Reading about Fear and Courage

As a teacher, I am deeply reminded by the chapter that education is not merely about academic achievement but about helping students discover their potential, confidence, and purpose in life. Roma's journey shows that every child, whether a topper or a last-ranker, carries dreams and abilities that can flourish when guided with encouragement and belief. I am particularly inspired by how Roma addressed her students’ fear of public speaking by creating opportunities for participation, teamwork, and self-expression rather than simply delivering lectures. Her approach reflects the true role of a teacher as a mentor who motivates learners to overcome their fears, develop leadership qualities, and believe in themselves. 

The assembly presentation demonstrates that students learn best when they are actively involved, trusted with responsibilities, and allowed to make mistakes without fear of judgment. 

The message that “dreaming big” and striving to become good human beings matter more than examination scores resonates strongly with my own philosophy of teaching. 

This chapter on fear and courage reinforces my belief that effective teaching is rooted in empathy, encouragement, and the ability to recognise hidden potential in every learner. As a teacher, I feel responsible not only for imparting knowledge but also for nurturing confidence, resilience, and aspirations so that students can transform their dreams into reality and contribute positively to society.

Rekha Sharma, Sunbeam School Mau

Today’s lesson gave me a very important message that every child must succeed. Every student is different and has their own strengths. Some students learn quickly, while others need a little more time and support. As teachers, we should encourage all children and help them move forward with confidence. Success is not only about earning good marks; it is also about becoming a good, confident person. When we trust our students and motivate them, they begin to believe in themselves. This reflection reminded me that no child should be left behind, and every child deserves a chance to succeed.

Pooja Chauhan, Sunbeam School Ballia

Overcoming Fear & Stage Fright and discovering Leadership

 

Learning Forward Saturday

To discuss overcoming fear and leadership using the book Wanted Back-bencher & Last-ranker Teacher.

Key Takeaways

• Overcoming Fear: Roma’s “So what?” mantra and sharing her own GD (Ground Discussion) experience helped students overcome stage fright, proving that vulnerability and practical strategies are effective teaching tools.

• Leadership Defined: Brainstorming defined leadership as vision, determination, and the ability to turn adversity into opportunity. Examples such as Richard Branson (dyslexia) and Thomas Edison (1,000 failures) show that success is built on persistence.

• Teaching Philosophy: The core lesson is “every child must succeed.” Teaching is about helping all students—the “tortoise” and the “hare”—reach the finish line, not just focusing on high-achievers.

• Logistics Update: The session time changes to 3:30 PM starting July 4. The new, simpler domain DilJeeto.com Now links directly to the Teachers Academy website.

Topics

Overcoming Fear & Stage Fright

• Problem: Students in the Wanted Backbencher were paralysed by stage fright, fearing a repeat of a past assembly disaster in which they failed to use memorised material.

• Solution: Teacher Roma used a multi-pronged approach:

  • Vulnerability: Shared her own experience of overcoming fear in a high-stakes group discussion (GD) to humanise the challenge.

  • Practical Strategy: Replaced memorisation with point-based speaking, which proved more effective for the students.

  • Empowerment: Introduced the “So what?” mantra to reframe mistakes and audience judgment, helping students manage anxiety.

Defining Leadership Through Brainstorming

• Roma led a brainstorming session to define leadership qualities, moving from abstract concepts to concrete examples.

• Key Qualities Identified:

  • Vision and drive

  • Being a “people person”

  • Positivity and motivation

  • Initiating change

  • Relentless pursuit of goals

  • Transforming difficulties into opportunities

• Inspiring Examples Discussed:

  • Richard Branson: Overcame dyslexia to build a business empire, demonstrating the power of personality and persistence.

  • Bethany Hamilton: Returned to surfing after a shark attack at 13, exemplifying extreme determination.

  • Thomas Edison: His 1,000 “failures” before the light bulb were reframed as productive learning, showing that leaders are motivated by setbacks.

  • Dhirubhai Ambani: A “rags-to-riches” story showing how to convert adversity into opportunity.

The Assembly Presentation & Its Lessons

• The class’s presentation on leadership was a success, with students using their new strategies effectively.

• Key Moments:

  • Jeevan: Opened with humour and questions, proving to be a natural communicator.

  • Supriya: Stumbled but recovered using the “So what?” mantra, demonstrating resilience.

  • Student Initiative: The students surprised a critical teacher (Sumita) by responding to her challenge and concluding with a powerful Gandhi quote on collaboration, reinforcing the session’s themes.

The Power of Reflection & The Teachers Academy

• A new Teachers Academy video was shown to emphasise the importance of reflection.

• Video Message: Reading and reflection are essential for independent thought, preventing individuals from being swept away by the “tsunami” of online information.

• Participant Reflections:

  • Sneha: Reading enables deep reflection, leading to personal and societal improvement.

  • Manisha: Reflection aligns with Social Emotional Learning (SEL), fostering self-awareness and better decision-making.

• Website Update: The Teachers Academy has a new, simpler domain: DilJeeto.com.

Next Steps

• All Participants:

  • Submit reflections, focusing on the theme “every child must succeed.”

  • Note the new session time: 3:30 PM starting July 4.

• Sneha:

  • Create and share a poster announcing the time change to 3:30 PM.

  • Prepare the next chapter, “Heart vs. Mind,” for the July 4 session    

Fathom AI generated content

The Heart of a Good School: Reflections on the 3Rs

Sometimes, the most profound shifts in education come not from complex new methodologies, but from a return to the fundamentals of human connection.

Recently, I had the distinct privilege of stepping out of my usual routine to volunteer as a coach with the Good Schools Alliance. I facilitated a training session for an incredibly dedicated group of Asha teachers. This experience left me deeply grounded and reminded me of the true essence of our work in education.

Our session centred around a deceptively simple yet transformative framework: The 3Rs—Reading, Reflection, and Relationships.

In the daily rhythm of leading and supporting schools, exploring these three pillars with fellow educators reaffirmed how they interact to fundamentally alter a learning environment:

• Reading opens the mind to entirely new perspectives and expands our worldview.
• Reflection provides the crucial pause, allowing both students and educators to process and deepen their understanding.
• Relationships form the absolute emotional foundation of any thriving classroom.

When educators intentionally weave these 3Rs into their daily practice, they act as a catalyst. They are the vital ingredients that transform an ordinary learning space into a truly “good school.”

Coaching these teachers was about much more than simply sharing a pedagogical framework. It was an exercise in active listening and holding space—allowing these educators the time to reflect on their own practices and recognise the immense, lasting impact they have on their students’ lives.

I am immensely grateful to the Good Schools Alliance and Sandeep Dutt for championing this vision. When we invest in our teachers and prioritise the human elements of learning, we uplift the entire school community.

I am also deeply humbled to have interacted and worked so closely with Brinda Ghosh and Jugjiv Singh. Finally, a special thank you to Kunal Rajpurohit, whose support and initiative in helping me contribute to this meaningful cause are genuinely appreciated!

- Shalini Kapoor, Vice Principal, Gyan Anant Vidyalaya

It was a humbling experience to lead a small training session on behalf of the Good Schools Alliance for a group of volunteer teachers from ASHA, which has been working to educate not-so-privileged children across NCR and other regions. Humbling because these volunteers are giving of their time and sharing what little education they have. They are eager to learn and yearn for training. 

Giving back what I have gained in all these years of teaching to those who are keen to learn was rewarding and enriching! Today, as on other such occasions, I thank the Almighty for the opportunities of sharing the joys of learning!!

- Brinda Ghosh, Coach Good Schools Alliance

Sunbeam Schools Program Review Meeting

Overview of GSA Programs and how schools can make use of the resources 

To detail GSA’s programs and how schools can maximise their benefits.

Key Takeaways

• New Program Structure (eff. July 1): GSA’s weekly schedule is now streamlined to two core programs: “My Good School” for students (Sundays, 10:30 AM) and “Teachers Academy” for professional development (Saturdays, 3:30 PM).

• Emerging Literacies Focus: The new “Literacy Project” (Saturdays, 5:30 PM) will use Yuval Noah Harari’s 21 Lessons for the 21st Century to explore critical topics like financial, food, and health literacy, preparing students for a rapidly changing world.

• Teacher-Led Engagement is Crucial: The success of student internships and the program as a whole depends on active teacher participation. Teachers must attend sessions with students to provide the necessary scaffolding and support.

• Fellowships Offer Practical Leadership: Fellowships provide teachers with hands-on experience in master training, data analysis, and event organisation, equipping them with practical skills beyond typical classroom duties.

Topics

The Challenge: Preparing Students for a Rapidly Changing World

• GSA’s programs address the accelerating pace of job obsolescence (example of large lay-offs)

• The goal is to build human capital by developing “Emerging Literacies,” which include:

  • Financial Literacy: Essential for navigating a complex, consumer-driven world.

  • Food Literacy: Understanding nutrition for optimal health and performance.

  • Health & Wellbeing Literacy: Addressing specific health challenges for adolescents.

  • Digital Literacy: Proficiency in AI and other evolving technologies.

The Solution: GSA’s Program Structure

• The new weekly structure (eff. July 1, 2026) is designed for clarity and impact.

• 1. My Good School (Student Program)

  • When: Sundays, 10:30 AM (500-seat capacity).

  • What: Parallel reading sessions (long-form English, short-form English, Hindi).

  • Current Books: Whatever You’re Looking For Is There In The Library, My Family and Other Animals, Time Stops at Shamli.

  • Why: Develops an emotional connection with reading through choice and community.

• 2. Teachers Academy (Professional Learning)

  • When: Saturdays, 3:30 PM (starts July 4).

  • What: Collaborative book study on classroom culture.

  • Current Book: Wanted Backbencher Last Ranker Teacher.

  • Why: Provides practical strategies for real-world classroom dilemmas.

• 3. Literacy Project (Masterclass)

  • When: Saturdays, 5:30 PM (starts July 4).

  • What: Reading 21 Lessons for the 21st Century followed by a deep dive into one Emerging Literacy topic.

  • Why: Connects big-picture thinking to practical application in the classroom.

• 4. GSA Squad Meeting

  • When: Mondays, 5:30 PM (30 min).

  • Why: Weekly update and Q&A forum for all partners.

Deeper Engagement: Internships & Fellowships

• Internships (for students <18)

  • Pathway: Attend “My Good School” → Join Monday meetings for tasks.

  • Success Factor: Requires teacher supervision. The Sunbeam Baliyah model, where teachers attend with students, is the benchmark for effective engagement.

• Fellowships (for teachers >18)

  • Benefits: Master trainer status, data analysis skills, and practical experience in event organisation.

  • Why: Provides unique opportunities for professional growth beyond the classroom, such as tabulating learning outcomes for 1,000 teachers.

Retreats & Recognition

• My Good School Retreat (Varanasi)

  • When: Nov 13–16.

  • Why: Immersive experience in GSA’s “joy of giving” and “joy of learning” philosophy.

• Learning Forward Retreats (Dehradun)

  • When: 10 planned sessions.

  • Why: Intensive residential program to train teachers as GSA ambassadors.

• Snehlata Prize

  • What: Award for educators building reading culture.

  • Why: Recognises and funds outstanding work. Nominations are open.

Next Steps

• All Participants:

  • Attend the weekly “My Good School” (Sundays, 10:30 AM) and “Teachers Academy” (Saturdays, 3:30 PM) sessions.

  • Nominate deserving educators for the Snehlata Prize.

  • Share the one-minute GSA explainer video to build awareness, use link: (https://youtu.be/DVWsQ_uXB6s?si=W2-DcwPxFueeS6LE)

• Paul P V:

  • Share the meeting recording and notes with all Sunbeam schools.

  • Ensure the Gramin School representative attending the Dehradun retreat receives full support.

Notes courtesy FATHOM AI

Isn't that a little strange?

 We Use Money Every Day. We Eat Food Every Day. Yet We Rarely Learn About Either.

Isn't that a little strange?

We learn how to solve equations, write examinations, and remember formulas. But when it comes to money and food—two things that stay with us long after school—we are often expected to learn from experience, mistakes, or whatever advice happens to come our way.

One example shared during a session really stayed with me. Many mothers and families save money carefully at home and feel happy knowing it is there for the future. Saving is a wonderful habit. But what if that money could do more? What if understanding money was just as important as saving it?

That is what Financial Literacy is really about.

Not brands. Not advertisements. Not being told where to invest.

In fact, one of the speakers clearly said that he was not there to promote any company or scheme. He was there to help people understand how to save their money, use it wisely, and make decisions according to their own comfort and needs.

The same goes for Food Literacy.

We all eat food every day, but how often do we actually think about it? Understanding food, nutrition, and healthy habits is not just useful knowledge—it is a life skill.

And maybe that is why teachers are at the centre of this initiative.

Teachers shape future generations. If teachers become aware of these skills, students naturally learn from them too. A lesson taught in one classroom can travel much further than we imagine.

What I find exciting is that this is not just a workshop. It is an opportunity to explore new places, meet educators from different schools, learn from professionals, earn certifications, exchange ideas, and build meaningful connections.

Of course, information is available online. Almost everything is. But learning alongside other people, asking questions, discussing doubts, attending online meetings, researching tasks, and growing as a community is a different experience altogether.

Perhaps the best part is that nobody is expected to know everything before joining.

Just bring your curiosity.

The conversations, the people, the questions, and the learning will take care of the rest.

- Akanksha Rai, My Good School Intern 

Copy or Not to Copy & Fear vs Courage

 Learning Forward Saturday

Continue reading “Wanted Back-bencher and Last-ranker Teacher” and discuss its themes.

Key Takeaways

• Roma’s Strategy: To motivate her difficult class for a presentation, Roma shared her own past struggles with stage fright and low confidence. This humanised her, building trust and showing that overcoming fear is possible.

• Cheating Dilemma: A student’s detailed advice on how to cheat effectively prompted a discussion on integrity, highlighted by Roma’s decision to refuse a leaked exam paper in high school.

• Public Speaking as a Skill: Roma reframed the upcoming assembly as a crucial opportunity to develop critical thinking, verbal skills, and confidence, directly addressing students’ anxieties.

• The “Air Hostess” Experiment: To cure her stage fright, Roma applied for an air hostess job. She passed the interview by mastering facts, proving that deep knowledge, not a memorised script, is the key to confident communication.

Topics

Context: “Wanted Back-bencher and Last-ranker Teacher” by Kavita Ghosh

• The group is reading a book about Roma, an unconventional teacher who joined the profession for a certification, not by choice.

• The book’s title comes from a school advertisement, reflecting Roma’s non-traditional background.

Chapter: To Copy or Not to Copy

• During exams, students asked if Roma ever cheated.

• Roma admitted to being caught once, prompting a student (Jeevan) to offer detailed advice on how to cheat effectively.

• The Dilemma: Roma’s best friend, Rubina, offered her a leaked Class 12 board exam paper.

• The Decision: Roma refused to look at the paper, choosing integrity over a guaranteed high score.

• The Outcome: She never regretted the decision, finding deep satisfaction in earning her marks honestly.

• Invigilation Tactic: Roma used a non-confrontational approach during an exam, returning dropped papers to students without accusation.

  • Rationale: This gave students the “benefit of the doubt” while subtly signalling she was aware of their attempts to cheat.

Chapter: Fear vs Courage

• Staff Room Discussion: A colleague (Sumita) expressed doubt that Roma’s difficult class could deliver a successful assembly presentation.

  • Topic: “A Leader knows the Way, Goes the Way, and Shows the Way” (John C. Maxwell).

• Student Anxiety: Roma’s students were anxious, recalling a “disastrous” presentation last year that left them feeling ridiculed and humiliated.

• Roma’s Framing: Roma reframed public speaking as a vital life skill for:

  • Developing critical thinking

  • Fine-tuning verbal and non-verbal skills

  • Overcoming stage fright

• Roma’s Personal Story: To build trust, Roma shared her own history of stage fright.

  • The Failure: At 15, she froze during an inter-school debate, unable to recall her prepared speech.

  • The Experiment: To overcome this, she applied for an air hostess job.

    • Method: She mastered all facts about the airline and aviation industry.

    • Result: She passed the interview, proving that deep knowledge, not a memorised script, builds confidence.

  • The Insight: Public speaking is about connecting with people using relevant information, not just delivering a speech.

• Arctic Air Interview: Roma later faced a group discussion (GD) for a corporate internship.

  • Topic: “Women deprive men of jobs.”

  • Challenge: She had to navigate a competitive environment with 35 other applicants, including university debaters.

Next Steps

• Participants: Reflect on personal experiences with public speaking or integrity and share them with the group.

• Group: Meet next Saturday at the same time to continue reading.

• Group: Note the time change for the session after schools reopen in July.