठी

आज के सेशन में हमने "कन्वेंशनल बनाम कंटेम्पररी स्कूल मैनेजमेंट" पर चर्चा की। संदीप दत्त सर जी ने हमें इनोवेटिव टीचिंग तरीकों और गैर-पारंपरिक टीचरों की नियुक्ति के बारे में बताया। स्टूडेंट्स के व्यवहार से जुड़ी चुनौतियों से निपटने के लिए टीचर्स की काउंसलर के रूप में भूमिका पर भी बात हुई।

मेरे लिए इस सेशन से यह समझ में आया कि शिक्षकों को नए और प्रभावी तरीकों से पढ़ाने के लिए प्रेरित करना और उन्हें टेक्नोलॉजी के उपयोग के लिए प्रोत्साहित करना बहुत जरूरी है। गैर-पारंपरिक तरीकों से पढ़ाने वाले शिक्षकों की नियुक्ति भी एक अच्छा विचार है।

मैंने सीखा कि स्टूडेंट्स के व्यवहार से जुड़ी चुनौतियों से निपटने के लिए टीचर्स को काउंसलर की भूमिका निभानी चाहिए और उन्हें व्यक्तिगत ध्यान देना चाहिए। शिक्षा में टेक्नोलॉजी का प्रभावी ढंग से उपयोग करने से स्टूडेंट्स को और भी प्रभावी तरीके से पढ़ाया जा सकता है।

मैं इस सेशन से मिली जानकारी को अपने शिक्षण में लागू करने की कोशिश करूंगी और स्टूडेंट्स के लिए और भी प्रभावी तरीके खोजूंगी।

सुनीता त्रिपाठी, सनबीम ग्रामीण स्कूल

Philosophy and Religion: A Comparative Analysis

Sandeep Dutt’s Masterclass 2026

February 14, 5:20 pm, 48 min

 

Sandeep Dutt’s Masterclass discussed the book “The Courage to Be Happy,” which explores the concept of courage to be happy in a challenging world. The book features a dialogue between a young person and a philosopher that addresses the youth’s need for courage. The discussion delved into Adlerian psychology, questioning its classification as a science due to its lack of falsifiability. The conversation also explored the distinction between philosophy and religion, emphasising philosophy’s continuous quest for wisdom. The session concluded with a focus on education as self-reliance, highlighting the importance of human knowledge and relationships in the learning process.

Program Relaunch & Book Reading

Learning Forward Saturday February 14, 2026  •  56 mins Action Items  Share WhatsApp no and email in the Learning Forward Saturday group for submissions. Harshita Dalawat Collect teachers’ Chapter 1 reflections; publish on www.happyteacher.in Harshita Dalawat Download chat log w/ names and schools Harshita Dalawat Meeting Summary  Hosts: Brinda Ghosh and Sandeep Dutt To launch a book reading on teacher development and assign the first reflection. Key Takeaways New Book: Launched a monthly book reading using Wanted Back-bencher  & Last-ranker Teacher to explore teacher development. Program Goal: Shift the teacher paradigm from “perfect” to “relatable” by focusing on reading, reflection, and relationships, rather than just training. First Assignment: Teachers must submit a reflection on “What goes into the making of a teacher?” by next Saturday. Resource Hub: www.happyteacher.in It is the central portal for all program content, including session recordings and participant reflections. Topics Program Relaunch & Book Reading Context: The “Staff Leadership Development” program was relaunched to address low school participation, focusing on a new model. New Model: A monthly book club using Wanted Backbencher & LastRanker Teacher to drive teacher development. Rationale: The book’s depth is proven by its having been read with teachers 5 times and by its sales of ~1,000 copies. Format: One chapter per month → discussion → reflection assignment. Program Philosophy: Focus: Reading, reflection, and building relationships. Goal: Shift the teacher paradigm from “perfect” to “relatable.” Output: Create open educational resources (OERs) on happyteacher.in. Chapter 1: Conventional vs. Contemporary Management Theme: The conflict between conventional and contemporary school management, sparked by a CEO’s ad for an “unconventional” teacher. Core Concept: The “backbencher” is an idiom for the “last child in the class”—the one who needs the most engagement. Teacher’s Role: Be smarter than the smartest child to ensure everyone is involved. Engagement Tactic (from book): Teacher Roma disguises herself as a bison or plays basketball with students to build rapport. First Assignment: Reflection Prompt: “What goes into the making of a teacher?” Format: Flexible, allowing for diverse expression: Video Blog post Graphic/image Submission: Method: WhatsApp or email to Harshita Dalawat. File Type: Word document is preferred. Group Posting: Reflections can also be posted directly in the “Learning Forward Saturday” WhatsApp group. Support: Harshita Dalawat is the program coordinator, managing submissions, publishing, and certification. Next Steps All Teachers: Submit a reflection on “What goes into the making of a teacher?” by next Saturday. Post the name and school in the chat for attendance. Harshita Dalawat: Share WhatsApp number and email in the group chat. Collect and organise all reflection submissions.

Good Schools of India #51

Good Schools of India by Sandeep Dutt

Joy of Learning Weekly #51

Read on Substack

The Way and Awakening

Personal and social development for every individual.

Our Programs and how to start?

1. My Good School on Sundays is open to middle school students and teachers of GSA Member Schools #MyGoodSchool. Schools and partners who join the Good Schools Alliance get open access to My Good School.
2. Learning Forward Saturday is for GSA Member schools that sign up and is open to the Whole Faculty Study Group - all teachers of the Member School are most welcome #HappyTeachers.
3. Masterclass on Saturday is for individuals and is limited to 25 passionate educators.
4. Friday @ EBD is free and Open To All, appreciation of literature, art and culture #JoyOfGiving.
5. Thoughtfully Thursday focuses exclusively on Read And Lead and is open to all.
6. My Good School Retreat for GSA Member Schools #JoyOfLearning.
7. Learning Forward Retreat at Fig Tree Cottage - book for a group of five and spend two nights at Dehradun #BrewingKnowledge.

We offer a customised learning experience for every individual #JoyOfLearning.

Learning Forward India Foundation

Founded by Sandeep Dutt of The English Book Depot #BrewingKnowledge, the Foundation aims to reshape school culture by fostering trust, curiosity, and collaboration among stakeholders.

BOOKS OF THE WEEK

Stress Impact on Children’s Learning & First-Generation Learners

The Courage to be Happy - an introduction

Learning Forward Saturday

To introduce the Staff Leadership Development Program and its core philosophy. Reading from the book Wanted Back-Bencher & Last-Ranker Teacher by Kavita Ghosh.

Learning Through Stories: Small Efforts, Big Impact- Lotus Petal Foundation

It was very engaging storytelling, and using narratives is a potent communication tool, no matter what you want to communicate.

My Good School, The Teachers Academy and much more in our complete edition on Substack, only at www.GSI.in

Wear your Eductor Badge with pride.
Available from The English Book Depot

Why We Return to Teachers

 

Masterclass with Sandeep Dutt

To introduce the book The Courage to be Happy by Ishiro Kishimi and Fumitake Koga, and its core themes.

Key Takeaways

• New Book Study: The group is starting The Courage to be Happy, the sequel to The Courage to be Disliked, to explore Alfred Adler’s psychology of happiness.

• Book’s Premise: The book opens with a teacher (Harshita) who, after three years, is disillusioned with Adler’s ideas, finding them impractical in the real world.

• Core Conflict: The teacher’s main struggle is with Adler’s “no praise, no rebuke” principle, which she feels led to an unruly class and forced her to revert to traditional discipline.

• Central Theme: The philosopher’s response is that the teacher’s problem stems from a misunderstanding of Adler’s concept of “love,” which is presented as the ultimate test of courage.

Topics

Book Introduction: The Courage to be Happy

• Context: The sequel to The Courage to be Disliked, this book continues the dialogue between a Philosopher (Sandeep Dutt) and a Youth (Harshita Dalawat).

• Goal: To find “true contentment” by exploring Adler’s psychology, which the book’s authors claim was 100 years ahead of its time.

• Key Adlerian Concepts from Book 1:

  • All problems are interpersonal.

  • Freedom is being disliked.

  • Happiness is a choice in the “here and now.”

The Teacher’s Dilemma

• The Youth (Harshita): Now a teacher, she is disillusioned with Adler’s ideas after three years of trying to apply them in a classroom.

• Core Problem: The “no praise, no rebuke” principle, which she followed faithfully, resulted in an “unruly class.”

• Result: She felt forced to abandon Adler’s methods and revert to traditional discipline (rebuke, punishment), viewing Adler’s philosophy as “quackery” and “empty idealism.”

The Philosopher’s Response

• Adler’s Ideas as a Prescription: The philosopher compares Adler’s ideas to “eyeglass lenses”—a tool that can broaden vision for some but may not be a universal fit.

• The “Stairway of Understanding”: The philosopher argues that the teacher has not yet found the correct path to understanding Adler.

• The “Biggest Choice in Life”: The philosopher identifies the teacher’s core issue as a failure to make this choice, which is defined as “love.”

  • Adler’s “Love”: Not a simple emotion, but “the harshest and most courage-testing task of all.”

  • Happiness as a Journey: It requires continuous effort, not a magical, one-time event.

Discussion: Why We Return to Teachers

• Initial Responses: Participants cited reasons like clearing doubts, seeking advice, or sharing success.

• Philosopher’s Correction: These are secondary reasons. The primary, unspoken motivation is “love.”

  • Rationale: Love is the pure, powerful bond that attracts students to a true teacher, distinguishing it from a transactional relationship with a tutor.

  • Connection to Adler: This bond of love is the fundamental principle of Adler’s philosophy.

Next Steps

• All Participants:

  • Read The Courage to be Happy for the next session.

  • Reflect on the concept of “love” in the teacher-student relationship.

• Diana L Kahmei:

  • Recruit a teacher to join the Masterclass.

• Minakshi Prasad:

  • Confirm Sunday meeting details with Vikram.