Reading is not complete until we reflect - Sunbeam School Mau

Sunbeam School Mau educators at The English Book Depot in Dehradun

I would like to express my heartfelt gratitude for the wonderful and enriching Reading Retreat. It was more than a reading session; it was a beautiful opportunity to pause, reflect, reconnect with ourselves, and view reading from a deeper perspective.

The idea of reflecting after reading a book particularly stayed with me. It shifts the purpose of reading from simply finishing a book to understanding what it made us think, feel, and question. In this sense, reflection becomes the bridge between reading and transformation.

My key takeaways from the Reading Retreat:

* Reading is not complete until we reflect.

* A good book should make us pause, question, and rethink.

* Reflection transforms information into understanding and understanding into action.

* We should connect what we read with our own experiences and context.

* A reflective reader asks not only “What does the author say?” but also “What does this make me think?”

* Regular reflection nurtures critical thinking, self-awareness, and lifelong learning.

* As educators, creating a culture of reading + reflection can make learning deeper and more meaningful.

Sir, the Reading Retreat reminded me that sometimes we need to step away from our routine to read, think, reflect, and rediscover the learner within us.

Thank you for creating such a meaningful space for learning and for introducing such a simple yet powerful practice of book reflection. I look forward to carrying this idea into my own reading journey and, hopefully, into our school culture as well.

Thank you once again for a truly inspiring Reading Retreat.

Dr. Andalib Zahera

______________________________________________________________________________

The experience was invaluable, and I am grateful for the hospitality, guidance, and learning opportunities I received over these three days.

In the Retreat, I read “My Good School”, and I have always enjoyed reading books because they give me new ideas and perspectives. While reading, I came across many ideas that made me think deeply about education. One chapter that especially stayed with me was Section 2 – “Practice Makes a Man Perfect.” This chapter made me realise that learning doesn’t happen only by reading or listening; it becomes meaningful when we practise, experience, and apply what we learn.

During the Retreat, I also learned about innovation, design, and many other concepts that helped me see education from a different perspective. One of my biggest learnings was understanding the meaning and vision behind MGS – My Good School.

I understood that My Good School promotes a whole-child approach to education, where learning is not limited to textbooks, marks, or examinations. Education should give students opportunities to learn through different experiences. I particularly liked the emphasis on the 4S – Study, Skill, Service, and Sports. These four areas can play an important role in a child’s overall development.

This Retreat helped me realise that education should focus not only on academic achievement, but also on students’ personal, social, emotional, practical, and physical development. A child needs opportunities to explore, make mistakes, practise, reflect, collaborate, and apply learning in real life.

Another important thing I understood is that creating a good school is not teachers’ responsibility alone. Teachers, school management, parents, students, and the community all play an important role in creating a positive and meaningful learning environment.

For me, the most valuable part of the Retreat was not just learning new concepts; it was also reflecting on my own understanding of education. I realised that education becomes more meaningful when students have the freedom and opportunity to experience things for themselves, rather than simply being told what to learn.

These three days in Dehradun have given me many thoughts that I would like to carry forward in my own journey as an educator. I am truly thankful to Sandeep Sir, Kunal Sir, and the entire Good Schools Alliance team for creating such a warm, thoughtful, and inspiring learning experience.

I am returning from this Retreat not just with knowledge, but with new questions, new perspectives, and a deeper understanding of what a good school and meaningful education should really be.

Rekha Sharma 

We recommend the Learning Forward Retreat for every teacher! - Sunbeam School Mau

Some sessions end when they end; others stay with you and make you think long after. The session on “My Good School” was definitely the second kind for me. Thank you for making us pause and look at something we are part of every single day—our school and our purpose as educators. The discussions were simple and relatable, yet they made me question how we work with children.

What I am taking back with me is that a “good school” is not created only through good results, excellent teaching or well-planned activities. It is created in small, everyday moments—when a teacher listens to a child, when a student is encouraged instead of judged, when mistakes are treated as opportunities to learn, and when values are lived rather than merely spoken about.

The session also reminded me that children may forget a lesson, but they rarely forget how a teacher made them feel. That thought stayed with me.

I also realised that building a good school is not the responsibility of one person or one department. It is something each of us contributes to through our attitude, our words, our choices and the way we treat people around us.

For me, the biggest learning was to become more conscious of these little things in my everyday work. To listen a little more, appreciate a little more, connect a little better and make the classroom a place where children feel safe to be themselves and confident enough to grow.

Thank you for a session that did not simply give us answers but left us with questions worth thinking about, and perhaps that is where real learning begins.

Sangeeta Singh

---

Reading “My Good School” by Sandeep Dutt broadened my view of education, showing it’s not just about the syllabus but developing the child’s overall personality. As an educator, I must understand different learning needs and embrace new teaching methods. I learned the importance of empathy, creativity, curiosity, collaboration, and communication. Teachers should act as mentors, giving students responsibility and confidence. Technology supports learning, but human values must stay central. 

As a leader, I aim to lead by example, reflect, and improve. My goal is to create a positive environment where every child feels valued, supported, and encouraged to grow.

Ravina

---

With a heart full of gratitude, I sincerely thank you for the wonderful and enriching Learning Forward Retreat in Dehradun. It was not just a workshop, but a meaningful learning journey that encouraged us to reflect on how we can bring positive changes to our own schools.

The greatest learning for me was that Good Schools Alliance is not just an alliance of schools; it is an alliance of people who believe in learning, sharing, caring, and growing together. The ideas shared during the workshop will help us connect our school practices more deeply with the real purpose of education.

We can implement what we learned from this workshop by building a stronger culture of reading, reflection, collaboration, and lifelong learning. We can encourage students and teachers to read more, share their learning, learn from one another, and make education more joyful and meaningful.

The concept of the Arpan of a Teacher was especially inspiring. It reminded me that a teacher does not simply teach a subject but becomes a lifelong companion in a student’s journey—guiding, encouraging, learning, and growing along with them.

Service, Skill, Sport, and Study must be integral to our school culture. These experiences will help our students develop the 6 Cs:

• Critical Thinking – to analyse and solve problems.

• Creativity – to imagine and innovate.

• Collaboration – to work and grow together.

• Communication – to express ideas confidently.

• Character – to live with values and integrity.

• Citizenship – to serve society responsibly.

Thank you, Sandeep Sir, for inspiring us to take what we learned from the My Good School Alliance back to our own schools and turn it into meaningful action. I look forward to nurturing a school culture where every child learns not only to succeed but also to think, create, care, collaborate, and become a responsible citizen.

Sapna Rai

Survivalist Upbringing and Educational Value

Thank you, Brinda. Great session. You may use this as your recap next week when you open the session,

Focusing on the book Educated by Tara Westover. The session explores the protagonist’s survivalist upbringing, the family’s deep-seated fear of government intrusion, and her mother’s transformation into a midwife.

Key themes and discussions include:

Survivalist Preparations: Brinda reads passages describing the family’s preparations for conflict, including stockpiling supplies, hiding military-grade rifles, and the father’s intense reaction to the *Randy Weaver* incident (3:15 – 11:00).

Midwifery and Resilience: The session examines how Tara’s mother, initially hesitant and intimidated, becomes a skilled midwife for the community and eventually gains financial independence and confidence (16:35 – 36:56).

Educational Value: Participants like Gulabee and Sheeba discuss the importance of “learning by doing” and the profound value of life experiences compared to traditional schooling (39:18 – 40:00).

Teacher-Student Relationships: Sandeep Dutt emphasises that building trust, communicating clearly, and staying in a “learning mode” are essential for educators, regardless of language barriers (45:17 – 49:59).

The session concludes by encouraging participants to maintain journals to document their own experiences and reflections, framing the book as a tool for personal growth and empowerment.

Emerging Literacies: The online vs. offline community debate.

Masterclass on emerging literacies, focusing on the online vs. offline community debate. Reading from the book 21 Lessons for the 21st Century by Yuval Noah Harari.

Key Takeaways

1. The Online vs. Offline Chasm: Harari’s analysis of Facebook’s community-building initiative highlights that online tools cannot replicate the depth of offline relationships. Physical communities offer tangible support (e.g., a cup of chai) that virtual ones cannot.
2. Data Harvesting as the Core Business Model: Tech giants’ primary goal is data harvesting, not advertising. This model treats users as a product and creates a “data-driven inequality” that threatens societal collapse.
3. The “Teachers First” Mission: Learning Forward’s mission is to empower teachers by investing directly in their personal and professional growth, believing that this is the most effective way to drive systemic change in education.
4. The Dehradun Retreat as a Solution: The Learning Forward Retreat offers a transformative, tech-free experience designed to help teachers reconnect with reading and their own identities, providing a direct counterpoint to digital alienation.

Topics

The Problem: Online Alienation & Data Harvesting

Data-Driven Inequality: The rise of AI and biotech is widening the digital divide, risking a “biological caste system” where the super-rich use technology to enhance abilities and extend life.

Tech Giants’ Business Model:

Primary goal → Data harvesting, not advertising.

Treats users as a product to be re-engineered.

Failure to regulate data ownership risks societal collapse.

Facebook’s Community Initiative (Harari’s Analysis):

Goal: Rebuild human communities via AI, aiming to connect 1 billion people.

Flaw: The business model (attention-for-advertising) is fundamentally at odds with building genuine community.

Contradiction: The Cambridge Analytica scandal (data harvesting for election manipulation) directly undermined Zuckerberg’s community-building promises.

The Solution: Offline Connection & Teacher Empowerment

The Online vs. Offline Chasm:

Online communities lack the depth of physical ones.

Example: An online friend in California cannot bring a sick friend in Israel a cup of chai.

Impact: Technology creates distance from our bodies and physical environment, leading to alienation.

Learning Forward India Foundation’s Model:

Mission: “Teachers First” → Invest in teachers’ personal growth and identity.

Origin: Grew from a COVID-era online reading group into a hybrid model.

Key Program: The Dehradun Retreat, a tech-free experience at Fig Tree Cottage.

Focus: Reading, reflection, and community building.

Goal: Help teachers reconnect with reading and their own experiences.

Impact: Participant reflections confirm it recharges their relationship with books and their role as educators.

The “My Good School” Framework:

Focus: Service, Skills, Sport, and Study.

Rationale: Study alone is a plateau; service and skills drive the furthest growth.

Next Steps

All Participants:

Join the WhatsApp community for session links and discussions.

Visit GoodSchools.net for the YouTube channel and blog.

Subscribe to the Monday newsletter at www.gsi.in.

Consider attending a Dehradun retreat to experience the model firsthand.

Sandeep Dutt:

Host the next session on September 19.

Continue building the national reading community toward the goal of 100 partner institutions.

शिक्षा, परिस्थितियाँ और सही चुनाव - सनबीम ग्रामीण स्कूल

Educated by Dr Tara Westover, narrated by Brinda Ghosh, every Saturday at 3:30 PM

Reflection Chapter 1 – Choose the Good

को पढ़ते समय मुझे सबसे पहले Tara Westover का बचपन बहुत अलग और असामान्य लगा। वह Idaho के पहाड़ी इलाके में अपने परिवार के साथ रहती थीं, जहाँ उनका परिवार बाहरी समाज से काफी अलग जीवन जीता था। उनके पिता का सरकार और बाहरी संस्थाओं पर विश्वास नहीं था। इसलिए Tara और उनके भाई-बहनों का स्कूल जाना और अस्पताल जैसी सामान्य सुविधाओं का उपयोग करना उनके जीवन का हिस्सा नहीं था।

इस अध्याय की घटनाओं को पढ़कर मुझे सबसे ज्यादा आश्चर्य इस बात पर हुआ कि Tara के लिए ऐसी जिंदगी सामान्य थी। जिस तरह हम स्कूल जाने, डॉक्टर के पास जाने और सुरक्षित वातावरण में रहने को अपने जीवन का सामान्य हिस्सा मानते हैं, Tara के बचपन में ये चीजें बहुत अलग थीं। इससे मुझे महसूस हुआ कि हम जिस वातावरण में बड़े होते हैं, उसे ही अक्सर अपनी पूरी दुनिया समझने लगते हैं। Tara और उनके भाई-बहनों का कम उम्र में ही परिवार के कामों में शामिल होना भी मुझे बहुत प्रभावित करता है। पहाड़ों पर काम करना और घर की जिम्मेदारियों में हाथ बँटाना उनके रोजमर्रा के जीवन का हिस्सा था। इसे पढ़ते हुए मुझे लगा कि बच्चों के जीवन में शिक्षा और अपने आसपास की दुनिया को जानने का अवसर कितना महत्वपूर्ण है।

स्कूल जाना, किताबें पढ़ना और अलग-अलग लोगों से विचार साझा करना मेरे लिए सामान्य बातें हैं, लेकिन Tara की कहानी ने मुझे समझाया कि ये अवसर हर बच्चे को समान रूप से नहीं मिलते।

मेरे लिए इस अध्याय की सबसे महत्वपूर्ण सीख यह है कि हमारी परिस्थितियाँ हमारी सोच को प्रभावित करती हैं, लेकिन नई चीजें सीखने और अलग दृष्टिकोण समझने से हमारी सोच का विस्तार हो सकता है। Tara की कहानी ने मुझे दूसरों को उनके अनुभवों के आधार पर समझने और बिना तुरंत निर्णय लिए उनकी परिस्थितियों को देखने की सीख दी। किसी व्यक्ति की सोच उसके वातावरण से बनती है, लेकिन सीखने और नई चीजों को समझने का अवसर मिलने पर वह अपनी सोच को बदल भी सकता है।

Manjula Sagar

आज की क्लास में यह दिखाया गया कि एक 7 वर्ष की बच्ची, जो अभी विद्यालय नहीं जाती है, अपने सभी भाई-बहनों में सबसे छोटी थी। बच्ची को डर लगता था कि मेरे पास मेरे जन्म का न तो कोई जन्म प्रमाण पत्र है, न ही किसी प्रकार का कोई सर्टिफिकेट। मेरा किसी विद्यालय में एडमिशन कैसे होगा?

इस कहानी से यह स्पष्ट होता है कि जन्म प्रमाण पत्र बच्चों के लिए कितना जरूरी होता है। वह बच्ची प्राकृतिक दृश्यों को देखती है और उसके बारे में तरह-तरह के विचार सोचती है। पहाड़ियों, झरनों, पेड़-पौधों और बहती हुई हवाओं आदि प्राकृतिक पर्यावरण की खुशियों का वर्णन दिखाया गया है और वह बच्ची इस पर्यावरण में अपने माता-पिता को भी जोड़ी हुई है।
अर्थात् आज की क्लास में प्राकृतिक दृश्यों का काफी वर्णन किया गया है। 

अशोक कुमार मौर्य

आज की कक्षा मेरे लिए केवल एक कहानी देखने का अनुभव नहीं थी, बल्कि बच्चों के जीवन, उनकी आवश्यकताओं और उनके अधिकारों को समझने का एक महत्वपूर्ण अवसर भी थी। कक्षा में दिखाई गई 7 वर्ष की बच्ची की कहानी ने मुझे विशेष रूप से प्रभावित किया। बच्ची अभी विद्यालय नहीं जाती थी और अपने सभी भाई-बहनों में सबसे छोटी थी। उसके मन में यह चिंता थी कि जब उसके पास जन्म प्रमाण पत्र या कोई अन्य प्रमाण पत्र नहीं है, तो उसका विद्यालय में प्रवेश कैसे होगा। इस प्रसंग ने मुझे यह सोचने पर मजबूर किया कि एक छोटे बच्चे के लिए एक आवश्यक दस्तावेज का न होना भी कितनी बड़ी चिंता का विषय बन सकता है।

कक्षा का दूसरा महत्वपूर्ण पक्ष बच्ची का प्राकृतिक पर्यावरण के प्रति आकर्षण था। वह पहाड़ियों, झरनों, पेड़-पौधों और बहती हुई हवाओं को देखकर अपने मन में अनेक विचार और कल्पनाएँ करती है। वह प्रकृति की सुंदरता में अपने माता-पिता को भी जोड़कर देखती है। इस दृश्य ने मुझे यह अनुभव कराया कि प्रकृति बच्चों के लिए केवल देखने की वस्तु नहीं, बल्कि सीखने, सोचने और अपनी भावनाओं को व्यक्त करने का एक सुंदर माध्यम भी है।

एक अच्छा शिक्षक वही है जो बच्चों की आवश्यकताओं को समझे, उनकी भावनाओं का सम्मान करे और उन्हें सीखने के लिए ऐसा वातावरण प्रदान करे, जहाँ वे सुरक्षित महसूस करें, प्रश्न पूछ सकें और अपनी कल्पनाओं को व्यक्त कर सकें। साथ ही, हमें बच्चों में प्रकृति के प्रति प्रेम और उसके संरक्षण की भावना भी विकसित करनी चाहिए।

Ravi Prakash

इस कहानी ने मुझे यह सोचने पर मजबूर किया कि हर बच्चा केवल किताबों से नहीं, बल्कि अपने आसपास की सोच और परिस्थितियों से भी सीखता है। Tara की कहानी में सबसे गहरी बात मुझे यह लगी कि जब किसी बच्चे के सामने सीखने के रास्ते सीमित कर दिए जाते हैं, तब भी उसके भीतर आगे बढ़ने की इच्छा एक नई राह खोज सकती है।

इससे मुझे महसूस हुआ कि शिक्षा केवल पढ़ना-लिखना सीखने का माध्यम नहीं, बल्कि अपने लिए सोचने और सही-गलत की समझने की आजादी भी है। कई बार बच्चे अपनी परिस्थितियों के कारण वह नहीं देख पाते, जो उनके लिए संभव है। ऐसे में किसी व्यक्ति का विश्वास, एक अवसर या एक छोटा सा प्रोत्साहन उनके जीवन की दिशा बदल सकता है। Tara की कहानी ने मुझे यह भी सिखाया कि बदलाव हमेशा बाहर की दुनिया बदलने से नहीं आता, कभी-कभी शुरुआत अपने भीतर सवाल पूछने से होती है। यही इस अध्याय की बात मुझे सबसे अधिक मन को छू गई।

सुनीता त्रिपाठी

बदलती परिस्थितियों को समझना और शिक्षा के प्रति संवेदनशील दृष्टिकोण

इस सत्र में लेखिका द्वारा प्रस्तुत प्रसंग को पढ़कर मैंने अपने बारे में यह महसूस किया कि एक शिक्षिका के रूप में मुझे बच्चों की परिस्थितियों को केवल उनके व्यवहार या पढ़ाई के परिणामों से नहीं समझना चाहिए। प्रत्येक बच्चे के पीछे उसका परिवार, उसकी मान्यताएँ, परंपराएँ, सामाजिक वातावरण और सुरक्षा से जुड़ी चिंताएँ होती हैं।

लेखिका ने परिवार और बच्चे के बीच बदलती परिस्थितियों को जिस तरह प्रस्तुत किया है, उससे मुझे यह सोचने का अवसर मिला कि यदि कोई बच्चा पारिवारिक मान्यताओं और आधुनिक शिक्षा के बीच उलझन महसूस करता है, तो शिक्षक की भूमिका बहुत महत्वपूर्ण हो जाती है। बच्चे को सही-गलत बताने से पहले उसकी बात धैर्य से सुनना और उसके अनुभव को समझना चाहिए।

इस पाठ से यह भी सीख मिली कि शिक्षा का अर्थ केवल पाठ्यपुस्तक का ज्ञान देना नहीं है। शिक्षा बच्चे में सोचने, प्रश्न करने, परिस्थितियों को समझने, आत्मविश्वास विकसित करने और सुरक्षित निर्णय लेने की क्षमता विकसित करती है। इसलिए कक्षा का वातावरण ऐसा होना चाहिए जहाँ बच्चा बिना डर अपनी बात रख सके।

भविष्य में यदि किसी बच्चे के व्यवहार में तनाव, डर या असमंजस दिखाई दे, तो उसे केवल अनुशासन की समस्या न मानकर उसके कारण को समझने का प्रयास करना चाहिए। साथ ही, परिवार की परंपराओं और मान्यताओं का सम्मान करते हुए बच्चे की शिक्षा, सुरक्षा और सर्वांगीण विकास को प्राथमिकता देनी चाहिए।

मेरे लिए लेखिका का यह प्रसंग एक सीख है कि एक संवेदनशील शिक्षिका वही है जो बच्चे को केवल पढ़ाती नहीं, बल्कि उसकी परिस्थितियों को समझकर उसे सुरक्षित और सकारात्मक दिशा में आगे बढ़ने का अवसर देती है।

सरोज पटेल

आज के सेशन से मेरे मन में एक विचार गहराई से आया—“जीवन हमें हर दिन दो रास्ते देता है, लेकिन हमारी पहचान इस बात से बनती है कि हम कौन-सा रास्ता चुनते हैं।” कई बार परिस्थितियाँ हमारे हाथ में नहीं होतीं, परिवार का वातावरण हमारे अनुकूल नहीं होता और संसाधनों की कमी हमारे सपनों के रास्ते में खड़ी होती है। लेकिन अपना चुनाव करना हमारे हाथ में होता है। इसका जीवंत उदाहरण स्वयं मेरी अपनी personal life से जुड़ी हुई है। मैं एक गाँव के एक ऐसे परिवार से हूँ, जहाँ मेरे घर में कोई भी पढ़ा-लिखा नहीं था। इसके बावजूद मेरे पिताजी का यह मानना था कि जिन परेशानियों को मैं झेल रहा हूँ, वे मेरे बच्चे न झेलें। मगर वहीं दूसरी तरफ गाँव वाले मेरे पिताजी को भड़काते थे कि “लड़कियों को ज्यादा पढ़ाने की जरूरत नहीं है। घर का काम ही उसके लिए पर्याप्त है।”

मेरे पिताजी गाँव वालों की बात को अनसुना कर दिए और हम चार बहनों को पढ़ाया। उनका यह मानना था कि अगर वे अपने भविष्य को बदलने के लिए पढ़ सकती हैं, तो मैं क्यों उनके सपनों को पूरा नहीं कर सकता? वे विरोधियों की बातों को नजरअंदाज करते हुए हम सभी को पढ़ाने का निर्णय लिए। अपने पिताजी के निर्णय को देखकर हम सभी बहने धीरे-धीरे कठिनाइयों के बावजूद मन लगाकर पढ़ाई करने लगीं।

यहाँ हमारी सबसे बड़ी जीत कोई परीक्षा पास करना नहीं था, बल्कि अपने पिताजी के विश्वास पर खरा उतरना था। हमारी सबसे बड़ी जीत थी परिस्थितियों के बजाय अपने भविष्य का चुनाव।

"एक शिक्षक के रूप में मेरी सीख" इस अध्याय ने मुझे यह सोचने पर मजबूर किया कि कक्षा में बैठा हर बच्चा समान परिस्थितियों से नहीं आता। कोई आर्थिक कठिनाई से जूझ रहा हो सकता है, कोई पारिवारिक दबाव से, तो कोई आत्मविश्वास की कमी से। ऐसे में एक शिक्षक के रूप में मेरा काम केवल पाठ पढ़ाना नहीं है। कभी-कभी बच्चे के भीतर वह विश्वास जगाना पड़ता है, जो उसे अपने आसपास से नहीं मिल पाता।

हो सकता है किसी बच्चे की कॉपी अधूरी हो, लेकिन उसका सपना बहुत बड़ा हो। हो सकता है वह कक्षा में चुप रहता हो, लेकिन उसके मन में बहुत सारे प्रश्न हों। इसलिए अब मैं केवल यह नहीं देखना चाहूँगी कि “बच्चे ने क्या नहीं किया?” बल्कि यह भी देखना चाहूँगी कि “बच्चा किन परिस्थितियों के बावजूद क्या करने की कोशिश कर रहा है?”

Choose the Good मेरे लिए केवल एक अध्याय का शीर्षक नहीं, बल्कि जीवन का मंत्र भी है। हर परिस्थिति में हमारे सामने विकल्प होते हैं—हार मानना या प्रयास करना, शिकायत करना या समाधान खोजना, डर के साथ रुक जाना या विश्वास के साथ आगे बढ़ना। कभी-कभी जीवन हमें अच्छा रास्ता आसानी से नहीं देता। हमें स्वयं अच्छे रास्ते का चुनाव करना पड़ता है, और शायद शिक्षा की सबसे बड़ी शक्ति भी यही है—वह बच्चे को केवल पढ़ना नहीं सिखाती, बल्कि अपने जीवन के लिए सही चुनाव करना सिखाती है।

“परिस्थितियाँ हमारे हाथ में नहीं होतीं, लेकिन उन परिस्थितियों में हमारा चुनाव हमारे हाथ में होता है। एक सही चुनाव… पूरी जिंदगी की दिशा बदल देता है।”

गुलाबी

Choose the Good

प्रत्येक बच्चे का पारिवारिक और सामाजिक वातावरण उसके व्यक्तित्व, सोच और सीखने की क्षमता को गहराई से प्रभावित करता है। एक शिक्षक के रूप में हमें यह समझना चाहिए कि सभी बच्चे समान परिस्थितियों से विद्यालय नहीं आते। कुछ बच्चों को घर से पर्याप्त शैक्षिक सहयोग मिलता है, जबकि कुछ बच्चे अनेक सीमाओं और चुनौतियों के बीच सीखने का प्रयास करते हैं।

तारा वेस्टओवर के जीवन से मुझे यह सीख मिलती है कि शिक्षा केवल पुस्तकीय ज्ञान प्राप्त करने का माध्यम नहीं है, बल्कि यह व्यक्ति को स्वतंत्र रूप से सोचने और अपने जीवन के बारे में निर्णय लेने की क्षमता प्रदान करती है। इसलिए शिक्षक का दायित्व केवल पाठ पढ़ाना नहीं, बल्कि विद्यार्थियों में जिज्ञासा, आत्मविश्वास और सही दृष्टिकोण विकसित करना भी है।
मैं अपने विद्यार्थियों की व्यक्तिगत परिस्थितियों को समझते हुए उन्हें बिना किसी भेदभाव के सीखने के अवसर देने और उनकी क्षमताओं को पहचानकर प्रोत्साहित करने का प्रयास करूँगा।

मनोज कुमार

"Choose the Good" (अच्छे को चुनो) तारा वेस्टओवर के जीवन का वह सबसे कठिन और क्रांतिकारी मोड़ है, जहाँ उन्हें अपनी पहचान और अपने परिवार में से किसी एक को चुनना था। एक तरफ उनका वह परिवार था, जिससे वह बेहद प्यार करती थीं, लेकिन जो बदले में उनसे अपनी बुद्धि, मानसिक शांति और सच्चाई की आहुति माँग रहा था। दूसरी तरफ शिक्षा, स्वतंत्रता और एक ऐसा बेहतर जीवन था, जिसकी राह अकेलेपन और अपनों के बिछोह से होकर गुजरती थी।

तारा के लिए इस 'अच्छे' को चुनने का फैसला कोई आसान सौदा नहीं था। इसका मतलब था उस कबाड़खाने और उन कट्टर मान्यताओं को पीछे छोड़ना, जिन्होंने बचपन से उनकी दुनिया को घेरा हुआ था। जब उन्होंने अपने भाई के शोषण के खिलाफ आवाज उठाई और अपने माता-पिता के अंधविश्वासों को मानने से इनकार कर दिया, तो उन्हें पूरे परिवार द्वारा झूठा और मानसिक रूप से बीमार घोषित कर दिया गया।

ऐसे चौराहे पर खड़े होकर, समाज अक्सर परिवार के प्रति अंध-वफादारी को 'अच्छा' मानता है, भले ही वह व्यक्ति को अंदर से खोखला कर दे। लेकिन तारा ने सच्ची शिक्षा के सार को समझा। उन्होंने जाना कि असली अच्छाई खुद के प्रति वफादार रहने और अपने आत्म-सम्मान की रक्षा करने में है।

इस चुनाव की कीमत बहुत भारी थी—उन्हें अपने माता-पिता और कई भाई-बहनों से हमेशा के लिए नाता तोड़ना पड़ा। लेकिन इस गहरे दर्द के बदले उन्हें जो मिला, वह था उनका अपना अस्तित्व। यह रिफ्लेक्शन हमें सिखाता है कि हम यह तय नहीं कर सकते कि हम कहाँ पैदा हुए हैं, लेकिन हम यह जरूर चुन सकते हैं कि हम किस ढर्रे पर जिएँगे। "Choose the Good" का यही संदेश है: चाहे अतीत कितना भी अंधकारमय क्यों न हो, सही रास्ते पर चलने का साहस हमेशा हमारे भीतर ही होता है।

लवकुश सिंह यादव

शिक्षा का महत्व और आत्मनिर्भरता

इस अंश को पढ़कर मुझे यह समझने का अवसर मिला कि शिक्षा केवल स्कूल जाने या किताबें पढ़ने तक सीमित नहीं है, बल्कि यह हमारे सोचने, समझने और अपने भविष्य को बेहतर बनाने की क्षमता देती है। लेखिका का बचपन सामान्य बच्चों से बहुत अलग था। उनके परिवार में बच्चों का स्कूल जाना, डॉक्टर के पास जाना और सरकारी व्यवस्था से जुड़ना भी नहीं होता था। इसके बावजूद लेखिका अपने आसपास की परिस्थितियों को समझने और अपने परिवार के जीवन को ध्यान से देखने का प्रयास करती थीं।

इस अंश से मुझे यह भी सीख मिली कि परिस्थितियाँ चाहे कितनी भी कठिन क्यों न हों, सीखने की इच्छा व्यक्ति को आगे बढ़ने की प्रेरणा देती है। शिक्षा हमें अपने अधिकारों और दुनिया के बारे में जागरूक बनाती है। एक शिक्षक के रूप में मुझे महसूस हुआ कि प्रत्येक बच्चे को सीखने का अवसर मिलना चाहिए, क्योंकि शिक्षा उसके जीवन में सकारात्मक बदलाव ला सकती है।

ममता

"हर परिस्थिति में शिक्षा जरूरी है।"

मेरे विचार से जीवन में परिस्थिति कैसी भी हो, शिक्षा का महत्व कभी कम नहीं होता। कठिन समय में भी शिक्षा हमें सही रास्ता चुनने और समस्याओं का सामना करने की हिम्मत देती है। कई बार परिस्थितियाँ हमारे सामने ऐसी चुनौतियाँ खड़ी कर देती हैं, जिनके कारण पढ़ाई करना मुश्किल लगता है, लेकिन ऐसे समय में शिक्षा को जारी रखना और भी जरूरी हो जाता है।

शिक्षा केवल किताबों तक सीमित नहीं है, बल्कि यह हमें जीवन को समझने, सही और गलत में अंतर करने तथा अपने निर्णय स्वयं लेने की क्षमता देती है। कठिन परिस्थितियों में शिक्षा ही हमारे अंदर आत्मविश्वास और उम्मीद बनाए रखती है।इसलिए मेरा मानना है कि चाहे परिस्थिति सामान्य हो या कठिन, शिक्षा को कभी नहीं छोड़ना चाहिए। शिक्षा एक ऐसा साधन है, जो हमें वर्तमान परिस्थितियों से बाहर निकलने और अपने भविष्य को बेहतर बनाने में मदद करती है।

Chanchal

Story of Arpan, at Sunbeam School Mau

Arpan is walking tall! 

Presentation by Sunbeam School Mau

The presentation introduces Arpan and how a school approaches holistic learning. It explores quality education, creativity, social interaction, care, school activities, brain development, and interconnected learning through illustrations and mind maps. It concludes by presenting the Learning Forward Retreat in Dehradun and directing viewers to www.LFIN.Academy for more information. 

From Cradle to Curiosity - Sunbeam School Mau

From Cradle to Curiosity Presentation by Sunbeam School Mau.

Learning Forward Retreat, 7-10 September 2026
The presentation takes you on a visual journey from early beginnings to curiosity, learning, and discovery.

Overall Flow
Opening — Introduces the central theme and sets the journey’s direction.
Middle — Develops the journey through the presentation’s visual pages.
Closing — Brings the ideas together and completes the arc from beginnings to discovery.

GSA Learning Forward Retreat for Teachers

Good evening, Team!

This is my very first - and more to come - Retreat that has taken me back to my childhood, when I missed the opportunity to explore reading and to create a global persona and identity in me, as my parents only focused on me following the curriculum books, and reading books outside the syllabus was considered neglecting our studies by both parents and school (schools giving just one session in a week which hardly create an environment to read or develop curosity).

In my adult life, many times the thought came to me that now is the time to go back to the books and start nurturing my inner self, who wants to gather knowledge about everything, but again, the responsibility and nature of neglect that we developed as adults made me distance myself from reading books, and that incompleteness in me still follows.

New Perspective

Today, after attending the Retreat, I found a reason to be encouraged and to encourage my students to read at my school.

Keys to unlock yourself so you can become a better facilitator (Teacher). As written on the board at the Learning Forward Foundation office, “You are the one who can fill the world with Sunshine.” 

I want to become a better version of myself as a facilitator who works on 4S: Service and Skill. Sports & Study. Where every school, staff, and student is engaged in the above activities so we can provide equality and passion to the work that we can do as a good school with these elements.

Promoting the Culture of My Good School

A good school brings a platform for students to enter into an ecosystem where students focus on personal and social growth, and we, the school, the teacher, and the community, should provide a pathway for them to achieve it. 

The education system needs to offer students an environment to explore beyond the classroom; no student should be left behind, so we need to create alternative assessment and marking schemes.

Lead to Read

To be an exceptional educator, we have to make sure that our students and we think and process brainstorming in ways that lead to developing understanding and to creating their own versions of thoughts, ideas, and concepts. In the era of AI we are in today, we are all relying on AI to do our intellectual work, and we are all losing originality.

We need to read to better understand complex concepts and strengthen our knowledge. Hence, we perform effectively and become better listeners, providers, and empathetic humans who can accept change and diversity of opinion, and develop an understanding that every child is different. We do not need to try to fit them into a frame of the syllabus or curriculum, so we can create individuals who are better citizens holds their own perception of an identity with spiritual awakening, decision making, which leads them into good health, divers Intelect with reasons, amazing communicator who build solid relations empower others, take care of mother nature and give back to the society in terms of their services.  

My deepest regards and warm thanks to Sandeep Sir, Kunal, and the entire GSA for providing me with an opportunity to unwind, reflect on education, and release my strength as an educator and explore how I can create new, better, and visionary possibilities for myself, the school, and students. 

Thanks

Ritika Chauhan

PYDS Learning Academy

My Reflection – Good School Alliance

Learning Forward Retreat: 3-5 Sept 2026

Coming to Dehradun through the opportunity given to us by Mayoor School Jaipur was a really enriching and memorable experience for me. I had already interacted with the Good School Alliance and Sandeep Sir during the My Good School Retreat, so I had a little idea of what to expect. But being here and experiencing the learning firsthand was something quite different.

Our stay at Figtree Cottage made the experience even more special. The place was peaceful and comfortable, and the homely meals genuinely made us feel at home. It was truly a home away from home.

One of my favourite parts of the experience was the Joy of Learning Studio. What made it special was that learning did not feel like a formal workshop. There was a certain warmth and simplicity to it. I particularly loved our morning when Sandeep Sir came to us and read from his book, My Good School. He read two chapters aloud, and then we continued reading ourselves. Listening to the author read his own words made the experience feel much more personal. It felt less like attending a session and more like being part of a conversation about education.

And then came the fun part—we made flipcharts, discussed our thoughts and used all our creativity. Thoda sochna, thoda discuss karna, thoda create karna aur bahut saari masti! It was amazing to see how something as simple as a blank sheet could give rise to so many different ideas.

The biggest thing I am taking away is the joy of learning. As teachers, we are constantly thinking about what our students should learn, but this experience reminded me that we also need to keep learning, questioning and exploring. Teacher hona sirf sikhana nahi hai, khud bhi seekhte rehna hai.

I came to Dehradun expecting to learn something new, but I am leaving with much more—beautiful memories, new perspectives, meaningful conversations and a renewed excitement for teaching.

For me, this was not just a professional learning experience. It was a reminder that learning should always be joyful, creative and human.

Gomshi Sengar 
Mayoor School Jaipur

A thoughtful and enriching Retreat.

Dear Good School Alliance Team,

The Good School Alliance Learning Forward Retreat in Dehradun was a very enriching and memorable experience for me. It gave me a chance to step away from my usual routine and think more deeply about what makes a school good.

Reading My Good School by Sandeep Dutt was one of the highlights of the Retreat. The book made me think about education beyond textbooks and the curriculum. It helped me reflect on the importance of values, freedom, relationships and the overall environment in which children learn. The discussions also encouraged me to look at my own role as a teacher in a new way.

I especially enjoyed the flip-chart activity. We worked together to present our understanding of the book through drawings, words and ideas. It was interesting to see how everyone interpreted the same thoughts differently. The activity was creative and enjoyable, and it also gave us a chance to share our ideas and learn from one another.

Our stay at Fig Tree Cottage made the Retreat even more special. The warm hospitality and peaceful surroundings made us feel comfortable and welcome. It was a lovely setting for reading, reflection and meaningful conversations.

I returned from the Retreat with many thoughts about my teaching and how I can help create a happier, more meaningful learning environment for my students. The experience reminded me that teachers, too, must continue to learn, reflect and grow.

I am grateful to Sandeep Dutt and the Good School Alliance for organising such a thoughtful and enriching Retreat. I will carry the memories, conversations, and lessons from these days with me on my journey as an educator.

Warm regards,

Jaya Sharma
Mayoor School Jaipur

A Good School Begins With Us

What if the real question is not “What makes a good school?” but “What makes us good

enough to create one?”

These two days have made me sit with that question. I came in thinking I would understand a little more about what makes a school good; I am leaving thinking more about what we bring into the school every day that adds to a good school.

Reading My Good School by Sandeep Dutt, sitting in the quiet of our cottage, felt different. There was time to read at my own pace, pause at a thought, question it, and connect it with

what I have seen and experienced.

As Kabir says,

“धीरे-धीरे रे मना, धीरे सब कु छ होय।” 

True understanding and meaningful change take time; some things only unfold when we slow down enough to notice them.

What stayed with me is that a good school is not just about academics. It is where children learn to think, question, collaborate, contribute and, most importantly, grow as individuals. The team conversations brought another perspective — that learning becomes deeper when we listen to one another and allow our own thinking to be challenged.

One thing I keep coming back to is happiness and enthusiasm. They cannot be instructed. They have to be felt. And they are contagious. If we want children to be curious, joyful, kind and excited to learn, perhaps we have to bring those qualities into the room first.

We often think our role is to reach out to children, guide them and give them the right reflections. But children are watching us long before they are listening to us. So perhaps the real work is not telling children what a good school or a good life looks like. It is becoming an example ourselves.

Because ultimately, a good school is not something we build around children. It is something we build within ourselves and let children experience.

Tanvi Khurana

Fascilitator

Mayoor School Jaipur

Reflection: Book Reading Session with Sandeep Dutt

Learning Forward Retreat in Dehradun

Attending the book reading session with Sandeep Dutt, founder of the Good School Alliance, was a genuinely enriching experience. I read My Good School, a book that beautifully weaves together ideas on becoming a more effective teacher and, just as importantly, on nurturing a love of reading in children. Sandeep sir’s own passion for books was infectious and set the tone for the entire session.

One of the highlights was creating a flipchart based on the book, in which I didn’t just summarise the chapters but also wove in my own reflections and classroom experiences alongside the author’s ideas. This exercise helped the concepts feel personal and immediately applicable.

The session also reinforced something I’ve always believed but rarely paused to articulate: reading isn’t just something I should encourage in children; it has to be visible in me as a teacher too. Children learn far more from what I do than from what I tell them to do. When a student sees me genuinely absorbed in a book, unhurried and unprompted, it communicates something no reading chart or assigned novel ever could: that reading can be a source of real pleasure, not just a task to be completed.

Sandeep sir’s own infectious love for books was proof of this in action; his enthusiasm was the best advertisement for reading I encountered that day. It made me realise that if I want children to become genuine readers, I first have to let them catch me being one myself.

The day wasn’t only about structured learning, though. I had unhurried time to read in the garden, sip coffee while flipping through pages, and browse the bookstore at leisure, a rare and refreshing way to reconnect with reading itself. It struck me that this is exactly the kind of experience I so rarely give myself as a teacher, yet it’s precisely what recharges my relationship with books. That relationship eventually spills over into my classroom.

Looking ahead, I want to bring back into my classroom a stronger emphasis on modelling reading behaviour myself, being seen reading, talking about what I’m reading, letting my own enthusiasm show, alongside creating cosy reading corners and giving students more unstructured time to simply enjoy books. If I want my students to love reading, the most powerful thing I can do is let them see that I love it too.

Mahima Bissa
Mayoor School Jaipur

The Rise of Data-Driven Inequality

Sandeep Dutt’s Masterclass 

Masterclass on emerging literacies, focusing on data, inequality, and the future of humanity.

Key Takeaways

1. Data is the new oil, driving extreme inequality. The richest 1% now own half the world’s wealth, and the richest 100 people own more than the poorest 4 billion.
2. AI and biotech threaten to create a biological caste system. The super-rich may use technology to extend life and enhance abilities, creating a real, ability-based gap between “superhumans” and a “useless” underclass.
3. Data giants’ true business is data harvesting, not advertising. Their goal is to accumulate data to gain the power to re-engineer life, with users serving as the product.
4. Regulating data ownership is the most critical political question of our era. Failure to do so risks societal collapse and the permanent division of humankind.

Topics

The Rise of Data-Driven Inequality

Historical Context: Inequality increased with property ownership (Agricultural Revolution). The 20th century saw a reduction in inequality (Industrial Revolution) as mass labour was needed for factories and armies.

21st-Century Reversal: Globalisation and technology are now accelerating inequality.

Wealth Concentration: The richest 1% owns half the world’s wealth; the richest 100 people own more than the poorest 4 billion.

Biological Inequality: Biotech could enable the super-rich to buy life extension and cognitive enhancement, creating a real, ability-based gap.

Speciation: This could lead to a vertical division of humanity into a “superhuman” elite and a “useless” underclass.

The Power of Data Giants

Data as the Primary Asset: Data has surpassed land and machinery as the most important asset, making control of it the central political struggle.

Business Model: Data giants (Google, Meta, Baidu) are “attention merchants” whose true business is data harvesting.

User as Product: Users are the product, not the customer. Devices listen 24/7, collecting data even when not actively prompted.

Future Goal: Use data to transfer authority from humans to algorithms, making traditional advertising obsolete.

Long-Term Ambition: Use data to “hack the deepest secrets of life” and re-engineer organic and inorganic life forms.

The Data Ownership Conundrum

Central Question: Who owns personal data (DNA, brain activity, life choices)?

Proposed Solutions & Risks:

Government Nationalisation: Curbs corporate power but risks digital dictatorships.

Private Ownership: Difficult to regulate, as data is easily copied and distributed.

Urgency: Failure to regulate data ownership risks societal collapse. This is the most important political question of our era.

Learning Forward Programs

Learning Forward Retreat:

Format: 2-night, 3-day immersive reading and reflection program in Dehradun.

Goal: Help teachers discover their “emerging self” through deep reading and reflection.

Logistics: ~₹10,000/person; includes stay at The Fig Tree property and 25 hours of CPD.

Requirement: Participating schools must be GSA members.

Literacy Project:

Format: In-person workshops (e.g., Financial, Food, Emerging Literacies).

Next Event: September 12 in Dehradun.

Next Steps

All Participants: Join the WhatsApp group for session notes and updates.

All Participants: Check the Monday morning newsletter at gsi.in.

All Participants: Explore the Learning Forward fellowship program.

Principal, Lotus Valley International School at Greater Noida: Pursue GSA membership to enable teacher participation in the Learning Forward Retreat.

Kunal Rajpurohit: Serve as the contact for in-person workshops and retreats.

FATHOM AI-generated summary.